1O LANGUAGE ARTS
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Transcript of 1O LANGUAGE ARTS
1O LANGUAGE ARTS
FINAL EXAM REVIEW 2014
THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE Gabriel Utterson –
narrator, longtime friend of Jekyll and Lanyon
Mr. Hyde – evil, sinister alter ego of Jekyll
Dr. Jekyll – doctor who takes potion to become Hyde
Dr. Lanyon – doctor who looks down on Jekyll’s “scientific balderdash”, longtime friend of both Jekyll and Utterson
STEVENSON’S BACKGROUND BORN IN 1850 IN
SCOTLAND ONLY CHILD – VERY
DOTED ON, MIDDLE CLASS
SUFFERED CHRONIC HEALTH PROBLEMS
NURSE/NANNY READ HIM STORIES WHICH GREATLY INFLUENCED HIM TO PURSUE LITERATURE
GOTHIC ELEMENTS SETTING IN A CASTLE ATMOSPHERE OF MYSTERY
AND SUSPENSE AN ANCIENT PROPHECY OMENS, VISIONS, DREAMS SUPERNATURAL/INEXPLIC-
ABLE EVENTS HIGH EMOTION WOMEN IN PERIL OR
DISTRESS WOMEN BEING
THREATENED BY A POWERFUL MALE
DOOM AND GLOOM IMAGERY
VICTORIAN LONDON SOCIAL CLASS THE RAILWAYS GENTLEMEN/UPPER
MIDDLE CLASS SEXUALITY NOT OPENLY
DISCUSSED SMALL ROLES OF
WOMEN FAITH/DOUBTING OF
FAITH – LOGIC DARWIN AND
DARWINISM (SURVIVAL OF FITTEST, THEORY OF EVOLUTION)
TIME PERIOD: 1837-1901 CHANGES IN VICTORIAN
ENGLAND INDUSTRIALIZATION HUGE INCREASES IN THE
NATION’S WEALTH EXTREMES OF WEALTH
AND POVERTY GROWING DIVISIONS
BETWEEN COUNTRY AND CITY LIFESTYLES
RAPID POPULATION GROWTH AND INCREASES IN MIDDLE CLASS
INCREASE IN BATTLE FOR DEMOCRACY
VICTORIAN LONDON GOOD VS. BAD
GOOD RECEIVED REWARDS, BAD WERE PUNISHED
POOR TREATED BADLY, RICH WERE SCORNED AND ENVIED
HEROES WERE PEOPLE OF VIRTUE
FEAR OF PEOPLE LARGER CITIES, FEAR OF
RIOTING/REVOLUTIONS RELIGIOUS UNDERTONES,
DEEPER MEANING DOMINANT MALE ROLES LACK OF FEMALE ROLES SEXUALITY, ABSENT OR
HINTED AT
LITERARY TERMS1. THEME
2. REPETITION
3. VERBAL IRONY
A. “I TELL THEE, KATE, ‘TWAS BURNT AND DRIED AWAY./AND I AM EXPRESSLY FORBID TO TOUCH IT.”
B. “YOU LIE, IN FAITH; FOR YOU ARE CALL’D PLAIN KATE,/AND BONNY KATE AND SOMETIMES KATE THE CURST;”
C. “THUS HAVE I POLITICLY BEGUN MY REIGN,/AND TIS MY HOPE TO END SUCCESSFULLY.”
LITERARY TERMS 1. SITUATIONAL
IRONY
2. AUTHOR’S PURPOSE
3. IMAGERY
A. “SIR, MY MISTRESS SENDS YOU WORD/THAT SHE IS BUSY AND CANNOT COME.” (ACT V)
B. “MY FALCON NOW IS SHARP AND PASSING EMPTY,/AND TILL SHE STOOP, SHE MUST NOT BE FULL-GORGED,” (ACT IV)
C. “THUS IN PLAIN TERMS; YOUR FATHER HATH CONSENTED/THAT YOU SHALL BE MY WIFE; YOUR DOWRY ‘GREED ON;/AND, WILL YOU, NILL YOU, I WILL MARRY YOU.” (ACT II)
LITERARY ELEMENTS 1.FORESHADOWIN
G
2. DYNAMIC CHARACTER
A. “MY MIND HATH BEEN AS BIG AS ONE OF YOURS,/ MY HEART AS GREAT, MY REASON HAPLY MORE,/ TO BANDY WORD FOR WORD AND FROWN FOR FROWN./ BUT NOW I SEE OUR LANCES ARE BUT STRAWS,” KATE – ACT V
B. “BUT THE SUN IT IS NOT, WHEN YOU SAY IT IS NOT,/AND THE MOON CHANGES EVEN AS YOUR MIND.” KATE – ACT IV, SCENE 5
LITERARY ELEMENTS 1.STATIC
CHARACTER
2.TONE
A. “WHY THERE’S A WENCH! COME ON AND KISS ME, KATE.”PETRUCHIO, ACT V, SCENE 2
B. “WHY, MAN, THERE/BE GOOD FELLOWS IN THE WORLD, AND A MAN COULD LIGHT/ON THEM, WOULD TAKE HER WITH ALL FAULTS, AND MONEY ENOUGH.” HORTENSIO, ACT 1 SCENE 1
GRAMMAR ELEMENTS SUBJECTS OF
SENTENCES THE SUBJECT IS THE
PART OF THE SENTENCE THAT NAMES WHOM OR WHAT THE SENTENCE IS ABOUT.
BRUNO MARS/ PERFORMED AT THE SUPERBOWL.
SOMEBODY/ ATE ALL THE COOKIES!
GRAMMAR ELEMENTS SENTENCE
FRAGMENTS
A SENTENCE FRAGMENT IS AN ERROR THAT OCCURS WHEN AN INCOMPLETE SENTENCE IS PUNCTUATED AS THOUGH IT WERE COMPLETE.
WANTED TO EXPLORE THE CAVES. (MISSING SUBJECT)
THE TWO WEARY HIKERS WALKING FOR HOURS. (MISSING COMPLETE PREDICATE)
GRAMMAR ELEMENTS PHRASES A PHRASE IS A GROUP
OF WORDS THAT ACTS IN A SENTENCE AS A SINGLE PART OF SPEECH PREPOSITIONAL
PHRASES THE STAIRS LEAD TO
THE ATTIC. APPOSITIVE PHRASES HE IS SAVING MONEY
TO TRAVEL TO BOGOTA, THE CAPITAL OF COLUMBIA.
VERBAL PHRASES – A VERB FORM (PLUS ANY COMPLEMENTS) THAT FUNCTIONS AS A NOUN, ADJECTIVE OR ADVERB PARTICIPIAL PHRASES ONE OF THE JOYS OF THE
GARDEN IS A FRESHLY PICKED TOMATO.
GERUND PHRASES (-ING) CROSS COUNTRY SKIING
IS GOOD EXERCISE. INFINITIVE PHRASES HIS GOAL IS TO
GRADUATE.
GRAMMAR ELEMENTS PARTICIPIAL
PHRASES A PARTICIPLE IS A
VERB FORM THAT CAN FUNCTION AS AN ADJECTIVE
A PARTICIPIAL PHRASE CONTAINS A PARTICIPLE PLUS ANY COMPLEMENTS AND MODIFIERS
PARTICIPLE
THE CONFUSED CHILD WAS AFRAID.
.
KEVIN, FEELING THAT HE WAS NOT ACCEPTED BY HIS TEAMMATES, QUIT THE TEAM
GRAMMAR ELEMENTS RUN-ON SENTENCES
A RUN-ON SENTENCE IS TWO OR MORE COMPLETE SENTENCES WRITTEN AS THOUGH THEY WERE ONE SENTENCE.
IT RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON THEY STILL ENJOYED THE TRIP.
TO CORRECT: ALTHOUGH IT
RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON, THEY STILL ENJOYED THE TRIP.
GRAMMAR ELEMENTS COMPOUND
SENTENCES
A COMPOUND SENTENCE CONTAINS TWO OR MORE MAIN CLAUSES (COMPLETE SENTENCES)
THEY ARE USUALLY JOINED BY A COMMA AND A COORDINATING CONJUNCTION
ANNIE CHECKS HER EMAIL OFTEN, BUT SHE DOESN’T ALWAYS REPLY RIGHT AWAY.
GRAMMAR ELEMENTS COMPLEX
SENTENCES
A COMPLEX SENTENCE HAS ONE MAIN CLAUSE AND ONE OR MORE SUBORDINATE CLAUSES
WHEN I READ HER NOVELS, I ENJOY THEM BECAUSE THEY ARE BELIEVABLE.
SUBORDINATE CLAUSE = WHEN I READ HER NOVELS,
MAIN CLAUSE = I ENJOY THEM
SUBORDINATE CLAUSE = BECAUSE THEY ARE BELIEVABLE
GRAMMAR ELEMENTS COMPOUND/
COMPLEX SENTENCES
COMPOUND/COMPLEXSENTENCES HAVE TWO OR MORE MAIN CLAUSES AND AT LEAST ONE SUBORDINATE CLAUSE
I AM GOING TO THE STORE ON FRIDAY, WHICH IS A LOYAL SHOPPER DAY, AND I WANT YOU TO GO WITH ME.
MAIN CLAUSE = I’M GOING TO THE STORE ON FRIDAY,
SUBORDINATE CLAUSE = WHICH IS A LOYAL SHOPPER DAY,
MAIN CLAUSE = I WANT YOU TO GO WITH ME
GRAMMAR ELEMENTS PREPOSITIONS/
PREPOSITIONAL PHRASES
A PREPOSITIONAL PHRASE IS A GROUP OF WORDS THAT BEGINS WITH A PREPOSITION AND ENDS WITH A NOUN OR PRONOUN, WHICH IS CALLED THE OBJECT OF THE PREPOSITION
COMMON PREPOSITIONS
http://www.youtube.com/watch?v=msikBBfCbnY
I DROVE OVER THE RIVER AND THROUGH THE WOODS TO GET TO THE MALL.
GRAMMAR ELEMENTS USE OF COMMAS
COMMAS ARE USED TO SEPARATE TWO EQUAL ELEMENTS OR TO SET OFF AN ELEMENT
A CHAIR, A TABLE, A LAMP, AND A SOFA WERE THE ROOM’S ONLY FURNISHINGS.
WELL, TURN YOUR PAPER IN TOMORROW.
WE CAN’T GO OUTSIDE, HOWEVER, WE CAN PLAY A GAME.
GRAMMAR ELEMENTS USE OF
SEMICOLONS
USE A SEMICOLON TO SEPARATE MAIN CLAUSES
USE A SEMICOLON TO SEPARATE ITEMS IN A SERIES WHEN ONE OR MORE OF THE ITEMS ALREADY CONTAIN COMMAS
NO ONE WAS SERIOUSLY HURT IN THE ACCIDENT; ONE MAN SUFFERED A BROKEN FINGER.
IN MATTERS OF STYLE, SWIM WITH THE CURRENT; IN MATTERS OF PRINCIPLE, STAND LIKE A ROCK. (THOMAS JEFFERSON, 1743-1826)
GRAMMAR ELEMENTS USE OF COLONS
USE A COLON TO INTRODUCE LISTS, EXPECIALLY AFTER STATEMENTS THAT USE WORDS SUCH AS THESE, THE FOLLOWING OR AS FOLLOWS
USE A COLON TO INTRODUCE MATERIAL THAT ILLUSTRATES, EXPLAINS, OR RESTATES THE PRECEDING MATERIAL
USE A COLON TO INTRODUCE A LONG OR FORMAL QUOTATION
HE REQUESTED THE FOLLOWING: A SCREWDRIVER, A WRENCH, AND A HAMMER.
I OFTEN WISH MY PARENTS HAD MORE THAN ONE CHILD: THEY WORRY TOO MUCH ABOUT ME. (A COMPLETE SENTENCE FOLLOWING A COLON IS CAPITALIZED)
IN THE TAMING OF THE SHREW, SHAKESPEARE’S KATHARINA STATES THE FOLLOWING:THY HUSBAND IS THY LORD, THY LIFE, THY KEEPER,THY HEAD, THY SOVERIGN; ONE THAT CARES FOR THEE,
GRAMMAR ELEMENTS INDEPENDENT
CLAUSES (COMPLETE SENTENCES)
AN INDEPENDENT CLAUSE HAS A SUBJECT AND A PREDICATE AND EXPRESSES A COMPLETE THOUGHT.
ALSO CALLED A MAIN CLAUSE.
SHANNON BROKE HER GLASSES.
MY DAUGHTER, ALLISON, WROTE HER ESSAY IN CLASS.
EVERYBODY WHO BOUGHT A TICKET RECEIVED A FREE T-SHIRT.
WRITING STRUCTURESCHARACTER ANALYSIS
ANALYSIS OF ONE OR MORE MAIN CHARACTERS IN A BOOK
STUDY WHAT CHARACTER THINKS, SAYS AND DOES, AND WHAT OTHER CHARACTERS SAY OR THINK ABOUT THEM
ALWAYS USE QUOTES FROM THE TEXT TO SUPPORT YOUR STATEMENTS
QUESTIONS TO ASK
WHAT ARE THE DOMINANT TRAITS OF THIS CHARACTER?
HOW DOES THE CHARACTER’S PERSONALITY INFLUENCE HIS/HER ACTIONS?
WHY DOES THE CHARACTER FEEL A CERTAIN WAY?
WHAT CHARACTER TRAIT DOES HE/SHE NEED TO OVERCOME PROBLEMS?
WHAT BAD HABITS DOES THIS CHARACTER HAVE?
WHAT GOOD QUALITIES DOES THIS CHARACTER HAVE?
WRITING STRUCTURESCOMPARE/CONTRAST
AN ESSAY, IN WHICH THE WRITER FOCUSES ON THE WAYS IN WHICH CERTAIN THINGS OR IDEAS—USUALLY TWO OF THEM—ARE SIMILAR TO (THIS IS THE COMPARISON) AND/OR DIFFERENT FROM (THIS IS THE CONTRAST) ONE ANOTHER.
MAKING A VENN DIAGRAM CAN HELP YOU QUICKLY COMPARE AND CONTRAST TWO OR MORE THINGS OR IDEAS.
THE THESIS OF YOUR COMPARISON/CONTRAST PAPER IS VERY IMPORTANT: IT HELPS YOU CREATE A FOCUSED ARGUMENT AND GIVES YOUR READER GUIDANCE.
USE AN OUTLINE TO ORGANIZE YOUR POINTS.
ALWAYS USE QUOTES FROM THE TEXTS YOU ARE REFERRING TO IN YOUR ESSAY.