Eng1p

ENG1P
English
GRADE 9 - Applied

Lesson 16

ENG1P English Unit 4 Introduction

Unit 4 - Novel Study and Essay Writing Skills

In previous sections of ENG1P, you have participated in a number of exercises to
prepare you for this lesson. In this section, you will head with clear direction toward the
academic holy grail of the essay. In any future subject throughout your academic life,
you will be expected to understand the mechanics of logical argument, which make up
an essay. In any subject area, research, data and conclusions are presented in essay
form. One of the most coveted and difficult degrees to obtain in universities is a PH.D or
Doctorate. The final swan song of this degree is to prepare a thesis, essentially a long
essay, outlining your research and conclusions on the topic of your choice. While you
may be a long way from completing a PH.D or even a Bachelors Degree at this point,
you are very close to completing your first formal essay.

Throughout Unit 4, you will complete tasks, which will help you to prepare, draft, revise
and publish your final essay. Be sure that you complete each task, submitting only Key
Questions for marking. Remember that (as with all previous tasks) little things mean a
lot: check your spelling, edit and word-process all submissions. Ensure that all
submissions are checked and rechecked, as it is pointless to submit work that is not
carefully done. It would be a shame to lose marks on silly oversights. Get started &
good luck with the final unit in ENG1P!

Have you ever heard anyone say that they had read an excellent
book and couldnt wait to see the movie version, only to then find
themselves sadly disappointed in the film version? Sometimes in
the move to another medium, creativity or storyline is
compromised in the interest of time or budget restraint. In other
cases, a movie can bring new life to an old classic, which is the
case with Tuck Everlasting.

This section of the course will focus on a comparison of the novel and movie versions of
the classic novel Tuck Everlasting. It will explore the presentation of a story in both
mediums, the written novel and the visual medium of film. The activities in this unit will
help build upon and refine the skills you learned in earlier units, such as paragraph
writing and extend them into essay writing. The culminating activity for this unit will be a
five paragraph essay.

Your first task will be to read the entire novel, cover to cover. Although it is not a
requirement, you should get into the habit of jotting down notes as you read. By making
notes on significant events, themes and character traits evident within the novel, and
citing the page numbers on which the action occurs, you will have much material upon
which to base your essay.

Copyright 2005, Durham Continuing Education Page 2 of 24
ENG1P English Unit 4 Introduction

Lessons within this unit;

Lesson Sixteen Novels
Lesson Seventeen Major Themes &Symbols
Lesson Eighteen Dinner and a Movie
Lesson Nineteen Drafting a Comparison Essay
Lesson Twenty Polished Essay

ENG1P English Unit 4 Lesson 16

Lesson 16: Novels

A Novel is defined as an extended work of written narrative, prose fiction, usually in
story form. The English word Novel is derived from the Italian word Novella which
means a piece of news. A novel is longer (usually about 40,000 words) and more
complex than a short story or novella, and is not bound by the structural or metrical
restrictions of plays or poetry. In most cases a novel is about characters and their
actions in everyday life, with the emphasis on the novelty of the narrative.
(http://en.wikipedia.org/wiki/Novel)

This lesson and those following, depend upon the fact that you have read the entire
novel. In the novel, the protagonist Winnie comes from a small Southern town and a
prestigious family. However, Winnie's life takes a drastic turn when she meets the
Tucks. The Tucks have discovered a fountain in the middle of the woods. If a person
drinks from it, that person can live forever, regardless of what they do. They can shoot
themselves, fall from trees and participate in virtually any other fatal activity without fear
of dying.
Winnie stumbles onto the youngest Tuck drinking from the fountain and he takes her
meet the other Tucks. Winnie must then decide whether she wants to join the Tucks, as
they live forever, or leave and live out a normal
existence.
This book is beautifully written with language
that not only sets the mood, but also introduces
unusual concepts that have their own power to
make readers truly think about the
consequences of living forever. It cautions
readers with the old adage @. Babbit makes
this book relatable for readers and enables
discussion, on the topic of living forever, which
we often have dreamt about but have not
discussed realistically.
" Eternal Youth? No, but, with a nip
& a tuck, I can take off 20 years."

This lesson has three Key Questions that must be submitted for evaluation.

Evaluation Overview:

Key Question Topic Assessment Marks
16a If You Could Live
Forever
Communication
Thinking/Inquiry
20 marks
16b If You Could Live
Forever (Part 2)
Knowledge/
Understanding
20 marks
16c Me? Stay Young? Communication 40 marks


Expectations

Reading for Meaning: read and demonstrate an understanding of a variety of
informational, literary, and graphic texts, using a range of strategies to construct
meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and
stylistic elements and demonstrate understanding of how they help communicate
meaning;
Reading with Fluency: use knowledge of words and cueing systems to read fluently;
Reflecting on Skills and Strategies: reflect on and identify their strengths as readers,
areas for improvement, and the strategies they found most helpful before, during, and
after reading.

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
informational, literary, 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;
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers,
areas for improvement, and the strategies they found most helpful at different stages in
the writing process.

Key Question #16a (20 marks)
If you could live forever...

Throughout history, people have sought remedies to help extend their lives. It is
rumoured that the glacial waters in northern Canada may have this power. In the 1300s,
medieval chemists tried to discover a liquid that could extend life forever. They called
this magical drink the Aelixir of life.@ In China, followers of a religion called Taoism
searched for a similar substance called the Apill of immortality.@ Some Taoists also
thought that people could approach immortality by following certain daily practices.
They believed that meditation, breathing exercises, and diet could reverse the normal
aging process by changing the body=s internal chemistry.

Explorer Ponce de Leon is rumoured to have sought out the sulphur springs in the
Virginias in search of a AFountain of Youth@. Using the internet and a couple of different
search engines, trace the history of people in the Americas, their search for the
"Fountain of Youth" or the use of waters for healing. Be sure to include Ponce de Leon's
search and the use of sulphur springs at resorts like the Greenbrier in White Sulphur
Springs, West Virginia, and at Hot Springs, Virginia.


Make notes on the important information you find regarding the search for the AFountain
of Youth@ as you will need them another key question in this lesson.

The story takes place in the imaginary village of Treegap which is based on the actual
town of Clinton, New York, (a small town in the foothills of the Adirondack Mountains,
where Babbitt and her husband lived). The Adirondack Mountains cover about 12,000
square miles in north-eastern New York. In the mid-1800s, people began visiting the
Adirondacks to enjoy the scenery, wildlife, and recreational activities.

Using a few different search engines such as Google, Yahoo, or Hot Bot, you can
conduct a Avirtual exploration@ of location for the setting of the novel. Research forestry,
weather and tourism sites, to gain a better understanding of the area in which the novel
is situated. Determine to what extent the setting is important to the story itself. Write a
one page reflection, summarizing your findings regarding the setting and its importance
to the story itself.

Key Question #16b (20 marks)
If You Could Live Forever (Part 2)

While many fantasies are designed to provide an entertaining escape from the everyday
world, the richest fantasies offer insights about the real world. For example, Charlotte=s
Web, which features a talking spider and pig as well as a real-life little girl, helps us
understand true friendship. Tuck Everlasting, which also has a young girl as the main
character, offers insights on an even larger question. The best fantasies, while inviting
us to consider the impossible, at the same time ring of truth.

Consider the life of the Tuck family and how it has changed
since they first drank from the spring. Create a 2 column chart
that shows the changes in their lives, including the moves from
place to place. The Tucks have mixed feelings about living
forever. Use the chart to note their attitudes about what has
happened in their lives since they drank from the spring. In the
second column, summarize in a few words their feelings about
living forever.


Key Question #16c (40 marks)
Me? Stay Young?

Author Colin Thompson wrote: "To live forever is to not live at all.@ Consider the
situation in which the Tuck Family places Winnie in offering to share their secret.

If you had the chance to stay young forever, would you take it? Write a one page
response journal explaining your choice and the reasoning behind your decision.

Rubric for Response Journal

Category

Level 1
50 B 59%

Level 2
60 B 69%

Level 3
70 B 79%

Level 4
80 B 100%
Knowledge/
Understanding
Knowledge of
writing
conventions,
terminology, and
strategies for writing

(10 marks)
Demonstrates
limited
knowledge of
paragraph
structure and
conventions;
does not
demonstrate
unity and/ or
coherence
Demonstrates
some knowledge
of paragraph
structure and
conventions;
demonstrates
limited unity and/
or coherence
Demonstrates
considerable
knowledge of
paragraph
structure and
conventions;
demonstrates
unity and/ or
coherence
Demonstrates
thorough and
insightful
knowledge of
paragraph
structure and
conventions;
demonstrates unity
and/ or coherence
very effectively
Thinking/ Inquiry
Organized
paragraph and
clearly formulated
explanations

(10 marks)

Uses
organizational
and creative
thinking skills
with limited
effectiveness;
uses few
explanations
Uses
organizational
and creative
thinking skills
with moderate
effectiveness;
uses some
explanations
Uses
organizational
and creative
thinking skills
with
effectiveness;
uses clear
explanations
Uses
organizational and
creative thinking
skills with
effectiveness; uses
explicit
explanations
Communication
Details from story
are accurately
included,

(10 marks)
Thoughts and
feelings are
communicated
with limited
clarity

Thoughts and
feelings are
communicated
with some clarity;

Thoughts and
feelings are
communicated
with considerable
clarity;
Thoughts and
feelings are
communicated with
a high degree of
clarity;
Application
Application of the
writing process;
grammar and
spelling

(10 marks)

Uses the writing
process with
limited
competence;
makes more than
5 errors in
grammar or
spelling

Uses the writing
process with
moderate
competence;
makes 4-5 errors
in grammar or
spelling
Uses the writing
process with
considerable
competence;
makes 2-3 errors
in grammar or
spelling
Uses the writing
process with a high
degree
competence;
makes no errors in
grammar or
spelling.


ENG1P
English
GRADE 9 - Applied

Lesson 17

Lesson 17: Major Themes & Symbols

Consider the most recent movie or book you have enjoyed. If you
think carefully, there were undoubtedly certain ongoing messages in
the form of an object or a recurring situation presented to you
throughout the story which help the reader or audience to read
between the lines, exploring the deeper meaning to the story.
These themes and symbols provide a platform from which an author
can springboard the reader into a better understanding of the story.
The themes and symbols remind the audience or reader o
character and happenings of the story, well beyond the confines of the textual or
viewing experience. For instance, when one hears the song Tomorrow, they are
immediately reminded of Annie. The redheaded orphan, Annie, whose plucky nature
and persistence helped her to overcome her victimization and turn it into ambition,
comes alive in the chorus of the song, as her character once
f the
again becomes crystal
lear.
ugh
or
k up
ughout their time apart, across the miles and through
ome very difficult situations.
is
ader=s own life or to other literature. http://www.primestage.com/education/Tuck.pdf
c

A symbol can be as powerful as the ring in J . R.R. Tolkeins Lord of the Rings,
demonstrating a never-ending circle of power and strength, leading its master thro
quest after quest in search of justice and truth, or as minor as a rose alluded to in
Romeo and J uliet A rose by another other name Each symbol helps the reader
audience to read between the lines, exploring the deeper meaning of the story.
Themes such as friendship or coming of age are obvious in the recent book and
movie based on the series of The Sisterhood of the Traveling Pants, helping to plan
a simple plotline and create a story of an iconic nature. The ongoing symbol of the
pants, which are shared by each friend to illustrate their adventures, help to maintain
their connection as friends thro
s

Themes represent the underlying meaning of the story, a universal truth or a significant
statement that the story is saying about society, human nature or the human condition.
A book=s theme must be described in universal terms not in terms of the plot. The plot
the way the particular theme is carried out in the book. Themes can be applied to the
re

The themes and symbols in Tuck Everlasting, help the reader to relate to the story on a
more personal level as they use the symbols in particular, as a reference point to lead to
deeper understanding.
his lesson has three Key Questions that must be submitted for evaluation.

a

T

17a Guess That Theme Knowledge/
Understanding
10 marks
17b Show Me The Sign Communication 10 marks
17c On a Personal Note Application 50 marks

Expectations

meaning;
meaning;
after reading.


Guess that Theme

The novel Tuck Everlasting has a variety of themes occurring within it. Choices, youth
and time are a few presented by the author. Create a chart that visually shows the
major themes throughout the novel.

Show me the Sign

The time of year is highly important in Tuck Everlasting. The prologue, or introduction,
to the novel states that the month is August, and the first paragraph opens with a
striking summer image. The author describes a Ferris wheel pausing in its turning, with
the top seat hanging in the stillness. This symbol helps to set the mood, or atmosphere,
when the novel takes place. Notice that the author describes the first week of August
as Amotionless, and hot@ and August as Athe top of the year.@ The description suggests
that as the year is at a turning point, so is the main character within her own life. The
Ferris wheel also portrays the cyclical nature of life itself. Make a list of the symbols you
have found throughout the novel. For each symbol write a short paragraph, interpret
the use of these novels by the author.

On a personal note...

Using magazine photos, clipart or hand drawn illustrations, create a collage which
depicts the themes and symbols within the novel to which you most closely relate. On
the back of the collage write a description of the symbols you have chosen, explaining
how they relate to you on a personal level as well as to the story. Include at least 5
symbols.


ENG1P
English
GRADE 9 - Applied

Lesson 18


Lesson 18: ADinner and a Movie@

Since the beginning of the 20 Century, the experience of
dinner and a movie has been a classic date night theme
amongst teens and young adults. Dinner and a movie allows
for the best of social interactions. Throughout the dinner portion
of the social experience, we are able to reconnect, talk, relate
and visit with a friend. While throughout the movie portion, we
are able to both enjoy an escape, away from our normal
everyday lives, into a world of the unknown or unusual
experiences, which can then be shared with that friend, throughout the history of the
friendship. These forms of entertainment and social interaction are themes for the
modern age as movies represent the most commonly accessible shared experience of
this generation. Quite often, these movies are based upon classic stories, whic
have enjoyed as children or adults, which extends the shar
th

h we
ed experience.

A common tactic recently for many writers and film companies is to extend the life of a
book or story by presenting it to audiences in movie form. While certain aspects of the
book may change with adaptation to movie form, the basic storyline remains intact,
allowing the viewer to relive the joys of the story in a visual medium. By providing these
stories in visual form, we are able to bring books to life.

It is interesting to note that although written stories are completely different from movies
or television, our initial reactions to either form are very different. True book lovers can
be from two camps. Either they will insist that movies made from books are impossible
comparisons as they are like to comparing apples to oranges or they will embrace the
idea as a great vehicle to increase literacy by presenting the creative work in both
forms.

Tuck Everlasting is a well-loved favourite story. It allows the reader to consider both the
possibilities and pitfalls of the fantastical notion of eternal life. While it seems to be a
far-fetched notion, it has long been the subject of myths, legends and fairy tales. Take
for example the story of Peter Pan, the boy who would never grow up, or vampire
legends of the famous creatures of the night such as Count Dracula, who would live
forever under the cover of night. Far from being dark or cynical, Tuck Everlasting
presents the concept as being innocent and yet still presents the negative side of
eternal life as being a series of tenuous connections with family and friends who do not
choose the same path.

In viewing the movie, one must allow oneself the freedom to escape the cynicism of
modern life and consider the fantastical notion freely and innocently, on the level of a
child or young adult, who has not yet been exposed to the dark underbelly of humanity.
In viewing any movie, one must suspend their disbelief to allow the movie to work its
magic of special effects and storytelling, presenting ones imaginative eye in a form
different from that of the textual experience where one is forced to create for oneself the
images now presented on the screen.

The reviews below, demonstrate a view into a couple of different perspectives on the
transition from book to movie. In some, it is clear that the viewer had not been privy to
enjoying both the book and the movie. In the case of Tuck Everlasting, this usually
means that the viewer has not truly understood or appreciated the full story of the family
and their experiences. Be sure that you have completed all previous tasks, particularly
reading the book in full, prior to completing this section.

Although many novels are reinterpreted into movie form, few are as successful as Tuck
Everlasting. A viewer commented A`Tuck Everlasting' is a film that should not be viewed
by anyone with a cynical heart, for its charms and determination will no doubt be lost on
those who cannot allow themselves to uncross their arms.@

(IMBd Movie Database, http://www.imdb.com/title/tt0283084/ )

While the genre of fantasy is often far fetched, and exaggerated, Tuck Everlasting is
truly Alarger than life@. Another reviewer claimed that AThese characters don't just
profess their love, they reach for the lightning bolts in Heaven to bring down enough
power to express their feelings.@

(Ibid http://www.imdb.com/title/tt0283084/)

It is imperative that a movie viewer should always Asuspend their disbelief@ while
watching a movie, to ensure that the magic of special effects and story telling can truly
take hold of the imagination. It could also be said that a viewer should always watch the
movie following a reading of the book, before being able to truly enjoy the story in its
most holistic sense.

You will need to rent and watch the movie Tuck Everlasting prior to completing any of
the Questions in this Lesson. Most local video stores should have this movie or you
may try the local libraries to rent it free of charge.

This lesson has two Key Questions that must be submitted for evaluation.


18a Tell Me A Secret Knowledge/
Understanding
10 marks
18b Web Blog Communication 50 marks

Expectations

meaning;

meaning;
after reading.


Tell me a Secret

In the novel, Mae Tuck says that the spring is Aa big, dangerous secret.@ What might
happen if the secret was revealed to the public? The movie uses this secret as the
springboard toward the climax. How did the movie change or adapt his and other major
events from the novel in to the visual medium? From your notes on setting, plot,
symbols and themes, create a new list or chart detailing how each aspect of the novel
was adapted or preserved for the movie interpretation.

Web Blog

Web Blog Entry by by hythlodaeus (Wed J ul 28 2004 07:14:11 IMBd Movie Database)
Tuck Everlasting was a wonderful story that they ruined by turning it in to a love story.

In the book Winnie was only 12 and she had a crush on J esse that was sort of
understood to be something that could turn into love but wasn't yet. In the book she was
supposed to wait until she was 16 (same age as J esse) and then go with him but in this
she was already 16, she should have just gone with him - it didn't make any sense back
in a time when it was normal for a girl to marry at 16. I just hate the way Hollywood has
to make everything into a cheesy love or sex story. It took a very clean decent family
movie and tried to entice people with the energy between Winnie and J esse that in the

book was innocent, pure and decent. In short they ruined a great book! I'd hate to see
what it did with Tom's Midnight Garden - another classic that could be a great movie like
Tuck Everlasting should have been.@

Clearly this viewer was not impressed by the movie interpretation of Tuck Everlasting.
Write your own half page Blog entry in the form of a movie review, describing your
reactions to the Disney interpretation of this literary classic.


ENG1P
English
GRADE 9 - Applied

Lesson 19


Lesson 19: Drafting a Comparison Essay

Introduction to Essay Writing

In previous ENG1P lessons you have explored a variety of literary tasks. In this section,
your ideas will be synthesized to create an essay. An essay can be constructed to prove
almost anything. Miscellaneous points however, are not sufficient evidence to formulate
an essay. You must first outline an argument intended to prove something. Your thesis
or succinct set of questions should be closely related and supported by reasoning and
evidence, particularly those drawn directly from a text (and cited appropriately) to
exemplify your points.

You may find that there are a number of useful publications and websites, which can
assist you in essay writing. In particular The MLA Handbook is a necessary tool in
writing research papers. If you search Essay Writing Tips on the Internet you will gain
access to a variety of free resources

The University of Toronto, Department of English has an excellent site at
http://www.utoronto.ca/writing/essay.html

On this page there are some Successful methods of composing an essay outlined by
Professor C.A. Silber, summarized below.

Successful Writers:

Begin writing early: even before they think they are ready to write, because they
use writing not simply to transcribe what they have already discovered but as a
means of exploration and discovery.
The do not write an essay from beginning to end, but rather write what seems
readiest to be written, even if theyre not sure whether or how it will fit in.
Despite writing so freely, they keep the essays overall purpose and organization
in mind, amending them as drafting proceeds. Something like an outline
constantly and consciously evolves, although it may never take any written form
beyond scattered, sketchy reminders to oneself.
Revise extensively. Rather than writing a single draft and then merely editing its
sentences one by one, they attend to the whole essay and draft and redraft-
rearranging the sequence of its larger parts, adding and deleting sections to take
account of what they discover in the course of composition. Such revision often
involves putting the essay aside for a few days, allowing the mind to work
indirectly or subconsciously in the meantime and making it possible to see the
work-in-progress more objectively when they return to it.
Once they have a fairly complete and well-organized draft, they revise
sentences, with special attention to transitions- that is, checking to be sure that a
reader will be able to follow the sequences of ideas within sentences, from
sentence to sentence, and from paragraph to paragraph. In the revision process,

consider the diction (exactness and aptness of words) and economy (the fewest
words without the loss of clear expression and full thought.
Proofread the final copy.

There are many such websites on the net, which can help you extensively throughout
the writing process. You should consider obtaining a current copy of the MLA Handbook
for writing research papers, which will aid you in future academic projects.

While preparing to write your essay, and throughout the process, set realistic time-lines
(allowing for sufficient time to not only write the essay but to revise as directed in the
tips above), the end result will not only produce a well argued, logical essay but will also
result in a mark with which you, as a student, will feel satisfied. Although it is sometimes
difficult to manage course work along with the daily demands of home and working life,
making the course work a priority, avoiding a feeling of being rushed, allows for a quality
product. As with anything, hard work will pay off, in the form of good marks and self-
satisfaction for a job well done. Good luck!

In this section you will make the transition from paragraph writing into essay writing. You
may notice that the process is somewhat similar. You will start with an introduction to
the topic, work through the supporting arguments (often 3 main body paragraphs), and
then conclude, summarizing the discussion succinctly.

Essentially, to begin, you need to choose a topic. For the
purposes of this assignment, your topic will be assigned. This
essay will be a comparison of the book and movie versions of
Tuck Everlasting.

For a step-by-step guide to writing and more information, go to
the website http://members.tripod.com/~lklivingston/essay/ for
the ABasic Guide to Writing an Essay@.



19a Essay Outline Thinking/Inquiry 10 marks
19b Rough Draft Communication 20 marks
19c Editing and Revision Application 50 marks


Expectations

meaning;
meaning;
after reading.


Essay Outline

Once you have visited the website and searched for others with similar information, you
are ready to begin the drafting process. Imagine that the essay is like a hamburger.
The top and bottom portions of the bun are the introduction and conclusion; they hold
together the meat and condiments which make up your argument. This visual will help
you to envision your essay as one complete unit rather than a series of points.

Begin by making point form notes, jotting down examples from the novel and citing page
numbers for any quotes you incorporate. Use examples from the text and movie in your
comparison.

You can also search for an interesting quotation on the subject of movies vs. books, as
it is a fairly common topic of discussion for reviewers. By the time you are finished this
support question you will be ready to write the rough draft.


Rough Draft

Now that you have prepared the notes for your essay, rework your points into cohesive
sentences and paragraphs. Your essay should include an introductory paragraph, 3
body paragraphs and a conclusion. Be sure that you summarize the main points of your
argument in your conclusion.

Consult the link at http://owl.english.purdue.edu/handouts/general/gl_proof.html or
obtain a copy of the most recent MLA Handbook to writing research papers for
proofreading and editing assistance prior to editing your rough draft.

Editing and Revision

Although it may not be the most exciting task, effective editing and revision of essays
and submissions is necessary for success. There are some standard formatting
guidelines that must be followed in setting up the draft of your work at the editing stage.

General Guidelines for Essay Submissions

! 1 inch margins all around the paper (top/bottom/sides)
! Cover page detailing your name, course code, date and title of assignment
! Double space all writing, single space quotations
! Cite sources (anyone else=s work or opinions) according to MLA format
! Word process and spell check before printing
! Read your work out loud to ensure accuracy and flow

Using the rough draft you have compiled in the preceding, and the
guidelines for essay submissions. Print, proofread and edit your
essay. You should edit the first draft, and then you should have
someone else edit the second draft. Both edited draft versions of your
essay should be submitted as a part of this key question.

ENG1P
English
GRADE 9 - Applied

Lesson 20

Lesson 20: Polished Essay

Writing an essay is a lot like creating a work of art. You can
always add to it, or revise parts. Reading aloud and having
someone else read your work, may still not correct all of the
outstanding issues but you should find that these measures will
make big improvements on the original draft. For this Lesson,
you will polish the draft and utilize the editing checklist to ensure
that you have completed all of the tasks before submitting.

At this point you have drafted an essay, edited and revised
according to MLA format and are now preparing to write your final draft. Ensure that the
draft follows MLA format, citing any sources that are not your own thoughts by including
the authors name, the title of the work, pages used and publication information. Your
final draft will consist of a paper, which is approximately 3 pages in length, following the
format outlined in the previous lesson. It is imperative that your paper follows a logical
path. Imagine that your paper is like an experienced swimmer completing a race. Your
thesis is set up like a proper dive, well executed and smooth, outlining your plans for the
rest of the race. The body paragraphs are like the laps of the race each one must
transition smoothly into the next. Each word should flow succinctly and the ideas should
be logically paced. The conclusion is like the final leg of the race. Although you are
tired, your pace is steady and you keep the thesis in sight. Your final conclusion, returns
you to the spot from which you entered the pool, bringing your thoughts full circle and
reminding the reader of your initial purpose.



20a Editing Checklist Application 5 marks
20b Final Copy Communication 80 marks
20c Reflection Thinking/Inquiry 20 marks

Expectations


Editing Checklist

Complete the following Editing Checklist to determine if you are ready to complete the
final copy. Make sure you list when, how or by who this was completed.

Editing Checklist

$ My work is word processed and I have run the spell check, double
checking to make sure I used the correct word for the context
$ I have read my essay out loud
$ Someone reliable has read my essay
$ I have revised my essay and completed the first 3 steps again
$ I will have a different person read my paper for a final edit
$ I have completed the changes and reprinted the final copy

Final Copy

Polish the essay and the final copy for this assignment. Ensure that you have included
a cover sheet, with all the details of the course, date and assignment. Congratulations,
you have completed your first essay!

Reflection

In this Unit, you have completed a wide variety of
creative and directed assignments that have helped
to refine and build upon your existing skills. Write a
one page journal reflecting upon the course.
Consider your strengths, weaknesses and the
different types of activities in which you
participated.

Eng1p - Unit 4

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Eng1p - Unit 4

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