Tag Archives: literature

English 10: Final Essay 2008

Choose one of the following:

  1. Write an essay based on literature you have studied in which the author examines Life Pressures. What idea(s) does the writer develop regarding Life Pressures?
  2. Write an essay based on literature you have studied in which the author examines Values. What idea(s) does the writer develop regarding Values?
  3. Write an essay based on literature you have studied in which the author examines Consequences. What idea(s) does the writer develop regarding Consequences?
  4. Write an essay based on literature you have studied in which the author examines Career Decisions. What idea(s) does the writer develop regarding Career Decisions?
  5. Write an essay based on literature you have studied in which the author examines Apathy versus Action. What idea(s) does the writer develop regarding Apathy versus Action?

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Rubric:
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English 10: Choose Your Focus

  1. Write an essay based on literature you have studied in which the author examines Life Pressures. What idea(s) does the writer develop regarding Life Pressures?
  2. Write an essay based on literature you have studied in which the author examines Values. What idea(s) does the writer develop regarding Values?
  3. Write an essay based on literature you have studied in which the author examines Consequences. What idea(s) does the writer develop regarding Consequences?
  4. Write an essay based on literature you have studied in which the author examines Career Decisions. What idea(s) does the writer develop regarding Career Decisions?
  5. Write an essay based on literature you have studied in which the author examines Apathy versus Action. What idea(s) does the writer develop regarding Apathy versus Action?

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Hint:
Unit Plan

Rubric:
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English 10: Decisions–Action or Apathy

We must constantly make decisions in daily life. Some decisions are simple choices while others affect people’s entire lives. Furthermore, every decision has consequences and often there is not a clear alternative. Decisions involve weighing alternatives and considering the consequences. This is an opportunity for students to examine values, beliefs, and pressures that surround decision making.

When you have to make a choice and don’t make it, that is in itself a choice. -William James   

Write an essay based on literature you have studied in which the author examines decisions involving weighing alternatives and considering the consequences. What idea(s) does the writer develop regarding decisions involving weighing alternatives and considering the consequences?

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Rubric

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English 20 Final Exam 08

We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light.
Plato
(427 BC-347 BC)

We must constantly make decisions in daily life. Some decisions are simple choices (e.g., Coke or Pepsi) while others affect people’s entire lives. Furthermore, every decision has consequences and often there is not a clear alternative. Decisions involve weighing alternatives and considering the consequences. Does conforming to the beliefs and actions of the majority make a person a “good citizen”?

When you have to make a choice and don’t make it, that is in itself a choice. -William James


Write an essay based on literature you have studied in which the author examines conformity. What idea(s) does the writer develop regarding a conformity?

 


Search the net, search blogs, search your mind. Synthesize, hyperlink, and trackback.

 

Your writing should be a synthesis of the 5 paragraph essay AND a blog post.

Time: 2.5 hours
Submit a printed copy to your teacher and a trackback to this post.

Novel Study Preflight Checklist

Read a Novel from the Reading List:

Tracback a “map” of your response here.

Hamlet: Final Response

Choose a focus for your final response to Hamlet.

Synthesize alternative points of view, (include links to sources: your posts, STJ blogs, etc.).

Review your responses throughout our study:

Writing tips:

Trackback.

PS: “To thine own rubric be true.”
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November 9th is the “cut off” day for submission of my marks to the office.
Any assignment to be (re)submitted for grading must be “in my hand” before 2:00PM November 9th.

Prepare for English Language Arts Finals

For those in the midst, or looking ahead at finals in my LA classes(9, 10-1, 20-1, 20-2, 30-1, 30-2).

Consider the outcomes we’ve tried to achieve.

Enhancing the artistry of communication has been a strong technical focus. Skills mastered include using online blogging tools, Word Processing, Spreadsheets, even graphical enhancements using Photoshop or audio/video podcasting tools have been included where time permitted and initiative taken. Participation on an online forum has generated a myriad of useful tips/reminders, questions/answers. There will be no speadsheets on the final, the use of Word will be necessary for English 30.

Each course has been structured around Focus Questions and related questions: English 10, English 9.

Emphasis on social networking, peer review/support/criticism has been critical for developing critical thought and reflection for writers defending an idea.

Each course has a reading list: English 10, English 30. Not every title has been studied intensively(or at all), but the proportion of attention paid to those pieces that were studied in class deserve the same level of attention on the final. Of course, those who choose additional literature from the list to focus on in the final deserve to have that initiative rewarded as well. If you choose to focus on Shakespeare, your audience gets tougher, I’ve noticed.

An English 30 paper looking at how the images/symbols/archetypes of Sophocles and Kingsolver relate to personal freedom to would be intriguing. Why not an English 10 paper discussing the threat of fanaticism by comparing the speeches of Mark Antony, Joseph Strorm, and Eamon De valera? What does Søren Kierkegaard have to do with every page you’ve ever read or written?

Extras, everyone should be able to link to Wikipedia for literary terms, difficult vocabulary, or just the odd or eccentric idea; can anyone incorporate the Hayflick Limit into their paper? Everyone has seen video and heard an mp3, but are any daring enough to Podcast their final essay? A carefully edited U2 mp3 snip, an embedded flash video of Ophelia Simpson, a slideshow?

rubric.pngThe only limit is to abide the first line of every rubric you’ve ever attached to any assignment:

I _________________ honestly declare that the work is what I have done. In circumstances when I have quoted a certain authority, I have clearly indicated what is a quote and the author. 

A Blogger’s Code of Ethics contains truths far older than the phenomenon of blogging.

English 30s will have no access to internet, filesharing, etc etc. English 10s can have it all.

To Make a Dadaist Poem

  1. Take a news article (from your RSS aggregator, for example)
  2. Take some scissors
  3. Print the article
  4. Get a small bag (pencil case, ziplock, lunch bag)
  5. Cut the article into bits, one word per bit.
  6. Put the bits into the bag
  7. Shake gently(the bag, duh!)
  8. Take out each bit one by one and copy conscientiously in the order each bit left the bag
  9. The poem will resemble you

And there you are – an infinitely original author of charming sensibility, even though unappreciated by the vulgar herd.

BTW: Dada, Dadaism, Dadaist

World Perspectives–The Social Experience

Once and for all you can know there’s a universe of people outside and you’re responsible to it. – A. Miller

One of the challenges highlighted in history and in literature is striking the balance between individual and societal rights and responsibilities; between personal goals and societal needs; between personal ambition and the common good; between personal values and social values.

Beyond Personal Goals–Individual, Group, and Societal Responsibility
What are our responsibilities to others?
Related Questions:

  • What is our place in society?
  • What are our responsibilities to self? To society? To future generations?
  • How do we balance self-preservation with concern for others?
  • What are our individual rights and responsibilities? What might be our responsibilities and rights as members of particular groups within society?
  • What are our societal rights and responsibilities? Does society count on us as individuals? If so how?
  • What actions are expected of individuals within a society?
  • How does society ensure there is respect for both individuals and for groups?

Dealing with Universal Issues, such as Truth and Justice
What is “truth” and what is “justice”?
Related Questions:

  • How do we define “truth” and “justice”?
  • What are the important truths in life?
  • How do we find truth? How do we tell right from wrong?
  • What are the rights of all?
  • Why is justice often hard to achieve? Is justice fair? Infallible?
  • Why does justice sometimes “sting”? How do we remedy injustice?
  • Are there situations in which it is more just to treat people differently than to treat them the same?

Ambition, Power, and the Common Good
What is the nature of ambition and power?
Related Questions:

  • What gives a person status? Is status achieved the same way in all societies? Within a society?
  • How do ambition and power drive us? How do they challenge us?
  • What is meant by “the common good”? Who decides what the common good is? Is the common good best for every individual in a society?
  • What is the appeal of being in the position of “ruling” other people? What disadvantages accompany being the authority figure?
  • How does lack of power affect particular individuals or groups?
  • What is the reality of being colonized or “ruled”?
  • What is the advantage in treating others as we wish they would treat us? Why is this often difficult?

Social Criticism–Conformity and Nonconformity/ Resistance
What is social criticism?
Related Questions:

  • What societal issues concern us?
  • What is the purpose of social criticism?
  • What is conformity? What is nonconformity? What is meant by “the status quo”? What is rebellion? Do different people define these differently? Are they manifested differently in different societies?
  • What is the role of the state in Canada? What is the role of the individual or groups within the state?
  • How should the state treat its citizens? Is this the same in every country?
  • What is the relationship between the individual and the state in Canada? In other countries?
  • What are the shortcomings of Canadian society? How can we, as citizens, address them?
  • Why do some individuals or groups challenge the system while others abide with it? What is political protest? How does Canadian society treat nonconformity? Rebellion? Is rebellion risky in Canada as compared to other countries? Why or why not?
  • How does Canadian society respond to challenges?

Addressing the Issues–Causes and Crusades
How can we make the world a better place?
Related Questions:

  • What matters most to us as individuals? As groups? As a society?
  • Do all people tackle causes in their lifetimes? Why or why not? What causes might our generation tackle?
  • What do people do when faced with a decision between advancing a cause and doing what they believe is right?
  • Are there situations in which individuals might challenge authority? What are some responsible ways of challenging authority?

English Language Arts General Outcomes 10, 20, 30(2003)

Students will listen, speak, read, write, view, and represent to:
1. Explore thoughts, ideas, feelings, and experiences

  • discover possibilities
    • form tentative understandings, interpretations, and positions
    • experiment with language, image, and structure
  • extend awareness
    • consider new perspectives
    • express preferences, and expand interests
    • set personal goals for language growth

2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.

  • respond to a variety of print and nonprint texts
    • connect self, text, culture, milieu
    • evaluate the verisimilitude, appropriateness, and significance of print and nonprint texts
    • appreciate the effectiveness and artistry of print and nonprint texts
  • construct meaning form text and context
    • discern and analyze context
    • understand and interpret content
    • engage prior knowledge
    • use reference strategies and reference technologies
  • understand and appreciate textual forms, elements, and techniques
    • relate form, structure, and medium to purpose, audience, and content
    • relate elements, devices, and techniques to created effects

3. Manage ideas and information

  • determine inquiry or research requirements
    • focus on purpose and presentation form
    • plan inquiry or research, and identify information needs and sources
  • follow a plan of inquiry
    • select, record, and organize information
    • evaluate sources, and assess information
    • form generalizations and conclusions
    • review inquiry or research process and findings

4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication

  • develop and present a variety of print and nonprint texts
    • assess text creation content
    • consider and address form, structure, and medium
    • develop content
    • use production, publication, and presentation strategies and technologies consistent with context
  • improve thoughtfulness, effectiveness, and enhance the clarity and artistry of communication
    • enhance thought and understanding and support and detail
    • enhance organization
    • consider and address matters of choice
    • edit text for matters of correctness

5. Respect, support, and collaborate with others

  • respect others and strengthen community
    • use language and image to show respect and consideration
    • appreciate diversity of expression, opinion, and perspective
    • recognize accomplishments and events
  • work within a group
    • cooperate with others and contribute to group processes
    • understand and evaluate group processes

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View English Language Arts Curriculum PDF(ELA10-1, ELA10-2, ELA20-1, ELA20-2, ELA30-1, ELA30-2)