TAG English Final Exam Review 2017 Mrs. Janik s Classes (4 th and 6 th ) Please PRINT THIS DOCUMENT; bring YOUR COPY ON EXAM DAYS.

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1 TAG English Final Exam Review 2017 Mrs. Janik s Classes (4 th and 6 th ) Please PRINT THIS DOCUMENT; bring YOUR COPY ON EXAM DAYS. NOTE: On MAY 25 all 4th period TAG students and May 26 all 6th period TAG students will need to return their Holt Literature textbooks during 4 th and 6 th period exams. Special tutorial times for TAG students: for the essay section at 7:30 on May 17 th ; for the other sections at 7:30 on May 25. On May 18 th during class time, students will write the essay for the exam. The exam will consist of these types of sections: 1. One comparison and contrast essay about a thematic word or phrase (I will supply the choices) about Night and To Kill a Mockingbird worth 30 points and written in class time on May 18: a. Study Night by Elie Wiesel (his memoir). b. Study To Kill a Mockingbird by Harper Lee (a novel). c. Consider how a book you read for your Reader s Response Journal relates to the major themes, ideas, and/or motifs in these works in order to write a literary allusion or direct reference in your essay. d. Discuss/apply archetypes in your essay. e. Apply vocabulary words from the official four-page 8th grade vocabulary list. f. Write at least ONE complex sentence with an introductory dependent clause and comma after the dependent clause, one sentence with a conjunctive adverb and proper punctuation, and some sentences that begin with present participial phrases or gerund phrases (-ing verb forms) and/or infinitive phrases and use proper comma usage. Sections 2-11 will be taken during the students regularly scheduled exam time: May 25 for 4 th period and May 26 for 6 th period. 2. Short answer questions 3. Multiple choice questions 1

2 These types of questions listed for #1-#3 will be about characters, people, actions, motifs, and ideas/connections from Elie Wiesel s Night and Harper Lee s To Kill a Mockingbird, ways to write persuasive and analytic essays, ways to incorporate research/evidence in writing, MLA documentation, dramatic terms, poetry and poetic terms, the eight parts of speech, propaganda, and vocabulary words from the official 8th grade four-page document, and words from that list also need to be used in the short answer, analyses sections, and essay portion. 4. A passage about archetypes to analyze applying and labeling archetypes 5. Two propaganda passages analysis sections (an advertisement and an excerpt from Atticus s speech/closing remarks to the jury) 6. A dramatic passage to analyze applying and labeling dramatic terms, including comedy and tragedy 7. An analysis/explication of a poem using TP-CASTTAR 8. A revision section (considering all the revision strategies we have used with our Targeted Writing Assessment s and other pieces of writing this year) 9. An analysis of a passage to recognize, apply, and label examples of literary terms 10. An analysis of a SIRS or Gale article finding and labeling the thesis statement/claim, marking quotations that best prove that thesis/claim, labeling the opposition sentence, and labeling other persuasive aspects of the article (I will provide the article to use for this section) Literary Devices, Terms, and Elements of Literature (for passage analyses, short-answer questions, and multiple choice questions; some may also be used in the essay): Be able to recognize and then apply the proper use and examples of these literary devices and elements. Study the figurative language that you have marked as annotations/marginalia in To Kill a Mockingbird and Night, and see the Glossary of Literary Terms on pages R102-R112 of your Holt McDougal textbook called Literature, and class notes on archetypes and propaganda. Although I have grouped terms together, each one is a separate term/device. first person narrative point of view author s purpose (inform, entertain, and//or persuade) and perspective (how the author views his or her characters, their plights, and the outcomes) tone, mood, author s style and craft, parallel syntactic structure 2

3 foreshadowing, flashback, chronological ordering, flash forward; setting (both time and place), digression, diction, dialogue, monologue, colloquial expression allusion (literary, biblical, mythological, historical, political, cinematic, artistic, etc.) exposition, rising action, climax, falling action, suspense, resolution paradox, epiphany, epithet, irony literary devices that are types of (verbal, situational, and dramatic) figurative language: simile, metaphor, cause and effect; comparison and personification, symbolism, and idiomatic contrast; genre; ad populum fallacy expressions (idiomatic expressions are conflict (internal and external) meaning a very informal) major problem in the story and also theme (stated and implied) An implied person vs. person, person vs. society, theme is not written in the story or essay person vs. self, person vs. nature, ( a reader makes up an implied theme person vs. technology, etc. as well as according to the major ideas presented resolution (Discuss these specifically in a text). A stated theme is a sentence according to the plot/characters if using in the text and then implied and/or one of the terms above). applied throughout the text cliché (be able to recognize these trite application of the theme (both implied sayings as well as name the type of and stated each would have numerous literary term that the quotation actually examples in the text) is) cross-reference; subjective and understatement (litotes), euphemism, objective points of view and hyperbole (overstatement) epigraph, anaphora, epiphany, aphorism, lyric poetry and narrative poetry motifs novel (NOTE: a novel is FICTION!) all archetypes (study your archetypes notes/outline; I will not list the types on the exam, and you will need to know them) conflict (internal/external; person vs. nature, person vs. self, person vs. technology; person vs. person; person vs. society, etc.) and write specific examples from the text if using these character analysis static (doesn t change)/dynamic characterization (undergoes dramatic changes) terms pertaining to drama: o antagonist and protagonist o tragedy, tragic hero, tragic flaw, comic relief, comedy o aside, soliloquy, catharsis, denouement, and epithet o hubris and hamartia o elements of both comedy and tragedy (as specific genres) o historical plays (a genre pertaining to Shakespearean plays) o parts of a play (acts, scenes, stage directions, etc.) poetic terms: alliteration, assonance, consonance, syllabication, lines, stanzas, repetition, rhymed couplet, rhyme scheme, speaker of the poem, shift, connotation, notes from TP-CASTTAR propaganda and types (study the printed list that you applied for your propaganda project); I will not list the types on the exam, and you will need to know them) Holocaust (means widespread destruction) and major historical aspects we discussed 3

4 Writing and Terms (for passage analyses, short answer questions, and the essay): Be able to use and recognize these terms/conventions and their uses and to demonstrate revision strategies. persuasive writing (see your Essay Plan Sheet, rubrics, revision sheets, etc.) Persuasive Appeals (ethos, pathos, and logos) and ALL propaganda types we studied the opposition (being able to know the strongest opposition and refute it/craft a complex sentence for the opposition), avoid plagiarism, write/craft a thesis statement/claim revision strategies, transition sentences, importance of the first sentence of an essay, and varying sentence beginnings as well as sentence types and the punctuation that is needed for each type Modern Language Association (MLA) style of documentation meaning the proper documentation of a quotation according to MLA style and other MLA rules, including an MLA heading and header; in-text citations and Works Cited (how these relate, when they are used correctly, and when correct MLA documentation and punctuation are used) verb tenses: which tenses to use when writing about fiction (present and present perfect tenses) and nonfiction (past tense) Five uses of/ways to write/rewrite quotations: blended/embedded quotation, paraphrase of a quotation, paraphrase of a quotation with a few key words quoted, signal phrase in front of a quotation, and simply quoted verbatim without a signal phrase list of weak words that make your essay weak and those that should have limited use in a piece of writing: am, is, are, was, were, be, being, been; you, your, it, thing, there, very, really, good, bad, nice, kind, stuff, said, forever, never, always, kid Selections from Holt McDougal s Literature and other sources listed: (use the red textbook I issued to you in August so you can study those at home). These works listed below will be tested with passage analyses questions, multiple choice questions, short answer questions, and the 30-point essay. Look at the pages that pertain to the various poems we have studied, consider literary terms we have studied, class notes on archetypes, and types of propaganda (that you studied and used for your project). Literature: Know the plots, major contributing actions, characters, settings, themes, significant quotations, examples of author s craft and author s purpose, and significant ideas of each work and also think about how 4

5 archetypes relate to the stories. Be able to write, recognize, and apply insightful commentary about various quotations in several sections of the exam. Students will need to compare and contrast the first TWO works listed below plus a Reader s Response Journal book in the exam essay by connecting these works to a thematic phrase. (I will give students choices of several thematic phrases, and each student will choose one phrase about which to write his or her essay). Night by Elie Wiesel To Kill a Mockingbird by Harper Lee Study these poems from your Holt Literature (your red literature textbook): 1. Stopping by Woods on a Snowy Evening by Robert Frost (607) 2. Paul Revere s Ride by Henry Wadsworth Longfellow (136-42) 3. Mother to Son by Langston Hughes (633, 636-7) 4. O Captain! My Captain! by Walt Whitman (752-5) 5. Speech to the Young; Speech to the Progress-Toward (Among them Nora and Henry III) by Gwendolyn Brooks (633-4 & 637) 6. An Indian Summer Day on the Prairie by Vachel Lindsay (678) 7. Identity by Julio Noboa (617, 621) 8. The Sunflowers by Mary Oliver (679-83) Study the TP-CASTTAR sheets. One of your Reader s Response Journal books that has themes that pertain to the works listed above Motifs/scenes from the two Shakespearean plays (endings of Hamlet, the play Othello, or Much Ado about Nothing ) we watched/discussed, as well as dramatic terms/devices Vocabulary (to use in essay, in short answer questions, analyses sections, and select response/multiple choice section): Study the official 8th grade four-page vocabulary document. Know the words well enough to use them with context clues in your exam essay other parts of the exam. Also, make a list of 8-10 words to use in your writing on the exam sections; you cannot have the definitions written, however. Grammar: Know the eight parts of speech and examples for those; know how to label those eight parts, use gerunds and present participles (-ing verb forms) to begin your sentences, use dependent clauses at the beginning of sentences in your complex sentences, and know how to write a compound sentence connected by a conjunctive adverb with correct punctuation. 5