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= =  Frankenstein Web Quest Discerning Literary Criticism A WebQuest for Sec 4 IHE LIT Mary Shelley's Frankenstein Designed by Adrian Chan  [|Introduction] | [|Task] | [|Process] | [|Evaluation] | [|Conclusion] Introduction

Throughout the unit, you have become an expert on the novel through in-class activities, discussions, etc. You have also learnt how to discern literary criticism in class and you will apply these skills to your own independent analysis of a section of a literary criticism. Thus, you will enter into the role of a literary critic analyzing an essay of a colleague. You are a going to read, summarize, and interpret part of a professional literary criticism of Mary Shelley’s novel //Frankenstein//. Later, you will synthesize the knowledge you gained from the article as a whole. Through this analysis you will realize that scholars approach Shelley’s novel from very different perspectives in that the essay you will be reading combines a variety of literary interpretations of the novel. Your task as a literary critic is to read, summarize, and critique the section of the essay assigned to you. You will be sharing your summary and critique with a group of three other students in our IVLE discussion forum as well as responding to your peer’s postings. Then, you will write a reflection on how the reading of the literary criticism has changed your interpretation of the novel. The Task Independent Work: Read, summarize, and critique the section of the essay assigned to you. Your summary should include the following: Collaborative Work: Post your summary and critique on the message board and respond to the postings of the other three members of your group. Independent Synthesis of Information: Synthesize the knowledge you gained from the article as a whole by writing a one-page reflection. The Process Independent Work – 15 minutes
 * · Main points touched on in the section
 * · Brief evidence used by critic to support main arguments
 * · Your critique of the points touched on in the essay

1. Determine which section of the article you are reading. Please read directions more than once and very carefully so you do not read the wrong section. __ Group 1- __ __ http://www.womenwriters.net/editorials/anderson1.htm __ __ Group 2- __ __ http://www.victorianweb.org/previctorian/mshelley/pva229.html __ __ Group 3- http://www.erudit.org/revue/ron/2002/v/n28/007205ar.html __ __ Group 4- __ __ http://www.erudit.org/revue/RON/2005/v/n40/012464ar.html __ __ Group 5- __ [] __ Group 6- http://www.rc.umd.edu/praxis/frankenstein/vanwinkle/vanwinkle.html __ 2. Click on the link above to access the essay.

3. Use the dictionary to define unfamiliar words encountered in the text.

4. When you are finished, copy and paste your writing from the word document on the discussion forum board for our class. The purpose of this is for students to be able to access your writing and respond to it.

Respond to a single comment or a whole entry in the same manner you critiqued your own section of the article. The following are just examples: surprised/intrigued/challenged, etc. me because… __ I agree/disagree with ____ because… You are also encouraged to respond to the entries of other students outside your group.

Independent Synthesis of Information – 15 minutes Synthesize the knowledge you gained from the article as a whole by writing a reflection of 400 words or more. Post this on the message board as well. · · Topic: how reading and responding to the article changed your interpretation of the novel

Evaluation – 15 points total

1 ||  Developing 2 ||  Average 3 ||  Accomplished 4 ||  Exemplary 5  || 1  ||  Developing 2 ||  Average 3 ||  Accomplished 4 ||  Exemplary 5  || with an entry of 200 or more words in length  ||  Fails to respond to peers with an entry 200 or more words in length  ||  Responds to one member of the group with an entry of 200 or more words in length  ||  Responds to two members of the group with each entry of 200 or more words in length  ||  Responds to each of the three members of the group with each entry of 200 or more words in length  ||  Responds to the three members of own group as well as to the postings of other groups with each entry over 200 words in length  || 1 ||  Developing 2 ||  Average 3 ||  Accomplished 4 ||  Exemplary 5  ||
 * Independent Work – 5 points ||
 * || Beginning
 * Summarizes the main idea(s) of each paragraph ||  Misinterprets all of the main ideas  ||  Misinterprets most of the main ideas  ||  Misinterprets some of the main ideas  ||  Correctly summarizes most of the main ideas of each paragraph  ||  Correctly & effectively summarizes the main idea(s) of each paragraph  ||
 * Briefly states evidence used by critic to support main arguments ||  Lacks the ability to identify points of evidence to support the main ideas  ||  Demonstrates little ability to identify points of evidence to support the main ideas  ||  Correctly identifies evidence to support some but not all of the main ideas  ||  Correctly identifies at least one point of evidence in support of each main idea  ||  Correctly & effectively identifies more than one point of evidence in support each main idea  ||
 * Critiques one or more points touched on in the section of the essay ||  Critiques one point in the section of the essay ineffectively  ||  Critiques one point touched on in the section of the essay  ||  Critiques one point touched on in the section of the essay effectively  ||  Critiques one or more points touched on in the section of the essay effectively  ||  Critiques two or more points touched on in the essay effectively  ||
 * Collaborative Work – 5 points ||
 * || Beginning
 * Responds to each of the three members of the group
 * Response to a peer’s single statement or whole entry demonstrates understanding & engagement with peer’s summary & critique ||  Response to a peer’s single statement or whole entry lacks to demonstrate understanding & engagement with peer’s summary & critique  ||  Response to a peer’s single statement or whole entry demonstrates minimal understanding & engagement with peer’s summary& critique  ||  Response to a single peer’s statement or whole entry demonstrates some understanding & engagement with peer’s summary & critique  ||  Response to a single peer’s statement or whole entry demonstrates understanding & engagement with peer’s summary & critique  ||  Response to a peer’s single statement or whole entry demonstrates sophisticated understanding & extensive engagement with peer’s summary & critique  ||
 * Independent Synthesis of Information – 5 points ||
 * || Beginning
 * 400 or more words ||  Less than 200 words  ||  Less than 300 words  ||  300-400 words  ||  400 words  ||  Over 400 words  ||
 * Synthesis of knowledge gained from the article compared to how one’s interpretation of the novel changed ||  Lacks synthesis of knowledge gained from the article compared to how one’s interpretation of the novel changed  ||  Displays little synthesis of knowledge gained from the article compared to how one’s interpretation of the novel changed  ||  Displays some synthesis of knowledge gained from the article compared to how one’s interpretation of the novel changed  ||  Synthesis of knowledge gained from the article compared to how one’s interpretation of the novel changed  ||  Synthesis of knowledge gained from the article displays sophisticated understanding & is effectively compared to how one’s interpretation of the novel changed  ||