Grade 11 University
Independent Study Book List 2013-14
Historical fiction
1.
Three Day Road(2005)
Joseph Boyden(368)
18. The Virgin Cure(2011)
Ami McKay(355)
2.
Snow Falling on Cedars (1995)
David Guterson (460)
19. A Prayer for Owen Meany(1989)
John Irving(640)
3.
The English Patient(1993)
Michael Ondaatje(320)
4.
The Cat’s Table (288) –Michael Ondaatje
21. The Red Tent (2007)
Anita Diamant (352)
5.
Colony of Unrequited Dreams (1999)
Wayne Johnston (596)
22. The Shipping News(1994)
Annie Proulx (352)
6.
The Memory Keeper’s Daughter (2006)
Kim Edwards(416)
23. Pilgrim (2001)
Timothy Findley(496)
7.
The Book of Negroes(2007)
Lawrence Hill(384)
24. The Road(2006)
Cormac McCarthy(304)
8.
Unbroken (2010)
Lauren Hillenbrand (496)
25. Major Pettigrew”s Last Stand(2010)
Helen Simonson (358)
9.
The Cure for Death by Lightening(304) – Gail
Anderson-Dargatz
26. The Stone Angel(328) – Margaret Lawrence
20. No Great Mischief(2006)
Alistair MacLeod(296)
10. Angela’s Ashes(368) – Frank McCourt
27. I Know Why the Caged Bird Sings(304) –
Maya Angelou
11. The Girl with the Pearl Earring(240) – Tracey
Chevalier
28. Sunday at the Pool in Kingali (272)– Gil
Courtemanche
12. The Colour Purple(300) – Alice Walker
29. The Piano Man’s Daughter (512)– Timothy
Findley
13. The Secret Lives of Bees (336) – Sue Kidd
30. Beloved (352)– Toni Morrison
14. The Imposter Bride (376) – Nancy Richler
31. A Lesson Before Dying(272) – Ernest Gaines
15. The Secret Daughter – Shilpi Somaya
Gowda
32. City of Theives(258)- David Benioff
16. The Cellist of Sarajevo(272) – Steve Galloway
33. White Teeth(464)-Zandi Smith
17. A Thousand Splendid Suns(2007)
Khalid Hosseini(384)
34. This is the What(560)- David Eggers
ENG 3UI
INDEPENDENT STUDY 2013-14
Description:
The purpose of the independent study assignment (ISU) is to allow each student to research and prepare an intensive
study of a major literary work of fiction. An independent study is not just a product-oriented assignment but a
process where proof of process is required.
The steps for completing the independent study are listed on the ISU Timeline. It is important that you examine the
steps closely as no final product will be accepted for evaluation without responsible completion of the writing
process.
Follow the format for essay writing and citation of source material as expressed in class to avoid academic
penalties. The ISU is part of the final evaluation (culminating activity) for the course and is worth 15% of your final
mark, with the exam comprising of 15%.
The completed assignment will consist of 1 journal, and an essay of four to six pages in length.
COMPONENTS
DUE DATES:
Component
Due Date
1. Book Proposal
February 24, 2014
2.
Journal = 5 %
May 5, 2014
3.
Final Essay= 10%
May 14, 2014
Part A: ISU Novel ProposalFebruary 24, 2014
Choosing a novel and preparing for your essay:
A selected number of novels have been chosen for you to fulfill Ministry of Education demands for challenging,
fictional works.
Only completed proposals will be accepted.
1. Only FOUR students in this class can read a particular title – please research and record THREE titles that
interest you.
Consider reading the first chapter of each novel to see if it engages you.
No titles that are not on the suggested reading list will be allowed.
PART B: POST READING JOURNAL (5%) - After completing your novel
May 5, 2014
1. Write a 8-10 page (double-spaced) personal response Use size 12, Times New Roman font only. Proper
SMH set up is required.
2. You must keep a reading log as you read to assist you in this assignment.
3. More specifics for this assignment will be discussed in class.
PART D: ESSAY
May 14, 2014
1. Complete a literary essay with a clearly defined thesis statement that addresses one of the assigned topics.
a) You will be required to submit a thesis proposal to your teacher for feedback.
b) The essay must be 1250-1500 words in length (5-6 pages). Again, use 12-point Times New Roman font. Double
space your essay, put page numbers in the top right-hand corner. Put your name, the teacher’s name, the course
code (ENG4UI) and the date in the top left-hand corner (single spaced).
c) Your essay must have at least SIX direct quotations from the novel
d) Your essay must have an outline, thesis proposal, rough draft, good copy and works cited. No essays will be
accepted without all of these elements.
e) All essays must be submitted to Turnitin by the due date to avoid late penalties.
f) Hard copies must be submitted, emails will not be accepted. Late assignments will not be assessed, unless prior
arrangements have been made with the teacher well in advance of the due date. Plagiarized work will receive a mark
of 0.
Top THREE Selections (in order of preference)
#1 Selection: ________________________________
# of pages: ___________
Author: ________________________________________
Year of Publication ______
Brief Summary
#2 Selection: ________________________________
# of pages: ___________
Author: ________________________________________
Year of Publication ______
Brief Summary
#3 Selection: ________________________________
# of pages: ___________
Brief Summary
Year of Publication ______
Author: ________________________________________
ENG3U Independent Study Novel Conference Sheet
Name:
________________________________
Date:
________________________________
Novel Title:
________________________________
Theme / Issue in Novel:
Progress on Reading:
Found Items / Ideas for Found Items:
1)
2)
3)
4)
5)
1.
Grade 11 U
ISU Essay Questions 2013
The conflict created when the will of an individual opposes the will of the majority is the recurring theme
of many novels, plays, and essays. Select a fictional character who is in opposition to his or her society. In
a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual
and the society. Do not summarize the plot or action of the work you choose.
2.
Choose a complex and important character in a novel or a play of recognized literary merit who might, on
the basis of the character’s actions alone, be considered evil or immoral. In a well-organized essay, explain
both how and why the full presentation of the character in the work makes us react more sympathetically
than we otherwise might. Avoid plot summary.
3.
A recurring theme in literature is the classic war between a passion and responsibility. For instance, a
personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or
drive may conflict with moral duty. Choose a literary work in which a character confronts the demands of a
private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature
of the conflict, its effects upon the character, and its significance to the work.
4.
Choose a distinguished novel or play in which some of the most significant events are mental or
psychological; for example, awakenings, discoveries, changes in consciousness. In a well-organized essay,
describe how the author manages to give these internal events the sense of excitement, suspense, and
climax usually associated with external action. Do not merely summarize the plot.
5.
Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter.
Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to
the meaning of the work. Avoid plot summary.
6.
Writers often highlight the values of a culture or a society by using characters who are alienated from that
culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a
character plays a significant role and show how that character’s alienation reveals the surrounding society’s
assumptions or moral values.
7.
Morally ambiguous characters -- characters whose behaviour discourages readers from identifying them as
purely evil or purely good -- are at the heart of many works of literature. Choose a novel or play in which a
morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the
character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the
work as a whole. Avoid mere plot summary.
8.
One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how
a character in a novel or a drama struggles to free himself or herself from the power of others or seeks to
gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to
enhance the meaning of the work.
9.
Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main
characters may likewise be guilty of treachery or may betray their own values. Select a novel or play that
includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show
how it contributes to the meaning of the work as a whole.
10. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a
sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single
novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work
as a whole.
RUBRIC FOR ISU ESSAY 2013
Name:________________________________________
Categories
Knowledge &
Understanding
*understanding of the
novel and the author’s
intentions *knowledge of
the conventions of a
(comparative/thematic)
formal essay
Thinking & Inquiry
*uses critical, creative and
inquiry skills through
analyzing and interpreting
the novel *formulates a
strong thesis *sufficient
proof for arguments *use
of an outline, rough draft
and rough notes *use of a
works cited
Level 1
-demonstrates a limited
understanding of the
novel and a limited
understanding of the
conventions of the formal
essay
Level 2
-demonstrates some
understanding of the
novel and some
understanding of the
conventions of the formal
essay
Level 3
-demonstrates
considerable
understanding of the
novel and considerable
understanding of the
conventions of the formal
essay
Level 4
-demonstrates a high
degree of the
understanding of the
novel and a high degree
of understanding of the
conventions of the formal
essay
-no clear thesis
-does not demonstrate
ability to interpret or
analyze
-no supporting details or
evidence
-lack of creativity
-limited use of the outline
and rough notes
-minimal sources for the
work cited
-unclear thesis
-limited ability to explain
and analyze
-some supporting details
and evidence
-some creativity
-some use of the outline
and rough notes
-several sources (some
weak) for the work cited
-clear thesis
-considerable ability to
explain and analyze
-considerable supporting
details and evidence
-considerable creativity
-considerable use of the
outline and rough notes
-considerable relevant
secondary sources
Communication
*logical and coherent
*proper organization/
SMH set-up of the essay
*appropriate diction
*proper use of language
conventions (spelling,
grammar, punctuation)
-inadequate focus, logic
and coherence
-ineffective organization/
SMH set-up
-inappropriate word
choice
-limited proof of editing
(8-9)
-some focus, logic and
coherence
-limited organization/
SMH set-up
-some appropriate word
choice
-some editing (6-7)
-considerable focus, logic
and coherence
-considerable evidence of
organization/ SMH set-up
-effective word choice
-minor mistakes(3-5)
-insightful and clear thesis
-insightful analysis and
interpretation
-thorough supporting
details and evidence
-tremendous creativity
-thorough use of an
outline and rough notes
-excellent works cited
with a high degree of
relevant secondary
sources
-clear focus, logic, and
considerable coherence
-clear and consistent
evidence and organization
-proper SMH set-up
-highly effective word
choice
-virtually error-free(0-1)
Application
*able to describe
information, ideas and
themes
**properly uses 6-7
quotations from the novel
E*evaluates information
to reach conclusions
*evaluates information to
support assumptions made
-makes connections
between the criticism and
the novel with limited
effectiveness
-incorrect set-up or
amount of quotations
-evaluates information to
reach conclusions with
limited supporting detail
-evaluation of information
provides limited support
of assumptions made
-makes connections
between the criticism and
the novel with some
effectiveness
-some quotations are used
correctly
-evaluates information to
reach conclusions with
some supporting detail
-evaluation of information
provides some support of
assumptions made
-makes connections
between the criticism and
the novel with
considerable effectiveness
-most quotations are used
correctly
-evaluates information to
reach conclusions with
considerable supporting
detail
-evaluation of information
provides considerable
support of assumptions
made
Comments
-makes connections
between the criticism and
the novel with a high
degree of effectiveness
-all quotations are set-up
properly
-evaluates information to
reach conclusions with
thorough supporting detail
-evaluation of information
provides thorough support
of assumptions made
Name: ________________________________
Date: _____________________
Title of Independent Study Novel: _______________________________________________
Pages involved in this journal:____________________________
Journal Writing Rubric
ENG 11U - INDEPENDENT STUDY
CATEGORIES
& CRITERIA
Knowledge
-knowledge of ISU
novel
-knowledge of
purpose of journal
Thinking /
Analysis
-use of creativity
-use of critical
thinking skills
-use of evidence to
support ideas
-rough work(if
applicable) and
use of the writing
process
-reading logs
Communication
-organization of
ideas
-use and level of
diction
-mechanical error
(spelling,
grammar,
punctuation)
-clarity of meaning
and sense of
audience and
purpose
-2 quotes and
page references
included according
to proper form
Application
-connections made
between the text
and personal
knowledge and
experience, other
texts, and the
world
Level I / R
Demonstrates very
limited or no
knowledge of the
ISU novel or
purpose of journal
-use of creativity
is below
acceptable level
-unacceptable
level of critical
thinking skills
-expresses ideas
and evidence
below acceptable
level
-little or no rough
work or use of the
writing process
-no reading logs
Level 1
Demonstrates
limited knowledge
of the ISU novel
or purpose of
journal
-limited use of
creativity
-little or no
organization of
ideas
-below acceptable
use and level of
diction
-mechanical errors
seriously affect
communication
(10+)
-little or no clarity
or sense of
audience or
purpose
-no quotes used
-limited use of
organization
-lower level use of
diction
-frequent major
mechanical
errors(8-9)
-meaning & intent
are frequently
unclear with
limited sense of
audience &
purpose
-few quotes used,
incorrect form
-no connections
made between the
text and personal
knowledge,
experience, other
texts or the world
-very limited
connections made
between the text
and personal
knowledge,
experience, other
texts, or the world
-limited use of
critical thinking
skills
-expresses few
ideas with limited
support by
relevant evidence
and / or rationales
-limited rough
work and limited
use of the writing
process
-limited reading
logs
Level 2
Demonstrates
some knowledge
of the ISU novel
or purpose of
journal
-some use of
creativity
-some use of
critical thinking
skills
-expresses some
ideas supported by
relevant evidence
and / or rationales
-some rough work
produced and
some use of the
writing process
-some reading logs
-some use of
organization
--some use of
higher level
diction
-Some major
mechanical errors
(6-7)
-meaning & intent
are at times
unclear with
limited sense of
audience &
purpose
-moderate use of
quotes and proper
form
-some connections
made between the
text and personal
knowledge,
experience, other
texts, or the world
Level 3
Demonstrates
considerable
knowledge of the
ISU novel or
purpose of journal
-considerable
creativity
-considerable use
of critical thinking
skills
-expresses ideas
supported clearly
by relevant
evidence and / or
rationales
-considerable
rough work
produced and
considerable use
of the writing
process
-considerable
reading logs
-considerable use
of organization
-considerable use
of higher level
diction
-Some minor
mechanical errors
(3-5)
-meaning & intent
are clear with a
clear sense of
audience &
purpose
-considerable use
of quotes and
correct form
-considerable
connections made
between the text
and personal
knowledge,
experience, other
texts, or the world
Level 4
Demonstrates
thorough
knowledge of the
ISU novel or
purpose of journal
-thorough use of
creativity
-thorough use of
critical thinking
skills
-expresses many
ideas supported
effectively by
relevant evidence
and / or rationales
-rough work
produced and
thorough use of
the writing process
-complete and
thorough reading
logs
-thorough use of
organization
-thorough use of
higher level
diction
-virtually error
free (0-1)
-meaning & intent
are clear &
engaging with a
strong sense of
audience &
purpose
-extensive use of
quotes and correct
form
-thorough
connections made
between the text
and personal
knowledge,
experience, other
texts, or the world