Final Exam Review Packet

English 10

Mrs. Heitman

Final Exam Review Packet

KEY

Name

Literary Elements

Plot / A sequence of events in a literary work
Setting / Where/when and the time a story takes place
Narrator / The person or character telling the story.
Third person Omniscient narration/First person
Character(ization) / The act of creating or developing a character
Protagonist / The main character or hero in a literary work.
Antagonist / The character or force that opposes the protagonist. -Villain
Conflict
Internal / A character is dealing with his/her own feelings. Struggle that takes place in the character’s mind.
Conflict:
External / A struggle between a character and an outside force.
Ex: man vs. man
Man vs. environment
Foreshadowing / Hints or clues used to suggest what is to come in a literary work. Quotes/events
can be used for foreshadowing.
Climax / The highest point or the turning point of the story.
Theme / Main idea or central message in a literary work.
Ex. Loss of innocence is inevitable.
Lack of communication leads to tragedy.
Preservation of dignity.
Irony / When the opposite of what is expected happens.
Metaphor / Comparison between 2 things not using the words like or as
Ex. The cup of hot tea was the best medicine for my cold.
A mockingbird (Boo Radley and Tom Robinson)
Society is a machine/combine).
Simile / Comparison between 2 things using the words like or as
Ex. The ice was as smooth as glass before the skaters entered the rink.
Alliteration / Repetition of beginning consonant sounds.
Ex: Big blue waves bounced against the bow of the boat
Imagery / Writing with heavy description that appeals to the senses. The reader can almost see, smell, hear, touch or feel what is being written about.
satire / The use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity, or vices, particularly in the context of contemporary politics or other topical issues. Ex. One Flew Over the Cuckoo’s Nest is a Satire.
Tone / The mood or feeling of a literary work.
hyperbole / Extreme exaggeration. Ex. “My shoes are killing me.”
Personification / Giving human qualities to inanimate objects. Ex. The trees danced in the wind.
Symbolism / A concrete item is used to represent an abstract idea.
Point of view / Perspective from which a literary work is told.
Round character / A character with many traits.
Usually the main character.
Flat character / A character with very few traits.
Stock character / A stereotypical flat character.
Dynamic character / A character that critically changes from the beginning to end of a literary work. (They have insight or experience a revelation.)
Static character / A character that stays the same throughout a literary work. (his/her thinking/actions don’t change)

To Kill a Mockingbird

by Harper Lee

Genre / Coming-of-age story; social drama; courtroom drama; Southern drama (Historical fiction) novel
Setting / Maycomb County, Alabama. (based on Monroeville, AL) 1930’s Great Depression, Jim Crow South
Plot (3-5 Sentences)
Conflicts
Internal
And External / Fighting racism and Ignorance
Not allowing others’ opinions to penetrate your own thinking/judgment of people and situations.
Bob Ewell and racism.
Protagonist and Description of Protagonist / Scout (Jean Louise Finch)
Coming of age… learning to judge things for herself. Learning compassion, humility.
Atticus- fights for equality between races.
Antagonist / Bob Ewell and Racism
Secondary Characters and Descriptions / Jem, Dill, Ms. Maudie, Tom Robinson, Calpurnia.
Climax / Bob Ewell vengefully attacks Jem and Scout. Bob breaks Jem’s arm and knocks him out. Boo “saves” the children by killing Bob.
Resolution / Atticus and Tate decide to “cover up” Boo’s involvement in Bob Ewell’s murder, because it is “A sin to kill a mockingbird.”
Themes / “It is a sin to kill a mockingbird” -or it is a sin to harm someone/something that is innocent or has not done anything wrong.
“Prejudice is responsible for much social injustice.”
The Coexistence of Good and Evil
The Importance of Moral Education

One Flew Over the Cuckoo’s Nest

by Ken Kesey

Genre / Satire, novel FICTION
Setting
Plot (3-5 Sentences)
Conflicts
Internal
And External / McMurphy vs. Nurse Ratched.
Patients vs. Society (ideals, expectations).
Protagonist and Description of Protagonist / R. P. McMurphy
He symbolizes vitality/life, masculinity, resistance and nonconformity.
Antagonist / Nurse Ratched.
Secondary Characters and Descriptions / Billy Bibbit, Chief Bromden, Dale Harding, Martini, Scanlon, Cheswick, Fredrickson, Sefelt. Dr. Spivey and the aides/nurses.
Climax / Nurse Ratched charges/accuses McMurphy with Cheswick and Billy’s death. She asks if he is satisfied with what he’s accomplished, “playing with human lives like a sort of GOD.”
He stalks her and resorts to a kind of violence that he did not think he was capable of. He rips open her uniform, exposing her naked body and then chokes her (almost to death.)
Resolution / Nurse Ratched lobotomizes McMurphy and returns him to the “Chronics’ side of the ward.” Chief Bromden will not accept McMurphy as a vegetable and an example of what can happen if a patient resists Nurse Ratched’s authority. Chief suffocates Mc Murphy with a pillow in order to preserve his dignity, and not allow Nurse Ratched to “win.”
Themes / Preservation of dignity.
Trying to succeed instead of giving in or giving up.
Strength in believing in oneself.
Women as Castrators
Society's Destruction of Natural Impulses
False Diagnoses of Insanity

Regents Examination: Helpful Hints

Regents Comprehensive Examination in English

Part 4: Reading and writing for critical analysis, as assessed by:

- a written response to two works of literature read in class

- be sure to read the critical lens several times, interpret it on scrap paper...it is important that you understand the critical lens in order to write a well thought out essay

- choose TWO works of literature that support the critical lens (be sure that both works can be connected to this...

Your thesis answers the following question: What literary elements from each work make this quotation valid/ not valid? (Pick valid!)

Use the guidelines as your introduction, an example is provided below:

Guidelines:

Be sure to

• Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis

• Indicate whether you agree or disagree with the statement as you have interpreted it

• Choose two works you have read that you believe best support your opinion

• Use the criteria suggested by the critical lens to analyze the works you have chosen

• Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis

• Organize your ideas in a unified and coherent manner

• Specify the titles and authors of the literature you choose

• Follow the conventions of standard written English

Name: ______

Date:

Regents Task IV Worksheet

Quotation:

Interpret the quotation (in your own words):

Agree or disagree with the quotation and explain why:

Introduce two literary works (title, author, genre)

Thesis answers the following questions: Which literary devices do the authors employ to validate/invalidate the quotation:

Space for note taking:

Literary Work # 1 Literary Work # 2

Essay Writing Tips

Do begin your paper in an interesting manner. Use an attention grabber. This should make your reader want to read more.

When you refer to the author the first time you use his entire name: Harper Lee; each time after that, you refer to him/her in last name only. The author is NOT a personal friend of yours; therefore, you do not call him “Harper or Ken”.

Write in the literary present. Literature is treated as a living document:

Incorrect: McMurphy was a good influence on Chief Bromden.

Correct: McMurphy is a good influence on Chief Bromden.

Do not use personal pronouns (I, we, us, you). Your paper should be written in the third person. Furthermore, your writing this paper implies that this is what you think.

Incorrect: I think McMurphy is a tragic hero because.

Correct: McMurphy is a tragic hero because...

(See, it means the same thing!)

Avoid contractions, UNLESS they are found in direct quotations.

Incorrect: doesn’t Incorrect: can’t

Correct: does not Correct: cannot

Avoid the words: “a lot” instead, write, “many” or “ a number of”

Incorrect: A lot of the Acutes on the ward begin to believe in McMurphy.

Correct: Many of the Acutes on the ward believe in McMurphy.

Avoid the word “like”

Avoid words such as: really, very, completely, totally—they are unnecessary.

Your essay must be written in formal language. You are not writing a conversation. Slang and colloquialisms are not appropriate.

Incorrect: Well, you can see that McMurphy is a mad fighter.

Correct: McMurphy resorts to violence in his final stand against Nurse Ratched.

Be sure to proofread your paper. You should hand in your paper with NO spelling or grammatical errors. Read your paper aloud. This may help to avoid any awkward sentences.

ANALYZING LITERATURE

When you are asked to write an analysis of a short story or novel, you should use the skills of literary analysis.

Critical papers analyze and explain some important points about a piece of literature. They do not repeat the

plot. The following items will help you organize and plan your paper. You do not need to include every one of

these items in every paper you write, but you should select the ones that are most necessary for your topic.

Use the following as a checklist for your literary analysis.

INTRODUCTION

Write a draft of the introduction first. Revise it after you have completed the paper.

Statement of topic: Be sure to name the work and its author early in the first part of the paper.

Statement of interest: Explain the point that interests you.

Statement of problem: Explain the critical disagreement, textual problem or other problem under

consideration.

Your way to Solve the Problem: How will your paper try to solve that problem or analyze a difficult point?

Any of these methods is useful:

analysis of theme analysis of images of figurative language

close textual analysis of structure

sociological, psychological or analysis of character

historical context analysis of character

survey of other critical opinions interpretation of lines

Statement of Thesis: What is the main point your paper will illustrate and/or explain? Give a clear statement,

preferably in one sentence.

Forecast of organization: In longer papers especially, give the reader a map, a guide to the organization you

will follow. If you will examine three important passages in the work, indicate that.

BODY OF THE PAPER

All paragraphs, sections and chapters must support your thesis and work toward a solution to the problem you

have stated.

Support for your argument: Be sure every paragraph has a unified topic that helps develop your argument.

Use specific quotes and examples from the work you are discussing.

Analyze characters carefully: What they do; what they say; how others treat them; what others say about

them; what the narrator says.

Isolate main issues & find words to justify your emphasis on them.

Provide close readings, textual analysis.

Use vivid verbs, ones that give a sense of sight, sound, activity.

Avoid the passive voice.

Cite important critics who support your thesis.

Answer critics who argue against your thesis.

Use your best arguments and strongest examples last.

CONCLUSION

For a longer paper, the conclusion should review the argument which you have pursued and restate the thesis.

Highlight the importance of your argument. Leave your reader feeling satisfied that you know the material,

discussed it fairly, and argued your thesis convincingly. Never end a paper with another critic's words. Use

your own words.

Vocabulary (that will be in your test!!)

Define and study the following words:

Nebulous:_adj. _Cloudy or hazy

Assuage: v. Calm, sooth, or soften

Mollify: v. Calm, sooth or soften

Indigenous: adj. native, naturally occurring, existing in something_

Victimize: v. To make a victim of, to swindle or to cheat

Astute: adj._ having or showing an ability to accurately assess situations or people and turn this to one’s advantage : an astute businessman.

Underestimate: v. estimate (something) to be smaller or less important than it actually is : the administration has grossly underestimated the extent of the problem.

• regard (someone) as less capable than they really are : he had underestimated the new president.

Veritable: adj. being truly or very much so: a veritable triumph

Auspicious: adj. promising success

Impudent (adj.)/impudence noun: not showing due respect for another person; impertinent

Expunge: v. to strike, to throw out or delete (from the record)

Mortification: noun -the state of extreme fear or embarrassment

Facetious: adj. in a light, humorous manner; sarcastic

Cagey: adj. reluctant to give information owing to caution or suspicion

Malevolent: adj. evil, ill-willed, wishing harm to others