INDEPENDENT STUDY UNIT, EH?
PURPOSE:
► To use the art of rhetoric to prove to your class that your novel is either
an excellent piece of literature or that it is a horrible piece of literature and
► To justify your decision thoroughly using specific rhetorical devices and literary stylistic devices from your novel in the following format:
FORMAT:
This unit will culminate in a formal speech of seven minutes in duration that includes an oral and a written component. You MUST include research material about your book from other sources. Follow the following format (A+B+C):
A You must create a convincing argument in speech form that persuades the class why they should OR should not read your book. In order to do this:
o You must Identify three supporting points to prove your thesis. These three points will consist of 2 literary/stylistic elements and 1 theme and you must support this evidence with quotes and examples from your book.
o You must Include at least three quotations from three different sections of the book which CLEARLY support your 2 literary/stylistic devices and 1 theme and help to prove your thesis that this book is excellent or terrible
o You must use appropriate body language, posture, pacing, eye contact and diction.
o You must include a CLEAR beginning,middle and end. Open with an interesting beginning; Conclude with a memorable ending.
o You must use two secondary sources
o You must identify your book, author and thesis in the beginning.
o You must be creative but above all, BE Persuasive!
o You must use AT LEAST FIVE rhetorical devices to persuade the audience
o You must employ persuasive appeals of logic, ethics and emotion.
B You will submit a written version of your speech, typed, double spaced, titled and properly cited.
This will include a separate page which
1. lists and labels your 5 rhetorical devices (from the speech), and the 3 elements of appeal you have used within the speech WITH AN EXPLANATION DISCUSSING HOW EACH ONE HELPS to PERSUADE YOUR AUDIENCE, as well as
2. An explanation of how the 2 literary elements and 1 theme you have incorporated prove your thesis in your speech.
C You must complete some background research in order to write your speech. Your final speech must include two secondary sources, properly cited at all times. These sources could include a critical look at the novel, (its themes, concepts, historical background, character development, etc) and may include a biography of the author’s life and/or a survey of the time period in which the novel is set or during which the novel was written. As such, you must also submit a MLA Style Works Cited page. Please attach the works cited to the written version and analysis page. ***Refer to the OWL Purdue website for MLA rules and guidelines.
All of these aspects (A+B+C) will be evaluated
BOOK SELECTION:
In grade eleven, the selection of novels is limited to Canadian novels. These books must have achieved literary acclaim – check for awards and literary reviews to justify your choice. The literature selected for independent study is to be a novel not used as high school course text material. Some recommended works are listed for you on the attached sheet. Any other book must have the teacher's approval.
READING + YOUR FOCUS:
To read for enjoyment, curl up on a couch somewhere and open the book; read quietly, with no distractions. If you are potentially a ‘slow’ reader, consider reading for maximum efficiency: read with post-it notes or paper and pencil beside you at all times. As you read, jot down quotations that strike you as interesting. As you read further, look for quotations that seem to refer to a repeating idea or theme (see some possible repetitive themes and ideas below). Remember to record the page number! As your read, compile a list of characters along with key quotations. Pay attention, as well, to passages that describe setting. Also, keep a dictionary close!
You must evaluate how well/convincingly/poorly your literary elements/stylistic devices/themes are portrayed through the characters, setting, narration, diction, dialogue, structure, style, conflicts, etc and use that to develop your thesis to persuade the class about the quality (or lack thereof) of your novel.
This unit will be worth 15% of the course mark, calculated as follows:
Merivale High School: Department of English
ENG 3U Progress Check
Student ______
Book Title______Author ______
Progress Report #1
Info gathered about author ______
# of pages______, of which I have read ______
Genre ______Style ______
Point of View:______
Setting: (time and place) ______
Main Character(s):______
Description of Protagonist (including pertinent aspects of physical nature, mental, emotional, social, philosophical etc…) ______
______
______
______
Description of Antagonist:
______
______
______
Supporting Character(s) ______
______
______
Other Important or Relevant characters’ descriptions ______
______
______
Main Conflict (so far) #1 ______
______
#2 ______
______
#3______
Themes (that I have noticed) include (so far) __Be sure to write out a proper theme ______
______
______
______
______
______
Example of diction that struck me as significant/unique/important: ______
______
______
______
Questions or concerns I have about the novel (not the assignment) ______
______
______
______
______
I intend to pursue secondary research in the areas of ______
______
Literary elements I will likely use to prove my thesis in my speech:
1______
______2______
Rhetorical devices/Methods of development I will most likely use to persuade my audience are:
1______2______3______4______
5______
My immediate plans for the summative novel and task are : ______
I am AWARE that I must incorporate and label on a separate page my use of
1 appeals of logic, ethos and emotions in my speech
2 5 rhetorical devices
3 literary elements and theme
This will include a separate page which lists and CLEARLY labels the 5 rhetorical devices (from the speech), the elements of appeal and where they were used SPECIFICALLY, as well as the literary elements and theme you have incorporated to prove your thesis in your speech.
Sign______
I am AWARE that I must incorporate and label on a separate page my MLA style
Words cited
Sign______
I am AWARE that I must cite ALL of my sources within my speech using MLA style and that failure to do so is plagiarism and will result in mark of zero.
Sign______
Teacher’s comments ______
______
______
______
______
______
______
______
Mark /5 (Knowledge) /5 (T/I) /10 total
PROPOSAL:
My potential thesis is (PROVIDE A POTENTIAL THESIS STATEMENT; FULL SENTENCE)
(I will prove that my novel is (amazing or terrible):
______
because (your opinion) ______
______
______
______
______
______
I will use the following 2 literary elements to prove my thesis (List 2 elements (found in novel). Can be: character description/development, conflicts, setting, writing style of author, choice of narration, dialogue, diction, mood development etc;) ______
I intend to use the following areas of my novel to support my choices of literary elements (List specific pages/quotes/scenarios that take place in your novel to support your choices in literary elements and theme)
______
literary element one: ______
literary element two:
______
______
My third point, (the theme) I’ll discuss from my novel is:
______
______
I know this theme is present because:
______
______
______
The secondary sources I have researched so far have supplied me with the following information:
______
______
Proper MLA citing of these sources:
______
______
Mark /10 (Thinking/Inquiry) (10) total
Complete Outline:
Organizational Chart for a formal Speech/Essay
•introductory statement/hook______•thesis statement ______
• 3 key points (literary device # 1)______
(literary device #2) ______(theme-point#3)______
Rhetorical devices that will be used?
Appeals to be used?
Methods of development to be used?
First supporting idea:
Lit device 1 Example:
Explanation (Connect to prove thesis):
Lit device1 example #2:
Explanation (Connect to prove thesis):
Rhetorical device(s) used?
Appeals to be used?
Methods of development used? / Second supporting idea:
Lit device 2 Example:
Explanation (Connect to prove thesis):
Lit device 2 example #2:
Explanation (Connect to prove thesis):
Rhetorical device(s) used?
Appeals to be used?
Methods of development used? / Third supporting idea:
Theme Example:
Explanation (Connect to prove thesis):
Theme example #2:
Explanation (Connect to prove thesis):
Rhetorical device(s) used?
Appeals to be used?
Methods of development used?
Conclusion: (summarize thesis statement)
Refer to supporting idea(s):
Final statements:
Rhetorical device(s) used?
Appeals to be used?
Methods of development to be used?
(Use point form notes to help you organize your ideas.)
Category / Level Four / Level Three / Level Two / Level OneKnowledge/ Understanding
● presentation focused around a clear central idea or purpose
● content is accurate, relevant,
and complete
●uses and identifies at least five
rhetorical devices
●employs and identifies persuasive
appeals of logic, ethics and
emotion.
●Includes a beginning, middle
and end.
●Incorporate literary elements,
themes or concepts discussed
in class
●Demonstrates knowledge of proper
presentation skills
/10 / □ always demonstrates focus around a clear central idea or purpose
□ always communicates accurate, relevant and complete content
□uses and identifies at least five rhetorical devices expertly
□clearly employs and identifies persuasive appeals of logic,
ethics and emotion.
□Includes a clear beginning,
middle and end.
□clearly incorporates literary
elements, themes or concepts
discussed in class
□Understands and demonstrates effective proper body language, tone
tone, pace, volume, eye contact / □ consistently demonstrates focus around a clear central idea or purpose
□ consistently communicates accurate, relevant and complete content
□uses and id’s at least five
rhetorical devices well
□mostly employs and id’s
persuasive appeals of logic,
ethics and emotion.
□Includes a beginning, middle
and end.
□mostly Incorporate literary
elements, themes or concepts discussed
in class
□Mostly understands and
demonstrates effective proper
body language, tone, pace,
volume, eye contact / □ sometimes demonstrates focus around a clear central idea or purpose
□ sometimes communicates accurate, relevant and complete content
□use of rhetorical
devices is questionable/used
inconsistently
□sometimes employs persuasive
appeals of logic, ethics and
emotion.
□somewhat Includes a beginning,
middle and end.
□uses some literary elements,
themes or concepts discussed
in class
□Somewhat understands and
sometimes demonstrates proper
body language, tone, pace, volume, eye contact / □ rarely demonstrates focus around a clear central idea or purpose
□ rarely communicates accurate, relevant and complete content
□use of rhetorical devices
is lacking
□rarely employs persuasive
appeals of logic, ethics and
emotion.
□ beginning, middle
and end not clear.
□ literary elements,
themes or concepts discussed
in class not clear
□Barely understands and
rarely demonstrates proper
body language, tone, pace, volume, eye contact
Thinking
● shows creativity and originality that engages the audience
● Provides examples, statistics/facts to support ideas
· Identify three supporting points and support those reasons
· Include at least three quotations
· Clearly persuasive
· Revision, editing
/15 / □ always demonstrates creativity and originality to engage the audience
□ consistently provides relevant evidence and ideas, pertinent examples, facts, and/or statistics; to support ideas
· Always identify three supporting points and support those reasons
· Includes at least three quotations
· Clearly incorporates persuasive techniques
· Revisions and editing are clearly evident / □ mostly demonstrates creativity and originality to engage the audience
□ mostly provides relevant evidence and ideas
· Some examples, facts, and/or statistics support the subject; evidence supports ideas;
· Some persuasion incorporated
· Revisions and editing are evident / □ sometimes demonstrates creativity and originality to engage the audience
□ sometimes incorporates appeals of persuasion
· Weak examples, facts, and/or statistics, which do not adequately support the subject; Includes very thin data or evidence in support of ideas
· Revisions and editing are clearly lacking / □ rarely demonstrates creativity and originality to engage the audience
□ rarely incorporates persuasive techniques
· Very weak or no support of subject through use of examples, facts, and/or statistics;
insufficient support for ideas or conclusions. Major ideas left unclear.
· Revisions and editing are non-existent
Communication
● delivers presentation smoothly (e.g. well rehearsed)
● uses appropriate language, body language and tone
● shows a sense of audience and purpose
●Professional appearance and preparation
●-guides audience to understand topic
●convincing argument
/15 / □ always demonstrates a smooth, well rehearsed manner
□ always demonstrates appropriate language and tone
□ always demonstrates a sense of audience and purpose
-Major ideas summarized and audience left with full understanding of presenter's position. / □ consistently demonstrates a smooth, well rehearsed manner
□ consistently demonstrates appropriate language and tone
□ consistently demonstrates a sense of audience and purpose
- audience left with understanding of presenter's position. / □ sometimes demonstrates a smooth, well rehearsed manner
□ sometimes demonstrates appropriate language and tone
□ sometimes demonstrates a sense of audience and purpose / □ rarely demonstrates a smooth, well rehearsed manner
□ rarely demonstrates appropriate language and tone
□ rarely demonstrates a sense of audience and purpose
Application
· Applies knowledge of oral presentations, body language,persuasion and novel’s thematic subject matter and stylistic elements to own presentation
· Applies all MLA format/sourcing conventions
/10 / - Effectively convinces an audience to recognize the validity of a point of view
- Successfully and strategically applies appropriate body language, eye contact, volume, tone, pace, etc
- Significantly increases audience understanding and knowledge of topic;;
Applies all MLA format/sourcing conventions / · Clear point of view, development or support usually persuasive.
- Mostly applies appropriate body language, tone, volume, pace, etc at strategic points
- increases audience understanding and knowledge of topic;
· Mostly Applies all MLA format/sourcing conventions / · Point of view may be clear, but lacks development or support or persuasion.
- Somewhat applies appropriate body language, tone, volume, pace, etc
- somewhat increases audience understanding and knowledge of topic;
Applies some MLA format/sourcing conventions / · Fails to effectively convince the audience.
- Does not apply appropriate body language, tone, volume, pace, etc
- Does not increase audience understanding and knowledge of topic;
Insufficient application of MLA format/sourcing conventions