Novel Study

Name:

In this assignment, you will respond in paragraph form to various elements of the novel you studied. You will be discussing context, character, conflict, theme, and values.
How does the development of details (e.g., events and characters’ experiences) in the novel impact your understanding of each of these elements?
Use the research you conducted earlier in the unit on context as well as your notes in your study guide to complete this assignment.
You will write one paragraph for each of the elements.
Review your novel study guide, including the self-assessment quiz questions and their rationales, and the context research you completed about the setting of the novel and the author’s background.

Write a separate paragraph for each of the following novel elements. Read carefully so that you clearly understand what is expected of you and what the parameters for each paragraph are.

Cite your sources correctly following MLA Format. Use foot/end notes for paraphrased ideas and cite 3+ words in quotations with the source information in brackets. Provide a complete Works Cited/Bibliography at the end of your work. You will have two or more sources, the novel itself and any other sources you acquired knowledge from in order to complete this assignment.

Writing Reminders:
Stay within this word count range per paragraph: 100-500 words.
Formatting:
Times New Roman font
black text
12 point
1.15 line spacing
Regular or narrow margins
Be focused and succinct.
Read your draft out loud, and revise your work. Consider the following questions, as you revise your draft:
Does your introduction establish the topic and your purpose?
Do you support your thesis with specific supporting details from the novel (quotes or paraphrases documented in MLA format)?
Do you conclude your response effectively?
Do your ideas flow easily from one to the next?

Setting
How does the context of the novel you read impact its meaning or the author’s purpose? Discuss the time, place and milieu of the novel as well as the author’s background. Be sure to cite any sources you use correctly, and include a bibliography.
< Sources: < Character and Motivation Think carefully about the behaviour of the protagonist of the novel you read. To what degree is his or her character plausible? Consider the following in your response: What forces or ideas motivate the character? Are these motivations sufficient to explain all the character's actions? Is the character consistent throughout the novel? If there are any major changes in his or her attitudes or behaviour, are they plausibly motivated? Given that the novel is a work long enough to develop well-rounded, multifaceted characters, does your novel develop the character in which you're interested sufficiently to make him or her seem life-like? < Sources: < Conflict Think about the various conflicts experienced by the various characters in the novel you read. Determine if they are internal or external. Then, in your paragraph, discuss which conflicts seem to you to be the most important ones - the internal or the external conflicts? Explain your ideas with specific references to the novel itself. < Sources: < Theme Brainstorm to come up with which subjects relating to life the novel you read explores. Then, in a sentence or two, express the author's ideas on each of the subjects you came up with. Having thought about the various things the novel has to say about the human condition, try to express the book's central, unifying insight into life - its theme. Now, write a paragraph in which you express your view on the central insight of the novel you read. Is it truthful? Does it give an honest portrayal of life, or does it exaggerate a bit in order to make a point? Be very specific in your response and refer to details from the novel to back up your ideas. < Sources: < Values Select a major decision or action taken by a character in the novel you read. Explain briefly what the character did or decided and what factors led up to this response. Then, explain what that response reveals about the character's outlook on life. Do you agree or disagree with their response? Does it reflect any of your own values? < Sources: < Works Cited/Bibliography List alphabetically by surname with full publication details (location, date, URL, last accessed, etc.) Suggestion: Use EasyBib < Assessment: English Language Arts 30–1 Personal Response to Texts Assignment Scoring Categories and Scoring Criteria IDEAS AND IMPRESSIONS (15-5/bullet point) PRESENTATION (15-5/bullet point) The aspects that apply to the student’s work will be highlighted on the rubric below. FOCUS When marking Ideas and Impressions, the marker should consider the quality of the student’s exploration of the topic in relation to the prompting text(s) the student’s ideas and reflection support in relation to the student’s ideas and impressions When marking Presentation, the marker should consider the effectiveness of voice in relation to the context created by the student in the chosen prose form stylistic choices (including quality and correctness of language and expression) and the student’s creation of tone the student’s development of a unifying and/or aesthetic effect Consider the complexity of the response in terms of its context and length. Excellent E The student’s exploration of the topic is insightful. Perceptions and/or ideas are confident and discerning. Support is precise and aptly reinforces the student’s ideas and impressions. The voice created by the student is convincing Stylistic choices are precise and the student’s creation of tone is adept. The unifying and/or aesthetic effect is skillfully developed. Proficient Pf The student’s exploration of the topic is purposeful. Perceptions and/or ideas are thoughtful and considered. Support is specific and strengthens the student’s ideas and impressions. The voice created by the student is distinct. Stylistic choices are specific and the student’s creation of tone is competent. The unifying and/or aesthetic effect is capably developed. Satisfactory S The student’s exploration of the topic is generalized. Perceptions and/or ideas are straightforward and relevant. Support is adequate and clarifies the student’s ideas and impressions. The voice created by the student is apparent. Stylistic choices are adequate and the student’s creation of tone is conventional. The unifying and/or aesthetic effect is appropriately developed. Limited L The student’s exploration of the topic is vague. Perceptions and/or ideas are superficial and/or ambiguous. Support is imprecise and/or ineffectively related to the student’s ideas and impressions. The voice created by the student is undiscerning and/or unsuitable. Stylistic choices are imprecise and the student’s creation of tone is inconsistent. The unifying and/or aesthetic effect is inadequately developed. Poor P The student’s exploration of the topic is minimal. Perceptions and/or ideas are undeveloped and/or irrelevant. Support is lacking and/or unrelated to the student’s ideas and impressions. The voice created by the student is confused. Stylistic choices impede communication and the student’s creation of tone is ineffective. A unifying and/or aesthetic effect is haphazard or obscure.

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