English 11
This page must be completed and submitted with your Substantive Assignment. Incomplete or missing
information WILL NOT be processed.
NOTE: Registration forms with attached, completed Substantive Assignments and attached Residency
and Citizenship documents will be processed faster! Attach the completed Substantive Assignment to
your registration form.
Student Information (Please print or type)
LEGAL LAST NAME
LEGAL FIRST NAME
DATE OF BIRTH (yyyy/mm/dd)
GENDER (M or F)
STUDENT’S EMAIL
LEGAL MIDDLE NAME (if applicable)
EXPECTED COURSE COMPLETION DATE (yyyy/mm/dd)
HOME PHONE NUMBER
Are you attending another Secondary School? Yes or No (please circle)
CELL PHONE NUMBER
If yes, what school?
Parent/Guardian Information (not applicable for a learner over 19 years of age)
PARENT/GUARDIAN’S LEGAL NAME
PARENT/GUARDIAN’S EMAIL
CELL PHONE NUMBER
WORK PHONE NUMBER
GOOD LUCK ON YOUR SUBSTANTIVE ASSIGNMENT!
OFFICE USE ONLY
MARK: _________/_______
Instructional Feedback
TEACHER: _____________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Date: _________________________
Teacher Signature: _______________________________
First Assignment
60 marks
”Books are the carriers of civilization…Books are humanity in print.”
Barbara W. Tuchman
Welcome. This assignment is worth 5% of your overall grade. Please do your best work.
The English 11 First Assignment addresses the following Learning Outcomes:
-
After reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning,
and to consider author’s craft
-
Read to comprehend a wide variety of literary texts
-
Read, both collaboratively and independently, to comprehend a wide variety of information and
persuasive texts with increasing complexity and subtlety of ideas and form
-
Write to explain and support personal responses to texts
-
Write to synthesize and extend thinking
General Instructions
The First Assignment consists of three sections:
1. Reading Comprehension and Interpretation in Poetry
2. Reading Comprehension and Interpretation of Fiction
3. Writing skills: descriptive and expository
Tip: Paragraphs: Before you begin, review the guidelines below for your paragraph answers.
 a clear topic sentence that relates to the question
 each point made clearly, followed by an example or a quotation and an explanation (show me you can back
up your claims)
 a simple transition between points (another, next, more importantly…)
 a wrap up that brings it all full circle and shows your perspective on what you have just written.
 Suggested length 12 to 14 sentences.
Assignment questions: The assignment questions can be found at the end of each reading. Please answer these
questions on a separate document.
Scoring guide: Turn to the last page to see how your composition will be marked.
Section 1: Reading Comprehension and Interpretation: Poetry
Suggested time:
40 minutes
Marks: 18
Instructions: This is a poem about our relationship with the land and about the sacrifices we are willing to
make to ensure the people we care about survive. Here, we see two incidents in the life of a Chippewa woman.
Read the following poem called “The Forsaken,” by the Canadian poet, Duncan Campbell Scott. Make notes if
you wish. Go back to the poem and look for evidence to support your claims. Tip: follow the punctuation to
get a sense of each image or idea.
Section 1 Reading:
The Forsaken, by Duncan Campbell Scott
Once in the winter
Out on a lake
In the heart of the north-land,
Far from the Fort
And far from the hunters,
A Chippewa1 woman
With her sick baby,
Crouched in the last hours
Of a great storm.
Frozen and hungry,
She fished through the ice
With a line of the twisted
Bark of the cedar,
And a rabbit-bone hook
Polished and barbed;
Fished with the bare hook
All through the wild day,
Fished and caught nothing;
While the young chieftain
Tugged at her breasts,
Or slept in the lacings
Of the warm tikanagan.
All the lake-surface
Streamed with the hissing
Of millions of iceflakes
Hurled by the wind;
Behind her the round
Of a lonely island
Roared like a fire
With the voice of the storm
In the deeps of the cedars.
Valiant, unshaken,
1
Chippewa: another name for the Ojibwa, a native people living north of Sault St. Marie between eastern Lake Superior and
northeastern Georgian Bay.
She took of her own flesh,
Baited the fish-hook,
Drew in a gray-trout,
Drew in his fellows,
Heaped them beside her,
Dead in the snow.
Valiant, unshaken,
She faced the long distance,
Wolf-haunted and lonely,
Sure of her goal
And the life of her dear one:
Tramped for two days,
On the third in the morning,
Saw the strong bulk
Of the Fort by the river,
Saw the wood-smoke
Hand soft in the spruces,
Heard the keen yelp
Of the ravenous huskies
Fighting for whitefish:
Then she had rest.
II
Years and years after,
When she was old and withered,
When her son was an old man
And his children filled with vigour,
They came in their northern tour on the verge of winter,
To an island in a lonely lake.
There one night they camped, and on the morrow
Gathered their kettles and birch-bark
Their rabbit-skin robes and their mink-traps,
Launched their canoes and slunk away through the islands,
Left her alone forever,
Without a word of farewell,
Because she was old and useless,
Like a paddle broken and warped,
Or a pole that was splintered.
Then, without a sigh,
Valiant, unshaken,
She smoothed her dark locks under her kerchief,
Composed her shawl in state,
Then folded her hands ridged with sinews and corded with veins,
Folded them across her breasts spent with the nourishment of children,
Gazed at the sky past the tops of the cedars,
Saw two spangled nights arise out of the twilight,
Saw two days go by filled with the tranquil sunshine,
Saw, without pain, or dread, or even a moment of longing:
Then on the third great night there came thronging and thronging
Millions of snowflakes out of a windless cloud;
They covered her close with a beautiful crystal shroud,
Covered her deep and silent.
But in the frost of the dawn,
Up from the life below,
Rose a column of breath
Through a tiny cleft in the snow,
Fragile, delicately drawn,
Wavering with its own weakness,
In the wilderness a sign of the spirit,
Persisting still in the sight of the sun
Till day was done.
Then all light was gathered up by the hand of God and hid in His breast,
Then there was born a silence deeper than silence,
Then she had rest.
Section 1: Reading Comprehension and Interpretation: Poetry: Assignment
Section 1 Assignment:
18 marks
1. Identify three things in Part II that are parallel (similarities) with Part I and/or that contrast (differences).
Comment on the effect of each and how it adds to our understanding of the poem. 3 marks each. (9 marks)
2. Identify and give examples of three striking qualities of character (character traits) revealed by the
Chippewa woman. Provide quotations. 3 marks each. (9 marks)
Section 2: Reading Comprehension and Interpretation: Non-Fiction
Suggested time:
40 minutes
Marks: 18 (6 X 3)
Instructions: Read the essay below by Heather Proud. Make notes if you wish. Then, answer the question.
(Go back to the passage and look for details and evidence to support the claims or points you will make.)
Section 2 Reading:
Dis?Ability on the Internet, by Heather Proud
Over the past fourteen years I have learned much by working, counseling, socializing, studying, advocating,
observing, playing, and interacting with individuals with disabilities (IWD). It is still amazing to me that I have
adjusted to being paralyzed for over half of my young life, and yet I feel so fortunate to have a good quality of
life. I am excited and interested to learn about the Internet the ways it has opened up vast new worlds to IWD
by greatly increasing our interactivity and functionality in the world. We are using the Internet to be productive
in countless creative and therapeutic ways.
People with disabilities face an ongoing and unique set of issues and challenges that many able-bodied
individuals do not understand or are even aware of. As a person living with a disability for the last 18 years, I
have gained tremendous experience and insight with the daily problems IWD face on so many levels. I've
worked in the local disabled community for many years as an advocate, fund-raiser, peer counselor, educator,
case manager, and as director of a small spinal cord injury support group. From this experience I have learned
about these challenges: physical, emotional, mental, spiritual, and economic.
The physical challenges vary widely for every individual, according to their disability, from those who can live
independently to those who are completely unable to take care of their physical needs. The physical limitations
may not be obvious when you see someone in a wheelchair, yet even someone who is independent will
generally find something in the "able-bodied" world which is a barrier to their accessibility. Even two or three
stairs into a building or home means an individual in a wheelchair is excluded. In addition to the obvious
barriers there are also hidden physical problems (such as chronic pain) which can make participating in ordinary
life very difficult.
We all face mental, emotional, and spiritual issues as we live out our lives. We struggle with our inner conflicts
and the need for love and acceptance from our world. For the individual with a disability, many issues such as
self-esteem, optimism, and faith in ourselves, God and our fellow humans are much more challenging. One
reason for this is the physical separateness which leads to loneliness and a feeling of personal isolation.
Relationships, both personal and romantic, become harder when the individual with a disability has so many
needs. It can be overwhelming to a partner, making it more difficult to create and maintain healthy romantic
relationships. Marriages often fail after disability occurs.
Adding to the personal physical limitations, an IWD faces societal limitations in order to be successful and
reach their goals financially, educationally, professionally, and creatively. Not only are their fewer jobs and
professions which IWD can participate in, there is often an inability to accommodate their needs. On the
brighter side, advocacy groups, individuals and family members have brought about the Americans with
Disabilities Act and have been dramatically increasing the overall awareness of the need for accessibility,
accommodation and integration of IWD into mainstream life.
The Internet has also changed and expanded IWD capacity to function in the world. A wide variety of assistive
technology devices have been developed, creating easy access to both computers and the Internet. Unfortunately
these devices are still very expensive and continue to disenfranchise a large percentage of the disabled
community who cannot afford them. I have been lucky. After researching what is available and what would
make it possible for me to continue my education (and become more employable), I received a state of the art
computer system from the State of Hawaii that allows me, as a quadriplegic, to go to school. I have never had a
computer before or spent more than a couple hours on the Internet at a friend’s house. My experience with this
class over the past two months has shown me the incredible vastness of information and interactively that one
can experience while on the net. I’ve come to realize that for IWD that this nonlinear and discontinuous
environment offers amazing freedom. The Internet is exceptionally supportive to those IWD that have always
experienced so many limitations in the able bodied world. It’s like a bright new window into a room that
traditionally has been very dark.
In a disabled person’s world, the concept of space and time is very different. Most are often unable to devote the
large chunks of continuous time that our society demands of its participants in employment/school/social
settings. I personally cannot sit comfortably in a wheelchair for more than a few hours at a time. Until recently,
I have not been able to "work" because of this. The fact that the Internet opens up new possibilities to work and
go to school from one's home is an outstanding development for the disabled community who have been
waiting a very long time for just such an opportunity to participate in mainstream/cutting edge life.
The Internet not only creates quality business and educational connections, but also healthy personal support
systems. Networking through the Internet allows thousands of connections to be made which enhance our
awareness that others are coping with the same situation. Knowing that someone is out there to talk with about a
variety of disability issues, helps ease the sense of isolation. A feeling of belongingness counsels loneliness.
The disabled community has a strong presence on the Internet with numerous chat rooms and news groups
available to discuss the issues. I’ve been exploring now for two months and still feel that I have barely scratched
the surface of what out there. I want to know more!!
Individuals with disabilities are using the Internet to produce better lives for themselves both personally and
economically. Many of these individuals have websites. They are sharing their personal stories of how they
became disabled and how they have adjusted and accepted living with their disability. Their stories are inspiring
and poignant. These people are addressing their issues and challenges in positive ways that encourage
excellence within the global disabled village. By doing this they are an inspiration to others and are able to
express their own personal creativity. This information is particularly helpful to people who recently have
become disabled.
As I have been writing this essay, my awareness of IWD on the Internet has been radically broadened; a learn as
you go project. It has been enlightening and inspiring beyond my imagination. The Internet in no way takes
away from my personal real life interactions, but has enhanced and expanded my perspective of the unlimited
possibilities and opportunities in the virtual world!
Section 2: Reading Comprehension and Interpretation/Writing: Fiction
Assignment
Section 2 Assignment: 18 marks
In a well-organized paragraph, and with specific reference to the reading provided, explain Proud’s thesis (main
point or argument) and how she supports it. (Summarize her main argument). For your conclusion, comment
on how the author’s perspective compares or contrasts with your own. What knowledge or insight can be
gained from this essay?
Section 3: Composing a structured piece of writing: descriptive/expository
Suggested time:
60 minutes
Marks: 24 (6 X 4)
Section 3: Writing Skills: Descriptive and Expository
Assignment
The poet, Scott, shows us the incredible strength within each of us to face the natural elements (ie: winter
storms/death) and the writer of the essay, Proud, finds there is a connection between having a disability in the
modern world and the opportunity to overcome that challenge through access to technology.
In a multi-paragraph composition (approx. 300 words) write on the following topic:
Describe someone you know, have heard about, have read about, who has overcome the odds to survive either
in nature or in their social relationships. Consider the problem he/she faced, the obstacles overcome and the
outcome (which could have both positive and negative features). This must be a personalized response, not just
a summary of someone else’s life.
In your conclusion, comment on what this experience or situation means to you personally. (For instance, my
grandfather’s experiences at the Front during the war, although often unjust and tragic, taught me that learning
patience and forgiveness are necessary before one can have a happy family life.)
English 11 Composition Scoring Guide
6 Your composition is insightful, engaging, and
5 Your composition effectively accomplishes the
focused; it shows a thorough understanding of the
task.
Content—what is said:
• analyses or presents the topic in an engaging and
logical manner
• focused topic sentence
• body is developed with interesting and convincing
support
• concluding sentence makes a strong final
statement of the main idea
Written Expression—how it’s said:
• tightly focused, on topic, and fully developed
• sophisticated vocabulary, word choice, and
transitions
• sentence structure is varied and controlled
• few mechanical or spelling errors
requirements of the task.
Content—what is said:
• analyses or presents the topic in a well-organized
manner
• focused topic sentence uses active language
• body is developed with appropriate support
• concluding sentence affirms the main idea of the
paragraph
Written Expression—how it’s said:
• focused, on topic, and developed
• appropriate vocabulary, word choice, and
transitions
• sentence structure is varied and competent but
uneven in places
• minor mechanical or spelling errors
4 Your composition adequately fulfills the
3 Your composition accomplishes the task at a
requirements of the task.
Content—what is said:
• analyses or presents the topic in a predictable
manner
• topic sentence is clearly stated
• body is developed with some effective support
• concluding sentence completes the paragraph
Written Expression—how it’s said:
• generally focused; may stray off topic; adequate
development
• vocabulary, word choice and transitions are simple
but correct
• sentence structure is correct, but simple sentences
predominate
• some mechanical or spelling errors are present but
do not affect
understanding
basic level.
Content—what is said:
• analyses or presents the topic in a manner which is
difficult to follow
• a topic sentence is present, though not clearly
stated
• body is developed with thin or repetitive support
• concluding sentence attempts to complete the
paragraph
Written Expression—how it’s said:
• loose focus; may stray off topic; limited
development
• vocabulary is basic and repetitive; transitions may
be ineffective
• sentence structure is awkward or simplistic
• mechanical or spelling errors are present but do
not affect meaning
2 Composition does not accomplish the basic task. 1 Your composition is incomplete.
Content—what is said:
• analyses or presents the topic in a manner which is
illogical or insufficient
• paragraph structure and development is weak
• topic sentence is vague or not present
• concluding sentence may not be present or may
add new, unrelated
information
Written Expression—how it’s said:
• lacks focus, purpose, and development
• vocabulary is informal and transitions not evident
• simple sentence forms predominate
• numerous mechanical or spelling errors disrupt the
flow of the writing
Content—what is said:
• paragraph may be limited to one to two sentences
• a topic sentence is not present or does not
introduce the topic
• structure and development are not present
• paragraph lacks a concluding sentence
Written Expression—how it’s said:
• lacks focus, purpose, or does not have a single,
clear topic
• vocabulary is immature or vague; word choice is
not appropriate
• sentence structure is incoherent
• frequent grammar or spelling errors affect
understanding
Note: A zero will be given for any response that is too brief or not attempted