Pickering High School Independent Study Unit - Wikispaces · Independent Study Unit Name: _____...

Independent Study Unit

Name: __________________________

Novel: __________________________

Author: __________________________The ISU is an opportunity for students to demonstrate their understanding and insight into one novel of their choosing. The ISU is worth 10% of the final mark.

There are five components to the ISU. Each component must be handed in to ensure the completion of the ISU requirements. The due dates for each of the ISU components are final and no extensions will be granted. It is imperative that students keep up with the reading and bring their ISU novels to class on a daily basis. In the case of an absence on a presentation date or assignment due date because of an illness, a doctor’s note must be submitted on the day the student returns to class.

Components Category Due Dates1. Quotation Response: Thinking (coursework) March 25, 2013

2. Biographical Research: Application (coursework) April 8 – 12, 2013

3. Essay Outline: 2% of ISU April 24, 2013

4. Essay (submit to TurnItIn.com): 8% of ISU May 7, 2013

5. Oral Presentation: Communication (coursework) May 27 – June 3, 2013Please Note: It is your responsibility to ensure there is no conflict on the day of your presentation, as they cannot be changed due to time constraints in the course. All components of the ISU have non-negotiable deadlines.

Developed by the Pickering H.S. English department

Pickering High School Grade 11 University English • ENG3U

Achebe, Chinua Things Fall ApartAngelou, Maya I Know Why the Caged Bird SingsAtwood, Margaret Edible WomanAusten, Jane Emma Sense and SensibilityBarron, Sandra Rodriguez The Heiress of WaterBradbury, Ray Fahrenheit 451Burgess, Anthony A Clockwork OrangeByatt, A. S. Angels & InsectsCallaghan, Morley More Joy In HeavenCohen, Leonard The Favourite GameDefoe, Daniel Robinson CrusoeDickens, Charles Hard Times Our Mutual FriendDostoyevsky, Fyodor The Idiot Dumas, Alexandre The Count of Monte CristoEdwards, Kim Memory Keeper’s DaughterEliot, George Silas MarnerEvans, Nicholas The Horse WhispererFaulkner, William As I Lay Dying Absalom, AbsalomForster, E. M. A Passage to India A Room with a View Howard’s EndFitzgerald, F. Scott Tender is the NightGaines, Earnest J. Miss Jane PittmanHardy, Thomas Mayor of CasterbridgeHamilton, Jane A Map of the WorldHawthorne, Nathaniel The Scarlet LetterHeller, Joseph Catch-22 Something HappenedHemingway, Ernest A Farewell to Arms The Sun Also Rises For Whom the Bell TollsHersey, John HiroshimaHesse, Herman Demian SteppenwolfHugo, Victor Les Misérables The Hunchback of Notre DameHuxley, Aldous Brave New WorldIrving, John The World According to Garp Cider House RulesKesey, Ken One Flew Over the Cuckoo’s NestKingsolver, Barbara The Bean Trees Animal Dreams Pigs in HeavenLaberge, Aimee Where the River NarrowsLaurence, Margaret The Diviners A Jest of GodLeroux, Gaston The Phantom of the OperaMacDonald, John D. The ExecutionMacLennan, Hugh Barometer RisingMaugham, Sommerset Of Human Bondage

Melville, Herman Moby DickMistry, Rohinton Such A Long JourneyMitchell, W. O. How I Spent My Summer

Holidays Ladybug, LadybugMoore, Brian Black Robe No Other LifeMorrison, Toni The Bluest Eye Sula BelovedNeff, Heather Accident of BirthNemirovsky, Irene Suite FrançaiseOrwell, George 1984Pazira, Nelofer A Bed of Red FlowersPaton, Alan Cry, The Beloved CountryPirsig, Robert Zen & the Art of Motorcycle

MaintenanceRand, Ayn FountainheadRichler, Mordecai Joshua Then and Now The Incomparable AtukRhys, Jean Wide Sargasso SeaSolzhenitsyn, Alexander One Day in the Life of Ivan

Denisovich Cancer WardSpark, Muriel The Prime of Miss Jean BrodieSteinbeck, John East of EdenStevenson, Robert Louis Dr. Jekyll and Mr. Hyde Treasure IslandStoker, Bram DraculaSundaresan, Indu The Twentieth WifeSwift, Jonathan Gulliver’s TravelsTan, Amy A Hundred Secret SensesTheroux, Paul The Mosquito CoastTolstoy, Leo Anna Karenina The Death of Ivan IlyichTwain, Mark A Connecticut Yankee in King

Arthur’s CourtTyler, Anne Breathing Lessons The Accidental TouristVargas, Llosa Mario The Real Life of Alejandro Mayta Who Killed Polmino Molero?Vonnegut, Kurt Slaughterhouse-Five JailbirdWalker, Alice Possessing the Secret of JoyWaugh, Evelyn Decline and FallWilde, Oscar The Picture of Dorian GrayWoolf, Virginia To The Lighthouse A Room of One’s OwnYehoshua, A. B. A Woman in Jerusalem

January 2012

Developed by the Pickering H.S. English department 2

I.S.U. Book List Grade 11 University

As you are reading your chosen novel, you should be recording significant quotations and making observations about the author’s development of the story’s literary elements.

You should make notes about setting, characters, conflict, theme, and the writing style. Be sure to record page numbers of all quotations. You are required to write your own notes. To be clear, do not copy from any other source. Take this opportunity to develop your own ideas about the novel.

From these notes, you will be writing your quotation response.

You must hand in a quotation response that illustrates your insights about an element of literature that the author has developed. This must be your own original work.

The quality of the ideas is more important than the length. The quotation response will be evaluated for the depth and quality of the thinking demonstrated, and the quality of the supporting evidence.

You will be asked to analyse three quotations on a literary element selected by your teacher. Your response must include an introduction and conclusion and be written in a formal style.

REACT RESPOND REFLECT


I.S.U. Reading Notes • Component One

CharacterAn analysis of the character: his/her attitude, philosophy, motivation, etc.• What is the character’s relationship with others?• Is a character a symbol or representation of an idea?• How does the author develop characterization, or the revelation of character traits?• Does a character speak for the author? Reveal or represent themes?• How does the character change as a result of the events in the novel, or is the character static and does not

change?

SettingStudy the setting of the novel (time period, location, physical description, atmosphere) and consider its importance to the following:• Theme – how is the theme developed through the use of setting?• Characters – what is the setting’s impact on the character(s), their actions, attitudes, etc.• Conflict – what is the setting’s impact on the struggles or conflicts that exist?• Symbolism – are aspects of the setting symbolic?• Imagery – does the author use figurative/imaginative language to help create the setting? Is it effective? Do

recurring images run throughout the novel? What is its purpose?

Theme• What is the central purpose or idea of the story?• Is the author making a moral statement?• What is he or she saying about life? How is the theme portrayed?• Why did the author write this story? What message did he or she want to express?• How is the theme revealed through the other literary elements? Does the setting contribute to the theme? Does

the conflict involve a greater message that applies to the human condition?

Conflict• What is the central conflict and what type of conflict is it (person vs. person, etc.)?• What are the minor conflicts and how do they relate to the central plot?• What is the incident that triggers the conflict?• What events contribute to the working out of the conflict?• Where does the conflict occur? Is it effective?• What does the resolution of the conflict reveal about the author’s main messages (themes)?

Style• Is the dialogue natural? Is the story mainly descriptive with lots of narration? What is the effect of this choice?• What is the narrative point of view? How does it affect the story? How does the narrative point of view affect the

reader’s interpretation of character, conflict, theme?• Does the author use figurative or imaginative language (personification, similes, metaphors, etc.)? What is the

effect of this? Does it add to the appreciation of the work?• What symbols has the author employed to represent abstract ideas? What is the effect?



An analysis of literary elements explores and evaluates specific aspects found in the novel. The following should help guide you in your process work for the ISU.

Point of View

First Person Point of ViewMay be:• the author himself/herself as a passive observer or narrator• the major character telling his/her own story• the minor character viewing and judging others

A first person point of view limits the material to what the narrator can know, but has a ring of authenticity, and it permits informal narration and recollection of past events. Sometimes the first person narrator can be unreliable, and the reader has to question the character’s honesty, and the truthfulness of their narration.

Third Person Point of View• the omniscient point of view - can read the minds of all characters, be everywhere, see

everything, penetrate innermost secrets of characters and is able to comment• limited omniscient point of view - author takes up residence in the mind of the one character and

presents his thoughts and reactions• objective point of view - author stays outside the characters and reports their speech and actions

only. He/she does not intrude in the story. The thoughts and feelings are merely suggested by the action and dialogue.

First or Third Person Point of View• the “innocent eye” point of view - a story is told by (first person) or through the mind of a

character (third person) who does not fully comprehend what he/she sees (i.e. a child, an unsophisticated person). This writing is often ironical.

• stream of consciousness writing - the writer attempts to transfer to the written page the contents of a human mind–subconscious and conscious thoughts, images, senses, recollections, in the apparently disordered way in which they came into the mind.



Characters

These are, of course, the people who appear in the story.

The term “characterization” refers to the methods used by the author to reveal the characters’ personalities to the reader. NOTE: This does not usually include physical description.

Methods of presenting a character’s personality:1. What the character says.2. What the character does.3. What other characters say about him/her.4. The way other characters react to, or act towards him/her.5. Information provided by the narrator, when the narrator is not a character in the story.

Types of Characters Based on complexity:•flat character - may be summed up by one or two traits (characteristics)•round character - complex and many-sided, thus realistic•stock character - a stereotyped character, whose characteristics are immediately known because

of common conceptions or misconceptions about certain groups of people; i.e. the dumb blonde or jock, the foolish old person, etc.

Based on character development:•static character - one who is the same at the end of the story as at the beginning; he or she does

not undergo any basic personality changes.•dynamic character - one who undergoes a permanent change in his or her personality as a result

of the situation presented in the story.



Symbol and Irony

Symbol:A symbol is an object, person, situation, action or some other item which has a literal meaning in the story, but which suggests or represents other meanings as well. It is thus usually something concrete standing for something abstract.

Some general guidelines:• the story must furnish a clue that a detail is to be taken symbolically• the meaning of a symbol must be established and supported by the entire context of the story• to be called a symbol, an item must suggest a meaning different in kind from the literal meaning• a symbol may have more than one meaning

Irony:• verbal irony - the contrast between what a character says or thinks and what the reader knows to

be true• dramatic irony - when the reader has more information or knows more than a character• situational irony - shows discrepancy between appearance and reality, between expectation and

fulfillment, between what is and what would seem appropriate

Atmosphere and Mood

These are really very similar, and it’s often difficult to draw a line between them. If you have to make a distinction, then mood refers to the feelings and emotions experienced by the reader; whereas atmosphere refers to the feelings and emotions experienced by/created for the characters in the story.



Quotation #1 Why you chose this particular quotation 0.5 1 1.5 2 Overall significance to development of the novel 0.5 1 1.5 2



Mechanics/Style Spelling, punctuation, grammar 0 1 2 3

Total /15

You are to prepare and submit a response to the following questions. This is to be a formal response, so you must remain objective and verify your statements with evidence directly from your core novel. Cite all your evidence. This response is to be double spaced and neatly written. The quality of the ideas is more important than the length. You may use your novel and any reading notes you have prepared. This must be submitted by the end of class today.

The topic will be:

You may use the following points to help focus your discussion:

A. Find three quotations in your novel that interested you or that struck you as important. Copy the quotation and cite the page number on which it occurs.

B. In a brief paragraph, defend your choice for each quotation and explain its relevance. Be specific and give details to support your choices.

ISU In-class Quotation Response Evaluation**Staple and submit this sheet with your completed response.**


ENG3U ISU Quotation Response• Component One

Find a biographical essay or a biography of the author of your novel. After you have read this work, analyse the following elements.

We write what we can relate to or what is important to us. Our beliefs and values come from our life experiences. Analyse your novel by relating it to the author’s life. There are many different approaches you can take to respond to this assignment. Some questions to consider in your research are:

• Does the setting play an important role?

• What have you learned about the author’s family or childhood?

• Are there any characters in the novel that resemble people in the author’s life? If so, why?

• What motivates the author?

• What are the author’s values and beliefs? Are these values depicted in the novel? How?

You will be in the library for two classes in order to research your author. Your evaluation for this component will assess your research skills. This research is background preparation for your oral presentation.

You will submit a complete set of point-form research notes. There should be clear evidence that you have linked your author’s life to some aspect of the novel. Page numbers need to be recorded, whenever possible. Remember that other media, such as images, require bibliographic information as well.

Rubric for Assessing Library Research

Name: ________________________________________**Staple and submit this sheet with your completed research.**

Level 1 2 3 4Use of Library Time (over 2 days)

Rarely on task Day 1 Day 2

Sometimes on task Day 1 Day 2

Usually on task Day 1 Day 2

Always on task Day 1 Day 2

Accessing Information

Found little/no information even though it was available

Needed help finding and using adequate sources of information

Found adequate resources independently

Found a wide variety of resources independently

Amount of Research Done

Took few/no meaningful notes

Took some notes Took many notes Took thorough notes

Format of Note-taking (own words and point form)

Notes neither in own words nor point form

Either not in point form or not in own words

Most notes in point form and own words

All notes in point form and own words

Recording of bibliographic data (including page numbers)

Little/no bibliographic information recorded on notes

Some bibliographic information recorded on notes

Most bibliographic information recorded on notes

All bibliographic information recorded on notes


I.S.U. Biographical Research • Component Two

The written component is a formal literary essay. You must submit two well-edited, complete double-spaced rough drafts of your essay with the final product.

Length of Essay: maximum of 4 double-spaced typed pages (12 point font)

After you have read your novel and any supplemental works, you must determine the specific approach your paper will take. One of the most frequent mistakes made in writing a literary analysis is to simply retell the plot, instead of examining the other aspects of the work. As a result, you must be particularly careful to select a topic and develop it, using elements of the plot only to support the topic and your ideas.

Use the following questions as a guideline to help you select a general topic for your analysis:

1. Does your novel exhibit some unusual characteristics which sets it apart from its genre?2. Do certain literary elements appeal to the reader’s interest? How is this achieved?3. Do certain literary elements work together to contribute to the novel’s theme?4. Does the examination of symbols or image increase the reader’s enjoyment of the work?

Once you have decided upon a topic (the elements of analysis) and explore this topic by reviewing your notes, journals and the novel, then work to develop a thesis for your essay.

• Make a rough outline of your proposed paper• Arrange the elements/subtopics to be discussed in a logical order• Find appropriate quotations from your novel and supplemental works• Begin writing your first draft

Your Essay Must:

• Show a thorough understanding of the work as it relates to the literary elements (theme, symbol, etc.)• Include an interesting and appropriate introduction• Follow a clear plan• Include specific examples and quotations to support the thesis• Interpret and analyse the novel• Include any relevant information from the supplemental works (properly documented)• Follow a formal writing style (check style guide)• Write an appropriate conclusion, perhaps a reaction to the literary elements, or a thought-provoking

statement at the very end

ESSAY SUBMISSION: Include the following in this order, when you submit your essay:

1. Final draft of Essay (Good Copy) typed and double-spaced2. Works Cited page3. Two well-edited complete drafts4. Submitted to TurnItIn.com


I.S.U. Final Literary Essay • Components Three & Four

Topic: the subject matter dealt with in the essay

Introduction:Hook: general statement on the topic (see “Introductory Techniques • The Hook”)

Thesis (specific statement): must be a clear, arguable, relevant statement (c.a.r.s.)

Body:1. 1st main point (as a statement): topic sentence must also be c.a.r.s., and support the thesis

Introduce quote: provide context and speakerExample 1: as a quotation, include citationExplanation: explaining “why” (i.e., explaining why the example relates to the topic sentence); explaining “how” (i.e., explaining how the example relates to the topic sentence)

Introduce quote: provide context and speakerExample 2: as a quotation, include citationExplanation: explaining “why”; explaining “how” this example relates to the topic sentence

Significance: state the significance of your explanations and how they relate back to your thesis

2. 2nd main point (as a statement): topic sentence must also be c.a.r.s., and support the thesis

Repeat as outlined for Body Paragraph 1

3. 3rd main point (as a statement): topic sentence must also be c.a.r.s., and support the thesis

Repeat as outlined for Body Paragraph 1

Conclusion:Restate thesisRestate topic sentencesExplain how and why the topic sentences support your thesisEnd with an insightful, thought-provoking comment that links your thesis with a broader issue

Reminders for Academic Writing:• Formal Language• No Contractions• Third Person• Present Tense• Use logical arguments, not emotional arguments


Essays Concise Outline for a Literary Essay

Overall Expectations: Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Name: __________________________________________________________________

**Staple and submit this sheet with your completed assignment.**1

TopicDevelopment

Overall effect of paper.

2Support

Degree to which the response includes

examples that develop the main points/proper

citing.

3Organization

Degree to which the response is focused, clear, and in a logical

order/formatting/process work.

4Sentence Structure

Degree of inclusion of complete & correct sentences, varied in structure & length.

5Word Choice

VocabularyWord choice

Usage

6Mechanics

Spelling & capitalizationPunctuation

Paragraphing

6

5

4

3

2

1

Total

Clear focus.Logical order.Original, insightful, or imaginative.Compelling thesis.Clearly aware of task.

Supporting details are rich, interesting & full.Details are relevant and appropriate for the audience and focus.All citing is correct.

Carefully but subtly organized from beginning to end.Transitional devices are subordinate to meaning.Fluent, richly developed.Works Cited is correct.MLA format is exemplary.Process work is complete.

Sentence variety enhances style and effect.Successful use of more sophisticated sentence patterns.Embedded quotations enhance flow.

Rich, effective vocabulary.Correct usage.Strong authoritative voice.

Very few or no mechanical errors, with complexity.

Fluent fully developed.Clear awareness of audience and task.Solid.Clear thesis.

Details are strong, but lack richness and specificity.Most citing is correct.

Organized from beginning to end.Clear focus.Logical order.Generally successful in using transitions.Works Cited is mostly correct.MLA format is generally correct.Process work is mostly complete.

Sentence variety is appropriate.Few errors.Moderately successful in using more sophisticated patterns.Embedded quotations are used correctly.

Effective vocabulary.Generally correct usage.Authoritative voice.

Few or no mechanical errors relative to the length or complexity.

Moderately fluent.Ideas developed, but limited in depth.Thesis is identifiable.

Details are adequate to support the focus.Details are generally relevant and appropriate for audience and focus.Some citing is correct.

Organized, but may have minor lapses in order or structure.Focused.Some transitions.Works Cited is generally correct.MLA format is somewhat correct.Process work is generally complete.

Some sentence variety.Some errors in usage.Attempts to use more sophisticated sentence patterns.Embedded quotations are used.

Acceptable vocabulary.Attempts to use rich language.Generally correct usage.Some authoritative voice.

Some errors that do not interfere with communication.Limited text, but mechanically correct.

Thinly developed.Some awareness of audience and task.Repetitive or too general.Thesis is somewhat identifiable.

Details lack elaboration.Some details do not support the focus.Important details are omitted.Very little citing.

Focus is unclear or limited.Poor transitions.Lacks closure.Chaining.Noticeable errors in Works Cited.Improper MLA formatting.Process work is somewhat complete.

Little sentence variety.Errors in usage that interfere with meaning.Over-reliance on simple or repetitive sentences.Errors with embedded quotations.

Simplistic vocabulary with limited word choices.Noticeable errors in usage.Limited authoritative voice.

Some errors that do interfere with communication.Errors are disproportionate to length or complexity.Minor problems for reader.

Poorly developed.Poor awareness of audience or task.Lacks clarity.Thesis is poorly identified.

Details are merely listed.Repetitive details.Too few details.Improper citing.

Unfocused.Thought patterns are difficult to followResembles freewriting.Lacks closure.No transitions.No Works Cited.Very little MLA formatting.Little evidence of process work.

No sentence variety.Serious errors in usage.Too brief to demonstrate variety.Numerous errors with embedded quotations.

Simplistic vocabulary with inappropriate and/or incorrect word choice.Numerous errors in usage.Lacks authoritative voice.

Noticeable errors that do interfere with communication.Errors cause major problems for reader.

Not developed.No awareness of audience or task.Inappropriate response.Thesis is not identifiable.

Virtually no details.Irrelevant details.No citing.

So short or muddled that it lacks organization or focus.No transitions.No Works Cited.No MLA formatting.No process work.

Lack of sentence sense.Riddled with errors.Too brief to evaluate.No embedded quotations.

Inadequate vocabulary.Too brief to evaluate.Lacks authoritative voice.

Errors that seriously interfere with communication.Too brief to evaluate.

T= /6 S= /6 O= /6 SS= /6 WC= /6 M= /6


Rubric Senior University English Essay /36

Organize your research into an oral presentation. Complete the ISU Oral Presentation Outline handout. It is important that the outline be complete with times and details. Example: Do not write “this is when I will talk about the importance of setting.” Be specific about your subtopics and multimedia use. Example: Do write “on an overhead there will be three quotes from the novel (list them) referring to settings, and for each I will illustrate the relevance to the author (list them). The handout is designed as a guide. Reproduce the outline so that details can be included (approx. 2 pages typed). This may be handed in to the teacher in advance of the presentation for feedback purposes.

The presentation should:

• Demonstrate how your author’s life affected the writing of their novel

• Provide specific examples from both the biography and the novel. You must have a thesis and purpose, and with examples you will develop this thesis

• Be creative, interesting, and informative

• NO script, notes, or cue cards will be permitted (reading off of anything is unacceptable)

• Be 10 minutes in length (min/max)

• Set up and take down must be no more than 5 minutes total

• Demonstrate the student’s ability to incorporate multimedia aids (i.e., overhead projector, costumes & props, audio)

• NO computer-assisted technology will be permitted (i.e., PowerPoint, video clips)

• NO Bristol board

Refer to rubrics for specific criteria to be assessed.


I.S.U. Oral Presentation Outline & Presentation • Component Five

Name: _____________________________________ Topic: ____________________________________

Novel: _____________________________________ Author: __________________________________

Briefly indicate what you will be doing in each of the following sections and how much time will be allotted for each (maximum of 2 pages). Be certain to rehearse several times for an accurate total time.

Introduction: Hook:

Background information of author, novel: 2 min.

Creative aspect used: __________ min.

Topic Development:Thesis:

Subtopic 1:

Examples:


Subtopic 2:

Examples:


Subtopic 3:

Examples:


Conclusion (thoughtful comment):Creative aspect used: __________ min.

Total Time __________ min.


I.S.U. Oral Presentation Outline • Component Five

1. DO rehearse your presentation in front of someone or by using a tape recorder; take notice of the time limits and stay within them.

2. DO memorize your presentation if you can.3. DO prepare small cue cards if you can’t memorize it.4. DO give a copy of your presentation to someone close to the front so that he/she can give you a cue

when needed.5. DO raise your voice a little so that people at the back can hear.6. DO modulate your voice: emphasize important words.7. DO stand in full view of the audience.8. DO present yourself as confident and in control of the situation.9. DO feel free to move as you speak.10.DO make eye-contact with members of the audience.11.DO look around as you speak, involving your audience in your presentation.12.DO use audiovisual material whenever appropriate, but make sure that you have arranged for it in

advance.13.DO make sure that you know and understand the evaluation criteria.14.DO write on the chalkboard/dry-erase board any names or places or technical terms which your

audience is unfamiliar with.15.DO find out how to pronounce names, places, technical terms, etc.16.DO keep all of your written work in case it is required in the evaluation.

1. DON’T fidget at the front.2. DON’T make excuses for not being properly prepared.3. DON’T read your presentation without looking at the audience.4. DON’T hide behind a desk.5. DON’T hold paper in front of you, especially if you are nervous, because paper quivers with your

quivering hand.6. DON’T turn your back on your audience unless writing something on the board.7. DON’T use slang or informal language in a formal presentation: avoid words such as “guys,” “goes,”

“like,” “O.K.,” “right,” etc.8. DON’T speak too quickly; your audience is trying to process a lot of new information.9. DON’T pace back and forth.

Take a deep breath, relax, and begin with confidence!


Presentations Do’s & Don’t’s

Duration: ____________You will be asked to stop at the 10 minute mark.

Name: _____________________________________ Topic: ____________________________________

Novel: _____________________________________ Author: __________________________________

Content and StructureOrganization:

∗ Hook (to capture audience’s attention) 0 1 2∗ Synopsis of literature (very brief – less than 1 min.) Do not discuss author 0 1 2∗ Conclusion (strong and effective) 0 1 2∗ Works Cited (handed in with rubric – MLA format) 0 1 2 3∗ Duration (10 min.) 0 1 2

Content: Making Connections between author and book (8-9 min.)∗ Level of detail (amount) 0 1 2 3 4∗ Evidence (specific to novel) 0 1 2 3 4

Total: __________/19

Presentation TechniquesMedia:

∗ Degree of originality/creativity and relevance to novel 0 1 2 3∗ Media effectiveness (e.g. clear, easily seen/heard; min. 3 mediums) 0 1 2 3

Language/Delivery:∗ Effective voice (appropriate, expressive, clear projection) 0 1 2 3 4 5∗ No notes/reading 0 1 2 3∗ Pace/speed (relaxed and well-rehearsed) 0 1 2∗ Style (posture, gestures, eye contact) 0 1 2 3

Total: __________/19

Comments:


I.S.U. Oral Presentation Evaluation • Component Five /38

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