Examination papers and Examiners reports E040. Victorians. Examination paper

Size: px
Start display at page:

Download "Examination papers and Examiners reports E040. Victorians. Examination paper"

Transcription

1 Examination papers and Examiners reports E040 Victorians Examination paper 85

2 Diploma and BA in English 86

3 Examination papers and Examiners reports

4 Diploma and BA in English 88

5 Examination papers and Examiners reports

6 Diploma and BA in English 90

7 Examination papers and Examiners reports

8 Diploma and BA in English 033E040 Victorians Examiner s report General remarks This report provides a critique of candidates answers to Sections A, B and C of the Victorians examination paper (2008). It considers the strengths and weaknesses of the answers and suggests some approaches that candidates might take in responding to the questions. Candidates produced varying work that demonstrated differences in their abilities and focus. While a range of questions were answered, candidates showed a tendency to focus on certain issues and texts. For example, some of the most popular issues that candidates discussed were women s role in society, childhood, social problems and industrialisation. Some candidates also focused on the same issues when answering questions from more than one section, for example by referring to the portrayal of women and issues of gender in more than one section. Candidates are encouraged to widen their reading in order to be able to provide answers on the many different issues that are present in Victorian literature. Please refer to the subject guide for a list of topics that this unit covers and that can be discussed in the examination. Candidates are also encouraged to organise their reading around a set of topics as well as authors in order to be equipped to present varied answers. While most candidates demonstrated good knowledge of the Victorian period, many seemed to have difficulties in linking the contextual knowledge to the critical analysis of the texts. Whereas some knowledge of the social and political issues of the time is helpful and important when answering your questions, candidates should attempt to achieve a balance between contextual information and literary and critical theory. Candidates are also discouraged from focusing mainly on the life of the author whose work they are discussing. While some background information linking the issues discussed in the answer to the author s personal life can be relevant, candidates should attempt to discuss critically the portrayal of these issues in the author s works and not how these problems were present in the author s life. For example, candidates should explore and critically evaluate how the style and language used by the author influence reader s response to the text and its subject. Candidates are encouraged to follow the unit aims described in the subject guide in presenting material that demonstrates knowledge of both the primary readings (set texts), secondary readings as well as other applicable information (appropriate biographical information, literary history, specific historical knowledge, theoretical engagements with and interpretations of the texts). While candidates stand a better chance of succeeding if they illustrate their answers with secondary readings, historical and cultural context or biographical information, it is important that they do not focus mainly on historical, cultural or biographical information but only use it to support their answer and to demonstrate wider knowledge. As always, we encourage candidates to ensure that they read the question carefully before they answer. Section A All questions in this section were answered this year, but it was noticeable that the majority of answers focused on Extracts C and E. Candidates are reminded that although it might be helpful to know the text the passage is from, it is not essential. Candidates are expected to engage in a literary critique of the passage in terms of 92

9 Examination papers and Examiners reports 2008 language and style as well as to discuss how the passage demonstrates Victorian attitudes. While it is important that the critical analysis of the passage is informed and supported by knowledge of the social and political situation in the Victorian period, candidates are expected to relate this contextual knowledge to the passage discussed and explore how the style of the passage and its language relate to its theme and issues. Question 1a The majority of candidates who discussed this passage focused on the issue of war and the heroics of British soldiers as well as identifying the techniques used by Tennyson in this poem. While it is appropriate to discuss both Victorian attitudes to war and the poetic techniques used by the poet, candidates should also consider why Tennyson chose to use certain poetic techniques for this poem, e.g. what effect does the use of repetition have on the reader s sense of the poem? How does the poem convey a sense of movement and sound? While it is expected of the candidates to relate the issues in the passage to the attitudes and opinions present in Victorian society, candidates are reminded that they must distinguish between the opinions the author is expressing and their own opinion, and that presenting their opinion on the issues will not be considered as a valid answer. Question 1b This passage was not very popular and only a small number of candidates chose to tackle it. Most attempts were not very successful as candidates found it difficult to relate the form of the passage to its content. Candidates started successfully by discussing issues of individuality, changing attitudes to society and social responsibility during the Victorian period; however, some candidates only engaged in the critique of individualism. As stated above, candidates should refrain from giving their own opinion on an issue and explore how or whether the opinion presented by the author is characteristic of the Victorian period. Some questions candidates might consider include: How does John Stuart Mill achieve a sense of objectivity and rationality? Is the language and style used consistent with the subject of the passage? By what issues prevalent in the Victorian society is this passage informed? Question 1c This passage proved very popular and many candidates chose it for their answer to Section A. Candidates engaged in the discussion of issues of love, marriage and social status. Some candidates successfully explored Rossetti s portrayal of Lucy s inner struggle by considering Rossetti s use of capitalisation and how it affects the reader s response to the passage. Other questions candidates might consider include: How does Rossetti s style inform our sense of the social status of the characters? What do we learn about the characters from the way they speak? Question 1d When discussing Matthew Arnold s poem Dover Beach, candidates engaged with the issues of a changing world, nostalgia for the past and the decline of faith. Candidates also attempted to discuss the techniques employed by Arnold in this poem. Some candidates discussed the relationship between the form of the poem and its content, while other candidates found it difficult to relate the form of the poem to the contextual information. Candidates should also consider the mood of the poem. How does the mood at the beginning at the poem differ from the mood towards the end? What techniques does the poet use to describe the scenery and to evoke the mood of the moment? Question 1e The passage from Emily Brontë s Wuthering Heights was also very popular with candidates this year. Candidates approached this question by exploring the gothic and supernatural elements present in the passage, the setting of the passage, the presence of Catherine s ghost, the nightmarish dream and Heathcliff s ghost-like appearance. Other 93

10 Diploma and BA in English issues the candidates could consider include the techniques the author used to create suspense; what the narrator reveals about himself in this passage; and the description of the setting. Candidates could also discuss whether this style of writing is typical of the Victorian period. Section B Question 2 Only a small number of candidates chose to answer this question. The majority of candidates approached this question by discussing the use of dramatic monologue in the poetry of Robert Browning, while other candidates discussed poems by Alfred Lord Tennyson or Matthew Arnold. In answering this question, candidates could begin their answer by giving an overview of the form of dramatic monologue. Following from that, candidates could consider, for example, how the narrator s personality is revealed through the monologue or which techniques are used to offer alternative points of view or how the psychological self is revealed. The form of the dramatic monologue is impersonal and a valid answer could explore how or whether the absence of a narrator with whom the reader can identify, manipulates the reader s response. Question 3 It was noticeable that this question was not very popular. This is possibly because candidates found it difficult to understand or to present suitable examples. One possible approach to this question would be to discuss the symbolism of food, for example in the poem Goblin Market by Christina Rossetti, where food or hunger can be treated as symbolising hunger for knowledge. As food and hunger are connected to the satisfaction of needs, they can also be used as metaphors for sexuality and lust. Candidates could also consider how food and hunger in Victorian literature are linked to economic and class issues and the struggle between the classes. Question 4 Again the Examiners noticed a lack of answers to this question. One possible way to answer this question would be to refer to the issues raised by the work of Charles Darwin, which blurred the previously firm boundaries between humans and other species. Connected to this was also the increased fluidity of boundaries between classes and the possibility of transgression. Candidates could then explore the increasing anxieties in Victorian society about issues of class, nationalism and sexuality. Question 5 Candidates used the form of the dramatic monologue as an example in answering this question, which was suggested by the use of the quotation from Tennyson. While this is a valid approach, other works and approaches could also be considered. For example, candidates could discuss Victorian novels and explore how a character s perception of reality influences the life of that character, the different perceptions of reality and same events by different characters, and which techniques and language are used to portray different realities. For example, candidates could explore the use of multiple narrators that give space to the creation of a sense of different perceptions of reality. A valid attempt would be to consider the ways in which a narrator s personality is used in literature, or the notion of unreliable narrator. Question 6 One possible approach to this question would be to compare and contrast the portrayal of landscape and rural areas to that of cities, for example in the work of Thomas Hardy or Elizabeth Gaskell (but works of other authors could be used). Candidates could then consider what effect the setting has on the development of the plot. What is the effect of the landscape or architecture on the characters? What does the placing of an individual character into gloomy and oppressive buildings signify? Do the vast and empty landscapes convey a sense of loneliness and insignificance? Other possible approach would be to discuss how the division between public and private space is established or whether the rooms of some female characters could be seen as cell-like. 94

11 Examination papers and Examiners reports 2008 Question 7 As suggested by the quotation, one possible way to approach this question would be to consider the works of Charles Dickens. Candidates could explore the ways in which Dickens drew a line between vice and virtue. Is this boundary always clear and fixed? How is law portrayed in Dickens works? Candidates could also engage in a discussion of the meaning and interpretation of words and actions. Question 8 The Examiners noted that this question was avoided by all candidates. This is in line with candidates preference towards questions that relate to prose work rather to poetry. Candidates could consider the use of language evoking religious symbols: does the language used create a visual image or does it appeal to the other senses? Candidates could also compare the language and techniques used to the content, and consider the function of this form of imagery. Question 9 One way to approach this question would be to discuss the treatment of industrialisation in Victorian literature. Candidates could also refer to the portrayal of railways and the changing sense of distance in Victorian society. Candidates could explore how authors express nostalgia for a pre-industrial past, and how industry and technology are portrayed. Are machines described as having positive effect on a character s life or are they portrayed as a source of unfortunate events? While it is valid to discuss the problems of industrialisation in Victorian society, candidates are expected to engage in the critique of the treatment of these problems in literature. Question 10 The Examiners again noted a lack of answers to this question. This is possibly because candidates had difficulty in understanding the quotation by Walter Pater. One approach to this question would be to explore the issue of whether the purpose of poetry or all literary works is the enjoyment and pleasures it affords or whether it should also have a moral purpose. Candidates could discuss the art for art s sake movement from the end of the Victorian period. Question 11 This question proved very popular. Many candidates chose to answer this question by using the works of Oscar Wilde as an example. While this can constitute a valid answer, the Examiners want to remind the candidates that, as we stated above, they should not engage in a discussion of the problems with Victorian morality that the author had during his or her life. While some background information about an author s life can be helpful as a way of connecting the issue of morality in Victorian society to his or her literary works, a discussion of an author s life on its own will not be considered a valid answer. In relation to this question candidates could consider the literary techniques used by Wilde to portray the hypocrisy of the upper classes, the use of language and irony. Question 12 This question can be approached by exploring how the chosen topic was viewed in Victorian society, what it signified and what the attitudes of the period were towards this subject. Candidates can then explore how this was reflected in literary works. For example, how is violence, isolation or any of the other issues experienced by the characters? What influence does it have on them? What role does it play in the plot development or the setting of the story? What techniques were used to convey the sense of isolation, friendship or time? 95

12 Diploma and BA in English Section C Question 13 Possible approaches to this question would be to compare the use of a third person narrator with the use of a first person narrator. Candidates could also discuss the use of dramatic monologue or the use of multiple narrators. Candidates could compare the limitations and advantages of both first person and third person narrator. In what ways can the credibility of the first person narrator be compromised? Are third person narrators always reliable? What literary devices are used to make the reader identify with the characters? What is the relationship between the narrator and the reader? Question 14 Only one candidate answered this question. Perhaps candidates found it difficult to understand the question or to find suitable examples. Possible approaches would be to consider the division between the upper and the lower classes, and how cleanliness and dirt are used in the portrayal of each class. Other things candidates could consider would be the connection between cleanliness and sexuality, especially in relation to the treatment of women. Question 15 The Examiners noted that this question was avoided by all candidates. This is possibly due to a lack of understanding of the question. Possible approaches to this question would be to discuss the notion of Orientalism and the perceived conflict between the rational European and British culture and the sensuous and irrational cultures of overseas societies. By extension, this can be linked to the treatment of men as rational beings and women as more irrational and emotional beings. Candidates could compare the treatment of foreign cultures in Victorian literature with the treatment of women. Question 16 The Examiners noted that one candidate misunderstood this question. Candidates are reminded to read all questions carefully before attempting to answer. As suggested by the quotation, the majority of candidates chose to use the works of Oscar Wilde. Some candidates also chose to use examples from Gothic literature. Some questions candidates could consider in relation to this question would be: How is the sense of illusion achieved in literature? How does a certain character s sense of illusion inform his or her opinion of others and their decisions? What is the connection between illusion and pleasure? Question 17 One possible approach to this question would be to consider Foucault s ideas about visibility and gaze, and how these can be applied to Victorian literature and Victorian society as a whole. From this approach, candidates could move on to consider the notion of the culture of visibility and the disciplinary power of the gaze. Candidates could consider how such notions are used in the portrayal of the Victorian society in general or how the power of the gaze is used in relation to women and female sexuality. Is women s sexuality and desire disciplined by the invisible gaze of others? Other issues candidates could consider would be: the hypocrisy of Victorian society, the importance of maintaining social decorum and social status, and the division between the public and private spheres. Question 18 Possible approaches to this question would be to consider Victorian drama or Gothic literature. Candidates could discuss, for example, how the sense of suspense and melodrama is achieved and to what purpose it is used. What are the typical characters and plot in Victorian drama or Gothic novels? Should theatre or drama be a faithful representation of reality? 96

13 Examination papers and Examiners reports 2008 Question 19 Again, the Examiners noted a lack of answers to this question. This is possibly because candidates had difficulties understanding this question. Possible ways of looking at this question would to take a portrayal of different classes and explore whether they are depicted as having inherently different qualities, and how social mobility is portrayed. The concept of class can be also seen as being connected to the concept of nation and, therefore, the difference between classes can be compared to the idea of foreignness and the purity of a nation or a race. Following on from this, issues that candidates could consider include: Are certain social classes portrayed as diseased or impure? How is speech used to differentiate between different classes? How is social mobility viewed by characters from different classes? Question 20 This question was very popular and many candidates chose to answer it. This follows a trend that the Examiners noted from previous years, when questions relating to the issue of childhood were also popular. Candidates could begin by discussing contemporary attitudes towards childhood and questioning the notion of the innocence of childhood. Candidates could consider why and in what ways the concept of childhood was sentimentalised and why childhood was perceived as a purer and more innocent state than adulthood. Candidates can further compare Victorian society and working conditions with, for example, Dickens portrayal of childhood characters. Candidates could also explore how the characters are portrayed and how or whether they are given a voice in the story. Question 21 This question was also very popular. Possible approaches to this question would be to explore the concept of family values and the family ideal, and how these notions changed in the Victorian period. Following on from this, candidates could discuss the portrayal of gender issues and of the separation of private and public life. What role does the family unit play in the Victorian novel? Is family life idealised in Victorian literature? Are traditional family values questioned by some authors? Question 22 Candidates answering this question could consider the works of Victorian women writers or compare the portrayal of women s bodies in the writings of women writers to the works of male writers. Female sexual desire was connected to impurity and from this follows the notion of contamination of the female body. Victorian novels also often contain portrayals of mysterious and unspecified illness to which middle-class female characters are often prone. Candidates could also consider the extent to which the female body can be perceived as symbolising wider social struggles. Question 23 The Examiners noted that this question was also avoided by all candidates. Possible ways to approach this question would be to consider the significance of the use of regional dialects or slang in speech. Candidates could consider what the use of slang or regional dialects tell us about the character and his or her social class, background or education. What reasons did the author have for using slang or dialect? 97

14 Diploma and BA in English Notes 98

Oscar Wilde ( )

Oscar Wilde ( ) Oscar Wilde (1854 1900) He was born in Dublin. He graduated in classical studies at Trinity College in Dublin, and then he won a scholarship and studied in Oxford. Here he got to know the works and ideas

More information

Examiners report 2014

Examiners report 2014 Examiners reports 2014 Examiners report 2014 EN2040/EN3040 Victorians Advice to candidates on how Examiners calculate marks It is important that candidates recognise that in all papers, three questions

More information

Jefferson School District Literature Standards Kindergarten

Jefferson School District Literature Standards Kindergarten Kindergarten LI.01 Listen, make connections, and respond to stories based on well-known characters, themes, plots, and settings. LI.02 Name some book titles and authors. LI.03 Demonstrate listening comprehension

More information

A Brief Overview of Literary Criticism

A Brief Overview of Literary Criticism A Brief Overview of Literary Criticism Woman Reading Book in a Landscape, Camille Corot Literary Critical Theory is a tool that helps you find meaning in stories, poems and plays. There are many different

More information

FACTFILE: GCE ENGLISH LITERATURE

FACTFILE: GCE ENGLISH LITERATURE FACTFILE: GCE ENGLISH LITERATURE STARTING POINTS PROSE PRE 1900 The Study of Prose Pre 1900 In this Unit there are 4 Assessment Objectives involved AO1, AO2, AO3 and AO5. AO1: Textual Knowledge and understanding,

More information

0397 English Literature November 2005 ENGLISH LITERATURE Paper 0397/01 Poetry, Prose and Drama... 1

0397 English Literature November 2005 ENGLISH LITERATURE Paper 0397/01 Poetry, Prose and Drama... 1 CONTENTS www.xtremepapers.com ENGLISH LITERATURE... 1 Paper 0397/01 Poetry, Prose and Drama... 1 FOREWORD This booklet contains reports written by Examiners on the work of candidates in certain papers.

More information

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text. Literature: Key Ideas and Details College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

More information

1. Plot. 2. Character.

1. Plot. 2. Character. The analysis of fiction has many similarities to the analysis of poetry. As a rule a work of fiction is a narrative, with characters, with a setting, told by a narrator, with some claim to represent 'the

More information

FINAL. Mark Scheme. English Literature 47104F. (Specification 4710) Unit 4: Approaching Shakespeare and the. English Literary Heritage Tier F

FINAL. Mark Scheme. English Literature 47104F. (Specification 4710) Unit 4: Approaching Shakespeare and the. English Literary Heritage Tier F Version : 0.3 General Certificate of Secondary Education June 2013 English Literature 47104F (Specification 4710) Unit 4: Approaching Shakespeare and the English Literary Heritage Tier F FINAL Mark Scheme

More information

Syllabus. General Certificate of Education Ordinary Level LITERATURE IN ENGLISH For examination in June and November 2011

Syllabus. General Certificate of Education Ordinary Level LITERATURE IN ENGLISH For examination in June and November 2011 General Certificate of Education Ordinary Level Syllabus LITERATURE IN ENGLISH 2010 For examination in June and November 2011 CIE provides syllabuses, past papers, examiner reports, mark schemes and more

More information

2011 Tennessee Section VI Adoption - Literature

2011 Tennessee Section VI Adoption - Literature Grade 6 Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms Anthology includes a variety of texts: fiction, of literature. nonfiction,and

More information

FOREWORD... 1 LANGUAGE AND LITERATURE IN ENGLISH... 2

FOREWORD... 1 LANGUAGE AND LITERATURE IN ENGLISH... 2 SR1IN0201 FOREWORD... 1 LANGUAGE AND LITERATURE IN ENGLISH... 2 GCE Advanced Subsidiary Level... 2 Paper 8695/02 Composition... 2 Paper 8695/09 Poetry, Prose and Drama... 3 This booklet contains reports

More information

Guide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature.

Guide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature. Grade 6 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher

More information

The purpose of this pack is to provide centres with marked exemplars of responses to the June 2016 examination.

The purpose of this pack is to provide centres with marked exemplars of responses to the June 2016 examination. Pearson Edexcel Level 3 GCE English Literature Advanced Subsidiary 8ET0 02 Paper 2: Prose The purpose of this pack is to provide centres with marked exemplars of responses to the June 2016 examination.

More information

English Literature Unit 4360

English Literature Unit 4360 Edexcel IGCSE English Literature Unit 4360 November 2006 Mark Scheme Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications

More information

THE QUESTION IS THE KEY

THE QUESTION IS THE KEY THE QUESTION IS THE KEY KEY IDEAS AND DETAILS CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from

More information

THE SHORT STORY. Title of Selection: Author: Characters: the people or animals who are in a story. Setting: the time and place in which a story occurs

THE SHORT STORY. Title of Selection: Author: Characters: the people or animals who are in a story. Setting: the time and place in which a story occurs THE SHORT STORY Title of Selection: Author: Elements of a Short Story Elements of This Story Characters: the people or animals who are in a story Setting: the time and place in which a story occurs Plot:

More information

January Mark Scheme. English Literature 47104F. General Certificate of Secondary Education

January Mark Scheme. English Literature 47104F. General Certificate of Secondary Education Version : 28/02/2012 General Certificate of Secondary Education English Literature 47104F Unit 4 Approaching Shakespeare and the English Literary Heritage F Tier January 2012 Mark Scheme Mark schemes are

More information

Reading Responses Note: please do the responses after they are assigned in class, for the prompts ahead of us may be revised as the semester progresses. Also, please do not print out all the questions

More information

LITERARY ELEMENTS NOTES

LITERARY ELEMENTS NOTES Name: Date: #: English Period: LITERARY ELEMENTS NOTES -Literary elements are elements that make up a (characters, characterization, conflict, setting, theme, symbolism, point of view, mood, tone, and

More information

Virginia English 12, Semester A

Virginia English 12, Semester A Syllabus Virginia English 12, Semester A Course Overview English is the study of the creation and analysis of literature written in the English language. In Virginia English 12, Semester A, you will explore

More information

AP Literature and Composition

AP Literature and Composition Course Title: AP Literature and Composition Goals and Objectives Essential Questions Assignment Description SWBAT: Evaluate literature through close reading with the purpose of formulating insights with

More information

College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R)

College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R) College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R) The K 12 standards on the following pages define what students should understand and be able to do by the

More information

Students performance in 2013 Literature in English, Papers 1, 2, and sample papers. Questions and answers

Students performance in 2013 Literature in English, Papers 1, 2, and sample papers. Questions and answers 9 Oct 2013 Students performance in 2013 Literature in English, Papers 1, 2, and 3 2016 sample papers Questions and answers 2 PAPER THREE Portfolio Generally reasoned and logically organized work Some well-researched

More information

Next Generation Literary Text Glossary

Next Generation Literary Text Glossary act the most major subdivision of a play; made up of scenes allude to mention without discussing at length analogy similarities between like features of two things on which a comparison may be based analyze

More information

AN INTEGRATED CURRICULUM UNIT FOR THE CRITIQUE OF PROSE AND FICTION

AN INTEGRATED CURRICULUM UNIT FOR THE CRITIQUE OF PROSE AND FICTION AN INTEGRATED CURRICULUM UNIT FOR THE CRITIQUE OF PROSE AND FICTION OVERVIEW I. CONTENT Building on the foundations of literature from earlier periods, significant contributions emerged both in form and

More information

PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE ADVANCED PLACEMENT LITERATURE AND COMPOSITION GRADE 12

PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE ADVANCED PLACEMENT LITERATURE AND COMPOSITION GRADE 12 PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE ADVANCED PLACEMENT LITERATURE AND COMPOSITION GRADE 12 For each section that follows, students may be required to analyze, recall, explain, interpret,

More information

GCSE English Literature Unit 4 Approaching Shakespeare and the English Literary Heritage

GCSE English Literature Unit 4 Approaching Shakespeare and the English Literary Heritage GCSE English Literature Unit 4 Approaching Shakespeare and the English Literary Heritage Mark Scheme 97154F June 2015 V1 Final Mark schemes are prepared by the Principal Examiner and considered, together

More information

3200 Jaguar Run, Tracy, CA (209) Fax (209)

3200 Jaguar Run, Tracy, CA (209) Fax (209) 3200 Jaguar Run, Tracy, CA 95377 (209) 832-6600 Fax (209) 832-6601 jeddy@tusd.net Dear English 1 Pre-AP Student: Welcome to Kimball High s English Pre-Advanced Placement program. The rigorous Pre-AP classes

More information

Cultural studies is an academic field grounded in critical theory. It generally concerns the political nature of popular contemporary culture, and is

Cultural studies is an academic field grounded in critical theory. It generally concerns the political nature of popular contemporary culture, and is Cultural studies is an academic field grounded in critical theory. It generally concerns the political nature of popular contemporary culture, and is to this extent distinguished from cultural anthropology.

More information

Poetry Anthology Student Homework Book

Poetry Anthology Student Homework Book Poetry Anthology Student Homework Book How to use this book: This book is designed to consolidate your understanding of the poems and prepare you for your exam. Complete the tables on each poem to revise

More information

ENGLISH COURSE OBJECTIVES AND OUTCOMES KHEMUNDI COLLEGE; DIGAPAHANDI

ENGLISH COURSE OBJECTIVES AND OUTCOMES KHEMUNDI COLLEGE; DIGAPAHANDI 1 ENGLISH COURSE OBJECTIVES AND OUTCOMES KHEMUNDI COLLEGE; DIGAPAHANDI Semester -1 Core 1: British poetry and Drama (14 th -17 th century) 1. To introduce the student to British poetry and drama from the

More information

Examiners Report June GCSE English Literature 5ET2F 01

Examiners Report June GCSE English Literature 5ET2F 01 Examiners Report June 2016 GCSE English Literature 5ET2F 01 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest awarding body. We provide a wide range of

More information

ENGLISH LITERATURE. Preparing for mock exams: how to set a question A LEVEL

ENGLISH LITERATURE. Preparing for mock exams: how to set a question A LEVEL Preparing for mock exams: how to set a question One of the best ways of achieving examination success is to practise, and when you start preparing students for the new set texts on H072/H472 AS and A level

More information

AQA Love and relationships cluster study guide

AQA Love and relationships cluster study guide As you approach each poem in the cluster, think about the following questions. 1. What is the poem about? 2. Who is the speaker of the poem? 3. Who is the speaker speaking to or addressing? 4. What happens

More information

English 350 Early Victorian Poetry and Prose: Faith in an Age of Doubt

English 350 Early Victorian Poetry and Prose: Faith in an Age of Doubt English 350 Early Victorian Poetry and Prose: Faith in an Age of Doubt Winter 2008 Dr. G. Glen Wickens TTH 10:00 Morris House,8 N.214 Office Hrs. MWF 10:00-11:00 am Telephone: 822-9600 ext. 2384 (office)

More information

AP English Literature and Composition Syllabus

AP English Literature and Composition Syllabus AP English Literature and Composition Syllabus AP English Literature and Composition Course Overview The advanced placement course for English Literature and Composition meets each week for 45 minutes

More information

Analysis via Close Reading

Analysis via Close Reading Analysis via Close Reading FORMALISM Focus Style, Setting & Theme How does the form (how it is written) of the text work to reinforce the theme (why it was written)? Look at literary devices such as similes,

More information

The Picture of Dorian Gray

The Picture of Dorian Gray Teaching Oscar Wilde's from by Eva Richardson General Introduction to the Work Introduction to The Picture of Dorian Gr ay is a novel detailing the story of a Victorian gentleman named Dorian Gray, who

More information

Literary Theory and Criticism

Literary Theory and Criticism Literary Theory and Criticism The Purpose of Criticism n Purpose #1: To help us resolve a difficulty in the reading n Purpose #2: To help us choose the better of two conflicting readings n Purpose #3:

More information

Carleton University Winter 2012 Department of English

Carleton University Winter 2012 Department of English Carleton University Winter 2012 Department of English Course and Section No: ENGL 4550A Course Title: Studies in Victorian Lit I: Freud and the Victorians Thursdays, 14:35 17:25 210 TB (Please confirm

More information

Literary Theory and Criticism

Literary Theory and Criticism Literary Theory and Criticism The Purpose of Criticism n Purpose #1: To help us resolve a difficulty in the reading n Purpose #2: To help us choose the better of two conflicting readings n Purpose #3:

More information

Examiners Report June GCSE English Literature 5ET2F 01

Examiners Report June GCSE English Literature 5ET2F 01 Examiners Report June 2013 GCSE English Literature 5ET2F 01 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest awarding body. We provide a wide range of

More information

Character. Character a person in a story, poem, or play. Types of Characters:

Character. Character a person in a story, poem, or play. Types of Characters: LiteraryTerms Character Character a person in a story, poem, or play. Types of Characters: Round- fully developed, has many different character traits Flat- stereotyped, one-dimensional, few traits Static

More information

California Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four

California Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four California Content Standards that can be enhanced with storytelling George Pilling, Supervisor of Library Media Services, Visalia Unified School District Kindergarten 2.2 Use pictures and context to make

More information

Carleton University Department of English Winter ENGL 4551A: Studies in Victorian Literature II Freud and the Victorians

Carleton University Department of English Winter ENGL 4551A: Studies in Victorian Literature II Freud and the Victorians Carleton University Department of English Winter 2010 ENGL 4551A: Studies in Victorian Literature II Freud and the Victorians Time: Wednesdays, 11:35 14:25 Location: 118 PA Please confirm location on Carleton

More information

Open-ended Questions for Advanced Placement English Literature and Composition,

Open-ended Questions for Advanced Placement English Literature and Composition, Open-ended Questions for Advanced Placement English Literature and Composition, 1970-2007 1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a)

More information

AQA poetry anthology. GCSE English. Teachit sample

AQA poetry anthology. GCSE English. Teachit sample AQA poetry anthology GCSE English Literature 9-1 03 Introduction 03 Summary of themes for revision Ozymandias Percy Bysshe Shelley 06 Revision notes 07 Revision activities London William Blake 15 Revision

More information

A STEP-BY-STEP PROCESS FOR READING AND WRITING CRITICALLY. James Bartell

A STEP-BY-STEP PROCESS FOR READING AND WRITING CRITICALLY. James Bartell A STEP-BY-STEP PROCESS FOR READING AND WRITING CRITICALLY James Bartell I. The Purpose of Literary Analysis Literary analysis serves two purposes: (1) It is a means whereby a reader clarifies his own responses

More information

Literary Criticism. Literary critics removing passages that displease them. By Charles Joseph Travies de Villiers in 1830

Literary Criticism. Literary critics removing passages that displease them. By Charles Joseph Travies de Villiers in 1830 Literary Criticism Literary critics removing passages that displease them. By Charles Joseph Travies de Villiers in 1830 Formalism Background: Text as a complete isolated unit Study elements such as language,

More information

Autumn Term 2015 : Two

Autumn Term 2015 : Two A2 Literature Homework Name Teachers Provide a definition or example of each of the following : Epistolary parody intrusive narrator motif stream of consciousness The accuracy of your written expression

More information

Office hours: MW2:00and TTH 12:30-2:00 and by appointment Office Biddle 223C Phone ext. 7166

Office hours: MW2:00and TTH 12:30-2:00 and by appointment Office Biddle 223C Phone ext. 7166 Survey of English Literature 2: 1800 - Present ENGLIT 0056 4010 28213 MW 3:00-4:20 Biddle 253 Dr. Ann Rea Spring 2018 Syllabus and Course Description anr12@pitt.edu Office hours: MW2:00and TTH 12:30-2:00

More information

A Level English Literature: course planner

A Level English Literature: course planner A Level English Literature: course planner Co-teaching AS and A level students in year 1 Year 1 Autumn 1 Contemporary poetry Autumn 2 Spring 1 Spring 2 Drama AS paper 1 section B mock exam Prose Prose

More information

Examination papers and Examiners reports E045. Moderns. Examination paper

Examination papers and Examiners reports E045. Moderns. Examination paper Examination papers and Examiners reports 2008 033E045 Moderns Examination paper 99 Diploma and BA in English 100 Examination papers and Examiners reports 2008 101 Diploma and BA in English 102 Examination

More information

Critical Strategies for Reading. Notes and Finer Points

Critical Strategies for Reading. Notes and Finer Points Critical Strategies for Reading Notes and Finer Points Formalist Popular from WWII to the 1970s, then replaced by approaches that had more political tendencies. The best formalist readers are those who

More information

Literary Terms Review. Part I

Literary Terms Review. Part I Literary Terms Review Part I Protagonist Main Character The Good Guy Antagonist Characters / Forces that work against the main character Plot / Plot Development Sequence of Events Exposition The beginning

More information

COURSE SLO REPORT - HUMANITIES DIVISION

COURSE SLO REPORT - HUMANITIES DIVISION COURSE SLO REPORT - HUMANITIES DIVISION COURSE SLO STATEMENTS - ENGLISH Course ID Course Name Course SLO Name Course SLO Statement 12 15A 15B 1A 1B Introduction to Fiction SLO #1 Examine short stories

More information

CASAS Content Standards for Reading by Instructional Level

CASAS Content Standards for Reading by Instructional Level CASAS Content Standards for Reading by Instructional Level Categories R1 Beginning literacy / Phonics Key to NRS Educational Functioning Levels R2 Vocabulary ESL ABE/ASE R3 General reading comprehension

More information

Short story definition. Brief work of fiction

Short story definition. Brief work of fiction Short story definition Brief work of fiction Elements of A Short Story Character Plot Setting Theme Point of View Plot The sequence of events in a literary work. Plot elements Plot is built on five main

More information

Mr. Christopher Mock

Mr. Christopher Mock REQUIRED SUMMER READING (Two Books): Book #1. The Scarlet Letter by Nathaniel Hawthorne. Book #2. How to Read Literature Like a Professor by Thomas C. Foster Choose any editions, but you must read both

More information

AN INTRODUCTION OF THE STUDY OF LITERATURE

AN INTRODUCTION OF THE STUDY OF LITERATURE AN INTRODUCTION OF THE STUDY OF LITERATURE CHAPTER 2 William Henry Hudson Q. 1 What is National Literature? INTRODUCTION : In order to understand a book of literature it is necessary that we have an idea

More information

CHAPTER II LITERATURE REVIEW, CONCEPTS, AND THEORITICAL FRAMEWORK

CHAPTER II LITERATURE REVIEW, CONCEPTS, AND THEORITICAL FRAMEWORK 7 CHAPTER II LITERATURE REVIEW, CONCEPTS, AND THEORITICAL FRAMEWORK 2.1. Introduction This chapter consists of literature review, concepts which consists concept character and characterization, and theoretical

More information

STAAR Overview: Let s Review the 4 Parts!

STAAR Overview: Let s Review the 4 Parts! STAAR Overview: Let s Review the 4 Parts! Q: Why? A: Have to pass it to graduate! Q: How much time? A: 5 hours TOTAL Q: How should I do the test? A: 1st Plan and Write your Essay 2nd Reading Questions

More information

Gothic Literature and Wuthering Heights

Gothic Literature and Wuthering Heights Gothic Literature and Wuthering Heights What makes Gothic Literature Gothic? A castle, ruined or in tack, haunted or not ruined buildings which are sinister or which arouse a pleasing melancholy, dungeons,

More information

Multiple Critical Perspectives. Teaching John Steinbeck's. Of Mice and Men. from. Multiple Critical Perspectives. Michelle Ryan

Multiple Critical Perspectives. Teaching John Steinbeck's. Of Mice and Men. from. Multiple Critical Perspectives. Michelle Ryan Teaching John Steinbeck's Of Mice and Men from by Michelle Ryan Of Mice and Men General Introduction to the Work Introduction to Of Mice and Men John Steinbeck wa s born in 1902 in Salinas, California.

More information

TABLE OF CONTENTS. Test 2-Strengths/Weaknesses..21 January 2008 Answer Key..22 January 2008 Listening Passage January 2008 Task 3..

TABLE OF CONTENTS. Test 2-Strengths/Weaknesses..21 January 2008 Answer Key..22 January 2008 Listening Passage January 2008 Task 3.. Comprehensive ELA TABLE OF CONTENTS Introduction 1 New Regents Template (Task 3) 2-3 Task 4 Critical Lens Shaping Sheet.4 9 Box Chart-Critical Lens Essay Outline Format..5 Test 1-Strengths/Weaknesses 6

More information

Independent Reading due Dates* #1 December 2, 11:59 p.m. #2 - April 13, 11:59 p.m.

Independent Reading due Dates* #1 December 2, 11:59 p.m. #2 - April 13, 11:59 p.m. AP Literature & Composition Independent Reading Assignment Rationale: In order to broaden your repertoire of texts, you will be reading two books or plays of your choosing this year. Each assignment counts

More information

English. English 80 Basic Language Skills. English 82 Introduction to Reading Skills. Students will: English 84 Development of Reading and Writing

English. English 80 Basic Language Skills. English 82 Introduction to Reading Skills. Students will: English 84 Development of Reading and Writing English English 80 Basic Language Skills 1. Demonstrate their ability to recognize context clues that assist with vocabulary acquisition necessary to comprehend paragraph-length non-fiction texts written

More information

PRESENTATION SPEECH OUR CONTRIBUTION TO THE ERASMUS + PROJECT

PRESENTATION SPEECH OUR CONTRIBUTION TO THE ERASMUS + PROJECT PRESENTATION SPEECH OUR CONTRIBUTION TO THE ERASMUS + PROJECT During the English lessons of the current year, our class the 5ALS of Liceo Scientifico Albert Einstein, actively joined the Erasmus + KA2

More information

Misc Fiction Irony Point of view Plot time place social environment

Misc Fiction Irony Point of view Plot time place social environment Misc Fiction 1. is the prevailing atmosphere or emotional aura of a work. Setting, tone, and events can affect the mood. In this usage, mood is similar to tone and atmosphere. 2. is the choice and use

More information

COURSE SLO ASSESSMENT 4-YEAR TIMELINE REPORT (ECC)

COURSE SLO ASSESSMENT 4-YEAR TIMELINE REPORT (ECC) COURSE SLO ASSESSMENT 4-YEAR TIMELINE REPORT (ECC) HUMANITIES DIVISION - ENGLISH ECC: ENGL 28 Images of Women in Literature Upon completion of the course, successful students will identify female archetypes,

More information

WRITING A PRÈCIS. What is a précis? The definition

WRITING A PRÈCIS. What is a précis? The definition What is a précis? The definition WRITING A PRÈCIS Précis, from the Old French and literally meaning cut short (dictionary.com), is a concise summary of an article or other work. The précis, then, explains

More information

abc Mark Scheme English Literature 5741 Specification A General Certificate of Education Texts in Context 2008 examination - January series

abc Mark Scheme English Literature 5741 Specification A General Certificate of Education Texts in Context 2008 examination - January series Version 1.0 02/08 abc General Certificate of Education English Literature 5741 Specification A LTA3 Texts in Context Mark Scheme 2008 examination - January series Mark schemes are prepared by the Principal

More information

Latino Impressions: Portraits of a Culture Poetas y Pintores: Artists Conversing with Verse

Latino Impressions: Portraits of a Culture Poetas y Pintores: Artists Conversing with Verse Poetas y Pintores: Artists Conversing with Verse Middle School Integrated Curriculum visit Language Arts: Grades 6-8 Indiana Academic Standards Social Studies: Grades 6 & 8 Academic Standards. Visual Arts:

More information

LITERATURE IN ENGLISH 9765/01 Paper 1 Poetry and Prose May/June hours Additional Materials: Answer Booklet/Paper

LITERATURE IN ENGLISH 9765/01 Paper 1 Poetry and Prose May/June hours Additional Materials: Answer Booklet/Paper www.xtremepapers.com Cambridge International Examinations Cambridge Pre-U Certificate *4357900068* LITERATURE IN ENGLISH 9765/01 Paper 1 Poetry and Prose May/June 2014 2 hours Additional Materials: Answer

More information

ENGLISH IVAP. (A) compare and contrast works of literature that materials; and (5) Reading/Comprehension of Literary

ENGLISH IVAP. (A) compare and contrast works of literature that materials; and (5) Reading/Comprehension of Literary ENGLISH IVAP Unit Name: Gothic Novels Short, Descriptive Overview These works, all which are representative of nineteenth century prose with elevated language and thought provoking ideas, adhere to the

More information

DE LA SALLE SCHOOL LEARNING PROGRAMME YEAR 8. Half Term 1a

DE LA SALLE SCHOOL LEARNING PROGRAMME YEAR 8. Half Term 1a Half Term 1a Learning about key persuasive techniques in writing what they are, what they look like and how they are used in the real world. Weeks 3, 4 and 5: Writing to argue how is it different to persuasion?

More information

BPS Interim Assessments SY Grade 2 ELA

BPS Interim Assessments SY Grade 2 ELA BPS Interim SY 17-18 BPS Interim SY 17-18 Grade 2 ELA Machine-scored items will include selected response, multiple select, technology-enhanced items (TEI) and evidence-based selected response (EBSR).

More information

The character who struggles or fights against the protagonist. The perspective from which the story was told in.

The character who struggles or fights against the protagonist. The perspective from which the story was told in. Prose Terms Protagonist: Antagonist: Point of view: The main character in a story, novel or play. The character who struggles or fights against the protagonist. The perspective from which the story was

More information

vision and/or playwright's intent. relevant to the school climate and explore using body movements, sounds, and imagination.

vision and/or playwright's intent. relevant to the school climate and explore using body movements, sounds, and imagination. Critical Thinking and Reflection TH.K.C.1.1 TH.1.C.1.1 TH.2.C.1.1 TH.3.C.1.1 TH.4.C.1.1 TH.5.C.1.1 TH.68.C.1.1 TH.912.C.1.1 TH.912.C.1.7 Create a story about an Create a story and act it out, Describe

More information

Danville Area School District Course Overview

Danville Area School District Course Overview Danville Area School District Course Overview 2017-2018 Course: 12 English and 12 English Honors Teachers : Matthew Bloom, Courtney Hugo, and Shavaun Mull Course Introduction: This will be a survey course

More information

Upper School Summer Required Assignments Books & Topics

Upper School Summer Required Assignments Books & Topics Upper School Summer Required Assignments Books & Topics General Requirements: Choose the books and topics according to your placement in the rising grade (College Preparatory, Honors, AP). Prepare to write

More information

English IV Literature and Composition Advanced Placement Summer Reading Assignment Ms. Ducote:

English IV Literature and Composition Advanced Placement Summer Reading Assignment Ms. Ducote: English IV Literature and Composition Advanced Placement Summer Reading Assignment Ms. Ducote: 2018-2019 Welcome to English IV AP! The objectives of this class are to prepare you to pass the AP exam, to

More information

Reading comprehension: Characters

Reading comprehension: Characters Reading comprehension: Characters characters identify the characters in the text. I can list the characters in the text. I can describe the characters in the text. I can identify some relevant and or interesting

More information

The Ruined Maid. By Thomas Hardy

The Ruined Maid. By Thomas Hardy The Ruined Maid By Thomas Hardy 1840-1928 The Ruined Maid What do we understand from the title of the poem? O Melia, my dear, this does everything crown! Who could have supposed I should meet you in Town?

More information

San Ġorġ Preca College Secondary School, Blata l-bajda Half-Yearly Examinations - February English Literature Track 3 Form: 4 Time: 2 hours

San Ġorġ Preca College Secondary School, Blata l-bajda Half-Yearly Examinations - February English Literature Track 3 Form: 4 Time: 2 hours San Ġorġ Preca College Secondary School, Blata l-bajda Half-Yearly Examinations - February 2015 English Literature Track 3 Form: 4 Time: 2 hours Name & Surname: Class: Index No: Teacher: Section A DRAMA

More information

A Level English Language and Literature EXEMPLAR RESPONSES

A Level English Language and Literature EXEMPLAR RESPONSES A Level English Language and Literature EXEMPLAR RESPONSES A Level Paper 1, Section A Voices in 20th- and 21st-Century Texts Contents About this exemplar pack 2 Question 2 Mark scheme 3 Exemplar responses

More information

When you submit them at the end of the semester, please name your file: s11_eng10106_yourlastname_journals

When you submit them at the end of the semester, please name your file: s11_eng10106_yourlastname_journals s11_eng10106_12111_journals.odt 1 Journals For almost every discussion day, I will randomly select three students to share their journal entry as a means to open up our discussion for the day. Please answer

More information

Switching to OCR from Edexcel

Switching to OCR from Edexcel Switching to OCR from Edexcel Introduction The key content and skills to be covered by all new AS and A Level English Literature specifications mean it s straightforward to move to a different exam board.

More information

Mark Scheme (Results) Summer 2010

Mark Scheme (Results) Summer 2010 Mark Scheme (Results) Summer 2010 GCE GCE English Literature (6ET03) Paper 01 Interpretations of Prose & Poetry Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High

More information

Karen Dieleman. Religious Imaginaries: The Liturgical and Poetic Practices of Elizabeth

Karen Dieleman. Religious Imaginaries: The Liturgical and Poetic Practices of Elizabeth Karen Dieleman. Religious Imaginaries: The Liturgical and Poetic Practices of Elizabeth Barrett Browning, Christina Rossetti, and Adelaide Procter. Athens, OH: Ohio University Press, 2012. ISBN: 978-0821420171.

More information

Language Arts Literary Terms

Language Arts Literary Terms Language Arts Literary Terms Shires Memorize each set of 10 literary terms from the Literary Terms Handbook, at the back of the Green Freshman Language Arts textbook. We will have a literary terms test

More information

Chetek-Weyerhaeuser High School

Chetek-Weyerhaeuser High School Chetek-Weyerhaeuser High School Unit 1 Writing Review (5 Days) AP English Units and AP English A 1. I can distinguish the different parts of speech as well as identify and correct common grammatical mistakes

More information

Introduction. a pre-release pack based on an extract of Virginia Woolf s Mrs Dalloway and three pieces of secondary material

Introduction. a pre-release pack based on an extract of Virginia Woolf s Mrs Dalloway and three pieces of secondary material Introduction This is a complete pack to help students prepare for the synoptic paper. It models one of the formats used in previous examinations. It consists of: a pre-release pack based on an extract

More information

Paper Reference(s) 4360/01 London Examinations IGCSE. Tuesday 10 May 2005 Morning Time: 1 hour 30 minutes

Paper Reference(s) 4360/01 London Examinations IGCSE. Tuesday 10 May 2005 Morning Time: 1 hour 30 minutes Paper Reference(s) 4360/01 London Examinations IGCSE English Literature Paper 1 Drama and Prose Tuesday 10 May 2005 Morning Time: 1 hour 30 minutes Materials required for examination Answer book (AB12)

More information

3RD GRADE 4TH GRADE 5TH GRADE

3RD GRADE 4TH GRADE 5TH GRADE OBSERVATION DECK 3RD GRADE 1.3 Identify and describe how foreground, middleground, and background are used to create the illusion of space. 2.1 Explore ideas for art in a personal sketchbook. 2.3 Paint

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject www.xtremepapers.com LITERATURE IN ENGLISH 9765/01 Paper 1 Poetry and Prose May/June

More information

LITERARY TERMS TERM DEFINITION EXAMPLE (BE SPECIFIC) PIECE

LITERARY TERMS TERM DEFINITION EXAMPLE (BE SPECIFIC) PIECE LITERARY TERMS Name: Class: TERM DEFINITION EXAMPLE (BE SPECIFIC) PIECE action allegory alliteration ~ assonance ~ consonance allusion ambiguity what happens in a story: events/conflicts. If well organized,

More information

AP Lit & Comp 1/12 16

AP Lit & Comp 1/12 16 AP Lit & Comp 1/12 16 1. Reminders 2. Let s talk about essay #3 (free response essay) 3. Timed essay next Weds 1/20 4. Emily Dickinson I Gave Myself to Him and I Cannot Live With You 5. Gerald Manley Hopkins

More information

Sixth Grade 101 LA Facts to Know

Sixth Grade 101 LA Facts to Know Sixth Grade 101 LA Facts to Know 1. ALLITERATION: Repeated consonant sounds occurring at the beginnings of words and within words as well. Alliteration is used to create melody, establish mood, call attention

More information