HONORS English 10B Final Review Sheet PART 1: MULTIPLE-CHOICE: VOCABULARY AND GRAMMAR PART 2: READING PASSAGES MULTIPLE-CHOICE PART 3: LITERARY DEVICE IDENTIFICATIONS AND SHORT ANSWERS PART 4: ESSAY VOCABULARY Be able to identify the part of speech, define, and use all of this semester’s vocabulary words. NOTE: Be sure to review the exercises in your vocabulary packets. Fac1. 2. 3. 4. 5.
discomfit edification malfeasance feasible surfeit
Opus6. magnum opus 7. modus operandi 8. opulent Erg9. synergy 10. liturgy 11. lethargy Labor 12. laborious 13. belabor 14. elaborate
Joc15. jocose 16. jocular
Plic25. implicit 26. inexplicable
Fest-, Fet17. festoon 18. fete (verb)
Verg27. diverge 28. converge
Bacch19. bacchic 20. bacchanal
Cliv29. acclivity 30. declivity 31. proclivity
Plaint21. plaintive 22. plaint Eleg23. elegy 24. elegiac
Tort32. contort 33. distort Sin34. sinuous 35. insinuate
GRAMMAR Be able to apply and answer multiple-choice questions on the following skills and concepts. Outliers Unit • parallel structure • semicolons, colons • active vs. passive • subject-verb agreement
CAHSEE Prep Unit • there/its/your • modifiers • sentence combining
Holocaust Unit • double-negatives • plural vs. apostrophes
LITERARY DEVICES Be able to define the devices we have discussed this semester. Be able to apply these terms to texts we have read this semester and then analyze their purpose and effect. Outliers Unit: • Audience • Expository writing • Purpose • Tone
Holocaust Unit • Allusion • Character trait • Flashback • Foreshadowing • Hyperbole • Metaphor • Motivation • Personification • Repetition • Rhetorical question • Simile • Syntax (honors only) • Symbol • Universal theme
Julius Caesar Unit: • Alliteration • Assonance • Comic relief • Conflict: internal and external • Dialogue • Dramatic speech: aside, monologue, soliloquy • Figurative vs. literal • Onomatopoeia • Paraphrase • Pun • Rhyme • Stage directions • Tragedy • Tragic flaw
Parts 2, 3 and 4 of the exam will feature excerpts from the following texts:
Outliers (see next pages) Night (see next pages) Julius Caesar. Reread especially: o Brutus’s soliloquy in 2.1 o The assassination in 3.1 o Brutus’s suicide in 5.5
The passages on the next pages are examples of the types of passages you will see. Read and annotate these passages, looking for examples of the literary devices above and why the author uses them. How do they contribute to the meaning of the work overall?
PASSAGE A From Outliers: “They start school at seven twenty-five,” says David Levin of the students at KIPP. “They all do a course called thinking skills until seven fifty-five. They do ninety minutes of English, ninety minutes of math every day, except in fifth grade, where they do two hours of math a day. An hour of science, an hour of social science, an hour of music at least twice a week, and then you have an hour and fifteen minutes of orchestra on top of that. Everyone does orchestra. The day goes from seven twenty-five until five p.m. After five, there are homework clubs, detention, sports teams. There are kids here from seven twenty-five until seven p.m. If you take an average day, and you take out lunch and recess, our kids are spending fifty to sixty percent more time learning than the traditional public school student.” PASSAGE B From Night: Never shall I forget that night, the first night in the camp, that turned my life into one long night seven times sealed. Never shall I forget that smoke. Never shall I forget the small faces of the children whose bodies I saw transformed into smoke under a silent sky. Never shall I forget those flames that consumed my faith forever. Never shall I forget the nocturnal silence that deprived me for all eternity of the desire to live. Never shall I forget these moments that murdered my God and my soul and turned my dreams to ashes. Never shall I forget those things, even were I condemned to live as long as God Himself. Never.
PASSAGE C From Night: When I woke up, it was daylight. That is when I remembered that I had a father. During the alert, I had followed the mob, not taking care of him. I knew he was running out of strength, close to death, and yet I had abandoned him. I went to look for him. Yet at the same time a thought crept into my mind: If only I didn’t find him! If only I were relieved of this responsibility, I could use all my strength to fight for my own survival, to take care only of myself… Instantly, I felt ashamed, ashamed of myself forever. I walked for hours without finding him. Then I came to a block where they were distributing black “coffee.” People stood in line, quarreled. A plaintive voice came form behind me: “Eliezer, my son… bring me… a little coffee…” I ran toward him. “Father! I’ve been looking for you for so long… Where were you? Did you sleep? How are you feeling? “He seemed to be burning with fever. I fought my way to the coffee cauldron like a wild beast. And I succeeded in bringing back a cup. I took one gulp. The rest was for him. I shall never forget the gratitude that shone in his eyes when he swallowed this beverage. The gratitude of a wounded animal. With these few mouthfuls of hot water, I had probably given him more satisfaction than during my entire childhood… He was lying on the boards, ashen, his lips pale and dry, shivering. I couldn’t stay with him any longer. We had been ordered to go outside to allow for cleaning of the blocks. Only the sick could remain inside. We stayed outside for five hours. We were given soup. When they allowed us to return to the blocks, I rushed toward my father: “Did you eat?” “No.” “Why? “They didn’t give us anything… They said that we were sick, that we would die soon, and that it would be a waste of food… I can’t go on…” I gave him what was left of my soup. But my heart was heavy. I was aware that I was doing it grudgingly. Just like Rabbi Eliahu’s son, I had not passed the test.
PART 3: LITERARY DEVICE IDENTIFICATIONS AND SHORT ANSWERS You will now be presented with short passages from the texts we have read. Literary device identifications are fill-in-the-blank answers that require only one or two words and are worth 1 point each. Short answers require commentary that effectively responds to the prompt and are worth 2 points each. Short answers will be graded as follows: 2 thoughtfully argues how the evidence proves the student’s main idea. It goes “under the surface” and “reads between the lines.”
1 offers a response related to the task, but some commentary stays “on the surface.”
0 Commentary is “on the surface,” simply summarizing the quote. Commentary may be off-topic.
SAMPLE: Read the following passage from Night, in which Wiesel first arrives at Auschwitz and catches his first glimpse of concentration camp inmates in their striped uniforms. Strange-looking creatures, dressed in striped jackets and black pants, jumped into the wagon (28).
1. Identify one image in this passage: ______creatures________ 2. What does this imagery convey about the prisoners wearing the uniforms?
______/1 ______/2
The image of the strange looking creatures is meant to describe the men who come into the train to brutalize the prisoners. They are not really creatures, but Wiesel’s image illustrates their animalistic brutality. •
Why does this response deserve a 2/2?
PASSAGE A Read the following excerpt from Outliers. What Alexander’s work suggests is the way in which education has been discussed in the United States is backwards. An enormous amount of time is spent talking about reducing class size, rewriting curricula, buying every student a shiny new laptop, and increasing school funding—all of which assumes that there is something fundamentally wrong with the job schools are doing. But look back at the second table, which shows what happens between September and June. Schools work. The only problem with school, for the kids who aren’t achieving, is that there isn’t enough of it.
• • •
Underline the generalization or summary sentence. Circle all sentences that provide details and evidence supporting that generalization. In our writing rubric, a top-scoring essay “thoroughly supports the thesis and main ideas with specific, precise, and relevant details and examples.” Explain why Gladwell’s paragraph would earn a top score for this part of the rubric. ______/2
PASSAGE B Read the following excerpt from Night, in which Wiesel describes the journey on the cattle cars from Auschwitz to another concentration camp. We received no food. We lived on snow; it took the place of bread… It never stopped snowing. We remained lying on the floor for days and nights, one on top of the other, never uttering a word. We were nothing but frozen bodies.
•
Identify one image in this passage: _________________________
______/1
•
How does this imagery connect to a larger theme in Night?
______/2
PASSAGE C Read the following passage from Julius Caesar, where Antony addresses the Romans at Caesar’s funeral. In the space to the right, paraphrase the underlined lines. The rubric for paraphrasing is on the next page. Shakespeare ANTONY Friends, Romans, countrymen, lend me your ears. I come to bury Caesar, not to praise him. . . . The noble Brutus Hath told you Caesar was ambitious. If it were so, it was a grievous fault, And grievously hath Caesar answered it. Here, under leave of Brutus and the rest— For Brutus is an honorable man; So are they all, all honorable men— Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me. But Brutus says he was ambitious, And Brutus is an honorable man.
Your Paraphrase 1
5
10
5. grievous: terrible 6. grievously: at a high price; answered: paid for 7. under leave of: with the permission of
•
What is one literary device in this passage? _______________________
______/1
•
What does this literary device convey about the characters or scene?
______/2
Precision and Accuracy
Chunked
Precise
Synthesized (put together) text aids and chunking
Rearranged
RUBRIC FOR PARAPHRASING 3
2
1
The paraphrase says, “Sentence 1, Sentence 2,” etc. and provides one paraphrase for each sentence.
The student does not separate every sentence; some sentences are lumped together.
The paraphrase does not indicate where one thought ends and another begins.
Every single one of Shakespeare’s words is put into modern words.
A few of Shakespeare’s words are ignored and the paraphrase skips right over them.
Many of Shakespeare’s words are totally missing from the paraphrase.
The student has used all text aids and their own ideas to produce a “correct” translation.
The student has not used all text aids, and some words or phrases are not translated correctly into modern English.
Text aids were ignored. Much of the paraphrase mistranslates Shakespeare. Tricky passages are completely ignored and left out.
The paraphrase rearranges the order of words to make them “flow” in a modern way.
The paraphrase includes some words that remain in the old-fashioned order, which would make no sense to a modern reader.
Much of the paraphrase copies the exact order of Shakespeare’s words, even when that order makes no sense in modern English.
PASSAGE D Read the following passage from Night, when Wiesel is running in Auschwitz during a Selection. A barrel of foul-smelling liquid stood by the door. Disinfection. Everybody soaked in it. Then came a hot shower. All very fast. As we left the showers, we were chased outside. And ordered to run some more. Another barrack: the storeroom. Very long tables. Mountains of prison garb. As we ran, they threw the clothes at us: pants, jackets, shirt…
•
Describe Wiesel’s syntax. How does the syntax reflect his emotions and the action of the scene? __/2
PART 4: ESSAY
Essay Rubric
Commentary
Literary devices
10 Rich commentary shows what the literary devices contribute to the meaning of the text as a whole; links literary devices to the broader themes and ideas.
7 Focuses on what a character thinks, not how the playwright represents those complex responses through the use of literary elements.
4 Lists literary devices without exploring how they contribute to Shakespeare’s portrayal of the character’s response. Simply summarizes what the character says.
Includes some minor misunderstandings of the speech. Misses the elements of complexity.
Ignores or fails to grasp the basic meaning of the speech.
Quotes are apt and specific.
Quotes are appropriate for what the student is discussing, but quote is too long or too short.
Quotes are not appropriate or are quoted in a way that makes no sense.
Consistent and effective organization: provides evidence and then commentary linking the evidence to the topic sentence.
Follows basic structure of the well-developed paragraph structure, but ideas are not fully developed.
Ideas are disorganized, off-topic, repetitive, and unclear.
Tone is appropriate to the analysis of poetic speech (precise words, formal tone, advanced vocabulary).
Some language is too general or inappropriately informal.
Uses very limited vocabulary or inappropriate tone.
May not be error-free, but writing is clear. Errors are very minor.
Errors do not interfere with Serious errors interfere the meaning. with the reader’s ability to understand.
Grasps how the speech Reading reflects multiple comprehension emotions and conflicting reactions. Evidence
Organization of body paragraphs
Language
Tone
Grammar
