Ms. Auchinleck's English Treasure Trove



English 1201: Listening Exam and Essay Analysis Practice Essay 1: Ancestors: The Genetic Source (p.60 – Sightlines)Section A: Listening Exam PracticeSuzuki’s parents were born in which Canadian city over 75 years ago?ReginaSaskatchewanTorontoVancouverWhich factor does Suzuki credit with who we become in life?CultureEnvironmentGeneticsWealth Describing Japan as an “economic giant” is considered which type of figurative language?MetaphorParadoxPersonificationSimileWhen Suzuki is finally surrounded by other Japanese people who look like him, what does he finally discover?He doesn’t fit inHe envies themHe fits in wellHe hates them Identify David Suzuki’s thesis. Provide two arguments has he presented to support his thesis.The thesis of David Suzuki’s essay “Ancestors: The Genetic Source” is embodied in the idea that “The overriding influence” on an individual’s behavior and character is “environmental”. Though Suzuki’s heritage is rooted in Japan, who he is has been molded and shaped by the experiences - both Canadian and Japanese - he has encountered. Though he may attribute Pearl Harbor as the “single most important event shaping [his] life”, it is not because of a fierce loyalty he felt towards the Japanese, but it is because this event changed the way the “Japanese people” were perceived. He does not feel more than a “biological connection” to the Japanese people who may look like him, and this is evidenced, “while sitting in a train and looking at the reflections in the window” but not liking the similarity he saw. He had been raised “in a Caucasian society” and was separate from a Japanese way of life. Therefore, though he appreciate his heritage and where he comes from, he is very clear about being “grateful that, through [his grandparents], [he] was born a Canadian.”Section B: Essay Analysis Multiple Choice PracticeIn the context of the sentence “When she died, I was astonished at my own reaction, a great sense of sadness and regret at the cleavage of my last link with the source of my genes”, what does the word “cleavage” mean?Connection to Disappearance ofGratefulness towardsSeparation from By defining the Japanese word “ofuro” as a “traditional tub”, the author is including which of the following techniques?CoherenceEvidenceTransitionUnityWhich of the following sentences best represents the concept of metaphor?“…I entered the foyer, the owner was confused by my terrible Japanese.”“There were severe restrictions on how much and where they could buy property”“I find that the word gaijin is harsh because I sense doors clanging shut on me because I am called one.”“And I wanted to thank her, to show her that I was grateful that, through them, I was born a Canadian.”What is the purpose behind placing the word “real” in quotation marks (2nd last para. P.62)?Appropriate grammarProvide emphasisSmoothly transitionUncorrected typoWhich coherence element is being used when the phrase “My grandparents” is later replaced by the word “they”?Parallel structurePronoun antecedent referenceSynonym variation Transition usageWhich of the following phrases exemplifies the best diction?Biological connectionEmotional problemsTypical Japanese fashionVast cultural gulfSection C: Essay Analysis Constructed Response PracticeBy providing ONE example for each, show that the writer has used each of the following methods of development EFFECTIVELY in the essay:A) Cause and EffectB) Example/IllustrationC) Comparison/ContrastIn the essay, “Ancestors: The Genetic Source”, David Suzuki uses the methods of development of example/illustration and cause and effect to exemplify his thesis. Suzuki intends to reveal the idea that “The overriding influence” on an individual’s behavior and character is “environmental”. In order to illustrate this thesis, he uses examples such as his trip back to Japan and the concept of being a foreigner or “gaijin” in a country where he should have felt at home because he was “surrounded by people who all looked like [him]” to show how he really was an outsider. He continues this same idea by relating the “stiff silence and embarrassment” he and his great uncle felt as they “struggle[ed] to dredge up a common word or two to break the quiet”. His disconnect with his Japanese roots is quite clear here. Obviously he relates more with being a Canadian, and that isn’t wrong; he is a product of the environment he grew up in. This is further shown through the use of cause and effect to show how, because of his grandparents willingness to escape a “poverty so profound that they were prepared to take the risk and deal with the terrifying unknown of a totally alien culture and language” that David and his parents were able to create lives in Canada for which he was “grateful”.State the author’s tone developed in this essay. Use two examples to support your answer. The authors tone in this essay is one of great respect for the experiences his family has gone through in an effort to provide his generation with a better life. This is specifically emphasized in the final paragraph where he conveys “a great sense of sadness and regret at the cleavage of my last link with the source of my genes.” He wants to “thank [his grandmother]” for her decision to move to Canada. He also wants to honor his parents for the way they conducted themselves during the discrimination they experienced during WWII as they acted with “dignity, courage, and loyalty that this young country didn’t deserve”; their successes are honored by David as “a tribute to their strength of character”, and in this way his respectful tone for his family’s experiences is revealed. State the purpose behind Suzuki writing this essay. Support your understanding using two examples from the text. The purpose of writing this essay was to ____________________________________________________________________________________________________. This is first proven through the example which states, “_____________________________________________________________”. It is evident that this example shows______________________________________________________. A second example that reveals this purpose is “_______________________________________”. This shows how ___________________________________________________________________________________________________________________________________. Essay 2: We Must Have Dreams (p.318 – Sightlines)Section A: Listening Exam PracticeWhat is the primary concern of the author?Cultural changeCultural disagreementCultural extinctionCultural growthWhich of the following emotions is expressed within Inuit communities regarding the reality of their culture?AngerCompassionFrustrationSadnessWho is responsible for keeping the Inuit spirit alive within their communities?EldersGovernmentUnited NationsYouthThe speech “We Must Have Dreams” is an example of which style of essay writing?Argumentation DescriptionNarrationPersuasionState an appropriate audience for this essay using two examples from the text for proof.An appropriate audience for the essay, “We Must Have Dreams” would be members of the Inuit community who need to take up the fight for their own cultural survival. This is first evidenced by the first person pronoun references of “I”, “we”, and “our” found throughout the text. For example, this is shown when the author question “Will be become extinct? Will our culture, our language, and our attachment to nature be remembered only in history books?” By using these pronouns, the author is appealing to the vested interest other Inuit should have in the rapid disintegration of its culture. This is also evidenced in the middle of the essay when the author calls on Inuit elders to “teach our children the mother tongue…teach them what they are and where they came from…teach them the values which have guided our society…teach them our philosophies...”. These values and philosophies must be passed on to the new generations so that they do not die with the elderly.Section B: Essay Analysis Constructed Response PracticeShow how unity is developed throughout this essay using two different elements. Provide one textual example for each element.Unity is developed in the essay “We Must Have Dreams” by John Amagoalik through the use of closing by return through the notion of the disappearance of the Inuit culture, as well as through the repetition of key ideas regarding active participation in working towards the preservation of the community. To begin, the essay first introduces the concept of closing by return in the first sentence which questions, “Will the Inuit disappear from the face of the earth? Will we become extinct?” These questions reveal the sadness and fearfulness that the writer feels as he witnesses his community deteriorate before his eyes. As desperate as this situation may seem though, by then end of the essay the author seems to have gained more resolve by focusing on the “strength…independence…and pride” that the Inuit people can once more muster and “prove to Canada that the original citizens of this country will not lie down and play dead. After all the Inuit [are]…a people who refuse to disappear”. By coming back to the question he first poses at the start of the essay and firmly answering that through a collective effort they Inuit culture will not disappear there is a hope instilled in the audience of Inuit people. In order to accomplish this effort towards maintaining their culture, the author uses repeated reference to the key idea of active participation that will ensure the preservation of his community. He focuses on “teach[ing]” the youth population “their mother tongue” and “philosophies which go back beyond the memory of man”. He focuses on “guid[ing]” his people to “share” and to “have dreams…ideals” which will ensure that they can “fight for things we believe in”. In this way, the essay becomes unified on the active participation all Inuit community members must have in order to ensure that they thrive. Show how coherence is developed throughout this essay using two different elements. Provide a specific reference for each element.Coherence is developed throughout this essay through the use of repeated words and parallel structure. This is shown through the repetition of the word “dreams” and “ideals” in paragraph 6, and the parallel structure in paragraph 1. By repeating the words “dreams” and “ideals” the author focuses the audience on the idea that there must be a hopeful future for Inuit peoples to look forward to in order for them to want to “strive for what they believe in” and to face the harsh “realities” they will encounter. Parallel structure on the other hand helps to focus the audience on the doubt and fear the author feels towards the survival of his people. He questions “Will the Inuit disappear from the face of the earth? Will we become extinct? Will our culture, our language, and our attachment to nature be remembered only in history books?” By posing so many questions in such a quick succession, the audience can get into the author’s panicked mind frame as his mind races to understand the fate of his people. In these ways coherence is created. By providing ONE example for TWO of the following MOD’s, show that the writer has used each of the following methods of development EFFECTIVELY in the essay:A) Cause and EffectB) Example/IllustrationC) Comparison/ContrastTwo of the methods of development used to create this essay are example/illustration and comparison contrast. Both of these MOD’s are effective in reinforcing the thesis that the Inuit culture can be saved/protected if the Inuit people choose to “prove to Canada that the original citizens of this country will not lie down and play dead”, if they show the “strength…independence…and pride” they are known to possess. This is illustrated through the examples of the elderly taking “responsibility” for “keeping this spirit [the Inuit spirit] alive” through “leadership” they can provide to the younger generation. This thesis is also revealed through the initial comparison Amagolik makes between the Inuit and an “endangered species”. He questions, “Is our culture like a wounded polar bear that has gone out to sea to die alone?” Though he fears his country is doomed to become extinct, just like an endangered species, if enough time and care is put into revitalizing the community and the “will to survive [that] is there” then it can once again thrive. Listening Activity 3: “Want to be an activist?” by McKenna Pope to the speaker’s description, what is the primary marketing strategy used by Hasbro? SEQ CHAPTER \h \r 1(A)celebrity endorsement(B)gender/sex appeal(C)name calling(D)shock appeal2.The speaker’s statement that “only girls are supposed to cook, boys aren’t” isevidence of what in Hasbro’s marketing?(A)caption(B)endorsement(C)propaganda(D)subtext3.According to the speaker, what was one of the biggest obstacles she faced?(A)being ignored by Hasbro(B)lack of signatures(C)media attention(D)personal criticism 4.Which is a primary message of the speaker for those wanting to achieve their goals?(A)create a network(B)defend yourself(C)ignore the haters(D)utilize media5)What was the speaker in “Want to be an activist?” able to accomplish? Discuss two specific ways in which she was able to do so.The speaker in the audio clip “Want to be an activist” was able to accomplish great change towards gender equality in the marketing of the Hasbro toy – the easy bake oven. In order to accomplish her goal, the young girl took it upon herself to mobilize the public through a petition on social media which convinced Hasbro to make a product that was geared towards boys as well as girls. She was also able to do this by ignoring the “haters” who tried to discourage her from her goal, and in this way she gained strength as a young woman, so too fighting discrimination she faced. Listening Activity 4: “The War on Fun” – Rick Mercer. Which best describes Rick Mercer’s tone? (A) confused (B) mournful (C) satirical (D) unbiased 2. How does Mercer develop his rant? (A) analogy (B) examples (C) juxtaposition (D) symbolism 3. Why are things like Rubik’s Cubes and soccer balls being banned by some schools? (A) educational policy (B) lawsuit prevention (C) nutritional standards (D) student safety 4. How does Mercer characterize Canadians? (A) accepting (B) appreciative (C) offended (D) outraged 5. Identify the purpose of “The War on Fun”. Discuss two specific examples of humour that help achieve this purpose. (6 points) The purpose of the audio clip “The War on Fun” is to reveal how ridiculous we can be when it comes to being overprotective of our children. This is shown through the reference to the banning of the rubik cube because of safety issues, as well as the banning of soccer balls on school playgrounds. We need to stop overreacting to situations that are out of our control and allow our children to be children. ................
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