CARL Questions

ELA 30-1

“Part A” Diploma Exam

texts studied

• Hamlet• A Streetcar Named Desire• The Kite Runner• The Shawshank Redemption

• “The Iron Road”• “Grinning and Happy”

• “Shining Houses”• “The Painted Door”• “On the Rainy River”

• “Dulce Et Decorum Est”• “Guilt”• “Field of Vision”• “Where There’s a Wall”• “The Uninvited”• Refugee Mother & Child”• “Students”• “The Lady of Shalott”

What idea does the author develop regarding …

• self-discovery?

• the outsider?

• the influence of an ideal on individual behavior?

• human imagination?

• challenge?

• choices?

• the desire to escape?

• dilemmas?

• isolation?

• dreams, goals, or ideals?

1990 -1994

What idea does the author develop regarding …

• the effect of adversity on the human spirit?• the individual in the face of threatening forces?• the impact of significant experience?• the individual in the midst of conflict?• risk-taking?• ruling passion?• the individual’s response to challenge?• turning points?• personal resourcefulness?• the pursuit of ideals?

1995 - 1999

What idea does the author develop regarding …

• the significance of an individual’s perspective?

• perseverance?

• adaptation?

• circumstances that compel us to respond?

• responses to circumstances beyond familiar experience?

• our capacity to prevail over adversity?

2000 - 2002

2003

• Write a composition based on literature in which the writer examines the significance of characters’ responses to the varied behaviours and/or beliefs of others. What idea(s) about responding to individual differences does the writer develop?

January 2003

• In literature, writers explore the nature of characters' responses to difficult circumstances and what those responses reveal. Write a composition based on literature that you have studied in which the writer examines the characters' responses to difficult situations. What idea(s) does the writer develop regarding what is revealed through characters' responses to hardship?

June 2003

sample exam

• Consider how our response to the changeable nature of life has been reflected and developed in a literary text(s) you have studied. Discuss the idea(s) that the author(s) develops about the impact of our response to the changeable nature of life.

January 2004

• Consider how the significance of memory of the past has been reflected and developed in a literary text or texts you have studied. Discuss the idea(s) developed by the author(s) about the significance of our memory of the past.

June 2004

• Consider how the effect of determination has been reflected and developed in a literary text or texts you have studied. Discuss the idea(s) developed by the author(s) about the significance of determination in our lives.

January 2005

• Consider how the pursuit of self-fulfillment has been reflected and developed in a literary text or texts you have studied. Discuss the idea(s) developed by the text creator(s) about an individual’s attempt to secure the satisfaction of self-fulfillment.

June 2005

• Consider how the desire for independence and the need for security have been reflected and developed in a literary text or texts you have studied. Discuss the idea(s) developed by the text creator(s) about an individual's attempt to reconcile the desire to act independently with the need for security.

January 2006

• Consider how the effect of a new perspective has been reflected and developed in a literary text you have studied. Discuss the idea(s) developed by the text creator about the effect an individual’s perspective has on personal beliefs.

June 2006

• Consider how the nature of self-preservation has been reflected and developed in a literary text you have studied in English Language Arts 30-1. Discuss the idea(s) developed by the text creator about the role that self-preservation plays when individuals respond to competing demands.

January 2007

• Consider how an individual’s response to injustice has been reflected and developed in a literary text you have studied in English Language Arts 30-1. Discuss the idea(s) developed by the text creator in your chosen text about the role that self-respect plays when an individual responds to injustice.

June 2007

• Consider how an individual’s response to conventions or circumstances has been reflected and developed in a literary text you have studied. Discuss the idea(s) developed by the text creator in your chosen text about the significance of an individual’s attempt to live unconstrained by convention or circumstance.

January 2008

• Discuss the idea developed by the text creator in your chosen text about the interplay between fear and foresight when individuals make life-altering choices.

June 2008

• Discuss the idea developed by the text creator in your chosen text about the how acts of courage develop and nurture personal integrity.

January 2009

• Discuss the idea developed by the text creator in your chosen text about the ways in which individuals struggle to restore honour and certainty.

June 2009

• Discuss the idea developed by the text creator in your chosen text about the significance of idealism and truth in an individual’s life.

January 2010

• Discuss the idea developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.

June 2010

• Discuss the idea developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves or others.

January 2011

• Discuss the idea developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.

thesis statement

In the __(genre)__ __(title)__,

__(author)__ suggests THAT . . .

N-E-X-T

• New idea for the paragraph

• Evidence / Explanation

• Evidence / Explanation

• Evidence / Explanation

• Transition to the next paragraph

directions - text

• Do not use the text provided in the booklet for the CARL. This will result in an automatice “INS”. Chose from the texts you studied in ELA 30-1. When considering the works that you have studied, choose a literary text that is meaningful to you and relevant to the assignment.

directions

• Carefully consider your controlling idea and how you will create a strong unifying effect in your response.

• As you develop your ideas, support them with appropriate, relevant, and meaningful examples from your choice of literary text.

planning

• Literary Text and Creator:

• Briefly explore your reasons for selecting the literary text as support for your response. Markers will consider the information you provide here when considering the effectiveness of your supporting evidence.