Eng III - Semester I Exam Review
Unit 1
Rhetoric & Speech Analysis
Patterns of development: narration, description, process analysis, exemplification, comparison and contrast,
classification and division, definition, cause and effect
Greek Roots (see handout)
Be able to analyze a piece of writing using SOAPSTone: subject, occasion, audience, purpose, style, tone
6 parts of a classical formal argument: introduction, narration (background / context), division,
confirmations (outline of essay), refutations, conclusion (peroration)
2 rhetorical appeals: ethos, pathos, logo
Know the difference between thesis and topic!
Terms
A.
B.
C.
D.
E.
F.
G.
rhetoric
context
purpose
audience
thesis
subject
speaker
H.
I.
J.
K.
L.
M.
N.
persona
ethos
logos
pathos
occasion
introduction
narration
O.
P.
Q.
R.
S.
confirmation
purpose
refutation
conclusion
division
Review Elements of Style, Chapter 1!!
Unit 2
Grammar & Poetry
Know the following terms and be able to identify in any sentence:
noun, verb, adjective, adverb, pronoun, preposition, interjection, conjunction
Know the following terms and be able to identify in any sentence:
1. predicate
5. antecedent of a pronoun
2. grammatical subject
6. prepositional phrase
3. direct object
7. independent clause
4. active voice / passive voice
8. dependent clause
Re-read the poems and what we said about them.
“Jabberwocky”
Shakespeare “Sonnet 116” (“Let me not to the marriage of true minds admit impediments”)
Ben Jonson “On my first son”
Milton “On his blindness”
Donne “I am a little world made cunningly”
T. S. Eliot, “Burnt Norton”
Review what a paraphrase is, and be prepared to be asked questions about correct and effective
paraphrases.
Unit 3
Style and the Creative Non-fiction Essay
Know the definition of each of the following terms:
1. style
9. trope
2. periodic sentence
10. complex sentence
3. syntax
11. tone / mood
4. cumulative sentence
12. anaphora
5. diction
13. asyndeton
6. hortative sentence
14. juxtaposition
7. scheme
15. allusion
8. antimetabole
16. close reading
17.
18.
19.
20.
21.
22.
authorial voice
imperative
metonymy
hyperbole
archaic diction
persona
Know the theme of the essays:
 Joan Didion, “The Santa Ana”
 E. B. White, “Once More to the Lake”
 Annie Dillard, “The Death of a Moth”
 Virginia Woolf “The Death of the Moth”
 R. R. Reno, “The 9/11 Memorial”
 Flannery O’Connor “The King of the Birds”
Be able to write a response to questions such as the following:
1. Compare and contrast the style, mood, and purpose of Woolf’s description of her moth (dying in
the window sill) and Dillard’s description of her moth (dying in the fire).
2. Compare and contrast the style and mood of O’Connor’s essay with that of Virginia Woolf.
3. Compare and contrast White’s description of a place with Reno’s description of a place.
Unit 4
Macbeth and Writing a Literary Analysis
Terms to know
iambic pentameter, blank verse, elided events
Macbeth
 Be able to identify the characters of Macbeth, and know what they did.
 Know the sequence of plot events.
 Be able to match characters with key lines.
 Be able to name and discuss themes of the play.
 Be able to name and discuss symbols in the play.
 Be able to write a characterization of Macbeth, Lady Macbeth, and Macduff.
 Be able to write a deep analysis of Macbeth’s speech: “Tomorrow, and tomorrow, and tomorrow”
 Be able to discuss the historical context of the play, and some of the contemporary issues to
which it alludes or spoke (such as witchcraft, kingship, Machiavellianism, etc.)
SEMESTER AS A WHOLE
Shakespeare was a master of the English language, writing in a dangerous, volatile context.
Be prepared to:
1.) do a close reading of lines within the play, a la song analysis (for example, noting what words
– and therefore themes and ideas -- Shakespeare emphasized by means of repetition, placement, or stress)
2.) write about the play in a graceful way: that is, using a variety of sentences, strong verbs, etc.
3.) apply SOAPSTone to the play of Macbeth
A. to the character’s speeches within the play: i.e., what the characters are saying to their
various audience(s) of other character(s)
B. to the larger historical context of the play: i.e., what Shakespeare what saying to his
audience(s) of Jacobean England
C. to the transcendent context of the play; i.e., what the play says to people of any time
and place
THE STAGE:
characters speak to
each other
THE GLOBE
THEATER:
Shakespeare speaks
to his audience(s)
THE TEXT: writer of
language speaks to
people of any time
and place