EARL HAIG SECONDARY SCHOOL



Summative Assessment 2015

ENG3U1

Over the past year, we have been looking at various forms of literature and focusing on the theme of “Man’s inhumanity to man”. You will now have the opportunity to reflect on this theme through the literature we have read this year and our class discussions.

PART ONE: Essay Analysis Evaluation – (This is worth 15% of your final mark)

You will be writing an exam the morning of Wednesday, May 6, 2015. This will be an essay analysis exam. You will be given a sight essay and you will be required to answer questions, analyzing the essay. This will count in the literature and reading and writing strands.

PART TWO: Media Product (60 Marks)

You will then create a media presentation. Create (using Flash or Windows Movie Maker, Powerpoint or your digital camera) an audio/visual essay on the causes of “Man’s inhumanity to man”. Choose a song that illustrates your thesis and with pictures, and some text create an audio/visual essay. Your thesis should clearly state what you think are the causes of the atrocities we have seen throughout human history. This will count in the media strand.

PART THREE: Oral Debate/Research Notes (70 Marks Each)

You will be divided into groups and each student will be involved in an oral debate. Each group will have a different topic they will be discussing. Groups will be assigned by the teacher. You will be required to hand in research notes including a log of all of the research you have done. In the log you should note the dates you did research, sources you looked at, keywords use in electronic sources and when consulting books, etc. You may not have ended up actually taking notes on all of the sources depending on how effective you found them to be when you started reading. You can use these notes and any other resources you may need during the debate. Use the texts we have studied, and any other outside sources that you think will help support your arguments. This will be done over several classes. This will count in the oral and writing strand.

Topic 1: “Language exerts hidden power, like a moon on the tides”. (Rita Mae Brown) Why is the language we use so important? How does our use of language influence us and society at large? Think about the old saying “sticks and stones may break my bones, but names will never hurt me”. How can language be used to hurt people? What do the characters learn about using language? What have you learnt?

Topic 2: “Words without actions are the assassins of idealism”. (Herbert Hoover) Do you agree? Do actions speak louder than words? If you don’t take action in support of your beliefs, are you a hypocrite? Have we become a society of words without much action? What have you learnt about the need to balance words with action? Should these two concepts necessarily be linked? What do the characters learn about taking action/ staying out of problems? What have you learned about idealism, a person’s values and its connection to words?

Topic 3: “Imagination is more important than knowledge”. (Albert Einstein) What role does the world of imagination play in times of chaos and destruction? Is the imaginary role more powerful than knowledge? If so – is this a good thing? What do the authors say about connection between the imaginary world and truth? What have you learned after reading about the imaginary worlds various characters have created? What have you learnt about the role of storytelling?

Topic 4: “Cruelty, like every other vice, requires no motive outside of itself; it only requires opportunity”. (George Eliot) Are perpetrators of these violent acts simply cruel and psychopathic or do they have any justification for their actions? Are there any specific reasons why they go along with/participate in committing atrocities?

Topic 5: “Cruelty is a part of nature, at least of human nature, but it is the one thing that seems unnatural to us”. (Robinson Jeffers) Do you agree with Jeffers? Is cruelty simply part of human nature? Are we destined to (continue to) hurt each other? Is it beyond our control or can we stop?

N.B. This is a summative evaluation worth 30% of your year. Assignment deadlines must be met and late assignments will not be accepted. (This is similar to an exam)

Oral Debate Rubric

Name: Class: Date:

|Achievement Categories |Weighting |Level 0 (0-49%) |Level 1 (50-59%) |Level 2 (60-69%) |Level 3 (70-79%) |Level 4 (80-100%) |

| |Assigned | | | | | |

|Knowledge/ Understanding |_____/10 |Offers no insight into key |Shows limited insights into |Shows some insights into key |Shows considerable insights |Shows a high degree of |

|Controlling ideas and insight into | |issues, ideas and reflection. |key issues, ideas, and |issues, ideas, and reflection.|into key issues, and |insights into key issues, |

|topic. | | |reflection. | |reflection. |ideas, and reflection. |

|Thinking/Inquiry |_____/10 |Does not provide any evidence |Provides limited relevant |Provides some relevant |Provides considerable well |Provides highly effective, |

|Use of evidence. | |to support claims. |evidence to support ideas and |evidence to support ideas and |chosen specific relevant |well-chosen specific relevant |

|Demonstrates critical thinking skills| | |arguments. |arguments. |evidence to support ideas and |evidence to support ideas and |

|(with a focus on formulating | | | | |arguments. |arguments. |

|arguments). | | | | | | |

|Logical arguments. | | | | | | |

| |_____/10 |Demonstrates very limited |Demonstrates limited range of |Demonstrates critical thinking|Demonstrates a considerable |Demonstrates a high degree of |

| | |range of critical thinking and|critical thinking and insights|and insights into the topics |range critical thinking and |critical thinking and insights|

| | |insights into the topics |into the topics discussed. |discussed. |insights into the topics |into the topics discussed. |

| | |discussed. | | |discussed. | |

| |_____/5 |Formulates almost no logical |Formulates and presents |Formulates and presents |Formulates and presents |Formulates and presents |

| | |arguments. |arguments unclearly and |arguments somewhat clearly and|thoughtful arguments clearly |insightful arguments clearly, |

| | | |illogically. |logically. |and logically. |logically, and convincingly. |

|Communication |_____/5 |Thoughts and presentation of |Material is focused and |Material organized with some |Presentation of ideas and |Material is organized with a |

|Focus and Organization. | |ideas lack organization, focus|organized with limited clarity|clarity and logic. Remains on |thoughts are considerably |high degree of clarity, logic,|

|Clarity of expression. | |and clarity. Strays off topic.|and logic. |topic somewhat. |clear and logical. |and effectiveness. Remains on |

|Constructive, productive and positive| | | | | |topic. |

|attitude and degree of participation.| | | | | | |

| |_____5 |Ideas are communicated with |Ideas are communicated with |Ideas are communicated with |Ideas are communicated with |Ideas are communicated with a |

| | |very limited clarity. |limited clarity. |some clarity. |considerable clarity. |high degree of clarity. |

| |_____/10 |Failed to participate |Demonstrates a lack of respect|Makes some constructive and |Makes constructive and |Very respectful of others |

| | |(Constructively). |for others. Showed a |respectful contributions to |respectful contributions to |Enhanced the quality of |

| | | |disruptive or aggressive |the discussion. |the discussion. |discussion through their words|

| | | |attitude. | | |and actions. |

|Application |_____/10 |Uses oral communication |Uses oral communication |Uses oral communication |Uses oral communication |Uses oral communication |

|Speaking techniques: verbal—volume, | |techniques with very limited |techniques with limited |techniques with some |techniques with considerable |techniques with a high degree |

|tone, pace/non-verbal—gestures, | |effectiveness. |effectiveness. |effectiveness. |effectiveness. |of effectiveness. |

|facial expression, clarity and | | | | | | |

|expression. | | | | | | |

|Consideration for audience and | | | | | | |

|purpose. | | | | | | |

| |_____/5 |Uses language and style |Inconsistently uses language |Uses language and style |Effectively uses language and |Effectively uses language and |

| | |inappropriate to purpose and |and style appropriate to |appropriate to purpose and |style appropriate to purpose |style appropriate to purpose |

| | |audience. |purpose and audience. |audience. |and audience. |and audience to a high degree.|

|Overall Mark |/70 |

Visual Media Product Rubric

Name: Class: Date:

|Achievement Categories |Weight |Level 0 (0-49%) |Level 1 (50-59%) |Level 2 (60-69%) |Level 3 (70-79%) |Level 4 (80-100%) |

|Knowledge/Understanding |_____/10 |Conveys a meaningful and |Conveys a meaningful and |Conveys a meaningful and |Conveys a meaningful and |Conveys a meaningful, complex, |

|Central idea/message. | |relevant central idea/purpose |relevant central idea/purpose |relevant central idea/purpose |relevant central idea/purpose |and relevant central |

|Presentation and depth of message. | |to a very limited degree. |to a limited degree. |to some degree. |to a considerable degree. The |idea/purpose to a high degree. |

| | | | | |message shows some depth. |The message shows depth, |

| | | | | | |sophistication. |

| |_____/10 |Enhances the message with |Enhances the message with |Enhances the message with |Enhances the message with |Enhances the message with |

| | |relevant images (and words) to |relevant images (and words) to |relevant images (and words) to |relevant images (and words) to |relevant images (and words) to |

| | |a very limited degree. |a limited degree. |some degree. |a considerable degree. |a high degree. |

|Thinking/Inquiry |_____/5 |Engages the viewer with |Engages the viewer with |Engages the viewer with |Engages the viewer with |Engages the viewer with |

|Creative thinking skills. | |creativity and originality to a|creativity and originality to a|creativity and originality to |creativity and originality to a|creativity and originality to a|

|Judgments are supported. | |very limited degree. |limited degree. |some degree. |considerable degree. |high degree. |

|Appropriateness of choices (with | | | | | | |

|consideration for audience and | | | | | | |

|purpose). | | | | | | |

| |_____/5 |Judgments supported with facts |Judgments supported with facts |Judgments supported with facts |Judgments supported with facts |Judgments supported with facts |

| | |to a very limited degree. |to a limited degree. |to some degree. |to a considerable degree. |to a high degree. |

| |_____/5 |Choices made inappropriate to a|Choices made inappropriate to a|Choices made inappropriate to |Choices made inappropriate to a|Choices made inappropriate to a|

| | |very limited degree. |limited degree. |some degree. |considerable degree. |high degree. |

|Communication |_____/10 |Selection and juxtaposition of |Selection and juxtaposition of |Selection and juxtaposition of |Selection and juxtaposition of |Selection and juxtaposition of |

|Elements of design/tools and | |images and words show |images and words show |images and words show |images and words show |images and words show |

|techniques. | |understanding of elements of |understanding of elements of |understanding of elements of |understanding of elements of |understanding of elements of |

|Organization of design. | |design to a very limited |design to a limited degree. |design to some degree. |design to a considerable |design to a high degree. |

| | |degree. | | |degree. | |

| |_____/5 |Material is organized with |Material is organized with |Material is organized with |Material is organized with |Material is organized with |

| | |attention to visual elements to|attention to visual elements to|attention to visual elements to|attention to visual elements to|attention to visual elements to|

| | |a very limited degree. |a limited degree. |some degree. |a considerable degree. |a high degree. |

|Application |_____/10 |Uses language conventions with |Uses language conventions with |Uses language conventions with |Uses language conventions with |Uses language conventions with |

|Language Conventions. | |very limited accuracy to a very|very limited accuracy to a |very limited accuracy to some |very limited accuracy to a |very limited accuracy to a high|

| | |limited degree. |limited degree. |degree. |considerable degree. |degree. |

|Overall Mark |/60 |

Research Notes Rubric

Name: Class: Date:

|Achievement Categories |Weighting |Level 0 (0-49%) |Level 1 (50-59%) |Level 2 (60-69%) |Level 3 (70-79%) |Level 4 (80-100%) |

| |Assigned | | | | | |

|Knowledge/Understanding |_____/10 |Ideas demonstrate very limited |Ideas demonstrate limited |Ideas demonstrate some |Ideas demonstrate considerable |Ideas demonstrate thorough |

|Knowledge understanding of the | |understanding of the topic. |understanding of the topic. |understanding of the topic. |understanding of the topic. |understanding of the topic. |

|issues. Considers the context and | | | | | |Includes important concepts. |

|intention of the quotations/ issues.| | | | | | |

|Knowledge of the research process. | | | | | | |

| |_____/10 |Very limited information |Little information provided. |Notes lack some completeness. |Includes all important |Notes are thorough, complete |

| | |provided. Shows a lack of |Shows a lack of understanding |Some good ideas. A lack of |concepts. Makes notes |and effective. Makes notes |

| | |understanding of the research |of the research process. |understanding of the material |summarizing and commenting on |summarizing, questioning, and |

| | |process. | |read. |the main points and supporting |commenting on the main points |

| | | | | |details and evidence. |and supporting details and |

| | | | | | |evidence. |

|Thinking/Inquiry |_____/5 |Lack of clarity in the thesis. |Lack of clarity in the thesis. |Formulates a fairly good thesis|Formulates a strong thesis that|Formulates and refines |

|Development of critical and analytic| |Not clear what position is |Somewhat clear position. |and understanding of the |demonstrates a complete |questions (that is interesting |

|thesis. | |being taken. | |argument. |understanding of the argument. |or unusual or critical). |

|Uses a range of appropriate and | | | | | | |

|effective use of sources. | | | | | | |

| |_____/5 |Uses a very limited amount of |Uses a limited amount of |Uses some effective and |Uses a considerable amount of |Uses a high degree and range of|

| | |effective and appropriate |effective and appropriate |appropriate sources. |effective and appropriate |critical, effective and |

| | |sources. |sources. | |sources. |appropriate sources. |

|Communication |_____/10 |Demonstrates very limited |Demonstrates limited |Demonstrates some understanding|Demonstrates considerable |Demonstrates a high degree of |

|Understanding of the note-taking | |understanding of the uses and |understanding of the uses and |of the uses and conventions of |understanding of the uses and |understanding of the uses and |

|form. | |conventions of the note-taking |conventions of the note-taking |the note-taking form used. |conventions of the note-taking |conventions of the note-taking |

|(Identifies direct quotations vs. | |form used. |form used. | |form used. |form used. |

|own words, uses format | | | | | | |

|appropriately, etc.) | | | | | | |

|Organization. | | | | | | |

| |_____/10 |Uses very limited |Uses limited organizational |Uses some organizational |Uses considerable |Uses a very effective |

| | |organizational patterns. |patterns. Information and |patterns purposefully and |organizational patterns |organizational pattern |

| | |Information and ideas lack |ideas lack completeness and |effectively. |purposefully and effectively. |purposefully and effectively. |

| | |completeness and clarity. |clarity. |Information and ideas are |Information and ideas are |Information and ideas are |

| | | | |arranged fairly well. |arranged with clarity. |arranged with a high degree of |

| | | | | | |completeness and clarity. |

|Application |_____/10 |Uses standard Canadian English |Uses standard Canadian English |Uses standard Canadian English |Uses standard Canadian English |Uses standard Canadian English |

|Language Conventions. | |conventions with very limited |conventions with limited |conventions with some |conventions with considerable |conventions with a high degree |

|Citation of research material. (MLA | |effectiveness. |effectiveness. |effectiveness. |effectiveness. |of effectiveness. |

|style, page numbers etc.). | | | | | | |

| |_____/10 |Does not yet know the rules of |Consistently and appropriately |Consistently and appropriately |Consistently and appropriately |Consistently and appropriately |

| | |citation. |cites research material with |cites research material with |cites research material with |cites research material. |

| | | |many errors. |some errors. |few errors. | |

|Overall Mark |/70 |

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