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english 12

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Please note that the First Assignment is a requirement to be registered in the course. Legal last name: First name: Other last name: Home phone#: Middle name: Cell Phone #: Student Email: Parent or guardian email: Other school attending: Instructions: This assignment is intended to take approximately 5 - 10 hours to complete. It is worth 10% of your final grade for the course, so complete it carefully: 1. Read each short story carefully before responding 2. Read all instructions and criteria before submitting. When you have completed this assignment, return it as an attachment to an email to: registrar@sd71.bc.ca 3. Write in your own words. Plagiarized assignments will not be accepted, and you will not be registered in the course. Office Use Only Section A: /18 Section B: /24 Teacher feedback: Total: Date: /42 Welcome to English 12 at Navigate! Here is the First Assignment. It is comprised of two Sections, A and B that each ask you to read a short story and then respond with your own original writing. Until this assignment is submitted, and passed, your registration request will not be finalized. Once you have downloaded this assignment, you may save it on your computer to complete when you have time and then submit when it is complete. Section A – Reading Comprehension (18 marks) Please read the brief story titled My Nine-Volt Heart. Once you have finished reading the story, in paragraph form and with reference to the story, respond to the following: Discuss the symbolism of the radio in the short story My Nine-Volt Heart by Richard Wagamese. My Nine Volt Heart By Richard Wagamese I was given a radio when I was ten. It was an old General Electric transistor, brown with vintage 1950s look, about the size of a pencil case. The radio was a reward for doing the chores assigned to me in my adopted home. I’d been there for about a year, and that radio was the first thing I recall ever being able to call my own. I took it everywhere with me. It sat beside me while I trimmed the hedges and weeded the flower beds. When I did my homework it sat within my reach in case a favourite song came up, and I even arranged a way to carry it in the handlebar basket of my bicycle. Every week at allowance time I ran to the corner store for one of the nine-volt batteries that kept it going. I heard the Rolling Stones for the first time on that radio. I heard Curt Gowdy call the 1966 World Series between the Baltimore Orioles and the Los Angeles Dodgers. China developed the H-bomb in 1967, the first heart transplant was performed in South Africa, the United States began bombing Hanoi, Jayne Mansfield was killed in a car crash and Muhammad Ali lost the heavyweight title because he wouldn’t fight in Vietnam. I heard all of that on my radio. It was as if the world had come within my reach. I was a ten-year-old kid in a small Canadian city, and it often didn’t feel like there was much going on. Through that radio I came to see life as larger, more brilliant more complex. But what I remember most were the nights. I would huddle beneath my sheets with a penlight and that old radio, turning the dial and searching out signals from what seemed like an endless universe of sounds, then writing down the frequencies so I would never lose them. I discovered the blues of Chicago: B.B King, Ruth Brown, Big Joe Turner and the raspy, old-time sound of Robert Johnson. Another night I heard Lefty Frizzell, Bob Wills and His Texas Playboys, and the high lonesome sound of traditional country music on a station out of Tennessee. It was the 1960s, so I heard the great developing thunder of rock’n’roll from Detroit and Cleveland. Deep in the purple midnight of my youth, I heard jazz from Buffalo and Toronto. I learned the sounds of jubilation, Melancholy and aching solemnity. I heard Mahalia Jackson sing gospel late one night as the rain spattered against my window. Another night, when the moon was full and the air didn’t seem to move at all, I heard Billie Holiday sing about the strange fruit hanging from trees in the southern U.S. the loneliness and loss in that voice touched something inside me, and I cried. And there is never a time when I hear Frank Sinatra sing “In the Wee Small Hours of the Morning” that I don’t return to my cave beneath the sheets. Everywhere I travelled on the dial of that little radio I encountered something that entered me. There were sounds and ideas, stories and images, people and places that my heart and ears had never before experienced. Because my life was sad then, I allowed the voice of that tiny General Electric radio to fill me. The nine-volt heart that beat in me then was a heart yearning for understanding, for inspiration and for a genuine connection to things. In my mid-twenties, I found a home for myself on the dial as a disc jockey, a program director, a newscaster, a commentator and an ad writer. Radio was a logical place for me to be, surrounded by the stuff that had shaped my world as a kid. Life called, and I went on to become a writer, publishing books and newspaper columns. Still, that nine-volt heart has never quit beating. The MP3 CDs I’ve composed most recently flow from jazz to rock to country to classical. I’ve heard a lot of music in my nearly fifty-three years. Some of it I cling to, some I reject, but I listen. I grow. That old radio taught me that there’s more to the world than what I can see, and I owe it to myself to seek it out. Learning that has made me a better man, a better person and, in the end, a better Indian. The End Now, write a long, detailed paragraph that shows you understand the symbolism of the radio in this story. Use quotes to support your ideas and show off your best writing. Write your paragraph in a Word document (take your time and edit your writing carefully) and then paste it into this document here after reviewing the advice below. Paste Your Section A - Paragraph Response Here The goal of this assignment is to gauge your ability to comprehend literature and write a formal analysis. It should be written in paragraph form, and it should have a formal tone of voice which means:     No slang words No personalized “I” statements (I believe … In my opinion … I think …) Do not write the phrase “In this paragraph…” (I can see it is a paragraph, don’t state the obvious) In general, just remember who your audience is, your teacher, and try to write intelligently Your response will be an analysis of the short story, so remember to do the following:       Give your paragraph an original title Use quotes from the story to support your ideas. Take the time to brainstorm and figure out a clear and concise thesis that will be at the start of your response. A thesis is a robust topic sentence that tells me what you are going to prove in your paragraph. At the start of your paragraph, make sure you introduce the “title” and author of the story. Make sure your paragraph is focused on answering the question. At the end of your paragraph, have some form of concluding statement that connects to your thesis statement from the beginning and summarizes what you discussed. You can also add in something that is more universal or a message about life in general as revealed through the symbolism of the radio. And last, but certainly not least, how long should it be? One solid, long paragraph of about 8-10 sentences. On the following page is the marking rubric your teacher will use to assess this assignment, and most of your formal written assignments that you will write throughout the course. Please look at the rubric carefully as it gives you a number of pointers on what elements of your writing I will be focusing on and what the expectations are. Marking Key for Paragraph Assignment on “My Nine-Volt Heart” Minimally Meets Expectations Below Expectations  Form    Structure of a paragraph Connections between ideas “How you say it…”     Content   The information you use to prove your point “What you say…”      Conventions    Grammar Spelling Diction (words used)     No topic sentence and unfocused No concluding sentence that summarizes points No varied sentence starters Short, choppy sentences      No quotes or quotes are too long and irrelevant Not focused on the topic Plot summary Ideas not well develop    Topic sentence is vague or too brief and may summarize story Concluding sentence is weak Ideas are not well connected to topic sentence Little variety in sentence structure Quotes are not well integrated Quotes not connected to topic Ideas are underdeveloped and not explained well Too much plot summary not enough analysis Errors make writing difficult to follow Avoid the following grammar errors: o Comma splice and run-on sentences o Capitalization o Apostrophes Has not edited work to catch obvious errors Slang (colloquialisms) have been used Diction is simple and lacks variety Used personalized statements (I, we, you, us…) Exceeds Expectations Meets Expectations     Clear, focused topic sentence Sentence structure and style have some variety Concluding sentence summarizes and revisits topic sentence Main body clearly supports main ideas            Quotes are relevant and well integrated Ideas are well supported and focused on topic sentence Has some depth of ideas     Some grammar mistakes but errors are not distracting Diction is appropriate and varied. Appears to have been edited.   Robust and well written topic sentence Varied sentence structure adds to flow Strong transitions between ideas Intro and conclusion are thoughtful and have sense of purpose Engaging and thought provoking ideas Clear sense of purpose and direction Often has an element of uniqueness Quotes expertly integrated and add to the flow of writing Few if any spelling or grammatical errors Diction is intelligent and varied Diction adds to overall tone of writing. Section B – Composition: Who am I? (24 marks) Using your best writing, introduce yourself to your teacher by writing a multiparagraph response to the question: Who am I? First read your teacher’s composition below to get an idea of what we are looking for. Making It Up As I Go Along I am your English 12 teacher and I like to make things. I can’t think of anything more fulfilling than imagining a great tree fort, then gathering the materials and building a special refuge for me and my friends. Over the years I’ve built sheds, fences, decks, boats, guitars, catapults, barges and barns. The thrill of seeing something from my imagination coming to life and taking its place in the real world makes me feel powerful and alive. Through the things that I make, other people get a chance to experience what I’ve dreamt. As I’ve matured I’ve come to realize that the human relationships that result from my enterprise connect me to the love and friendship that I need to live a happy life. When I look back on it, Lego was definitely a gateway drug. As a toddler I made stacks of blocks, towers of toilet paper rolls, and entire landscapes from the contents of the kitchen pantry, but it was Lego that offered the ability to defy gravity and stick pieces together instantly and gluelessly. I could start building without a plan and end up with an intricate and colourful city in short order. There were Lego wheels, windows, trees and even Lego people that could be employed as eyes, limbs and antennae for wonderful and grotesque robots. The robots could joyfully destroy an imaginary city, then topple off the coffee table, exploding into bits with that terrible cacophony that only Lego makes. There comes a time in a child’s life, however, when Lego is not enough. It is too predictable, too digital. It’s hard, dishwasher-safe plastic, painful right-angles and primary colours speak too much of the nursery. I got into scrap wood and the violence of hammer and nails. I got into splinters and the frustrations of my dad’s cheap, dull tools. I got into full-scale building with all of its weight-bearing realities. Forts and go-carts emerged - real vehicles in real spaces with real friends helping, racing, crashing and bashing, all in real time. We pushed our racers the two blocks to the top of Belmont Street hill and had one kid at the bottom to watch for cars. Old neighbours gave us curious or disapproving looks from behind their curtains as we screamed and cheered. Adolescence pulled me away from such a concrete engagement with the world and I became immersed in more abstract concerns like romantic crushes and my social status at school. I started working Saturdays in my dad’s bakery and used the money I earned to buy a stereo system. I listened to a lot of Queen and Rush when I was supposed to be practicing my trumpet for band class. The rude, subtle timbres of the electric guitar within such complicated musical arrangements thrilled my soul. I still made furniture in woodwork class but cabinetry now seemed so pedestrian and uncool. In Grade Eleven I met a new friend in woodworking class who was an accomplished guitarist. He wanted to make the body of an electric guitar but did not have the woodworking skills. I did and I helped him laminate and plane the wood. We cut out the shape and routered the neckmount and pick-up holes. We did the math to figure out where to install the bridge and we soldered the wires of the potentiometers. My friend worked at a music store and got the hardware and electronics at a discount. When it was done his guitar was beautiful and I realized I had to make one for myself. After building my own electric guitar and teaching myself to play I realized that learning and growing up were my own responsibility and always had been. Making things wasn’t just a hobby or a passion, it was a way of being in the world and a way of becoming the person I wanted to be. Everything I ever learned I taught myself, from learning to walk and talk as a child to learning how to drive and budget my part-time earnings as a teenager. I had to keep on teaching myself what I needed to know in order to build the life I wanted. I earned a degree in English because I wanted insight into how the stories we tell each other make a society and how language creates consciousness itself. After that and lots of treeplanting I ended up in the Visual Arts program at UVic because I wanted to learn how to weld without actually working as a welder. I majored in contemporary sculpture and learned new, less utilitarian ways to think about making things. I loved it and went on to earn a Masters degree in Sculpture in Los Angeles. I got to teach sculpture classes and realized I loved teaching. This was another kind of making - helping others find their way in the world by imagining, creating and sharing. There are many things that I tried that did not work out economically, like organic farming, but I learned a great deal and had valuable experiences nonetheless. Eventually I took on the impossible task of building a life with someone else and making a family. It is the greatest and most worthwhile challenge I’ve ever faced. It has upset my circadian rhythms, forced me into counselling and extensive home renovations, but it is a challenge that guides me and gives me the love and connectedness I need to be happy being who I am. Now it is your turn. Read the instructions and criteria below before writing and submitting your essay. Paste Your Section B – Who Am I? Response Here This assignment is more of a creative personal response than a formal analysis so many of the rules from Section A do not apply. Here are some tips and pointers to help you on your way:    Explain the facets of your situation, history, personality, passions, dreams, and fears that paint an accurate and compelling self-portrait. Take time to organize what you want to include, making sure that you emphasize those attitudes and attributes that are most important for a good understanding of who you are. Remember that you can’t say everything, but you can create a vivid impression.  Remember to avoid starting every sentence with “I”. Variety is the spice of life, just as in writing you want to create variety in your sentence structure. Read your writing out loud and slowly to yourself before submitting it to make sure that you’ve caught any mistakes and that the tone and flow of your writing represents your best effort.  You should write around four paragraphs and at least 750 words. It will be marked using the 6 point scale found below. 6 Writing is fully imagined and well-crafted. Accomplishes the purpose with originality and maturity. Uses effective vocabulary and sentence variety. Voice and tone engage the audience throughout. Structure is effective and the writing as a whole appears effortless. Errors are not distracting. 5 Writing is clearly imagined and crafted. Has a clear sense of purpose. Appropriate word choice and sentence variety. Voice and tone generally engage the audience. Structure is effective and the writing demonstrates control. Errors are not distracting. 4 Writing is generally straightforward and clear, with some imagination and sense of purpose. Basic vocabulary, some sentence variety. Attempts to engage the audience, but lacks a consistent voice. Structure may be formulaic. Errors generally do not impede meaning. 3 Writing is formulaic or undeveloped, with little imagination or sense of purpose. Limited vocabulary and sentence variety. Lacks a sense of audience and voice. Structure may be weak. Errors may distract and impede meaning. 2 Writing is hard to fathom with no clear purpose. Colloquial vocabulary, weak sentence structure. Writing reflects little understanding of language conventions. Inappropriate tone or language for audience. Structure may seem illogical. Frequent noticeable errors interfere with meaning. 1 Writing is not developed. Has no discernible purpose. May be too brief to accomplish the task. Lacks structure. Frequent serious errors. You have now completed your first assignment. Once your teacher has confirmed that you have passed this assignment you will be provided with a username and password for the course and your textbooks will arrive in the mail shortly after that. Welcome to the team! If you have any questions or concerns you can contact your teacher at jeffrey.verkley@sd71.bc.ca

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