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Description. This guide has been prepared by Alberta Education to provide students with information that will increase the likelihood of their success on the English Language Arts 30-1 examination.
What did the marigolds represent? A sense of hope; desire for a better future. the most intense, exciting, or important point of something; a culmination or apex. A narrative device, often used at the beginning of a work that provides necessary background information about the characters and their circumstances.
This guide has been prepared by Alberta Education to provide students with information that will increase the likelihood of their success on the English Language Arts 30-1 examination. Source: A guide for students : English Language Arts 30-1
- October 11, 2017
- October 11, 2017
- Open Government Licence-Alberta
English Language Arts 30–1, January 2017 Writing Assignments Description Time: 3 hours. You have a total of 3 hours to complete this examination. Part A: Written Response consists of two assignments worth 50% of the total English Language Arts 30–1 diploma examination mark. Assignment I: Personal Response to Texts Value 20% of total ...
- Diversity
- Interpretation
- References
- Word Processing
- The Personal Response to Texts Assignment
- Suggestions for Writing the Personal Response to Texts Assignment
- As you read and reflect upon each text, ask yourself the following questions:
- When considering the prose form that will best communicate your ideas, ask yourself the following questions:
- The Critical / Analytical Response to Literary Texts Assignment
- INSUFFICIENT Critical / Analytical Response to Text Assignment
- Suggestions for Writing the Critical / Analytical Response to Literary Texts Assignment
- Supporting Evidence
- Requirements of Part B: Reading
- Multiple-choice Questions
- Suggestions for Writing Part B: Reading
- When writing Part A: Written Response,
- Rescore Provisions
- Appendix A: List of Literary Texts
- Short Stories
- Drama
- Nonfiction
- Poetry
- Film
In addition to the literary texts you are studying in your English Language Arts 30–1 course, explore and enjoy a variety of other texts, such as novels, nonfiction books, articles, essays, poems, songs, films, theatrical productions, and visual texts. Exposure to diverse reading experiences increases your competence and confidence when responding...
Develop your own interpretation of a literary text. When you are reading, viewing, or listening to a literary text, ask yourself what ideas the writer or text creator intended to communicate. Ask yourself how textual elements, such as character, motivation, conflict, irony, point of view, setting, and stylistic techniques, are used to create a part...
Develop the habit of using reference material, such as a dictionary, thesaurus, and writing handbook. As you extend your vocabulary, you extend your capacity to communicate. Before looking up a word in a dictionary, see if you can define it through context clues and your knowledge of prefixes, sufixes, roots, and derivatives. After looking up a wor...
Not all schools or designated writing centres allow for the use of word processors for Part A (only) of the diploma examination: speak to your English Language Arts 30–1 teacher or contact a designated writing centre for more details. If you use a word processor, make sure that you know how to use its features effectively. Do not rely on the word ...
The Personal Response to Texts Assignment requires you to explore a given thematic topic in response to texts provided. Texts will include visual text(s) and any combination of poetry, fiction, and/or nonfiction. A brief comment relating the texts to the thematic topic will be provided. The assignment is to write about what these texts suggest to y...
Because the Personal Response to Texts Assignment is thematically connected to the Critical / Analytical Response to Literary Texts Assignment, read and reflect upon both assignments before you begin the first assignment. As you read the texts provided, consider all titles, captions, commentary, and footnotes. This information may help you to under...
What ideas, feelings, or impressions does the text communicate to me about the topic? What details in the text create and convey these ideas, feelings, or impressions? What have I experienced or learned that is relevant to my ideas, feelings, or impressions of the topic and/or the text? What ideas and support will allow me to compose the most effec...
What prose form will allow me to communicate my ideas and impressions most effectively? What prose forms have allowed me to communicate successfully in my English Language Arts 30–1 course? Have I mastered a creative approach? Or, are my skills better suited to a personal or analytical composition in the context of a timed test? What prose form w...
The Critical / Analytical Response to Literary Texts Assignment asks you to demonstrate your understanding of a literary text (or texts) that you have studied in detail in your English Language Arts 30–1 course. The assignment is a further, more focused exploration of the topic introduced in the Personal Response to Texts Assignment. Pay close att...
Compositions are assigned an Insuficient when the student has written so little that it is not possible to assess Thought and Understanding and/ or Supporting Evidence, OR no reference has been made to literature studied, OR the only literary reference present is to the text(s) provided in the first assignment, OR there is no evidence of an attempt...
Be sure that your selection and treatment of the literary text reflect and develop the assigned topic in enough detail to sustain a thorough discussion of both the topic and the text at the English Language Arts 30–1 level. You must be able to provide suficient significant and relevant supporting evidence from your chosen text to illustrate your i...
Do not merely retell the sequence of events in the text. Show that you have deliberately chosen support to reinforce your ideas. Make sure that your evidence accurately represents the literary text. Carefully integrated supporting evidence such as quotations or paraphrases will show the reader that you appreciated the significance of the literary t...
Being able to demonstrate reading comprehension skills without the use of a dictionary or thesaurus is essential for the Part B: Reading portion of the diploma examination. The reading examination requires you to draw on the understanding, knowledge, and skills that you have developed as a reader. Your critical reading and thinking skills—understan...
Questions for each reading relate to content, context, the writer’s craft, and the characteristic features of a genre. For example, the set of questions on a poem will acknowledge the poetic aspects of that poem through the use of carefully chosen quotations that reflect effective patterns of sound, image, and meaning. Each set of multiple-choice q...
Read the selections in order. The sequential placement of passages is intended to help you. For example, an essay may describe the context in which the poem that follows it was created. In effect, reading one selection may inform your reading of another. Reading the selections in sequence will help you to understand what you must consider to answer...
you may use the following print references: an English and/or bilingual dictionary, a thesaurus, and an authorized writing handbook take time to plan your response(s) and ensure that they address the assignment you must identify the text(s) you will be discussing on the Initial Planning page of the Critical / Analytical Response to Literary Texts A...
You may request a rescoring of your examination. Before you apply for a rescore, be sure to check your Diploma Examination Results Statement to see what marks you have been awarded on both parts of the examination. Keep in mind that if you do request a rescore, your new mark, even if it decreases, will be your final mark. Follow the procedures incl...
The following appendix is a compilation of literary texts that students have discussed on diploma examinations. If you are not in a classroom setting or wish to broaden your range of choices, you may want to study one or more selections from each of the categories on this list. This list is not prescriptive. Choosing literature from this list does ...
“A & P”–Updike “Araby”–Joyce “The Boat”–MacLeod “Boys and Girls”–Munro “Cathedral”–Carver “Dancing Bear”–Vanderhaege “A Domestic Dilemma”–McCullers “Eveline”–Joyce “The Glass Roses”–Nowlan “The Guest”–Camus “Horses of the Night”–Laurence “The Lost Salt Gift of Blood”–MacLeod “Miss Brill”–Mansfield “On the Rainy River”–O’Brien “The Painted Door”–Ros...
All My Sons–Miller Bethune–Langley The Crucible–Miller Death of a Salesman–Miller Doll’s House–Ibsen The Drawer Boy–Healey The Glass Menagerie–Williams Man for All Seasons–Bolt Oedipus Rex–Sophocles Man of La Mancha–Wasserman
The Glass Castle–Walls Into the Wild–Krakauer Into Thin Air–Krakauer A Long Way Gone–Beah Night–Wiesel
“My Last Duchess”–Browning “The Love Song of J. Alfred Prufrock”–Eliot “Ulysses”–Tennyson
Not all films studied in Grade 12 are effective choices for diploma examination purposes. Ensure that your choice is one that you have studied in detail and know well. The list below contains both original film presentations and adaptations of written literary works. If you are using the ilm version of a written text, indicate this choice clearly i...
2 English Language Arts 30–1 Examples of the Standards for Students’ Writing Alberta Education, Provincial Assessment Introduction The written responses in this document are examples of English Language Arts 30–1 Diploma Examination student writing that received scores of Satisfactory (S), Proficient (Pf), or Excellent (E).
Plan your time carefully. Part A: Written Response contributes 50% of the total English Language Arts 30–1 Diploma Examination mark and consists of two assignments. Personal Response to Texts Assignment. Value 20 of total examination mark. %. Critical /Analytical Response to Literary Texts Assignment. Value 30 of total examination mark.
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