Teaching Tuesday: Fall Semester Study Guide for 2014

Fall Study Guide 2014

The majority of your exam will be formatted in the PARCC format. You will have passages to analyze. Each question will be in two parts. The first part will pertain to a literary device listed below and the second part will consist of four options to best justify your answer for the first part.

You will need to be able to understand the following words as they will appear in the prompts:

ü LITERARY DEVICES (also known as literary terms and literary techniques)

ü ANALYZE

ü COMPARE

ü CONTRAST

ü CRITICIZE

ü DEFINE

ü DESCRIBE

ü DISCUSS

ü EVALUATE

ü IDENTIFY

ü ILLUSTRATE (Not the drawing definition)

ü INTERPRET

ü OUTLINE

ü PERSUADE

ü PROVE

ü STATE

ü SUMMARIZE

ü PARAPHRASE

ü CITE

ü JUSTIFY

ü TEXTUAL SUPPORT

ü ANNOTATE (ANNOTATION OR CLOSE READING STRATEGIES)

You must be able to identify, define, interpret, and support your argument for each of the following terms (pages 979 – 991):

Ø ALLITERATION

Ø ALLUSION

Ø ASSONANCE

Ø AUTOBIOGRAPHY

Ø CHARACTER

o   DIRECT CHARACTERIZATION

o   INDIRECT CHARACTERIZATION

Ø CONFLICT

o   INTERNAL

o   EXTERNAL

Ø CONNOTATION

Ø DENOTATION

Ø DIALECT

Ø DIALOGUE

Ø DICTION

Ø FORMAL ESSAY

Ø FIGURE OF SPEECH (ALSO KNOWN AS FIGURATIVE LANGUAGE)

Ø FLASHBACK

Ø FLASH-FORWARD

Ø FOIL

Ø FORESHADOWING

Ø GENRE

Ø HYPERBOLE

Ø IDIOM

Ø IMAGERY

Ø IRONY

o   VERBAL IRONY

o   SITUATIONAL IRONY

o   DRAMATIC IRONY

Ø METAPHOR

Ø MOOD

Ø NARRATION

Ø NARRATOR

Ø NONFICTION

Ø NOVEL

Ø ONOMATOPOEIA

Ø PERSONIFICATION

Ø PLOT

o   EXPOSITION

o   RISING ACTION

o   CLIMAX

o   FALLING ACTION

o   RESOLUTION

Ø POINT OF VIEW

o   OMNISCIENT

o   THIRD-PERSON-LIMITED

o   FIRST-PERSON

o   CREDIBLE/RELIABLE

o   UNRELIABLE

Ø PROTAGONIST

Ø ANTAGONIST

Ø PUN

Ø SETTING

Ø SHORT STORY

Ø SIMILE

Ø SPEAKER

Ø STYLE

Ø SUSPENSE

Ø SYMBOL

Ø THEME

Ø TONE

Ø VOICE

You will be writing two essays. You will need to be able to demonstrate your knowledge of basic components of an essay. You will need to be able to discuss literary elements from the literary pieces and cite textual support in MLA format to justify your argument.  You must be very mindful to use a formal voice with correct spelling, grammar, mechanics, and conventions.

§  GRABBER/HOOK

§  FOCUS STATEMENT/BACKGROUND INFORMATION

§  THESIS STATEMENT/ARGUMENT/CLAIM = PROMPT + CLAIM + PROOF OF CLAIM (3)

§  TOPIC SENTENCE

§  EVIDENCE

§  EXPLANATION

§  MODIFIED THESIS/ARGUMENT/CLAIM

§  MODIFIED FOCUS STATEMENT/CLOSING INFORMATION

§  CHALLENGE

Essay Questions (written in MLA format with a Works Cited Page)

1.     Determine what mood and tone are created through use of imagery in Elie Wiesel’s Night. Explain the importance of mood and tone in a non-fiction novel. Justify your claim with textual support.

2.     Examine the symbolism of fire, technology, and books in Fahrenheit 451 by Ray Bradbury. Interpret each symbol and analyze how the symbols collectively represent an oppressive government and dystopian society.

ARGUMENT   (9-10)
Description	5 Exceptional	4 Skilled	3 Proficient	2 Developing	1 Inadequate
Claim: The text introduces a clear, arguable claim that can be supported by reasons and evidence.	The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim.	The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure and organization that is aligned with the claim.	The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim.	The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position.	The text contains an unidentifiable claim or vague position. The text has limited structure and organization.
Development: The text provides sufficient data and evidence to back up the claim as well as a conclusion that supports the argument.	The text provides convincing and relevant data and evidence to back up the claim and effectively addresses counterclaims. The conclusion strengthens the claim and evidence.	The text provides sufficient and relevant data and evidence to back up the claim and addresses counterclaims fairly. The conclusion effectively reinforces the claim and evidence.	The text provides sufficient data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence.	The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position.	The text contains limited data and evidence related to the claim and counterclaims or lacks counter-claims. The text may fail to conclude the argument or position.
Audience: The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific audience’s needs.	The text consistently addresses the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience.	The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience.	The text considers the audience’s knowledge level and concerns about the claim. The text addresses the needs of the audience.	The text illustrates an inconsistent awareness of the audience’s knowledge level and needs.	The text lacks an awareness of the audience’s knowledge level and needs.
Cohesion: The text uses words, phrases, and clauses to link the major sections of the text, creates cohesion, and clarifies the relationships between the claim and reasons, between reasons and evidence, and between claims and counterclaims.	The text strategically uses words, phrases, and clauses to link the major sections of the text. The text explains the relationships between the claim and reasons as well as the evidence. The text strategically links the counterclaims to the claim.	The text skillfully uses words, phrases, and clauses to link the major sections of the text. The text identifies the relationship between the claim and reasons as well as the evidence. The text effectively links the counterclaims to the claim.	The text uses words, phrases, and clauses to link the major sections of the text. The text connects the claim and reasons. The text links the counterclaims to the claim.	The text contains limited words, phrases, and clauses to link the major sections of the text. The text attempts to connect the claim and reasons.	The text contains few, if any, words, phrases and clauses to link the major sections of the text. The text does not connect the claims and reasons.
Style and Conventions: The text presents a formal, objective tone that demonstrates standard English conventions of usage and mechanics along with discipline- specific requirements (i.e. MLA, APA, etc.).	The text presents an engaging, formal and objective tone. The text intention- ally uses standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA, APA, etc.).	The text presents an appropriate and formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline specific requirements (i.e. MLA, APA, etc.).	The text presents a formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline specific requirements (i.e. MLA, APA, etc.).	The text illustrates a limited awareness of formal tone. The text demonstrates some accuracy in standard English conventions of usage and mechanics.	The text illustrates a limited awareness or inconsistent tone. The text illustrates inaccuracy in standard English conventions of usage and mechanics.

Exam Schedule

Fall Semester Exam Schedule 2014-2015
Tuesday	December 16, 2014	A-Day
			1st Block	8:45 - 10:45
			Break/Study Time	10:45 -11:00
			2nd Block	11:00 - 1:00
			Lunch	1:00 – 1:20
			Buses	1:25
Wednesday	December 17, 2014	B-Day
			1st Block	8:45 - 10:45
			Break/Study Time	10:45 -11:00
			2nd Block	11:00 - 1:00
			Lunch	1:00 – 1:20
			Buses	1:25
Thursday	December 18, 2014	A-Day
			3rd Block	8:45 - 10:45
			Break/Study Time	10:45 -11:00
			4th Block	11:00 – 1:00
			Lunch	1:00 – 1:20
			Buses	1:25
Friday	December 19, 2014	B-Day
			3rd Block	8:45 - 10:45
			Break/Study Time	10:45 -11:00
			4th Block	11:00 - 1:00
			Lunch	1:00 – 1:20
			Buses	1:25