Research Project for Gifted Language Arts – Kling 2014
1. Students will read a novel or play of their choice. Strongly suggested novels/plays:
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Beloved… Toni Morrison
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The Color Purple…Alice Walker
As I Lay Dying… William Faulkner
The Ox-Bow Incident… Walter Van Tilburg Clark
Slaughterhouse Five…Kurt Vonnegut
One Flew Over the Cuckoo’s Nest…Ken Kesey
Their Eyes Were Watching God… Zora Neale Hurston
The Catcher in the Rye… J. D. Salinger
The Bell Jar… Sylvia Plath
A Streetcar Named Desire… Tennessee Williams
East of Eden… John Steinbeck
The Joy Luck Club... Amy Tan
A Farewell to Arms… Ernest Hemingway
The Heart is a Lonely Hunter…Carson McCullers
I Know Why the Caged Bird Sings… Maya Angelou
A Separate Peace... John Knowles
Native Son…Richard Wright
No more than two-three students per class per novel; novels chosen by Monday, March 10th.
On Friday, March 28th, students will take a 100 question selected response test on their novels.
Should you receive a 75 or lower on this exam, you will have to retake it. If the grade doesn’t improve,
you’ll have to explain how you managed this feat after having read the novel.
Should students wish to choose a novel not on this list, the novel must be approved by me (and
the LA consortium) and students must prepare a 25 question multiple choice test. This assignment will
be due on Monday, March 31st. A key must be provided designating page #s from the text where the
correct answers are to be found and created tests must meet the following guidelines:
14 RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS
Adapted from a text prepared by Timothy W. Bothell, Ph.D. at BYU
1. Use Plausible Distractors (wrong-response options)
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Only list plausible distractors, even if the number of options per questions.
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Write the options so they are homogeneous in content.
2. Use a Question Format – Experts encourage multiple-choice items to be prepared as questions (rather than incomplete statements). Incomplete
Statement Format: The capital of California is in… NO Direct Question Format: In which of the following cities is the capital of California?
3. Emphasize Higher-Level Thinking
4. Keep Option Lengths Similar
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Avoid making your correct answer the long or short answer.
5. Balance the Placement of the Correct Answer
6. Be Grammatically Correct
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Use simple, precise and unambiguous wording.
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Students will be more likely to select the correct answer by finding the grammatically correct option.
7. Avoid Clues to the Correct Answer (Mr. Kling often ignores this rule!)
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Avoid extremes – never, always, only
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Avoid nonsense words and unreasonable statements.
8. Avoid Negative Questions
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88% of testing experts recommend avoiding negative questions
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Students may be able to find an incorrect answer without knowing the correct answer.
9. Use Only One Correct Option (Or be sure the best option is clearly the best option)
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The item should include one and only one correct or clearly best answer.
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With one correct answer, alternatives should be mutually exclusive and not overlapping.
10. Give Clear Instructions
11. Use Only a Single, Clearly-Defined Problem and Include the Main Idea in the Question
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Students must know what the problem is without having to read the response options.
12. Avoid the “All the Above” Option
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Students merely need to recognize two correct options to get the answer correct.
13. Avoid the “None of the Above” Option
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You will never know if students know the correct answer.
Mr. Dana Kling, Brookwood High School
Research Project for Gifted Language Arts – Kling 2014
2. Concurrently, students will choose a contemporary American poet and read at least thirty to forty
poems by that poet – if not more! There will be a listing of American poets to consider on my
webpage. Students must choose their poet by Friday, March 14th. Poets must be okayed by Mr.
Kling – to pass the Jewel and Tupac test. Be aware, too, that you will have to research these poets –
so, the more famous, the more “canonized” – the easier it will be to find materials. Students will
choose three poems by that author that they would “anthologize” in a textbook. Each of these
three poems will be mapped – visually indicating at least 7 (seven) poetic/literary devices
concerning each poem. Below the mapped poem, students will write a detailed paragraph or two
concerning the poem’s theme/meaning and why they choose that poem. This “anthology” will
look like a published work and include bogus publishing information as students will be using their
critiques in a later paper. This anthology is due on Friday, April 4th.
Rubric Considerations for Anthology:
Mapping considerations: Choice of literary elements should include basic – alliteration, rhyme scheme – and more sophisticated
choices – allusions explained, enjambment choices analyzed – to receive all 10 points.
Rationale considerations: Students are asked to write a detailed paragraph or two concerning the poem’s theme/meaning and
why they chose that poem as representative of their poet.
Cover Page
Poem #1 Mapping
Poem #1 Rationale (Both questions addressed thoughtfully)
Poem #2 Mapping
Poem #2 Rationale (Both questions addressed thoughtfully)
Poem #3 Mapping
Poem #3 Rationale (Both questions addressed)
Professionalism of Presentation / Thoughtfulness of choices
_____ / 10
_____ / 10
_____ / 15
_____ / 10
_____ / 15
_____ / 10
_____ / 15
_____ / 15
TOTAL
3. Next, students will write a poem in the voice of their researched poet concerning a character,
theme, or other aspect of their chosen novel. The poem should reflect some aspect of the novel
constructed cohesively with style of your chosen poet in mind. It can be a commentary, but it must
specifically address some aspect of the story. It could mimic the style of a specific poem by their
chosen poet. It cannot be a parody – at least not on purpose! The poem must be a minimum of
sonnet length (or four short stanzas). Please include your poet’s name and your chosen novel on
your final copy. This poem is due on Friday, April 18th.
4. We will be in the library/computer labs doing research when we return from spring break. (There will
be “output” requirements on these days!). In lieu of the traditional note cards, students will be
required to keep a digital record – in EasyBib – of the notes taken from their sources – these
compiled/printed notes will comprise the appendix of the final paper. Students will be responsible
for 25 notecards gathered in 4 “piles”: Pile 1: poets’ style (10 cards here), Pile 2: poet’s biography,
Pile 3: novel and novelist connections, and one pile designation decided upon by the student.
Take notes knowing that your paper will include the following citations: 20 citations (8 direct (6 short,
2 long) and 12 paraphrased) from their research on their poet, novel, and novelist obtained from 4
(four) databases, 2 (two) websites, and 4 (four) physical texts. Your Easybib will be checked (quiz
grade) on Monday, April 21st.
Mr. Dana Kling, Brookwood High School
Research Project for Gifted Language Arts – Kling 2014
5. Students will write an essay (5-6 pages) discussing their created poem’s authenticity and relevance
to both their chosen poet and their novel. You’ll be required to cite your own work from the
“anthology” critiques in your papers – you will essentially be quoting your own academic texts.
Students must include 20 (twenty) citations (8 direct (6 short, 2 long) and 12 paraphrased) from their
research on their poet, novel, and novelist obtained from 4 (four) databases, 2 (two) websites, and 4
(four) physical texts. (I know I just repeated myself!) Phew! MLA format will be expected!
A great website: http://owl.english.purdue.edu/owl/resource/557/01/
A few guidelines to remember: Two of your texts will be your novel and created anthology, so,
technically, only two physical texts are needed to bolster your notes. The following websites may
not be cited: Sparknotes.com, Shmoop.com, or Wikipedia.com
6. This paper is due on Wednesday, April 30th (with two bonus points added) or Friday, May 2nd (no
bonus points added). Then you will patient with Mr. Kling as he realizes that, at this LATE date, he has
nearly 100 of these to read/evaluate. The paper should be whole-punched and placed in a folder
with brads in the following order: Cover page, original poem, MLA formatted paper, Works cited. In
the back pocket of the folder: anthology, appendix (all notecards from Easybib printed).
DUE DATE REVIEW Novel Chosen
Monday, March 10th
Poet Chosen
Multiple Choice Test Administered
(or) MC Test Created
Anthology
Library/Computer Lab Research (A201)
Original Poem
Notecards/Easybib Completed
Final Paper
Friday, March 14th
Friday, March 28th
Monday, March 31st
Monday, April 4th
Week of 4/14-4/18
Friday, April 18th
Monday, April 21st
Wednesday, April 30th (2 points bonus!)
Friday, May 2nd
Important note: Because this is a long-range project, the five-day policy does not apply. The stages in the research process,
including the final paper, will be completed on the assigned dates and handed in, whether the student is at school or not. These
stages will not be accepted more than two days late. Ten points will be deducted each day for late work. Work is due by the
end of the class and considered late after the final bell rings to end the class. Plan. Please.
If a student knows s/he is going to miss school on a due date, s/he should submit her/his work early. If a student is absent the day
any stage of the research process is due, s/he must have that material delivered to Mr. Kling by the end of school that day.
Mr. Dana Kling, Brookwood High School
Research Project for Gifted Language Arts – Kling 2014
STUDENT NAME:
Citations:
12 paraphrased citations (___ / 16 points)
6 short quote citations
(___/ 8 points)
2 long quote citations
(___ / 4 points)
Works Cited:
(correctly referenced and formatted)
Appendix (Source/Notes Cards):
TOTAL for standard MLA citation requirements: (nearly 40%)
CATEGORY
Focus on Topic
(Content)
(X2.75)
____ / 22
Organization
____ / 8
Style/Voice
Considerations
(X1.25)
____ / 10
CATEGORY
Use of sources
____ / 10
CATEGORY
Mechanics / Word
Choice / MLA
formatting of paper
____ / 12
____/ 62
8
7 6
_____ / 28
_____ / 5
_____ / 5
_____ / 38
5 4
3 2 or LESS
The focus on the
original poem is
maintained
throughout with
engaging,
researched, and
thoughtful
arguments as to its
authenticity –
reflective of both
novel and (poet)’s
style.
The focus on the
original poem is
maintained with few
tangents and with
convincing and
thoughtful
arguments to its
authenticity.
Evidence may be
more reflective of
novel or poet
connections.
The focus is a bit
haphazard;
arguments as the
poem’s authenticity
are simplistic and
overt. Some cited
evidence does not
directly address the
poet/novel
relationship.
The poem’s
authenticity is not the
focus of the paper.
The paper tends to
ramble from poem,
poet, to novel.
Details are placed in
a logical order and
are presented
effectively, keeping
the reader engaged.
Details are placed in
a logical order, but
are presented /
introduced
formulaically and are
uninspired.
Some details are not
in a logical or
expected order,
distracting the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
All sentences sound
natural and are
easy-on-the-ear
when read aloud.
Each sentence is
clear and has an
obvious emphasis.
Almost all sentences
sound natural when
read aloud, but 2 or
3 are stiff and
awkward or difficult
to understand.
Some rereading
required.
Most sentences
sound natural, but
several are stiff and
awkward or are
difficult to
understand even
after rereading.
The sentences are
difficult to read
aloud because they
sound awkward, are
distractingly
repetitive, or difficult
to understand.
10
9 8
Citations made with
many (8+) sources. A
variety of sources is
spread throughout the
text. Cited sources
provide connection
between poem and
poet/novel.
12
Citations made with (57) sources; a reliance
on 2-3 sources is
demonstrated,
however. Cited
sources provide some
nexus.
11 10
No (or very close to
none) grammatical,
spelling,
punctuation, or MLA
formatting errors
7 6
5 4 or LESS
Citations made with
few sources; one
source used primarily.
One or some
reference(s) are not
found in WC or vice
versa. Cited sources
provide general
knowledge only.
9 8
A few grammatical,
spelling,
punctuation, or MLA
formatting errors
Only one source cited.
Many problems with
citations and WC
referents.
7 6 OR LESS
Many grammatical
spelling or
punctuation errors
with some
interference of
meaning. MLA
formatting ignored.
Severe grammar
errors that interfere
with meaning. Sad.
TOTAL:
Notes:
Mr. Dana Kling, Brookwood High School