DESCRIPTION:
The independent project is a sustained and in-depth study of your experience reading, responding to, and reflecting on a novel. Your goals are to develop your appreciation of literature and language, and to increase your awareness of yourself as a reader. In the act of reading, you become a part of the creative process instep with the author of the novel. It is imperative that you learn to read with pen in hand- understanding, highlighting, commenting in margins- to focus your thoughts and intensify the impact of the reading experience.
DUE DATES:
JOURNAL:
THESIS PROPOSAL:
ESSAY:
STOREFRONT DISPLAY:
EVALUATION: journal/ thesis proposal: 5% essay : 10% final exam : 15% course work : 70%
Please note: The storefront display is a regular summative assessment that is part of your course work.
INDEPENDENT STUDY READING LIST
Choose one of the novels from the following list. Do not choose a novel that you have read or studied before. The topics listed provide some sense of the nature of the story, but many of the novels could be listed under several of the themes mentioned. The order for selecting your book will be determined by lottery (maximum one student per book).
The Triumph of the Human Spirit
Half Broke Horses- Jeannette Walls
Crow Lake- Mary Lawson
Oryx and Crake- Margaret Atwood
The Best Laid Plans- Terry Fallis
Still Alice- Lisa Genova
The Quest for Freedom
A Handmaid’s Tale- Margaret Atwood
Clara Callan- Richard B. Wright
The Shipping News- Annie Proulx
The Hunger Games- Suzanne Collins
The Power of Love
Possession- A.S. Byatt
Snow Falling on Cedars- David Guterson
The Red Tent- Anita Diamant
Late Nights on Air- Elizabeth Hay
Journey
Away- Jane Urquhart
The Life of Pi- Yann Martel
Unless- Carol Shields
The Sisters Brothers- Patrick deWitt
The Hobbit- J.R.R. Tolkien
The Cat’s Table- Michael Ondaatje
War
Atonement- Ian McEwan
Deafening- Frances Itani
The Cellist of Sarajevo- Steven Galloway
Slaughterhouse Five- Kurt Vonnegut Jr.
Sarah’s Key: A Novel- Tatiana de Rosnay
Three-Day Road- Joseph Boyden
Half-Blood Blues: A Novel- Esi Edugyan
Looking Beneath the Surface
Madness
Alias Grace- Margaret Atwood
Catch 22- Joseph Heller
One Flew Over the Cuckoo’s Nest- Ken
Kesey
Wide Sargasso Sea- Jean Rhys
Bloodletting & Miraculous Cures- Vincent Lam
Saturday- Ian McEwan
The Lovely Bones- Alice Sebold
The Curious Incident of the Dog in Night-time-
Mark Haddon
Our Lady of the Lost and Found- Diane
Schoemperlen
Innocence to Experience
A Complicated Kindness- Miriam Toews
Fall on Your Knees- Ann-Marie MacDonald
Lives of Girls and Women- Alice Munro
She’s Come Undone- Wally Lamb
The Cure for Death By Lightening- Gail
Anderson-Dargatz
Never Let Me Go- Kazuo Ishiguro o
Cultural and Class Conflicts
The Book of Negroes- Lawrence Hill
The Diviners- Margaret Laurence
The Jade Peony- Wayson Choy
The Joy Luck Club- Amy Tan
The Help- Kathryn Stockett
Ru- Kim Thuy
1

2

3
PART B: JOURNAL
Task: To write a personal response in journal / diary format re your chosen independent study novel.
Length: 8- 10 double spaced pages of text (see below: the journal may be written/ presented in a variety of formats)
Purpose:

To show me HOW you are reading the novel and WHAT you are discovering while you read.

Your initial responses should be intuitive – make connections to your own life, similar situations to the world in general, other literature, films you are aware of; state your own observations about the characters, the conflict, the setting; make predictions; ask questions - be critical!

All the responses are important because the journals will help you develop your thesis for the literary essay upon completion of the novel.
Structure:

STOP every 20-50 pages (depending on the overall length of the novel) and record your ideas.

Try using a variety of forms - Write in paragraph form, point form, use headings, lists, charts, diagrams, illustrations, webs.

Regardless of form, YOU MUST include several key quotes in each journal – then respond to them offering analysis and insight: I notice . . . I wonder . . . I see the connections to . . . I believe this is significant because. . . This reminds me of. . . I see a theme emerging . . .
Topics:

How does the author get you into the story? Pay attention to setting, atmosphere, descriptive details.

How are the characters introduced? Why do you enjoy them? In what ways might you relate to them?

What are the central conflicts and issues of the story? How do they give drama and momentum to the story? Are they relevant to today’s world? Your world?

How does the author focus on important ideas— relationships, power struggles, class disparity, social injustice, feminist issues, religious or moral values?

Do you notice any recurring symbols or motifs? If so, what role do they play in the story?
 What do you think about the author’s writing style: use of language and dialogue, use of imagery, juxtaposition of concepts, irony, humour, flashback/fast-forward, point of view, other techniques?

What central themes (messages) do you see developing throughout the course of the novel?

Which critical lens might you use to examine the work – Formalist? An archetypal journey? A feminist approach? A Marxist view?

How satisfying is the ending of the novel? What issues are you left pondering? Are there any life lessons you can take away from this novel? Would you recommend this novel? To whom? Why?
CATEGORIES
Knowledge &
Understanding
Thinking &
Inquiry
Level 1
*Demonstrates very limited or no knowledge of the novel and the author’s intentions
*Expresses few ideas with limited support by relevant evidence and / or rationales
*Limited creativity and engagement
Communication *Meaning & intent are frequently unclear with limited sense of audience
& purpose
*Frequent major mechanical errors
Application *Makes connections with limited effectiveness
*Applies a variety of writing strategies with limited effectiveness
Level 2
*Demonstrates some knowledge of the novel and the author’s intentions
*Expresses some ideas supported by relevant evidence and / or rationales
*Some creativity and engagement
*Meaning & intent are sometimes clear with some sense audience & purpose
*Some major mechanical errors
*Makes connections with some effectiveness
*Applies a variety of writing strategies with some effectiveness
Level 3
*Demonstrates considerable knowledge of the novel and the author’s intentions
*Expresses ideas supported clearly by relevant evidence and / or rationales
*Considerable creativity and engagement
*Meaning & intent are clear with a clear sense of audience & purpose
*Some minor mechanical errors
*Makes connections with considerable effectiveness
-Applies a variety of writing strategies with considerable effectiveness
Level 4
*Demonstrates a high degree of knowledge of the novel and the author’s intentions
*Expresses many ideas supported effectively by relevant evidence and / or rationales
*A high degree of creativity and engagement
*Meaning & intent are clear & engaging with a strong sense of audience
& purpose
*Few minor mechanical errors
-makes connections with a high degree of effectiveness
*Applies a variety of writing strategies with a high degree of effectiveness

PART C: ESSAY
1. You will write a formal essay on the following topic: Explore a major theme in your novel, using one of the schools of criticism that we have studied in this course. (Your journal will help you select your topic.) It is your task to develop an original, creative, and
4 interesting thesis in response to this topic.
2. You will be required to submit a thesis proposal to your teacher for feedback.
3. The essay must be 1000-1250 words in length (4-5 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.
4. Your essay must have at least three to five direct quotations from the novel and three to five quotations from secondary sources.
Again, be sure to properly punctuate and set the quotations up.
5. Research and reference secondary sources for your essay. They should validate and support your thesis. Other sources may include: commentaries, author interviews, critical analyses of your novel, or other works of literature. Credit must be given to all of your sources in a proper works cited. Essays will not be accepted without one. There is an excellent reference book in our library,
Research Paper Smart that will help you with accurate citations, and other helpful ideas for research essays. Mrs. Mulhall, our librarian, also has a copy in her office.
6. 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.
7. 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.
Categories
Knowledge &
Understanding
*understanding of the novel and the author’s intentions *knowledge of the conventions of a formal essay *knowledge of a school of criticism
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
Communication
*logical and coherent
*proper organization/ MLA set-up of the essay
*appropriate diction
*proper use of language conventions (spelling, grammar, punctuation)
*properly uses 3-5 quotations from the novel and 3-5 quotations from secondary sources
Application
*makes connections with the novel and a form of literary criticism in a thorough and thoughtful essay *application of various writing strategies
(engaging introduction and conclusion; use of literary devices; transitions, etc.)
Level 1
-demonstrates a limited understanding of the novel and a limited understanding of the conventions of the formal essay
-limited knowledge of the school of criticism
-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
-inadequate focus, logic and coherence
-ineffective organization/
MLA set-up
-inappropriate word choice
-limited proof of editing
-incorrect set-up or amount of quotations
-makes connections between the criticism and the novel with limited effectiveness
-applies a variety of writing strategies with limited effectiveness
Level 2
-demonstrates some understanding of the novel and some understanding of the conventions of the formal essay
-some knowledge of the school of criticism
-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
-some focus, logic and coherence
-limited organization/
MLA set-up
-some appropriate word choice
-some editing
-some quotations are used correctly
-makes connections between the criticism and the novel with some effectiveness
-applies a variety of writing strategies with some effectiveness
Level 3
-demonstrates considerable understanding of the novel and considerable understanding of the conventions of the formal essay
-considerable knowledge of the school of criticism
-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
-considerable focus, logic and coherence
-considerable evidence of organization/ MLA set-up
-effective word choice
-minor mistakes
-most quotations are used correctly
-makes connections between the criticism and the novel with considerable effectiveness
-applies a variety of writing strategies with considerable effectiveness
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 -a high degree of knowledge of the school of criticism
-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 MLA set-up
-highly effective word choice
-virtually error-free
-all quotations are set-up properly
-makes connections between the criticism and the novel with a high degree of effectiveness
-applies a variety of writing strategies with a high degree of effectiveness

PART D: STOREFRONT BOOK DISPLAY
1. You will present your novel to the class in a storefront book display. In essence, you will be creating an advertisement that will promote your novel to the rest of the class. Your display will demonstrate your knowledge and understanding of the novel, as well as
5 your interpretations and analysis of the novel.
2. As your audience (your classmates and teacher) goes around the room on your presentation day, you may need to answer some questions related to the novel.
3. The display must include the following elements: a) the title, author and publishing information b) pictures or items related to your novel that reveal the characters and setting c) a plot summary (consider a plot graph or a storyboard) d) three significant quotations that reveal the theme e) your critical thoughts and recommendations
4. Use your imagination! You may add other creative elements, such as artefacts to represent symbols in the novel, promotional material (a trailer for a movie version or a magazine advertisement) to sell the book or you could appear in costume on the presentation day.
5. DO NOT FOCUS ON THE PLOT! You should BRIEFLY tell us what happened and move on.
6. All of the main information must be presented on bristol board or similar material.
7. You must have your storefront display ready on your presentation date. No late projects will be assessed after your due date.
Categories
Knowledge &
Understanding
*understanding of the novel and the author’s intentions *knowledge of the conventions of a display and a presentation
Thinking & Inquiry
*uses critical, creative and inquiry skills through analyzing and interpreting the novel (beyond a plot summary) *uses creative ideas in the display *adds extra elements *sufficient oral and written or visual proof for arguments
*thoughtful and appropriate reflections and recommendations for classmates
Communication
*logical and coherent oral presentation *uses oral communications skills
(eye contact, voice, gestures etc.) *appropriate diction*proper use of language conventions on the display (spelling, grammar, punctuation)
*all elements are included on the display
Application
*makes connections with the novel and the student’s own life and the content of the course in a thoughtful display and presentation
*transfers knowledge of a piece of literature to an oral critique and to a storefront display
Level 1
-demonstrates a limited understanding of the novel and a limited understanding of the conventions of a display and a presentation
-does not demonstrate ability to interpret or analyze the novel
-no supporting details or evidence
-lack of creativity
-no extra elements
-reflections and recommendations are limited in thoughtfulness and appropriateness
-inadequate focus, logic and coherence in the presentation
-poor use of oral communication skills
-inappropriate or inadequate word choice
-limited proof of editing on the display
-most elements of the display are poorly done or even a few are missing
*makes connections in a presentation and display with limited effectiveness
*transfers knowledge with limited effectiveness
Level 2
-demonstrates some understanding of the novel and some understanding of the conventions of a display and a presentation
-limited ability to explain and analyze the novel
-some supporting details and evidence
-some creativity
-minimal extra elements
-reflections and recommendations have some thoughtfulness and appropriateness
-limited focus, logic and coherence in the presentation
-some use of oral communication skills
-some appropriate or adequate word choice
-some proof of editing on the display
-some elements of the display are poorly done but some are acceptable
*makes connections in a presentation and display with some effectiveness
*transfers knowledge with some effectiveness
Level 3
-demonstrates considerable understanding of the novel and considerable understanding of the conventions of a display and a presentation
-considerable ability to explain and analyze the novel
-considerable supporting details and evidence
-considerable creativity
-considerable extra elements
-reflections and recommendations have considerable thoughtfulness and appropriateness
-considerable use of focus, logic and coherence in the presentation
-considerable use of oral communication skills
-considerably appropriate word choice
-considerable proof of editing on the display
-all elements of the display are well done
*makes connections in a presentation and display with considerable effectiveness
*transfers knowledge with considerable effectiveness
Level 4
-demonstrates a high degree of the understanding of the novel and a high degree of understanding of the conventions of a display and a presentation
-insightful analysis and interpretation of the novel
-thorough supporting details and evidence
-tremendous creativity
-engaging and unique extra elements
-reflections and recommendations are exceptionally thoughtful and appropriate
-a high degree of focus, logic and coherence is in the presentation
-superior use of oral communication skills
-highly appropriate word choice
-a virtually error-free display
-all elements of the display are exceptionally well done
*makes connections in a presentation and display with a high degree of effectiveness
*transfers knowledge with a high degree of effectiveness