English Language Arts A30
Module 4
Assignment 13
English Language Arts A30
Assignment 13
English Language Arts A30
Assignment 13
Assignment Thirteen
A.
Responding to Literature
“In Flanders Fields”
(1)
1.
The poem “In Flanders Fields” was written in the year _______.
(1)
2.
The specific event that prompted the writing of this poem was
(3)
3.
Explain in one or two sentences whether you feel “In Flanders Fields”
is an anti-war or a pro-war poem. Provide one reason for your
answer.
(1)
4.
In one or two sentences tell what you believe the “larks” represent in
the poem.
English Language Arts A30
Assignment 13
(2)
5.
In one or two sentences explain what the third and second last lines
in the poem mean.
“Parody of ‘In Flanders Fields’”
(2)
6.
In one or two sentences state whether you feel this poem was meant
to provoke laughter or to ridicule the government. Give one reason
for your answer.
(1)
7.
In one or two sentences tell what you believe the “sparrows”
represent in the poem.
English Language Arts A30
Assignment 13
“On Veterans”
(10)
Multiple choice: Select the best answer for each of the following and place a
check () beside it.
8.
The phrase “winds of freedom swept these beaches” is an example of
****.
___
a. onomatopoeia
___
b. personification
___
c. metaphor
___
d. allusion
9.
In this speech the term “oppression” means ****.
___
a. operative
___
b. tolerance
___
c. injustice
___
d. competition
10.
One distinguishing element of style present in the speech is the
author’s use of ****.
___
a. dialect
___
b. short sentences
___
c. colloquial language
___
d. long complex sentences
11.
Jean Chrétien’s attitude toward the people he is addressing with his
speech is one of ****.
___
a. ambivalence
___
b. scorn
___
c. ridicule
___
d. respect
12.
On their graves you will find names like McMillan and
Nillson and Comier and Freedman. Names like
Cherulli and Bergeron and Osborne. Names like
Silverberg and Topolnitski. Names like Sigurdson and
May and Chartrand and Stinson.
In the above passage the author has used **** as a literary device.
___
a. irony
___
b. parallel structure
___
c. local colour
___
d. dialect
English Language Arts A30
Assignment 13
13.
“A Europe under the yoke of evil” is an example of ****.
___
a. allusion
___
b. personification
___
c. simile
___
d. metaphor
14.
On the first day of the battle of Normandy **** men died.
___
a. 935
___
b. 539
___
c. 359
___
d. 953
15.
This speech was delivered on Juno Beach in Normanday in ****.
___
a. 1944
___
b. 1985
___
c. 1994
___
d. 1967
16.
The author states the one thing that the soldiers who fought in the
battle of Normandy had in common was that they were all ****.
___
a. of the same religion
___
b. from one part of Canada
___
c. part of a young nation
___
d. born in Canada
17.
The dominant mood of this speech is one of ****.
___
a. anger
___
b. optimism
___
c. frustration
___
d. humour
English Language Arts A30
Assignment 13
B.
Canadian War Brides – The story of Ann Johnston
To contrast means to identify dissimilarities or
differences among two or more people, places, or things.
Write one paragraph contrasting your teenage years with those of Ann
Johnston Find four points of contrast between your adolescence and that of
Ann Johnston . Use evidence from Johnston’s story to support the points
you make in your paragraph.
(5)
Step One - Pre-writing
In writing your paragraph, use the following steps.
a.
Write a purpose statement indicating your intent to the reader.
My purpose is to _________________________________________
so that my reader will_____________________________________
________________________________________________________
________________________________________________________.
English Language Arts A30
Assignment 13
English Language Arts A30
Assignment 13
Step Two - Writing the First Draft
a. In the space provided on the next two pages write your first draft
using the information you gathered in the chart on the previous page.
Focus on content and clarity of ideas. Spelling and mechanics are not
important in the first draft.
b. Double-space your first draft so that you have space to make
corrections and revisions.
Using Quotations in a Paragraph
When using direct quotations to defend a point you make in an paragraph, use
quotation marks (“ ”) to show that you are quoting. Be sure to use lead-ins for
your quotations. Every direct quotation should be accompanied by a lead-in
phrase or clause, which at least identifies by name the person who is about to
speak. Sometimes a follow up after the quotation is needed to connect to the
idea or point you are supporting. Here are some typical identifying and
orientating lead-ins:
Josh Freed, in “All Quiet on the Northern Front,” tells his readers, “put a Yankee and a
Canuck at a hotel fire, and they describe different events.”
“A lobster fisherman, a picnic, a chest of hope,” are just some of the aspects Duke
Redbird says are part of being a Canadian.
In his poem “Citizenship,” Joel Pereira writes, “I’m frightened yet proud,” indicating his
inner conflict.
Take careful note of the punctuation and capitalization.
For further help with quotation marks and their use, see the “Punctuation”
section of your English Language Arts Ready Reference.
English Language Arts A30
Assignment 13
English Language Arts A30
Assignment 13
English Language Arts A30
Assignment 13
(5)
Step Three - Revising the First Draft
If possible, it is a good idea to leave your first draft alone for awhile after
writing it. After a few hours, or even better, a day or two, you can come back
to it with fresh eyes and the revision process will seem less onerous. To
make revisions on your first draft, use a different coloured pen than the one
you used to write your first draft. This will make it easier for you to see what
you want to change.
Listed below is a self-assessment checklist to help you edit and proofread
your first draft. The evaluation of your paragraph by your teacher will be
based on the criteria listed in the self-assessment guide.
Content and organization





Does my introductory sentence grab my reader’s attention and reveal the
subject of the paragraph?
Does the body of my paragraph contain four points of contrast arranged
in a logical order?
Is there sufficient and appropriate evidence to support each point of
contrast?
Does my conclusion wrap up the points made in the body and close your
paragraph gracefully?
Does my paragraph have an interesting and suitable title?
Syntax, spelling, mechanics, and presentation





Are my sentences clear and complete and have I used transitional devices
to make my paragraph coherent?
Are my words spelled correctly and my sentences punctuated
appropriately?
Is my diction appropriate to the subject matter of my paragraph?
Is the verb tense consistent throughout the paragraph?
Is the overall appearance of my paragraph pleasing?
Teacher’s comments
English Language Arts A30
Assignment 13
(10)
Step Four – Final Presentation
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Assignment 13
C.
Responding to the Novel
General Information
Complete each of the following statements.
(1)
1.
a.
The title of the novel I chose to read is ________________.
b.
The author of this novel is __________________________.
a. The year this novel was published is _____________________.
(1)
2.
To tell the story, the narrator uses___________________________
point of view.
(1)
3.
The protagonist of the novel is _____________________________.
(1)
4.
The names of two characters in the novel who are important to the
protagonist are__________________________________ and
________________________.
Theme and Style
Theme is the idea, general truth, or commentary on life or
people brought out through a literary work. Sometimes a
theme is stated explicitly. Most times, it is implicit and
readers have to figure it out for themselves.
“The wind struck from all sides, blustering and furious. It was as if the
storm had discovered her, as if all its forces were concentrated upon her
extinction. Suddenly with a comprehension so clear and terrifying that it
struck all thoughts of the stable from her mind, she realized in such a
storm her puniness.”
“The Painted Door” by Sinclair Ross
Often, a quotation, like the one above, captures a story’s theme or, at least,
one of them. A novel, as well as short stories, and plays, may have more than
one theme. As well as telling us something about the theme of a story, the
quotation can indicate something about the author’s writing style.
English Language Arts A30
Assignment 13
You will, no doubt, remember the film viewed in Lesson Ten which is based
on this short story.
The theme captured in the quotation from "The Painted Door" is that human
isolation and loneliness can cause people to act in an irrational manner. The
quotation also reveals that Sinclair Ross’ style is rather elegant. His
sentences tend to be long and complex.
(1)
a.
Choose one quotation from the novel you read that you feel captures
a theme from the novel.
(2)
b.
In sentence form tell why you feel this quotation illustrates this
theme.
(2)
c.
In sentence form tell what this quotation reveals about the writing
style of the author.
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Assignment 13
(5)
C.
Creative Writing
Over the past few weeks, as you have read your novel, you have become
familiar with the characters. Imagine that you are one of the characters from
the novel who must take a trip alone on a train, bus, or airplane. You, as the
character, like to read when travelling alone on any one of these modes of
transportation. For this trip you, as the character, have chosen one book to
take along to read.
In a short paragraph explain why you, as the character, have chosen this
book.
Your paragraph needs to include the following information.




The title and the author's name of the book chosen by your character.
Your character's mode of transportation.
Your character's destination.
Your character's reason for choosing the book he or she has selected to
read.
 Use first-person point of view to write this paragraph.
I am _______________________________________ from the novel
_______________________________________________________
(title)
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Assignment 13
(25)
D.
Writing the Literary Essay
A formal literary essay discusses a specific idea, theme, or
issue presented by a specific literary work or groups of
works.
On the final examination, which you will write after finishing this course, you
will be asked to write a formal literary essay. You will be given a general
statement and be asked to support or refute it using examples from literary
works you have studied in the course. You will find the process you use to
write the literary essay in Exercise D in this assignment a useful model to
follow when writing the literary essay on the final examination.
After you have chosen your topic, read through the "writer's workshop" that
follows to help you in writing your literary essay.
Your Task
Use your own paper to write, type, or word-process this essay. Be sure to
attach it to the assignment upon submission.
Referring to the novel you have read for this lesson, write a formal literary
essay (a minimum of five paragraphs) which responds to one of the
following statements.
A character that appears over and over again in Canadian literature is the
landscape. Explain the many sides of this character as seen from your
reading of Canadian literature.
OR
Love and death, both separately and combined, are primarily human
experiences. Not surprisingly, they are also among the most common
subjects of literature. Support or refute this statement.
OR
Relationships are often a focus of Canadian literature. Compare and contrast
at least three relationships in the Canadian literature that you have studied.
OR
Contemporary novels often project a vision of lonely, abandoned human
beings. Support or refute this statement.
OR
People are free to make choices. Support or refute this statement.
English Language Arts A30
Assignment 13
Writer’s Workshop
 Read the statement that you have chosen very carefully. Be sure that
you understand the topic. If you are unsure about the topic, contact your
Technology Supported Learning teacher to discuss it.
 Consider your purpose and audience.
 Use a pre-writing technique. You have used several throughout this
course. Choose the one you find to be the most effective.
 After the pre-writing stage, formulate your thesis and begin to draft your
essay. In formulating your thesis, it often works to use the key words
from whatever statement you have chosen to support or refute.
For example: Circumstances in the lives of the characters in Sharon Butala’s novel,
Luna, did not allow them free choice in their lives.
This thesis refutes one of the given statements.
Your essay will have three main parts – an introduction, a body of
supporting paragraphs, and a conclusion – but you may draft these parts
in whatever order you wish. You may wish to start with the body of your
essay. You may then find it easier to draft an effective introduction and
conclusion.
Introduction
In your introductory paragraph give the key background information:
title, author, and genre. Note that in the example thesis statement
above, the key background information has been included. Clearly state
your thesis. In the above example the thesis is “circumstances in the lives
of the characters did not allow them free choice in their lives.” Your
introductory paragraph should also make mention of the three points to
be developed to prove the thesis.
English Language Arts A30
Assignment 13

A thesis statement must be a sentence presenting a particular
view, not merely a topic.
TOPIC
 One day of canoeing in northern
Saskatchewan
THESIS STATEMENT
One day of canoeing in northern
Saskatchewan made Jonathon a
confirmed canoeist.
 Quitting smoking
Amanda’s decision to quit smoking
was the best decision she ever
made.
 Poachers in northern
Saskatchewan
New laws are needed to protect
northern Saskatchewan from
poachers.
A thesis statement must be a statement that you can explain or
defend. It must not be simply a fact that is obvious and that no one
would deny.
FACT
Many accidents involve drunken
drivers.
THESIS
Tougher laws should be passed
concerning drinking and driving.
Jobs are scarce.
A good interview can land a job.
Josie’s doctor told her to lose
weight.
Josie is following an effective
nutritional plan to take off weight.
Body
The body of your essay must consist of at least three paragraphs that
support your thesis. In each of these paragraphs you will use one
example supported by evidence from the novel, to convince your
reader(s) of the stance you have taken in your thesis statement. In
your introductory paragraph you have mentioned the three points
you will develop. Deal with each point in separate paragraphs. For
example, deal with point one in your first paragraph. Use relevant
and specific examples and evidence from the novel to back up the
points you make. This evidence may be in the form of a paraphrase
English Language Arts A30
Assignment 13
or a direct quotation. Direct quotations should be used judiciously.
Use brief quotations,
selecting only the sentences or phrases that best illustrate the points you make. When
quotations are used, they should be introduced smoothly into the paragraph. Always use a
lead-in for direct quotations. You may also need to further explain how the quotation
supports the point you are making. The body of your essay must not be a plot summary.
The body of your essay is to support your thesis, not to retell the
story in the novel.
Conclusion
An effective writer does not leave the reader hanging. A conclusion
brings closure to a piece of writing. A literary essay concludes with a
comment that shows the reader the soundness of the thesis
statement. One of the ways to do this is to briefly summarize the
points you made in the body of your essay and restate your thesis.
The one thing you do not do in a concluding paragraph is introduce
new information. Bringing up new information in the conclusion
confuses your reader(s). Just as an introduction should not promise
to discuss something that you do not deliver, so a conclusion should
not allude to material not included in the body of the essay. If the
material is important to the topic, it belongs in the body of the essay
where it can be adequately developed; otherwise, it should be left
out.
Title
Provide an appropriate title for your essay.
Revision Process
See Assignment Twelve for revision tips.
Presentation of Literary Essay
Your essay requires a title page that is correctly formatted. If you
need help, see Lesson Twelve.
Paraphrased evidence and direct quotations need to be given
appropriate documentation. If you need help, see Assignment
Twelve.
Your essay requires a bibliography in the correct format. If you need
help, see Assignment Twelve.
English Language Arts A30
Assignment 13
Evaluation
Your essay will be marked according to the Analytic Scoring rubric
given below. Your teacher will comment beneath the rubric which
best describes the different aspects of your essay. As you look over
the rubric, note that the total number of marks allotted to your essay
is 25. These 25 marks are, however, allotted to specific aspects of the
essay.

10 marks are allotted to content: quality and development of
ideas. Your teacher will be checking to see: whether or not you
have a grasp of the subject matter; how well you communicate
and integrate ideas, and how well you include details to support,
develop and/or illustrate ideas.

5 marks are allotted to organization. Your teacher will be
checking to see if your writing: exhibits evidence of planning; has
an introduction; has and maintains a focus; has appropriate
arrangement of ideas and has a conclusion.

5 marks are allotted to style. Your teacher will be checking to see
if you have made choices that contribute to the use of discernible
voice and if you have made use of diction and sentence structures
to create an interesting essay.

5 marks are allotted to mechanics. Your teacher will be checking
sentence structure, grammar, spelling, punctuation, and
capitalization.
English Language Arts A30
Assignment 13
Analytic Writing Rubric
A writing rubric is a scoring tool that lists criteria that will be used to
evaluate your writing. The rubric will help you identify and clarify
expectation. The analytic rubric below is the same one that will be
used on the final examination to evaluate the literary essay you will
write for it.
Quality and Development of Ideas (10/25)
(9-10)
Ideas are insightful and well considered. This writing has a strong central
focus and exhibits unique comprehension and insight that is supported by
carefully chosen evidence. Sophisticated reasoning and literary appreciation
are evident.
(7-8)
Ideas are thoughtful and clear. This writing has a clear and recognizable
focus and exhibits a comprehensive and intimate knowledge of the subject
matter. Literary interpretation is more logical/sensible than insightful.
(5-6)
Ideas are straightforward and clear. This writing has a recognizable focus
and exhibits adequate development of content, although interpretation is
more commonplace and predictable.
(3-4)
Ideas are limited and overgeneralized but discernible. This writing has an
inconsistent or wandering focus and, although it exhibits some development
of topic, ideas are often superficial and supporting evidence is vague or
weak.
(1-2)
Ideas are elementary and may not be clear. This writing lacks focus and
coherence and shows little or no development of topic. What is there is
generalized and unsupported, so that there is little evidence of
understanding.
Marks
Teacher’s comments
English Language Arts A30
Assignment 13
Organization (5/25)
(5)
The writing exhibits evidence of careful and considered planning. The
introduction clearly states the direction the essay will take and invites further
reading. Ideas are clearly and coherently developed and show evidence of
critical thinking. The conclusion logically and thoughtfully completes the
essay.
(4)
The writing exhibits evidence of clear planning. The introduction provides
direction for the reader and the ideas generally focus and sustain the topic.
Ideas are developed clearly and the conclusion effectively completes the
essay.
(3)
The writing exhibits evidence of some planning but would benefit from
additional planning. The introduction provides some direction for the reader
and the ideas are usually focussed but show little imagination. Ideas are
clear but may lack coherence. The conclusion offers little insight.
(2)
The writing exhibits some evidence of order but little planning is evident.
The introduction is weak and relates only marginally to the body of the essay.
There is no focus and the ideas are not clearly developed. The conclusion
provides no real purpose.
(1)
Evidence of planning before or during the writing phase is not apparent. The
introduction, if there is one, does not contribute to a discernible controlling
idea. Development of the topic is meagre or superficial. The conclusion,
where present, is unclear or unrelated to the development provided.
Marks
Teacher’s comments
English Language Arts A30
Assignment 13
Style (5/25)
(5)
The writer's voice and tone consistently sustain the reader's interest. The
writer has chosen appropriate details and established a definite point of view
that enhances the writing. Diction is clear, vivid, and precise. Syntax is
varied, effective, and polished.
(4)
The writer's voice and tone maintain the reader's interest. The writer has
established a point of view and sense of audience, and shows awareness of
language and structure. Diction is effective. Syntax is generally effective.
(3)
The writer's voice and tone establish, but may not maintain, the reader's
interest. The writer's point of view is clear and consistent and shows a basic
understanding. Diction is adequate but somewhat generalized. Syntax is
straightforward.
(2)
The writing exhibits superficial and/or minimal awareness of the reader. The
writer's point of view is unclear and the choice of diction is imprecise and/or
inappropriate. Control of syntax is limited and results in lack of clarity.
(1)
Awareness of the reader is not apparent. The writer's point of view may shift
in a confusing way. Diction is inappropriate and unclear. Syntax is confusing
and results in unclear writing.
Marks
Teacher’s comments
English Language Arts A30
Assignment 13
Mechanics (5/25)
(5)
Sentences are correct. Any mechanical errors are the result of taking a risk
with more complex or original aspects of writing. The writing demonstrates
a strong command of the conventions of language.
(4)
Sentences are substantially correct with errors only in attempts at more
complicated constructions. The few mechanical errors do not impede
communication. The writing demonstrates a solid control of the conventions
of language.
(3)
Common and simple constructions and patterns are correct. Errors in more
complex or unusual constructions do not unduly impede understanding.
Information is clear despite a faltering in mechanics. The writing
demonstrates a general control of the conventions of language.
(2)
Sentences having uncomplicated structures are usually clear, but attempts at
more difficult structures result in awkwardness and/or obscured
communication. The writing demonstrates a limited and/or inconsistent
grasp of the conventions of language.
(1)
The writing exhibits a lack of knowledge in the use of sentence structure,
usage, grammar, and mechanics. The profusion of structural and mechanical
errors makes communication very difficult. The writing demonstrates only
an elementary grasp of the conventions of language.
Marks
Teacher’s comments
English Language Arts A30
Assignment 13
(10)
E.
Building Vocabulary
Quite a number of words in English are often confused, one
being used when the other should be. For example, many
people have difficulty differentiating between effect and
affect. Effect, as a verb, means to accomplish or make happen;
as a noun, it means result. Affect is a verb meaning to
influence, or to pretend to have or feel. For example:
The effect of the earthquake was so strong that the disaster plan
affected many businesses in the community.
Despite the bad snowstorm, the ski patrol effected the rescue of
the stranded skier.
To try to disguise herself, the spy affected a limp.
The following words are often misused, one in place of another.
accept/except
borrow/lend
choose/chose
disinterested/uninterested
fewer/less
quiet/quite
weather/whether
loose/lose
among/between
their/there/they’re
discover/invent
ensure/insure
incredible/incredulous
wear/where
raise/ rise
Choose the correct word from the above lists to fit into the blanks in the
sentences below. The words are not used as pairs in the sentences nor will
you necessarily use all the words in the above lists. Some of the words you
may use more than once. Should you need help with the meaning of any of
the words see the “Commonly Confused Words” section of your English
Language Arts Ready Reference and a dictionary. The first sentence has
been done as an example for you.
1.
We find it incredible that our best player has scored fewer goals this
year than last year.
2.
We were_______________ when we realized that our rent would
_______________ by $100.00 per month.
English Language Arts A30
Assignment 13
3.
The young woman had some _______________ change, so she
decided to divide it equally _______________ the two children.
4.
When we were nearly _______________, our canoe capsized in a
storm; as a result we had nothing dry to _______________ so we
were _______________ a sight.
5.
I expect to _______________ some cash from the sale of my car very
soon, but until I do, may I _______________ some money from you?
6.
Did you _______________ that type of cheese because it is your
favourite?
7.
Many people _______________ their homes because they could
_______________ everything if they had a major fire.
8.
Because of the storm we didn’t know _______________ or not we
were going in the right direction.
9.
Although Chandra was _______________ in exploration, she did
_______________ a new path through the forest.
10.
We may have to _______________ the fact that there will be
_______________ work for the poorly educated in our country.
11.
I would be glad to _______________ you $100.00, _______________
that I need it to pay my bills.
12.
Be cautious: no _______________ than three agents have been
captured attempting to break into our enemy’s stronghold.
English Language Arts A30
Assignment 13