ENGLISH I – HONORS FALL 2016 FINAL EXAM REVIEW

Format: The format of the Fall 2016 Final will be 45 multiple choice questions in EOC Test Format and two short answer prompts (one single selection and one crossover question).

You will apply many of the skills on this list to new passages (e.g., a new short story or poem).

**Please note that even though we covered To Kill a Mockingbird during the second six weeks, the test will NOT focus on your knowledge of the novel but your application of skills and concepts developed during the novel study.**

1ST SIX WEEKS: VOICE/ COUGAR WRITING CAMP 3RD SIX WEEKS: RHETORICAL & NONFICTION

Syntax (Sentence Structure) Rhetoric Diction (Word Choice) Rhetorical Appeals Tone (Writer’s/Speaker’s Attitude) - Pathos Imagery (Sensory Language) - Ethos Inference (Interpreting Text) - Logos Diction (word choice) 1ST SIX WEEKS: DEFINING STYLE - Concrete Diction - Abstract Diction Fiction - Colloquialism Nonfiction - Formal Diction Elements of Plot Syntax (sentence structure) - Exposition - Anaphora/Epistrophe - Rising Action (Complications) - Asyndeton/Polysyndeton - Climax - Antithesis/Juxtaposition - Falling Action - Parallelism - Resolution - Rhetorical Questions Conflict (internal and external) Other Rhetorical Strategies Characters - Hyperbole - Protagonist - Apostrophe - Antagonist - Euphemism Analyzing Fiction: - Allusions (Historical, Literary, Mythological, Biblical) - Symbols CAPP (Context, Audience, Persona, Purpose) - Imagery (sight, sound, smell, touch, taste) Literary Nonfiction - Figurative language (simile, metaphor, etc.) Author’s purpose - Tone/Theme Objective vs. Subjective Point of View Author’s Purpose/Author’s Organization - First Person - Third Person (Limited & Omniscient) Types of Irony WRITING SKILLS (SEMESTER) - Dramatic Revising & Editing - Situational - Capitalization - Verbal - Punctuation (commas, semicolons) - Conventions of Grammar 2ND SIX WEEKS: READING HISTORICAL FICTION- - Transitions - Citing evidence TO KILL A MOCKINGBIRD Setting Direct Characterization ADDITIONAL RESOURCES Indirect Characterization (STEAL) - SpringBoard Book - Speech, Thoughts, Effects on Others, - Oualline’s Blog (ouallinator.com/blog) Actions, Looks - Oualline’s Website (ouallinator.com) Symbolism and Motifs - Previous essays/assignments with feedback Theme from Oualline “Coming of Age” - Tutorials available upon request. SHORT ANSWER REVIEW MATERIAL

Format Two (2) Short Answer Questions: Terms/Skills You May Be Asked to Discuss on Short Answer: - One (1) Single Selection - Irony (situational, dramatic, and verbal) - One (1) Crossover Question - Point of View (first person, third person-limited,-omniscient) - Themes of Passages CAPE - Characterization Circle the key words in the question - Plot Elements (exposition, complications, climax, etc.) Answer the question in your own words - Conflict in both stories Prove your answer with textual evidence - Foreshadowing Explain how your evidence supports your answer - Characterization

Single Selection Requirements: - First sentence answers the question - Textual evidence embedded - Explanation provides a connection to answer

Crossover Selection Requirements: - First sentence answer the whole question (for BOTH passages) - Embedded textual evidence from BOTH selections - Explanation connects evidence from BOTH selections to the answer

Short Answer Rubric (Single Selection): EXEMPLARY (3) SUFFICIENT (2) NEEDS IMPROVEMENT (1) INSUFFICIENT (0)  Idea is perceptive and reflects  Reasonable and goes beyond  Reasonable, but contains no  Not an answer to the question an awareness of the literal reading of the text text evidence asked. complexities of the text  Explained specifically enough  Reasonable but flawed; text  Incorrect/not based on the text.  Develops a coherent to show appropriate evidence does not adequately  Too general, vague, or unclear explanation of idea by making connections support idea (too partial to to determine whether it is discerning connections across  Text evidence is accurate and support idea, weakly linked to reasonable. the text relevant idea, or misrepresentation of  No idea present; contains only  Text evidence is specific and  Idea and text evidence are text) evidence or merely repeats the well chosen clearly linked  Needs more explanation or question  Evidence strongly supports  Commination of idea and text specificity validity of the idea evidence demonstrates good  Represents a literal reading of  Combination of idea and text understanding of text the text evidence demonstrates deep understanding of the text

Short Answer Rubric (Crossover): EXEMPLARY (3) SUFFICIENT (2) NEEDS IMPROVEMENT (1) INSUFFICIENT (0)  For both texts, idea is  Reasonable idea for both  Reasonable for both  For one of both selections, perceptive and reflects selections that goes beyond a selections but contains no idea is not an answer to the awareness of the complexities literal reading text evidence question asked of text.  Explained specifically enough  Reasonable for both  Idea is incorrect because it is  Develops a coherent to show appropriate selections but text evidence is not based on one or both explanation of the idea by connections across both flawed and does not support selections making discerning connections selections and valid idea (too partial, too weakly  For one or both selections, across both selections conclusions linked, or misrepresentation idea is too general, vague, or  Text evidence for both  Text evidence for both of text) unclear to determine whether it selections supports the idea selections is accurate and  Needs more explanation or is reasonable and is specific and well chosen relevant specificity  No idea present from either  Evidence strongly supports the  Idea and text evidence are  Idea only reasonable for one selection (only text evidence validity of the idea clearly linked for both selection even though or merely repeats the question)  For both selections, the selections response contains text combination of the idea and  Combination of idea and text evidence for both the text evidence demonstrate evidence demonstrates good  Response contains idea and deep under-standing of the text understanding of the text text evidence, but idea for one selection contains inaccuracy