ENG2D - Ms. Valliant's Virtual Classroom



ENG4U Period 2

FINAL EXAM ESSAY TOPICS

Exam Date: June 19—Period 2 Class and Period 2 MSIP Duration: 2 hours

Knowledge/Understanding /10 = /25

Thinking & Inquiry /10 = /25

Application /10 = /25

Communication /10 = /25

Things You Need to Know:

• You will be allowed a dictionary (to be provided), your copy of the novel or play, and ONE 8½ x 11 cheat sheet. Your cheat sheet can be double sided, but MUST be handwritten by you (no photocopies allowed). You can put as much or as little as you want on the sheet.

• You should have a plan/outline for your essay on your cheat sheet.

• The number of sentence patterns, vocabulary words and quotations required is proportional to the level you wish to receive (i.e. a level 4 mark requires 4 sentence patterns, 4 vocabulary words and 4 quotations).

• Marks are apportioned for the quality of your argument and the quality of your expression. Please see the attached rubric for an explanation of the marking scheme and various expectations.

Select ONE of the following to answer in essay form:

In The Handmaid’s Tale, it is the people in power or those who support the patriarchy of Gilead who ironically suffer the consequences of living in such a repressive society. Choose three characters or groups in this society, and discuss the truth of this statement.

In the “Historical Notes” of The Handmaid’s Tale, Professor Pieixoto states that “no empire imposed by force. . . has ever been without this feature: control of the indigenous by members of their own group” (384). Prove the truth of this statement by examining three different situations where women oppressed other women, explaining how they did this, the extent to which they willingly took part, and the effect of their participation on the other women involved.

Are Winston, Julia and/or Offred eventually made into ‘reluctantly-selfish’ victims of totalitarian regimes or are they innately ‘pragmatically-selfish’ beings? Discuss in relation to 1984 and/or The Handmaid’s Tale.

There is a variety of power used throughout the society in 1984. Share examples of the various types of power used in the novel and explain how they might provide an appropriate warning to people today about the power used over them.

Discuss Winston as a heroic figure. What qualities does he possess that could define him as one?

Hamlet’s flaw is that he fails to act on instinct—he thinks too much. Discuss

Bernard Lott, (New Swan Shakespeare, Essex:  Longman, 1990) on page ix says, “Hamlet lives and is significant today primarily because his experience…stirs the awareness of similar experiences in ourselves…Hamlet, placed in his own peculiar predicament, is shown responding to it in ways which are totally familiar to our own deepest natures.”  Discuss.

Discuss Hamlet’s “antic disposition.” Is his madness feigned or real?

Is Hamlet primarily a tragedy of revenge? Discuss the theme of revenge as it relates to Hamlet and other characters in the play.

One of the most pervasive themes throughout the play Hamlet is that of appearance versus reality—that is the contrast between what seems to be and what actually is.  Give specific examples of characters in the play who illustrate this theme.

Discuss Winston and/or Offred and Hamlet as heroic figures. What qualities do they possess that could define them as Heroes?

Both Hamlet and/or Winston and/or Offred suffer from an inability to act—they think too much. Discuss.

Exam Essay

|Levels |R |1 |2 |3 |4 |

| |--Shows an insufficient |--Shows a passable degree |--Shows a moderate degree |--Show a considerable |--Shows a high to very high |

|Knowledge & |degree of elements of the |of knowledge of elements |of knowledge of elements |degree of knowledge of |degree of knowledge of |

|Understanding |topic |of the topic |of the topic |elements of the topic |elements of the topic |

| | | | | | |

| |--Identifies no sentence |--Identifies one sentence |--Identifies two sentence |--Identifies three |--Identifies four sentence |

| |patterns |pattern |patterns |sentence patterns |patterns |

| | | | | | |

| |--Identifies no vocabulary|--Identifies one |--Identifies two vocab. |--Identifies three vocab. |--Identifies four vocab. |

| |words |vocabulary word |Words |words |words |

|/10 | | | | | |

| |--Uses no direct |--Uses one direct |--Uses two direct |--Uses three direct |--Uses four direct quotations|

| |quotations |quotation |quotations |quotations | |

| |--shows an insufficient |--shows a passable degree |--shows a moderate degree |--shows a considerable |--shows a high to very high |

|Thinking & Inquiry |degree of understanding of|of understanding of |of understanding of |degree of understanding of|degree of understanding of |

| |logical relationships |logical relationships |logical relationships |logical relationships |logical relationships |

| | | | | | |

| |--analyses |--analyses |--analyses |--analyses |--analyses |

| |/classifies information |/classifies information |/classifies information |/classifies information |/classifies information with |

| |with insufficient |with passable |with moderate |with considerable |a high to very high degree of|

| |effectiveness |effectiveness |effectiveness |effectiveness |effectiveness |

| | | | | | |

| |--did not exhibit |--exhibited limited use of|--exhibited moderate use |--exhibited considerable |--exhibited highly use of |

| |effective use of sentence|sentence patterns, |of sentence patterns, |use of sentence patterns, |sentence patterns, vocab., or|

|/10 |patterns, vocabulary, or |vocabulary, or direct |vocabulary, or direct |vocabulary, or direct |direct quotations |

| |direct quotations |quotations |quotations |quotations | |

| |---does not use an |--uses an organizational |--uses an organizational |--uses an organizational |--uses an organizational |

|Communication |organizational pattern |pattern (e.g. sequential, |pattern (e.g. sequential, |pattern (e.g. sequential, |pattern (e.g. sequential, |

| |(e.g. sequential, cause |cause and effect, logical)|cause and effect, logical)|cause and effect, logical)|cause and effect, logical) to|

| |and effect, logical) to |to structure an |to structure an |to structure an |structure an explanation with|

| |structure an explanation |explanation with passable |explanation with moderate |explanation with |a high to very high degree of|

| |effectively |effectiveness |effectiveness |considerable effectiveness|effectiveness |

| | | | | | |

| |--used no sentence |--used limited sentence |--used some sentence |--used sentence patterns, |--used sentence patterns, |

| |patterns, vocabulary, and |patterns, vocabulary, and |patterns, vocabulary, and |vocabulary, and direct |vocabulary, and direct |

| |direct quotations to |direct quotations to |direct quotations to |quotations to enhance |quotations to enhance |

| |enhance explanation |enhance explanation |enhance explanation |explanation with some |explanation with a high |

| | | | |effectiveness |degree of effectiveness |

| |--no lead, unclear thesis,|--limited lead, vague |-- lead, clear thesis, | | |

|/10 |no summary, no final |thesis, |summary included, somewhat|--relevant lead, clear |--creative and relevant lead,|

| |statement |limited summary, |convincing final statement|thesis, good summary, |clear & insightful thesis, |

| | |weak final statement | |convincing final statement|excellent summary, insightful|

| | | | | |& convincing final statement |

| |--Uses language |--Uses language |--Uses language |--Uses language |--Uses language conventions |

|Application |conventions (spelling, |conventions (spelling, |conventions (spelling, |conventions (spelling, |(spelling, punctuation, |

| |punctuation, usage, |punctuation, usage, |punctuation, usage, |punctuation, usage, |usage, grammar) with a high |

| |grammar) with insufficient|grammar) with passable |grammar) with moderate |grammar) with considerable|to very high degree of |

| |accuracy and effectiveness|accuracy and effectiveness|accuracy and effectiveness|accuracy and effectiveness|accuracy and effectiveness |

| |(16+ errors) |(13-16 errors) |(9-12 errors) |(5-8 errors) |(5-8 errors) |

| | | | | | |

| |--no use of accepted |--Limited use of accepted |--Some use of accepted |--Effective use of |--Highly effective use of |

| |format for quotations |format for quotations |format for quotations |accepted format for |accepted format for |

| | | | |quotations |quotations |

| |--Sentence patterns |--Some sentence patterns |--Few sentence patterns | | |

| |incorrectly used |correctly used |incorrectly used |--Sentence patterns |--Effective use sentence |

| | | | |correctly used |patterns |

| |--Vocabulary words misused|--Some vocabulary words |--Few vocabulary words | | |

| |or misspelled |misused or misspelled |misused or misspelled |--Vocabulary words |--Vocabulary words used |

| | | | |accurately used |effectively |

|/10 |--No transitions |--Limited transitions |--Some of transitions | | |

| | | | |--Good use of transitions |--Excellent use of |

| | | | | |transitions |

| | | | | | |

|Total /40 | | | | | |

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