Special tutorial times: for the essay section May 18 at 7:30; for the other sections May 23 at 7:30.

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1 Final Exam Review 2017: Mrs. Janik s 1 st, 2 nd, and 3 rd Period English Classes NOTE: On May 23 for 1 st period and May 24 for 2 nd and 3 rd periods, return your Holt Literature textbook that I issued to you. Please bring a PRINTED EXAM REVIEW WITH YOU TO BOTH PARTS of THE EXAM to use during your exam time. Special tutorial times: for the essay section May 18 at 7:30; for the other sections May 23 at 7:30. The exam will consist of these types of questions and sections: 1. One essay question worth 30 points to be written during class time on MAY 18: a comparison and contrast essay about these two works and skills: o Study Night by Elie Wiesel (a memoir). o Study To Kill a Mockingbird by Harper Lee (a novel). o Use words in your essay from the official 8th grade vocabulary list. o Also apply archetypes in your essay. o Write one well-placed literary reference to connect with an idea in your essay by making a connection from one of your Reader s Log books from this semester. o Write at least one complex sentence that begins with the introductory dependent clause and place a comma after the dependent clause. Begin some sentences with a present participial phrase and/or gerund phrase (-ing verb forms) with proper comma usage for sentence variety. Also write one compound sentence that contains a conjunctive adverb and proper punctuation around that adverb. The short answer questions, passage analyses, article analysis, select response questions, and vocabulary sections (numbers 2-10 listed below) will be taken during each class period s regularly scheduled exam time on May 23 for 1 st AND May 24 for 2 nd and 3 rd periods. 2. Short-answer questions 3. Select response questions The short-answer and select response questions will be about Night and To Kill a Mockingbird, poetry and poetic terms, dramatic terms including elements of comedy and tragedy, vocabulary words and roots (the 8th grade four-page document), eight parts of speech, the Holocaust, propaganda notes your used for your project, text evidence and appeals 1

2 to authority, MLA documentation including Works Cited, and persuasive and expository/analytic writing. 4. One analysis of several passages from To Kill a Mockingbird (the literary terms LISTED IN THIS REVIEW that we have studied all year see annotations and the literary term list in your copy of TKaM) and be able to apply and label examples of those terms 5. One dramatic analysis (the dramatic terms we studied and how to apply and then label a passage that has examples of those dramatic terms) 6. Two propaganda passages to label/analyze (advertisement and excerpt from Atticus s speech/closing remarks to the jury in TKaM) 7. One archetypes passage analysis for applying and labeling archetypes 8. One article analysis (students will read an article from SIRS, mark the thesis/claim of the article, and mark the major quotations that support that thesis statement/claim) 9. One analysis of a poem using TP-CASTTAR 10. One revision of commentary (using the revision strategies we have worked on all year) Writing and Terms (for short-answer questions, analyses of passages, and the essay) Be able to recognize and use these terms and conventions and demonstrate your knowledge of the revision strategies as well as your understanding of some of the literary terms when you write your essay. persuasive writing (see your Essay Plan Sheet, rubric, and revision sheets) Persuasive Appeals (ethos, pathos, and logos) as well as all types of propaganda (that you applied in your project) the opposition statement/refutation (being able to know the major opposition to your opinion and to be able to refute it by crafting the best complex sentence) revision strategies (used throughout the year and especially the ones for this semester) plagiarism (how to recognize when it exists in a piece of writing) thesis statement/claim (recognize a well written thesis/be able to write an original claim) Modern Language Association (MLA): 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 documentation and punctuation are used) verb tenses: which tenses to use when writing about fiction (present and present perfect tenses) and nonfiction (past tense) 2

3 Five ways to write 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 quoted verbatim, and quotation quoted verbatim without a signal phrase parallel syntactical structure; use of commas with introductory clauses and phrases; nominative and objective case pronouns; use of correct use of verbs including present and present perfect; sentence types including simple, compound, and complex (be able to vary your sentence types in your writing) revision strategies, plagiarism, thesis statement/claim, importance of the first sentence (lead) of an essay and of the last sentence, signal phrases, sentence beginnings words that are considered weak in essays: am, is, are, was, were, be, being, been these word are called the be verbs; also these weak words: you, your, it, thing, kid, very, really, good, bad, nice, kind, stuff, said, there, never, forever, always Literary Terms and Devices: (for short answer questions, multiple choice, analyses sections, and the essay section): Be able to recognize and apply the proper use of these literary devices and elements. Study the figurative language and other literary devices that you have marked as annotations in Night and To Kill a Mockingbird as well as the notes you have taken in class, the Glossary of Literary Terms on pages R102-R112, and Glossary of Reading and Informational Terms on pages R113-R117 of your Holt McDougal s Literature: Grade 8. The terms are grouped according to similarities, but each term is considered a separate term. cause and effect; comparison and contrast; genre; setting (time and place); ad populum fallacy author s purpose (inform, entertain, and//or persuade) and perspective (how the author views his or her characters, their plights, and the outcomes), AND tone, style, and mood foreshadowing, flashback, chronological ordering, flash forward conflict (both internal and external) meaning a major problem in the story as well as person vs. person, person vs. self, person vs. society, person vs. nature, person vs. technology, etc. AND resolution (if applying any of these, an explanation for that text is necessary) digression, diction, dialogue, monologue, colloquial expression understatement (litotes), euphemism, hyperbole (overstatement), paradox novel (NOTE: a novel is FICTION!) memoir (nonfiction) allusion (literary, biblical, mythological, historical, political, artistic, cinematic, musical, etc.) character analysis: static (the character doesn t change) and dynamic (the character undergoes major change) exposition, rising action, climax, falling action, suspense, epiphany 3

4 literary devices that are types of figurative language: simile, metaphor, personification, symbolism, and idiomatic expressions first person narration/first person narrative point of view irony (verbal, situational, and dramatic) cross-reference theme (stated and implied) An implied theme is not written or stated in the text it is instead a theme that is written by the reader; the implied theme is an idea that is very connected to the text. A stated theme is written/stated in the text and then inferred many times throughout the text. application of the stated theme OR implied theme quotations in the text that apply to/relate to/connect to either the stated or the implied theme. subjective (opinion) and objective (fact) points of view aphorism, epigraph, anaphora, epithet, motif, anaphora juxtaposition, paradox, parallel syntactical structure poetic terms: lyric poetry, narrative poetry, alliteration, assonance, consonance, syllabication, lines, stanzas, repetition, rhymed couplet, rhyme scheme, speaker of the poem, shift, connotation, notes from TP-CASTTAR dramatic terms: o antagonist and protagonist, comedy, soliloquy and aside, monologue, tragedy, tragic hero, tragic flaw, hubris and hamartia (tragic flaw of the tragic hero), catharsis, and denouement o historical plays (genre pertaining to Shakespearean plays); historical fiction o parts of a play (acts, scenes, stage directions, etc.) o genres of tragedy and comedy propaganda and types (See the notes you applied for your propaganda project including pathos, ethos, and logos; you need to know all types I will not list them on the exam). Holocaust (means widespread destruction) and major historical aspects we discussed all archetypes (See the notes/outline from last semester that we continued to use and apply to works this semester; I will not give you a list on the exam). Literature: memoir, poetry, drama, novel, and works from the literature textbooks Know the plots, characters, actions, settings, themes, significant quotations, and significant ideas of each work of literature and consider archetypes that relate to the stories as well. Be able to recognize insightful commentary for various quotations and themes (for the short-answer questions, multiple choice, essay, and analyses sections; the first TWO works listed below will also need to be compared/contrasted in the 30-point essay section). Consider concepts, genre, author s craft, and 4

5 authors purposes for the two texts for the exam essay. Think of ways to compare and contrast the major aspects of the four larger works and consider ways to compare and contrast ideas to connect aspects of one of your choice books you have read for your Reader s Log. Night by Elie Wiesel To Kill a Mockingbird by Harper Lee Motifs/scenes from Shakespearean plays we discussed as well as element of comedy and tragedy and patterns in his plays POETRY: Look at all the pages that relate to the poems listed below and study the poems main ideas, unique qualities, and content. 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. 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 EIGHT to TEN 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 and 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

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