Archbishop Denis O'connor Catholic High School

ARCHBISHOP DENIS O'CONNOR CATHOLIC HIGH SCHOOL 80 Mandrake Street, Ajax, On L1S 5H4

CANADA AND WORLD STUDIES DEPARTMENT 2012-2013

Dear Parent/Guardian: The Independent Study Essay component in CHC2D is very important to your child's success. It accounts for 10% of the final grade. Due to the nature of the assignment it is mandatory that all of its parts be completed on time. The following dates will be adhered to without exception:

A) Initial Research Sheet Due: September 28 C) Thesis Statement Sheet expanded Due: October 10 Works Cited #1 3 pages minimum Due: October 10

D) Argument Development Sheet Due: October 31st Argument Development conference Due: October 31st Works Cited #2 2 pages minimum Due: October 31st

E) Essay Planner Due: November 14 Works Cited #3 2 additional sources needed)Due: November 14 F) Rough Copy/Peer Evaluation Due: November 28

G) Final Copy Due: December 5

Due to the nature of this assignment, all components, including the final copy, must be submitted on time. Late admissions will not be accepted. If the student is absent it is expected that the essay will be delivered to the subject teacher at the beginning of the school day.

INDEPENDENT STUDY UNIT

ISU ESSAY COMPONENT REQUIREMENTS: -include a title page -typed or neatly printed, every other line, one side of the page -correct MLA style -encyclopaedia and text are not permitted as cited sources -topic must be approved by teacher -1000 words (4 -6 pages) -all rough work must be included in a folder for evaluation, All internet material must be submitted on USB -the use of another student’s work, in whole or in part, is plagiarism, and will earn a grade of zero. Both parties will be penalized -any use of an author’s words, ideas or statistics, without citation, will earn a grade of zero -all isu work must be original – no student may present work for more than one assignment, or one course. This will earn a grade of zero. ARCHBISHOP DENIS O’CONNOR CHS POLICY REGARDING LATE AND MISSED ASSIGNMENTS Growing Success is the working document on assessment from the Ministry of Education. The document addresses the issue of late and missed assignments. Archbishop Denis O’Connor uses the growing Success document as the basis for its policy on late and missed assignments. Teachers are encouraged to use a variety of methods for dealing with late and missed assignments. By implementing some of these supports, students are more likely to meet the deadline dates established. These methods can include:

 Assisting student to develop better time-management skills.  Preparing a full-year calendar of major assignment dates for every class.  Maintaining ongoing communication with parents about due dates and late  submissions and scheduling parent conferences if the problem continues. This could  involve telephone or electronic communication.  Referral to Guidance, Program Support or Administration if the problem becomes per- sistent  Taking into consideration legitimate reasons for missed deadline allowing for the extremely busy lives students lead today – and for some a lack of home support – and using counseling or peer tutoring to try to deal positively with problems  Holding teacher/student conferences  Setting up student contracts  Having major assignments submitted in stages so students are less likely to be faced with an all-or-nothing situation at the last minute  Using detentions to require the student to work on the assignment  Mark deduction – mark deduction as a consequence of late and missed assignments should be used as a last resort – for minor assignments, the policy is to deduct 5% for the first day late, 10% for the second and 15 % for the third. Mi- nor assignments will not be accepted after the third day

For Major Assignments and Culminating Tasks If a deadline date is set for a major assignment or culminating task, a teacher can f=refuse to accept the work provided some of the strategies above have been attempted. In these cases, a teacher will offer the student the chance to do an alternate assignment or culminating task, not the original assignment or culminating task. A student who completes an alternate assignment or culminating task may earn a maximum of 50% of the marks available from the original assignments.

______Mrs. O Smith Student Signature Parent Signature page______

INITIAL RESEARCH PROPOSAL DATE______TOPIC______

RESEARCH PLAN______

SOURCE #1______RELEVANCE TO TOPIC (annotation) ______(attach page of notes)

______APPROVAL

THESIS PROPOSAL SHEET NAME______

RESEARCH TOPIC:______

TENTATIVE THESIS: 1.______COMMENTS______

2.______COMMENTS______

3.______COMMENTS______

APPROVAL______

page______WORKS CITED SHEET

NAME:______

List ten sources that have been consulted and include pages used.

1.______

2.______

3.______

4.______

5.______

6.______

7.______

8.______9.______

10.______

page_____ THESIS STATEMENT SHEET Expanded!

NAME:______DATE:______TOPIC:______

MAIN QUESTION YOUR ESSAY WILL ANSWER:______

THESIS:______

MAIN POINTS TO SUPPORT THESIS: 1.______

2.______

3.______

4.______

SOURCES USED: ______page______EVALUATION OF THESIS PRESENTATION NAME______

TOPIC______

THESIS Thesis is clear, specific and the product of thorough conferencing /4 (T)

ARGUMENTS argument is unified and cohesive. It is /4 (T) clear, assertive, expands and supports thesis Main Point #1 argument is unified and cohesive. It is clear, /4 (T) Main Point assertive, expands and supports thesis. #2

argument is unified and cohesive. It is clear, /4 (T) Main Point assertive, expands and supports thesis #3

RESEARCH Topic sentences demonstrate excellent /3 (K) breadth of knowledge of main authorities on subject

Works cited format is flawless /6 (A)

TOTAL /25

I /16 A /6

ARGUMENT DEVELOPMENT WORKSHEET NAME:______DATE:______

THESIS:______FIRST TOPIC SENTENCE: ______

Illustrating Sentences(1), Evidence(2), Counter-Argument/Rebuttal(3), Concluding Sentence(4) 1.______2.______3.______4.______

SECOND TOPIC SENTENCE: ______

Illustrating Sentences, Evidence, Counter-Argument/Rebuttal, Concluding Sentence 1.______2.______3.______

THIRD TOPIC SENTENCE: ______Illustrating Sentences, Evidence, Counter-Argument/Rebuttal, Concluding Sentence 1.______2.______3.______

LIST ADDITIONAL RESEARCH USED (PROPER FORMAT) ______

EVALUATION OF ARGUMENT DEVELOPMENT PRESENTATION NAME______DATE______

THESIS Thesis is unified, specific and shows signs of development……………….4(T)

ARGUMENTS Main Point #1 -topic sentence is clear, argumentative, supports thesis…………………….1(A) -illustrating sentences expand upon topic sentence -evidence from scholarly source supports topic sentence -elements form a cohesive and complete argument………………………...3(T)

Main Point #2 -topic sentence is clear, argumentative, supports thesis……………………1(A) -illustrating sentences expand upon topic sentence -evidence from scholarly source supports topic sentence -elements form a cohesive and complete argument………………………..3(T)

Main Point #3 -topic sentence is clear, argumentative, supports thesis………………… ..1(A) -illustrating sentences expand upon topic sentence -evidence from scholarly source supports topic sentence -elements form a cohesive and complete argument……………………….3(T)

COUNTER-ARGUMENT -counter argument is addressed and rebutted using evidence and compelling argument…………………………… ..….5 (T)

RESEARCH -evidence of additional research…………………………………………..5 (K) -works cited format is flawless…………………………………………....4 (A)

PRESENTATION -research and arguments are presented in a cohesive fashion -presenter demonstrates familiarity with topic and assignment ………….5(C)

K I C A T

/ 5 /18 /5 /7 /25

PEER EVALUATION OF ISU: AUTHOR NAME______EVALUATOR______

INTRODUCTION -topic is thoroughly summarized with general statements /5 -each main point is outlined in a separate sentence -main issues are clear -interesting; of sufficient length -thesis is clear and specific -thesis is last sentence in introduction BODY -evidence thoroughly supports main points and thesis /15 EVIDENCE -evidence relevant and reflects current research on topic -evidence presented in an organized manner ARGUMENTS -arguments are unified and cohesive. /15 -arguments clear, assertive, expand and support thesis thoroughly

SYNTHESIS/ -thorough analysis of information set in excellent ANALYSIS order which flows from argument to argument /15 WRITING -flawless sentence structure, spelling, grammar and MECHANICS punctuation /5 -essay is approx 1000 words in length STYLE -fluid readability, exemplary variety of sentencing and coherence /5 PARAGRAPHING -paragraphs are unified, structurally perfect, dealing thoroughly with one topic in a complete, unified /8 argument CONCLUSION -clearly summarizes key arguments -unified; connects to thesis /2 -includes reflection and considerable insight on topic DOCUMENTATION -excellent breadth of knowledge of main authorities RESEARCH on subject -research is current and sufficient to thoroughly /10 support thesis CITATION -thorough citation information provided -sufficient citation to support points /15 -format correct, MLA method WORKS CITED PAGE -works cited format is flawless -all sources used in paper are correctly listed -all sources cited appear in paper /5

TOTAL /100 EVALUATION OF ISU ESSAY TOPIC______

NAME______

INTRODUCTION -topic is thoroughly summarized with general statements /5 -each main point is outlined in a separate sentence -main issues are clear -interesting; of sufficient length -thesis is clear and specific -thesis is last sentence in introduction BODY -evidence thoroughly supports main points and thesis /15 EVIDENCE -evidence relevant and reflects current research on topic -evidence presented in an organized manner ARGUMENTS -arguments are unified and cohesive. /15 -arguments clear, assertive, expand and support thesis thoroughly

SYNTHESIS/ -thorough analysis of information set in excellent ANALYSIS order which flows from argument to argument /15 WRITING -flawless sentence structure, spelling, grammar and MECHANICS punctuation /5 -essay is approx 1000 words in length STYLE -fluid readability, exemplary variety of sentencing and coherence /5 PARAGRAPHING -paragraphs are unified, structurally perfect, dealing thoroughly with one topic in a complete, unified /8 argument CONCLUSION -clearly summarizes key arguments -unified; connects to thesis /2 -includes reflection and considerable insight on topic DOCUMENTATION -excellent breadth of knowledge of main authorities RESEARCH on subject -research is current and sufficient to thoroughly /10 support thesis CITATION -thorough citation information provided -sufficient citation to support points /15 -format correct, MLA method WORKS CITED PAGE -works cited format is flawless -all sources used in paper are correctly listed -all sources cited appear in paper /5

TOTAL /100 COMMON GRAMMAR ERRORS

1. “impact”: this is a noun, not a verb.

2. number/amount: Incorrect:As the amount of elderly people increases, so, too, will the need for social services. A great amount of ships Correct:

3. less/fewer: Incorrect: less people would have been killed or injured Correct:

4. their/there

5. its it’s: contractions do not belong in formal writing.

6. then/than: than is a comparative: then indicates time:

7. comma abuse: The Egyptians were polytheistic, they had many gods.

8. to/too/ two: Incorrect: “Stereotyping has gone to far and needs to come to a halt”

Correct: 9. “you”: this is to be used in spoken English only. Eg: You can tell the story will have a happy ending because…

10. “a lot”: .

11. Don’t end a sentence with a preposition :It is important to decide who you agree with.

12. use of slang or informal language in a formal paper: “step up to the plate” “swindled” “need to” things women did to help out in the war “came into play”

13. disrespect: noun, not verb. “disrespected” is too colloquial to be used in formal writing.

14. noun/pronoun agreement: Correct: A child has the right to parents who will love him. Other Options:

Incorrect: A child has the right to parents who will love them. The religion of a society reveals much about their culture. 15. Sentence fragments: Look for a subject and a predicate. READ IT ALOUD: ERRORS ARE EASIER TO DETECT.

Rome was a great Empire. A strong sense of pride in the Roman people, who were lead by a strong government. Also a powerful army, led by a smart man.

16. Run-on sentences. Mesopotamia which possessed the only form of writing, with the exception of the Egyptians, known as cuneiform, as well as being credited with the invention of the wheel and the idea of written law code was not destined to reach the greatest heights of the ancient world because of geographic determinism.

GUIDELINES FOR FORMAL PAPERS:

1. Use of numbers:

2. Use of abbreviations: etc,

3. Use of symbols: %, $, &

4. Subtitles:

5. Tense: past tense is most appropriate for Social Science papers.

6. Use of brackets: only when indicating a citation. Commas may be employed.

7. Use of first person: third person is most appropriate for Social Science papers. Do Not Use: I, MY, IN MY OPINION, I FEEL THAT, I THINK… This is too informal and weakens the point.

8. Do Not Use: IT SEEMS, IT LOOKS LIKE, IT MIGHT BE THAT… State clearly, positively, and decisively.