ENGLISH And Written Narratives ENG-5102-2 Evaluation Situation 3 Date: Signature of the evaluator: Score: /100 IDENTIFICATION Name: Address: Email: Telephone: Sent on (date):
Project Manager: Michael Rutka (SOFAD) Writer: Wendy Sturton Content Editor: Pat Machin Copy Editor: Michèle Ortiz Proofreader: Michèle Ortiz Graphic Layout: Robin Patterson Rights Agent: Nicole Cypihot (SOFAD) SOFAD, All rights reserved. All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means is forbidden without the express written consent of a duly authorized representative of the SOFAD. Notwithstanding the above, reproduction is authorized solely for use by owners of the English and Written Narratives (ENG-5102-2) learning guide. This work is funded in part by the Ministère de l Éducation et de l Enseignement supérieur du Québec and by the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction.
Evaluation Situation 3 Complete this activity after you have finished Learning Situation 6 in your learning guide. It is recommended that you to obtain a mark of 60% or more in the Evaluation Situations before doing the final exam for this course. Instructions Fill out the section titled identification. You may consult your course notes and an English language dictionary. Give this evaluation situation to your teacher if you are following the course at an adult education centre or send it to your tutor if you are following a distance course. We recommend that you keep a photocopy of your work, just to be safe. When you receive your corrected copy, read your teacher s or tutor s comments carefully. If you have any questions, do not hesitate to ask for feedback. 3
ENG-5102-2 English and Written Narratives English and Written Narratives (ENG-5102-2) Evaluation Situation 3 It s time to show your teacher or tutor what you ve learned about writing an. Tasks in this Evaluation Situation are related to the work you have done in Learning Situation 6. Read the instructions carefully, refer back to what you have learned in that learning situation, and follow the steps to complete the work. Take your time and remember to read over your work before you hand it in. For each task, you will be provided with a checklist to help ensure you have completed the task. At the end of the Evaluation Situation you will find the evaluation grids (rubrics) that your teacher or tutor will use to grade your work. Unless your teacher or tutor gives you specific instructions, you may use a word processor or write by hand on loose-leaf paper. Remember to write your name, your student number, the date, and the title of the activity at the beginning of every task. You may use a dictionary and any of your notes. Evaluation Situation 3 is divided into two tasks: Task 1 Write an Essay Outline 20 points Task 2 Write a Critical Essay 80 points Task 1: Write an Essay Outline Prepare an outline for an that fulfils the requirements of the following assignment. Based on your analysis of Joyce Carol Oates s short story Where Are You Going, Where Have You Been, write a critical between 600 to 700 words in length, focusing on one of the following elements: The character of Connie The character of Arnold Friend A theme statement arising from the story If you wish, you may use the outline you prepared in LS 6, or you may write another one. On the basis of your outline, you will write an in the following task. Refer back to LS 6 for the requirements of an outline. 4
Evaluation Situation 3 Checklist Before completing this task for submission, ask yourself: Did I prepare my outline in five parts, including an introduction, three body sections or paragraphs, and a conclusion? Did I include a plan for my introduction? Did I include a thesis statement in the introduction? Did I add topic sentences in the body, linked to my thesis and presenting my arguments? Did I indicate where and quotations might be needed? Did I include a plan for my conclusion? Did I check the evaluation grid for this task at the end of the Evaluation Situation and make any necessary adjustments? Task 2: Write an Essay Based on your analysis of Joyce Carol Oates s short story Where Are You Going, Where Have You Been, write a critical between 600 to 700 words in length, focusing on one of the following elements: The character of Connie The character of Arnold Friend A theme statement arising from the story Referring back to all the preliminary work you did in LS 6, write the assigned above. Before you begin writing, plan your word count. If your needs to be between 600 and 700 words, how many words should be in the introduction? Make an estimate now so you do not end up with an that is too short or too long. Introduction: Body paragraphs: Conclusion: Total: words words words words each Here are some reminders on the style of critical s. ywhen giving, decide whether you will write in the present tense, as if the story is happening now, or entirely in the past tense, just as the story is told. You can use either tense, but you must be consistent. ymake sure you have chosen specific rather than general ones. ywrite in the third person. Avoid using I or you. ydo not summarize the entire plot. Your job is to analyze, not to summarize. 5
ENG-5102-2 English and Written Narratives Checklist yreview the guidelines for inserting quotations. yonce you have finished, write a good title that hints at the topic and catches the reader s interest. yfinally, avoid plagiarism. Taking credit for someone else s words or ideas will result in an automatic fail. Before completing this task for submission, ask yourself: Unity: Is there harmony between the thesis statement, the topic sentences and the supporting arguments and evidence? Relevance: Are all the details relevant? Do the details in each paragraph support the topic sentence? Coherence: Are the transitions clear? Do they show how the sentences and paragraphs work together to form a whole? Did I use transition words to link my ideas? Is the understandable? Did I check my sentence structure, grammar, and punctuation? Did I ask a trusted peer to read and react to my? Did I check the evaluation grid for this task at the end of the Evaluation Situation and make any necessary adjustments? EVALUATION GRID (rubrics) Below are the evaluation grids (rubrics) that will be used by your teacher or tutor to grade your work. Use them to reflect on how you can revise and edit your Evaluation Situation before you submit it to your teacher or tutor. Task 1 Evaluation Criteria and Task Learner demonstrates understanding of how to organize an /20 points Excellent Very Good Good Weak Very Weak All essential elements of the are identified and functional: introduction/ body/ conclusion, thesis statement, topic sentences, and Most essential elements of the are identified and functional: introduction/ body/ conclusion, thesis statement, topic sentences, and Many essential elements of the are identified and functional: introduction/ body/ conclusion, thesis statement, topic sentences, and An attempt has been made to identify essential elements but weaknesses are evident Essential elements are missing or nonfunctional in the context of the SCORE 19-20 15-18 12-14 8-11 1-7 6
Evaluation Situation 3 Task 2 Competency 3: Produces texts for personal and social s (80%) /80 points Evaluation Criteria and Task Effective organization of texts to communicate (15%) Critical article/ Appropriate adaptation of language for audience and (15%) Argumentative article/ Excellent Very Good Good Weak Very Weak Mark Develops a very clearly defined thesis with effective supporting Maintains very strong coherence and cohesion the text in a very clear, logical and organized manner Always uses appropriate tone and language register to support thesis and ideas Very effective adaptation of language to the audience, context and Develops a clearly defined thesis with effective supporting Maintains strong coherence and cohesion the text in a clear, logical and organized manner Usually uses appropriate tone and language register to support thesis and ideas Effective adaptation of language to the audience, context and Develops a defined thesis with sufficient supporting Maintains adequate coherence and cohesion the text in a logical and somewhat organized manner Sometimes uses appropriate tone and language register to support thesis and ideas Adequate adaptation of language to the audience, context and Thesis is unclear and unfocused with weak insufficient Coherence and cohesion the text is weak in a confusing and poorly organized manner Rarely uses appropriate tone and language register to support thesis and ideas Inadequate adaptation of language to the audience, context and Thesis is not evident and lacks supporting Lack of coherence and cohesion the text impedes communication in a manner that impedes comprehension Tone and language register used is inappropriate Language is not adapted to the audience, context and /30 /20 continued... 7
Task 2... continued Competency 3: Produces texts for personal and social s (80%) Evaluation Criteria and Task 3.3 Appropriate use of structures, codes and of texts (10%) Argumentative article/ 3.4 Correct application of language (Usage and mechanics) (5%) Argumentative article/ Excellent Very Good Good Weak Very Weak Mark firm control of the structures, codes and of a critical (20) Sustains control of syntax, the text; errors, if any, are few and insignificant Skillfully crafts varied sentences good control of the structures, codes and of a critical (16) Sustains control of syntax, the text for the most part; errors are noticeable but infrequent Provides wellstructured sentences adequate control of the structures, codes and of a critical (14) acceptable control of syntax, the text; errors occasionally distract the reader Sentences have acceptable structure ineffective control of the structures, codes and of a critical a tenuous control of syntax, the text; errors often distract the reader Simple sentence structure Little or no control of the structures, codes and of a critical a lack of control of syntax, the text; errors distract the reader and alter meaning /20 /10 Sentence structures are unclear and awkward Mark for Competency 3: /80 STUDENT S QUESTIONS: TEACHER S COMMENTS: 6008-07 January 2017