Creative and Critical Thinking

Introduction

Creative Thinking involves...

1. Novelty and value
2. Generating ideas
3. Developing ideas

Critical Thinking involves...

1. Analyze and Critique
2. Question and Investigate
3. Develop and Design

Consider all of these elements as you work through the assignments in this section.

Summary Explanation of Assignments

Here is a quick overview of the assignments for this unit.  However, be sure you read over the specific assignment instructions that follow for each one.  Review the marking rubrics for the assignments before you start.

ASSIGNMENT 1:  A Starting Point:  Self Reflection.

     What do you hope to achieve in this course?  What is your area of focus? Consider how you will assess your growth as a writer.  This is why we examine the starting point.

ASSIGNMENT 2:  Genres of Literature

Create an infographic that visually defines the following genres of literature.  Include a definition for each one and an image that best represents that genre.  If you use pictures from the internet, make sure you cite your source in MLA (Modern Language Association) format.  There is a handout in Class Handouts at the top of the course to show you how to format correctly. 

Genres of literature:  historical fiction, science fiction, non-fiction, folktale, biography, autobiography, fairy tale, drama, mystery, horror.

ASSIGNMENT 3:  Active Reading

    Put your active reading skills to work with a couple of strategies to help you better comprehend what you read.

ASSIGNMENT 4:  Theme

     Remember that theme, plot, and structure are inseparable, all helping to inform and to reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.  Work on identifying and explaining the main idea.  There is a review of narrative literary terms to go over, as well.

ASSIGNMENT  5:  Elements of Style

    Style, in literature, refers to a method or manner of writing.  It is the distinctive way in which a speaker or writer says what "they" say.  Writers can use many different stylistic devices in their writing.  Read the following excerpt from Edgar Allan Poe's "The Pit and the Pendulum".   Describe Poe's style of writing in a brief 200 word paragraph.  Think about how he develops tension in the passage.  Use text examples to support your analysis.

ASSIGNMENT  6:  Analyzing Poetry

     Poetry is a compact language that expresses complex feelings. To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied meaning.   There are many ways to do this.  Here is just one strategy...called TPCASTT (it's an acronym).  There is a review of poetry literary terms to go over, as well.

ASSIGNMENT 7:  Response FORUM:  Literary Terms

     In the response forum, identify and explain your knowledge of 5 literary terms from the two lists:  narrative literary terms and poetry literary terms.  Then identify 5 you don't know and provide a definition for them.  Consider where you might apply them in day-to-day life.

ASSIGNMENT 8:  PROJECT:  Formal Literary Response

     Writers should read a lot.  Writers should also be able to discuss literary work in a formal manner.  Be sure to review formal literary paragraph writing and the ACE it writing strategy before completing this assignment in response to an author's writing.

ASSIGNMENT 1: A Starting Point: Self Reflection

Task:

Let's figure out where we are. In this first assignment, please introduce your interest in a focused literary study. What will you focus on? Your goal here is to identify where you are starting from and where you want to end up. What do you hope to accomplish in this module? The following is a list of questions you can use to guide your response.  Be very thorough and clear in this personal response.

1. What interests you about focused literary studies? Why did you choose this module of work?
2. What are your experiences? Have you read or responded to much literature?
3. What medium do you most enjoy? poetry, short stories, novels, drama, graphic novels, children's literature
4. Do you enjoy a particular genre? author? theme? era?  Do you have a favorite book?
5. Do you prefer written expression or do you want to perform your creative work?
6. What are your strengths in your writing?
7. Where do you get your ideas?
8. What do you need from your teacher to advance your skills in studying literature?

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Answers show evidence of careful thought in a thorough personal response. 

Submission:

Use the "1.1 A Starting Point: Self Reflection" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 2: Genres of Literature

Task:

"An infographic is a graphic visual representations of information, data or knowledge intended to present information quickly and clearly."  (Source:  Wikipedia)  You can do a Google image search to see examples.

Create an infographic that visually defines the following genres of literature.  Include a definition for each one and an image that best represents that genre.  If you use pictures from the internet, make sure you cite your source in MLA (Modern Language Association) format.  There is a handout in Class Handouts at the top of the course to show you how to format correctly. 

Watch this video on the many genres of literature:  historical fiction, science fiction, non-fiction, folktale, biography, autobiography, fairy tale, drama, mystery, horror.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Exemplary use of color, design, and space to communicate a visual representation of the information with appropriate citations.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.  

Submission:

Use the "1.2 Genres of Literature" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 3: Active Reading

Task:

Always read with a purpose whether you're seeking to understand an author or simply for pleasure.  Watch the presentation below to learn about reading strategies for

• before (Preview, Activate previous knowledge, Write down wonders, Set a speed) and
• during (visualizing, predicting etc.) and
• after your reading.

Put your skills to use! Click here for an article. Read through it using the skills you have just learned (Before and During Reading). When you are finished, write an informal, point form response regarding the assignment. You can structure as follows:

Reading Strategies

1. Before you began (PAWS)
   1. What part of PAWS helped??
   2. What part didn't help as much?
2. During the reading
   1. What part of PAWS helped?
   2. What part didn't help as much?
3. After
   1. Do you feel that, overall, the strategies helped you understand the article better?
   2. What would you do differently next time?

Article: Internet Vital Homework Tool

Remember, this is just one active reading strategy you can use to gain better comprehension of text.  Another strategy is called SQ3R - Survey, Question, Read, Recite, Review.  Check it out.  You might like it better.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates exemplary active reading skills to comprehend and respond to text in personal, creative, and critical ways.  All activities are complete. Ideas generated are thoughtful and unique.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission:

Use the "1.3 Active Reading" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ASSIGNMENT 4: Theme

Task:

There are many literary terms associated with a focused literary study.  Let's take a look at one of them, for now. Theme.

The theme of a literary work is its underlying central idea or the generalization it communicates about life. The theme expresses the author's opinion or raises a question about human nature or the meaning of human experience. At times, the author's theme may not confirm or agree with your own beliefs. Even then, if skillfully written, the work will still have a theme that illuminates some aspects of true human experience or the life lesson it exposes. It is NOT a one-word idea; rather it is a complete statement or sentence.

Watch this video on theme that accurately summarizes the definition of theme, how to uncover it in text, and how to write about it. There is also a handout in Class Handouts at the top of the course.

Assignment:

Once you have watched the video on theme, practice your active reading strategies by uncovering the theme of the following reading ("Chee's Daughter") and writing a brief paragraph that explains its theme. Write a succinct theme statement (one sentence). Then write a 200 word paragraph explaining the theme of the story. Make reference to the story in your paragraph. As you are forming your opinion, keep in mind the impact setting, plot, characters, and point of view have in presenting the "whole picture."

Chee's Daughter by Juanita Platero and Siyowan Miller.

Here are some ways to uncover the theme in a story:

1. Check out the title. Sometimes it tells you a lot about the theme.
2. Notice repeating patterns and symbols (motif). Sometimes these lead you to the theme.
3. What allusions are made throughout the story?
4. What are the details and particulars in the story? What greater meaning may they have?

Remember that theme, plot, and structure are inseparable, all helping to inform and to reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.

Also remember that there are many resources available on the internet on this story, but your teacher is looking for YOUR interpretation of theme, not the Internet's. Do your own critical thinking. You can't go wrong so long as you defend your opinion well.

Trick:

Try to give the story a topic. What would the topic of this story be? eg. LOVE Then ask yourself, what statement is the author trying to make about the topic? eg. Love is only possible at an older age.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Student demonstrates critical, creative, and reflective thinking to express an opinion with evidence.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission:

Use the "1.4 Theme" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Narrative Literary Terms

Narrative Literary Terms

Read through this list of terms.  You should know these in order to best respond to literature.  If you need to look up definitions and/or examples.  This is a good website.

• analogy  
• atmosphere/mood
• conflict (types)
• characterization:  protagonist / antagonist; flat/round characters; static/dynamic characters
• dialogue
• dilemma         
• euphemism
• exaggeration/overstatement
• flashback
• foreshadowing           
• imagery
• irony               
• paradox          
• point of view:  omniscient, limited omniscient, first / third person person, objective/subjective
• repetition
• satire
• suspense
• symbolism
• theme
• tone                                

ASSIGNMENT 5: Elements of Style

Task:

Style, in literature, refers to a method or manner of writing.  It is the distinctive way in which a speaker or writer says what "they" say.  Writers can use many different stylistic devices in their writing. 

What creates style? 

1. Diction - the choice of words and how they are used according to purpose and audience.
2. Syntax - or sentence structure.  Sentences can be simple, complex, complicated or straightforward.
3. Figurative language - language beyond the literal sense and how it is used and how often.  Sensory language (imagery) is included.
4. Point of View - the perspective from which the story is told
5. Rhetorical strategies - repetition, parallel structure, paragraph length
6. Dialogue

This list is not exhaustive.

Read the following excerpt from Edgar Allan Poe's "The Pit and the Pendulum".   Describe Poe's style of writing in a brief 200 word paragraph.  Think about how he develops tension in the passage.  Use text examples to support your analysis.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective.  Student demonstrates critical, creative, and reflective thinking to express an opinion with evidence recognizing how different features and forms of texts enhance and shape meaning and impact.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission:

Use the "1.5 Elements of Style" link on the main page of this section of the course to upload your assignment to your teacher for marking.

The Pit and the Pendulum

Excerpt:  "The Pit and the Pendulum".  See here for the full version.

In this story, the narrator has been convicted during the Spanish Inquisition of an unnamed crime and sentenced to death.  He is tied on the floor and a large, sharp blade is swinging back and forth towards his body.

"The vibration of the pendulum was at right angles to my length.  I saw that the crescent was designed to cross the region of the heart.  It would fray the serge of my robe - it would return and repeat its operations - again - and again.  Notwithstanding terrifically wide sweep (some thirty feet or more) and the hissing vigor of its descent, sufficient to sunder these very walls of iron, still the fraying of my robe would be all that, for several minutes, it would accomplish.  And at this thought I paused.  I dared not go farther than this reflection.  I dwelt upon it with a pertinacity of attention - as if, in so dwelling, I could arrest here the descent of the steel.  I forced myself to ponder upon the sound of the crescent as it should pass across the garment - upon the peculiar thrilling sensation which the friction of cloth produces on the nerves.  I pondered upon all this frivolity until my teeth were on edge.

Down - steadily down it crept.  I took a frenzied pleasure in contrasting its downward with its lateral velocity.  To the right - to the left - far and wide - with the shriek of a damned spirit; to my heart with the stealthy pace of the tiger!  I alternately laughed and howled as the one or the other idea grew predominant.

Down - certainly, relentlessly down!  It vibrated within three inches of my bosom!  I struggled violently, furiously, to free my left arm. This was free only from the elbow to the hand.  I could reach the latter, from the platter beside me  to my mouth, with great effort, but no farther.  Could I have broken the fastenings above the elbow, I would have seized and attempted to arrest the pendulum.  I might as well have attempted to arrest an avalanche!

Down - still unceasingly - still inevitably down!  I gasped and struggled at each vibration.  I shrunk convulsively at its every sweep.  My eyes followed its outward or upward whirls with the eagerness of the most unmeaning despair; they closed themselves spasmodically at the descent, although death would been a relief, oh!  how unspeakable!"

ASSIGNMENT 6: Analyzing Poetry

Task:

Poetry is a compact language that expresses complex feelings. To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied meaning.   There are many ways to do this.  Here is just one strategy...called TPCASTT (it's an acronym).

Title – Ponder the title before reading the poem. 

Paraphrase – Translate the poem into your own words.

• You do not need to paraphrase every line.

Connotation – Contemplate the poem for meaning beyond the literal. 

• Are there words that have emotional meanings? 
• What connections are made to emotions? 

Attitude – Observe both the speaker’s and the poet’s attitude (tone). 

• How does the speaker feel about the subject he is discussing? 
• How do you think the poet feels about the subject he/she has chosen to write about? 
• How do you know?

Shifts – Note shifts in speaker and in attitudes. 

• Are there places or specific words that demonstrate a shift in thought, tone, opinion, etc? 
• Why do you think, first of all, there is a shift? And second, why is it located where it is?

Title – Examine the title again, this time on an interpretive level. 

• Were your predictions close to what you believe now?
• What do you believe is the significance of the title now?

Theme – Determine what the poet is saying. 

• What IS the main idea? You must write this as a complete sentence.

You can review this strategy by viewing the following example on "Janet Waking" by John Crowe Ransom.

Here is a wiki-how for another way to analyze poetry.

Assignment:

Select a poem from the book "Breathing Fire:  Canada's New Poets".  Write a TPCASTT analysis for one of the poems.  You can do this in point format.  Be sure to provide the text of the poem, itself.  There are good examples from Michael Crummey, Tim Bowling, and Suzanne Buffam.

OR you can select your own.  Here is a list of Canadian poets.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Students demonstrates critical, creative and reflective thought to explore ideas within, between and beyond the text.  Ideas generated are thoughtful and unique. 

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission:

Use the "1.6 Analyzing Poetry" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Poetry Literary Terms

Poetry Literary Terms

Read through this list of terms.  You should know these in order to best respond to literature.  If you need to look up definitions and/or examples.  This is a good website.

• alliteration
• allusion
• assonance
• ballad   
• blank verse
• consonance
• couplet
• dissonance
• free verse
• hyperbole
• iambic pentameter
• imagery
• lyric poem
• narrative poem
• onomatopoeia
• oxymoron
• personification
• quatrain
• rhyme scheme
• rhythm
• simile
• sonnet
• stanza
• symbolism

Try this Poetry Vocabulary Match. Check your answers with the accompanying answer key.

Then you can practice your knowledge with some online poetry quizzes.  Try to do a few of these online quizzes to assess your knowledge of poetic devices.

ASSIGNMENT 7: Response Forum: Literary Terms

Task:

In the response forum, identify and explain your knowledge of 5 literary terms from the two lists:  narrative literary terms and poetry literary terms.  Then identify 5 you don't know and provide a definition for them.  Consider where you might apply them in day-to-day life.

There are TWO activities in a FORUM:

1. Go to the main page of the course and click on 1.7 Response Forum.  Start a new discussion topic by clicking on Add a New Discussion Topic.
2. Reply/Respond to someone else's discussion topic by clicking on their topic and selecting Reply.  Comment on the terms they chose.  Offer advice on learning how to apply them in your literary reading.  Try using the following prompts to guide your response to another post.  "I wonder…"  "I know…"  "I can…"  Don't just agree or disagree.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. Student has carefully considered prior knowledge of narrative and poetic literary terms and activated new knowledge.  Content is clear, concise and original and makes insightful connections between self and text. 

Response/Reply:  Exemplary (6/6):  The response/reply is thoughtful, insightful and respectfully exchanges ideas and viewpoints.  Student demonstrates an exceptional level of understanding and communication of shared information.

Submission:

Use the "1.7 Response Forum" link on the main page of this section of the course to post your forum response to your teacher for marking.

ASSIGNMENT 8: PROJECT - Writing a Formal Literary Paragraph

Task:

In this assignment, you are going to respond to another author's writing and write a formal literary response.

Here is an explanation for formal literary responses with an accompanying graphic organizer.  Be sure to brainstorm your paragraph response using a graphic organizer.  You will submit this evidence of planning with the final literary response.

Since this is a course on literary studies, you can choose a piece of writing from your preferred genre or area of focus to discuss theme in a clear and coherent paragraph of 200-300 words. Make reference to the text in your paragraph. Make sure you provide a link to the text as well as submitting your paragraph. Use the ACE-it paragraph writing strategy which is explained on the next page.

Here is a Literary Analysis Guide with some example paragraphs.

If this is too much choice, and the task is daunting, you might want to do one of the assignments below. There are 2 different readings.

A. Read the poem "Here in Katmandu."

Write a 200-300 word discussion addressing the following:

1. • What is this poem's theme? State it in a single sentence. What evidence leads you to this conclusion?
   • Be sure to refer directly to the poem in your comments.

B. And here is a 2nd option. Only do this choice if you have not done it already.

The Night Chanter by Navarre Scott Momaday (born February 27, 1934) — known as N. Scott Momaday — is a Kiowa novelist, short story writer, essayist, and poet. During the 35-plus years of Momaday's academic career, he built up a reputation specializing in American Indian oral traditions and sacred concepts of the culture itself.

Source: https://en.wikipedia.org/wiki/N._Scott_Momaday

Read Momaday's story and respond to ONE of the following questions:

In paragraph form and with reference to the story...

a) Discuss the relationship between the grandson and Sam Charley.

OR

b) Identify and explain the effect of the point of view used in the story.

OR

c) Explain how the title is appropriate to the story.

Be sure to use the ACE-it paragraph writing strategy you can read about in the next page of this book.

Assessment:  Below you will find the exemplary criteria used to assess the assignment.  

Learning Target: (Exemplary 6/6): Exemplary comprehension of the task and clear accomplishment of the objective. The assignment shows evidence of critical thinking in a thorough literary response.  Student clearly communicates creative, critical, and reflective thought.  Complex connections and original ideas with specific and relevant references to the text clearly demonstrate the student's ability to respond to literature.

Ideas/Content:  (Exemplary 6/6):  Content contributes to the central idea and makes insightful connections following logical organization.  Ideas generated are thoughtful and unique.   Exemplary development of literary response.  Content is clear, concise and true.  Accomplishes the purpose with originality, individuality, maturity, and sophistication.

Organization/Planning:  (Exemplary 6/6): Exemplary evidence of organization and planning in the form of an outline or a graphic organizer.  There is a clear assertion and identifiable main idea in response to the selected topic.  Exemplary explanation of the citation used to support the assertion.  Response follows the ACE-it paragraph writing format leading to a logical conclusion.

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Composition shows maturity in vocabulary, structure, and editing.

Submission:

Use the "1.8 PROJECT:  Writing a Literary Response" link on the main page of this section of the course to upload your assignment to your teacher for marking.

ACE it Paragraph Writing

Make an Assertion – This is your topic sentence, or the overall point you are making in this paragraph.

Use Citation – This is a quotation or reference from the selection you’ve read that proves or provides an example of your assertion.

Explanation – Explain your quote.  How does it support, or prove, your assertion?  You can't just insert a quotation without explaining why it's being used.

Offer your Interpretation – state your own opinion (don’t use I)

Transition – This is a statement that ties the paragraph together.  It links everything together.

Here is a Prezi that offers an analysis on a mockumentary of Miley Cyrus overuse in the ACE format.  The 2nd video is locked, but you don't need it to get the idea.  They also call it AEC here.

This is a link to a