3 rd Nine weeks English I Test Review

Transcription

1 3 rd Nine weeks English I Test Review Define the following: 1. Alliteration the repetition of consonant sounds at the beginnings of nonrhyming words of syllables in neighboring words, as in towering, trembling pine trees. 2. Antagonist a person or a force in society or nature that opposes the protagonist, or central character, in a story or drama. 3. Author s purpose (aka Rhetorical Purpose) the author s primary aim in a piece of writing. The rhetorical purpose could be to narrate, to argue, to review, to explain, or to examine 4. Character Foil a secondary character who contrasts with the protagonist in order to highlight aspects of the main character's personality 5. Diction--choice of words in speaking or writing for clear and effective expression 6. Dramatic Irony a dramatic device in which a character says or does something that they do not fully grasp but is understood by the audience 7. Explicit Theme the author overtly states the theme somewhere within the work

2 8. Figurative Language--language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices 9. Flashback an interruption in a narrative that tells about something that happened before that point in the narrative or before the narrative began. 10. Foreshadowing an author s use of clues to prepare readers for events that will happen later in a story. 11. Imagery--the use of language to create mental images and sensory impressions. Imagery can be used for emotional effect and to intensify the impact on the reader. (e.g., the imagery of the phrase such sweet sorrow) 12. Implicit Theme refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme 13. Irony-- a literary technique used to create meaning that seems to contradict the literal meaning or events 14. Linear Plot Metaphor a figure of speech that compares or equates two seemingly unlike things.

3 16. Monologue a dramatic convention in which a speech is given by a single character, either alone or to others 17. Nonlinear Plot--a plot becomes non-linear through the use of literary techniques; may be hard to follow and seem somewhat disorganized 18. Overstatement an exaggerated statement 19. Paradox-- a seemingly contradictory statement that on closer scrutiny reveals a deeper truth (e.g., life is but a dream) 20. Plot the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action 21. Poetry a form of literary expression that differs from prose in emphasizing the line, rather than the sentence, as the unit of composition. 22. Sarcasm--bitter form a of irony, intended to taunt or hurt 23. Simile a figure of speech that uses like or as to compare two seemingly unlike things. For example: She is small and sprightly, like a bantam hen. 24. Symbols any object, person, place, or experience that exists on a literal level but also represents something else, usually something abstract. In O. Henry s story The Gift of the Magi, Della s hair is the symbol of her beauty.

4 25. Theme--the central or universal idea of a piece of fiction or the main idea of a nonfiction essay 26. Tone the author s particular attitude, either stated or implied in the writing 27. Understatement--a rhetorical technique, often incorporating irony and humor, in which something is represented as less than it actually is Sentence Combining: The Basics Combine the following sentences with a coordinating conjunction (for, and, nor, but, or, yet, so). 1. She went to work. She did not want to go. 2. The scientists trained him well. They helped him find a job when his training was through. 3. Polar bears are fierce, territorial animals. Grizzly bears are the same. 4. Mark told me not to come with him. He looked longingly at me as I left. 5. I will not give in to you. I will not let you push me around. 6. He loves to drive during the day. They will let him drive before 9pm.

5 7. My cat was hungry. It had not eaten since breakfast. Sentence Combining: Using Subordinating Conjunctions Combine the following sentences with a subordinating conjunction (after all, although, because, before, however, therefore). This may require a semicolon! 1. They made plans to go. They ended up not being able to make it. 2. Some say that dogs are friendlier than cats. Cats can also be extremely loving. 3. What we ve accomplished is a milestone. Let s raise our glasses for a toast. 4. Dr. Johnson ate a big meal. He went to work afterward. 5. I simply cannot get out of bed. I am too tired. 6. Don t give me a hard time. We ve been close friends for so long. 7. We don t believe the way you do. Our culture is very different from yours. Sentence Combining: Subjects and Verbs The following sentences share either the same subject or the same verb. Combine the sentences however you can.

6 1. Mr. Brown walked to the store. His pet monkey Ralph walked along with him. 2. The cactus is thirsty. The cactus is not getting enough sunlight. 3. My mug was in the cupboard. My mug is no longer in the cupboard. 4. Drew s dog jumped into the air. Janine s dog jumped into the air as well. 5. The book fell to the floor. It opened to a page I had never read before. 6. Your face has scars on it. Your face looks friendly. 7. Why did you say that word? It was extremely rude. Sentence Combining: Paragraphs Combine as many sentences as you can in the following paragraph, using the above examples to guide you. The Boston Red Sox were three games down. The Red Sox had to win the next four games to advance. Fans were worried. Boston had not won a World Series since No team had ever come back in the playoffs from a three-game deficit. All of the fans knew this. Red Sox fans watched anxiously as the fourth game of the ALCS began. Yankees fans watched confidently. They also knew that anything could happen. People wanted to watch a good series. They did not expect it to be such a nail-biter! David Roberts stole second base. This move would be remembered as the turning point of the series. Nobody believed the Red Sox would win that year. The Red Sox won that year. The Yankees would not win the World Series for another five years. In 2009, the Yankees won the World Series.

7 Directions:Read each passage and... Summary and Main Idea Worksheet 1 1. Create a title for the passage related to the main idea. 2. Accurately summarize the text. 3. Your summary must describe all key ideas from the text. 4. Do notinclude opinions or personal info in your summary. 5. Highlight or underline key ideas in each passage. Picture this: a herd of elephants flies past you at sixty miles per hour, followed by a streak of tigers, a pride of lions, and a bunch of clowns. What do you see? It must be a circus train! One of the first uses of the circus train is credited to W.C. Coup. He partnered with P.T. Barnum in 1871 to expand the reach of their newly combined shows using locomotives. Before circus trains, these operators had to lug around all of their animals, performers, and equipment with a team of more than 600 horses. Since there were no highways, these voyages were rough and took a long time. Circuses would stop at many small towns between the large venues. Performing at many of these small towns was not very profitable. Because of these limitations, circuses could not grow as large as the imaginations of the operators. After they began using circus trains, Barnum and Coup only brought their show to large cities. These performances were much more profitable and the profits went

8 toward creating an even bigger and better circus. Multiple rings were added and the show went on. Today, Ringling Bros. and Barnum and Bailey Circus still rely on the circus train to transport their astounding show, but now they use two. 1. Main idea related title for the passage: Example : Circus Trains: Changing the Way They Operated 2. Summarize the passage in your own words: Example Summary: Circuses used to have a difficult time travelling and had to stop at many small towns along the way. Trains allowed circuses to travel easily from large city to large city. How do you say "Holy cow" in French? The fastest thing in France may just be the fastest ground transportation in the world. The TGV (Train Grande Vitesse: French for very high speed) is France's national high speed rail service. On April 3 rd, 2007, a TGV test train set a record for the fastest wheeled train, reaching miles per hour. In mid 2011, TGV trains operated at the highest speed in passenger train service in the world, regularly reaching 200 miles per hour. But what you may find most shocking is that TGV trains run on electric power not petrol. Now if you'll excuse me; I have a record to catch. 3. Main idea related title for the passage: Example : TGV: A Record Setting Train 4. Summarize the passage in your own words: Example Summary: The TGV is a French train that set a record for the fastest wheeled train and the fastest passenger train service.

9 Context Clues Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior knowledge. Then, explain what clues in the sentence helped you determine the word meaning. Do not look up the word in the dictionary; use the sentence clues to figure out the definition! Context Clues 1.5 Name: _ Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior knowledge. Then, explain what clues in the sentence helped you determine the word meaning. 1. unresponsive: After dropping his phone in the toilet, Robert repeatedly pressed and held the power button, but the device wasunresponsive. unresponsive: not reacting to input Explanation Readers can conclude that Robert's phone no longer works.

10 2. neglect: Dad spent countless hours caring for and manicuring his grass, so he hated when his neighbors neglected their lawns. neglect: fail to provide proper care Explanation Readers can conclude that the neighbors do not care for their lawns. 3. weary: After studying for twelve hours straight, Rob was growing weary. weary: tired or fatigued Explanation Readers can conclude that Rob was very tired from studying for so long. 4. contrary: Contrary to my mother's opinion that I should stay home on graduation night, I would like to go to a large party.

11 contrary: opposite Explanation Readers can conclude that the speaker's feeling are opposite of his mother's. 5. anxious: Whenever Bob was more than an hour late, Janice became very anxious. anxious: feeling worried or concerned Explanation Readers can conclude that Janice was worried about Bob. 6. desolate: Chris could see nothing but the sky over the fields as he wandered through the desolate plains. desolate: empty, bleak, deserted of people. Explanation Readers can conclude that there isn't much for Chris to see out there.

12 7. extraordinary: Al had hoped that with his extraordinary athletic abilities he would get a college scholarship, but he injured his knee junior year. extraordinary: extremely good or unusual Explanation Readers can conclude that Al was a very good athlete before his injury. 8. thorough: Jackie plans every party as thoroughly as if the President were coming, so she will make sure that everything has been considered on your big day. thorough: completely; with great attention to detail Explanation Readers can conclude that Jackie is considerate in her planning. Bonus: Define each of the words on a separate sheet of paper to check your answers. Attach your sheet