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ENG 2DI Exam Review (2014)

The exam is comprised of a poem which you will analyze, sight passage (essay) which you will deconstruct, and a theme paragraph which links to various works that you’ve studied this year.

To prepare, you need to be familiar with the terms on this page and any others covered throughout this course and be able to apply them to the sight essay.

Essay Terms:

• Thesis

• Tone

• Point of View

• Purpose

• Intended Audience

• Demographic

Rhetorical/Poetic/Literary Devices:

• Alliteration

• Allusion

• Anaphora

• Antithesis

• Archetype

• Assonance

• Cacophony

• Consonance

• Emphasis

• Effective Diction

• Euphemism

• Hyperbole

• Imagery

• Irony

• Juxtaposition

• Metaphor

• Motif

• Onomatopoeia

• Oxymoron

• Paradox

• Personification

• Repetition

• Rhetorical Questions

• Rhyme

• Pun

• Simile

• Statistic

• Symbol

• Understatement

Structural Techniques

• Active vs. Passive Voice

• Balance

• Contrast

• Sentence Variety

• Sentence Fragment

• Parallel Structure

• Periodic Sentence

• Chronological Order / Reverse Chronological Order

• Ordered by Importance

• Comparative Structure

• Spatial Order

• Sensory Order

• Typography

• Textual Features (ie. Headings, Captions, Insets)

• Sentence Length

• Paragraph Variety

• Short Sentence

• Sentence Structure

• Punctuation

• Repetition

Essay Selections:

For additional practice, we’ll also review the essay analysis process and deconstruct some of the following sight passages in class. Review the “Essay Deconstruction Note” on Mr. Bignell’s website, and practice deconstructing to following essays by answering the questions following.

The Act of Writing:

“Say Hi or Die” p. 85

“The Step Not Taken” p. 140

“A Nice Place To Visit” p. 205

Essays: Thought and Style

“Labour Day is a Dreaded Bell in the Schoolyard of the Mind” p. 2

“Blasting Music To Drown out Reality: p. 5

“My Speech to the Graduates” p. 12

Essay Deconstruction Questions:

1. Consider the title, comment on why it is effective.

2. Identify the point of view, does this provide any limitations or benefits to the article?

3. Identify the tone of the article. What quotations or words are used to build this tone?

4. Who is the intended audience? Consider the essay’s meaning to other demographics.

5. What is the thesis? How does the author support the thesis?

a. React: do you agree or disagree with the thesis? Why?

b. Inferences: What underlying assumptions does the author assume you’ll agree with? Should these be challenged? Why?

c. Connect: Explain your position with self-text-world connections

6. Identify any Rhetorical and Literary devices you find, and explain why the author uses them

a. These can include: Allusion, hyperbole, metaphor, simile, repetition, dialogue, rhetorical question, alliteration, analogy, anecdote, etc.

7. Identify any other examples of effective diction, and explain what they contribute to the essay

Major Works Comparison:

Step 1: Finally, you are responsible for reviewing the major texts in this course (Romeo and Juliet, your Book Club Novel, and the ISU Novel), as well as additional stories, essays, films, and any resources used in your culminating activities. Use the following chart to list out the similarities and differences of the major works you’ve studied in this course.

| |Characters & Archetypes |Themes |Other Motifs |

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|Romeo & Juliet | | | |

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|Core Novel | | | |

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| | | | |

| | | | |

|ISU Novel | | | |

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| | | | |

| | | | |

Step 2: Use this chart as proof to write an expository or comparative paragraph which explores universal themes, discussing these similarities and differences to analyze the purpose of unifying elements.

Potential topics could include: authority, fear, human nature, maturity, and struggles against society.

Ie. Your topic sentence for theme could read: “Fear is the source of human violence,

as shown in _______________, _______________, and _______________.”

Step 3: Exchange papers with a peer to evaluate and refine one another’s arguments. Be sure to provide concrete feedback on:

• Content – Is the argument thoughtful and insightful, or do they fail to articulate a clear purpose?

• Inquiry - Is proof properly articulated, integrated, and then thoughtfully analyzed; or does the writer fail to extrapolate concrete examples to prove their argument?

• Structure – Is the argument structured flawlessly to organically persuade readers; or, are you unsure how these ideas connect to prove the argument?

• Style – Is the writing formal, appropriate for the audience (your teacher), or does it sound like the writer is talking informally to a friend? Is it littered with grammatical and mechanical errors, or is it clear that they’ve proofread it before passing it on?

Poetry Review:

Step 1: Know Your Stuff

Review the poetic devices (listed on page 1). Memorize any devices with which you are unfamiliar.

Review the poetic forms that you’ve learned in grade 9 and 10. Familiarize yourself with the conventions and structures of each of the forms of poetry. The forms you’ve learned should include: Sonnet, Lyric, Ballad, and Free Verse.

Step 2: Active Reading

Begin by using the TP CASTT analysis model to build your understanding of the poems.

Step 3: Analysis Questions

Use the following poetry questions as a guide to prepare for the examination.

1. Describe the situation presented in the poem.

2. Identify the mood of the poem. Support your answer with evidence from the poem.

3. Identify the tone of the speaker. Provide two phrases from the poem that demonstrate this tone.

4. Provide two examples of effective diction used by the poet. Describe the effect each creates.

5. Select three of the poetic devices used by the poet. Provide a specific example from the poem of each device selected and explain what each example contributes to the poem.

6. Identify the type of poem this is. Provide two specific details from the poem to support your answer.

7. Identify the theme. Support your answer with evidence from the poem.

8. Identify one element of structure. Explain how the structural element helps to develop the poem’s message.

Step 4: Relate to Major Works

For each poem, write an expository paragraph that relates the theme of the poem to a major work that you’ve studied in this course. Identify one character from one of the major texts that would benefit from reading this poem. Explain how you think the character would react to this poem, and what developments it may or may not contribute to that character. Would this insight change the course of their story or their relationships with other characters?

Poem 1

“The Human Seasons”

John Keats (1795-1821)

Four seasons fill the measure of the year;

Four seasons are there in the mind of man.

He hath his lusty spring, when fancy clear

Takes in all beauty with an easy span:

He hath his summer, when luxuriously

He chews the honied cud of fair spring thoughts,

Till, in his soul dissolv’d, they come to be

Part of himself. He hath his autumn ports

And havens of repose, when his tired wings

Are folded up, and he content to look

On mists in idleness: to let fair things

Pass by unheeded as a threshold brook.

He hath his winter too of pale misfeature,

Or else he would forget his mortal nature.

Poem 2

“Sonnet 29”

William Shakespeare (1564-1616)

When in disgrace with fortune and men’s eyes,

I all alone beweep my outcast state,

And trouble deaf heaven with my bootless (futile) cries,

And look upon myself and curse my fate,

Wishing me like to one more rich in hope,

Featured like him, like him with friends possessed,

Desiring this man’s art and that man’s scope,

With what I most enjoy contented least,

Yet in these thoughts myself almost despising,

Haply I think on thee, and then my state

(Like to the lark at break of day arising

From sullen earth) sings hymns at heaven’s gate,

For thy sweet love remembered such wealth brings

That then I scorn to change my state with kings.

Missing Information & One Last Comment:

We have covered all of the information in this review throughout the semester. If you are uncertain on some things, use the following resources to find the information (notice that it’s a flow chart).

Your Notes |[pic] |Course Website |[pic] |Your Peers & Their Notes |[pic] |Your Teacher During Exam Prep Time |[pic] |Additional Online Resources | |

Finally, it’s important that (most of) you relax. It is overwhelming to see five months of work distilled onto three pages; however getting worked up will only distract you. If you have attended class, paid attention, and worked diligently all semester you have already set yourself up for success on the final exam. If you have given less than your best, view this exam as an opportunity to show your improvement and make up for any lapses in your learning.

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