GRADE 12 UNIVERSITY ENGLISH: ENG4U
FINAL EXAM
INSTRUCTOR: MR. FORD
TIME LIMIT: 2 hours
STUDENT NAME:
PAGE 1 OF 14
________________________________________________________________________________________________________
Instructions:
1. Non-programmable calculators, protractors, rulers and various writing utensils may be used.
NO electronic devices will be allowed.
2. The use of a print dictionary is permitted during the exam. NO online dictionaries are allowed.
3. Answer all questions in the spaces provided. Please do not write on the backs of pages.
If you require additional paper, let your proctor know. If you do use additional paper, please be sure to
label the questions accordingly.
4. Please ensure that all 14 pages are included and returned.
5. Your proctor must return your exam and signed proctor form to your instructor via email
immediately upon completion.
________________________________________________________________________________________________________
Mark Breakdown
Knowledge & Understanding
Thinking & Inquiry
Communication
Application
19 marks
24 marks
14 marks
18 marks
Total:
/75 Marks =
%
Good Luck!
1
PART A – POETRY
READ THIS POEM & ANSWER THE QUESTIONS THAT FOLLOW.
South by Kamau Brathwaite
But today I recapture the islands'
bright beaches: blue mist from the ocean
rolling into the fishermen's houses.
By these shores I was born: sound of the sea
came in at my window, life heaved and breathed in me then
with the strength of that turbulent soil.
Since then I have travelled: moved far from the beaches:
sojourned in stoniest cities, walking the lands of the north
in sharp slanting sleet and the hail,
crossed countless saltless savannas and come
to this house in the forest where the shadows oppress me
and the only water is rain and the tepid taste of the river.
We who are born of the ocean can never seek solace
in rivers: their flowing runs on like our longing,
reproves us our lack of endeavour and purpose,
proves that our striving will founder on that.
We resent them this wisdom, this freedom: passing us
toiling, waiting and watching their cunning declension down to the sea.
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But today I would join you, travelling river,
borne down the years of your patientest flowing,
past pains that would wreck us, sorrows arrest us,
hatred that washes us up on the flats;
and moving on through the plains that receive us,
processioned in tumult, come to the sea.
Bright waves splash up from the rocks to refresh us,
blue sea-shells shift in their wake
and there is the thatch of the fishermen's houses, the path
made of pebbles, and look!
Small urchins combing the beaches
look up from their traps to salute us:
they remember us just as we left them.
The fisherman, hawking the surf on this side
of the reef, stands up in his boat
and halloos us: a starfish lies in its pool.
And gulls, white sails slanted seaward,
fly into the limitless morning before us.
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1. Identify one example of each of the following literary devices in the poem. [K:
Literary Device]
/5 Marks - 1 Mark per
a. Repetition:
b. Simile:
c. Alliteration:
d. Imagery:
e. Symbolism:
2. Who is the “speaker” in this poem and how do you know this? Give a specific example to support your
answer. [T: /2 Marks, A: /2 Marks]
3. What is an example of a theme that you believe is present in this poem? How do the literary devices in the
poem help the reader to better understand the theme of the poem? [T: /3 Marks, A: /2 Marks]
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PART B – LITERARY ANALYSIS - READ THE EXCERPT BELOW, BY HARPER LEE AND
ANSWER THE QUESTIONS THAT FOLLOW.
Excerpt from Harper Lee’s, To Kill A Mockingbird
When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it healed, and Jem's
fears of never being able to play football were assuaged, he was seldom self-conscious about his injury. His left
arm was somewhat shorter than his right; when he stood or walked, the back of his hand was at right angles to
his body, his thumb parallel to his thigh. He couldn't have cared less, so long as he could pass and punt.
When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading
to his accident. I maintain that the Ewells started it all, but Jem, who was four years my senior, said it started
long before that. He said it began the summer Dill came to us, when Dill first gave us the idea of making Boo
Radley come out.
I said if he wanted to take a broad view of the thing, it really began with Andrew Jackson. If General Jackson
hadn't run the Creeks up the creek, Simon Finch would never have paddled up the Alabama, and where would
we be if he hadn't? We were far too old to settle an argument with a fist-fight, so we consulted Atticus. Our
father said we were both right.
Being Southerners, it was a source of shame to some members of the family that we had no recorded ancestors
on either side of the Battle of Hastings. All we had was Simon Finch, a fur-trapping apothecary from Cornwall
whose piety was exceeded only by his stinginess. In England, Simon was irritated by the persecution of those
who called themselves Methodists at the hands of their more liberal brethren, and as Simon called himself a
Methodist, he worked his way across the Atlantic to Philadelphia, thence to Jamaica, thence to Mobile, and up
the Saint Stephens. Mindful of John Wesley's strictures on the use of many words in buying and selling, Simon
made a pile practicing medicine, but in this pursuit he was unhappy lest he be tempted into doing what he knew
was not for the glory of God, as the putting on of gold and costly apparel. So Simon, having forgotten his
teacher's dictum on the possession of human chattels, bought three slaves and with their aid established a
homestead on the banks of the Alabama River some forty miles above Saint Stephens. He returned to Saint
Stephens only once, to find a wife, and with her established a line that ran high to daughters. Simon lived to an
impressive age and died rich.
It was customary for the men in the family to remain on Simon's homestead, Finch's Landing, and make their
living from cotton. The place was self-sufficient: modest in comparison with the empires around it, the Landing
nevertheless produced everything required to sustain life except ice, wheat flour, and articles of clothing,
supplied by river-boats from Mobile.
Simon would have regarded with impotent fury the disturbance between the North and the South, as it left his
descendants stripped of everything but their land, yet the tradition of living on the land remained unbroken until
well into the twentieth century, when my father, Atticus Finch, went to Montgomery to read law, and his
younger brother went to Boston to study medicine. Their sister Alexandra was the Finch who remained at the
Landing: she married a taciturn man who spent most of his time lying in a hammock by the river wondering if
his trot-lines were full.
When my father was admitted to the bar, he returned to Maycomb and began his practice. Maycomb, some
twenty miles east of Finch's Landing, was the county seat of Maycomb County. Atticus's office in the
courthouse contained little more than a hat rack, a spittoon, a checkerboard and an unsullied Code of Alabama.
His first two clients were the last two persons hanged in the Maycomb County jail. Atticus had urged them to
accept the state's generosity in allowing them to plead Guilty to second-degree murder and escape with their
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lives, but they were Haverfords, in Maycomb County a name synonymous with jackass. The Haverfords had
dispatched Maycomb's leading blacksmith in a misunderstanding arising from the alleged wrongful detention of
a mare, were imprudent enough to do it in the presence of three witnesses, and insisted that the-son-of-a-bitchhad-it-coming-to-him was a good enough defense for anybody. They persisted in pleading Not Guilty to firstdegree murder, so there was nothing much Atticus could do for his clients except be present at their departure,
an occasion that was probably the beginning of my father's profound distaste for the practice of criminal law.
During his first five years in Maycomb, Atticus practiced economy more than anything; for several years
thereafter he invested his earnings in his brother's education. John Hale Finch was ten years younger than my
father, and chose to study medicine at a time when cotton was not worth growing; but after getting Uncle Jack
started, Atticus derived a reasonable income from the law. He liked Maycomb, he was Maycomb County born
and bred; he knew his people, they knew him, and because of Simon Finch's industry, Atticus was related by
blood or marriage to nearly every family in the town.
Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned
to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a
black dog suffered on a summer's day; bony mules hitched to Hoover carts flicked flies in the sweltering shade
of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after
their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum.
People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their
time about everything. A day was twenty-four hours long but seemed longer. There was no hurry, for there was
nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb
County. But it was a time of vague optimism for some of the people: Maycomb County had recently been told
that it had nothing to fear but fear itself.
We lived on the main residential street in town--Atticus, Jem and I, plus Calpurnia our cook. Jem and I found
our father satisfactory: he played with us, read to us, and treated us with courteous detachment.
Calpurnia was something else again. She was all angles and bones; she was nearsighted; she squinted; her hand
was wide as a bed slat and twice as hard. She was always ordering me out of the kitchen, asking me why I
couldn't behave as well as Jem when she knew he was older, and calling me home when I wasn't ready to come.
Our battles were epic and one-sided. Calpurnia always won, mainly because Atticus always took her side. She
had been with us ever since Jem was born, and I had felt her tyrannical presence as long as I could remember.
Our mother died when I was two, so I never felt her absence. She was a Graham from Montgomery; Atticus met
her when he was first elected to the state legislature. He was middle-aged then, she was fifteen years his junior.
Jem was the product of their first year of marriage; four years later I was born, and two years later our mother
died from a sudden heart attack. They said it ran in her family. I did not miss her, but I think Jem did. He
remembered her clearly, and sometimes in the middle of a game he would sigh at length, then go off and play
by himself behind the car-house. When he was like that, I knew better than to bother him.
When I was almost six and Jem was nearly ten, our summertime boundaries (within calling distance of
Calpurnia) were Mrs. Henry Lafayette Dubose's house two doors to the north of us, and the Radley Place three
doors to the south. We were never tempted to break them. The Radley Place was inhabited by an unknown
entity the mere description of whom was enough to make us behave for days on end; Mrs. Dubose was plain
hell.
That was the summer Dill came to us.
Early one morning as we were beginning our day's play in the back yard, Jem and I heard something next door
in Miss Rachel Haverford's collard patch. We went to the wire fence to see if there was a puppy--Miss Rachel's
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rat terrier was expecting--instead we found someone sitting looking at us. Sitting down, he wasn't much higher
than the collards. We stared at him until he spoke:
"Hey."
"Hey yourself," said Jem pleasantly.
"I'm Charles Baker Harris," he said. "I can read."
"So what?" I said.
"I just thought you'd like to know I can read. You got anything needs readin' I can do it. . . ."
"How old are you," asked Jem, "four-and-a-half?"
"Goin' on seven."
"Shoot no wonder, then," said Jem, jerking his thumb at me. "Scout yonder's been readin' ever since she was
born, and she ain't even started to school yet. You look right puny for goin' on seven."
"I'm little but I'm old," he said.
Jem brushed his hair back to get a better look. "Why don't you come over, Charles Baker Harris?" he said.
"Lord, what a name."
"'s not any funnier'n yours. Aunt Rachel says your name's Jeremy Atticus Finch."
Jem scowled. "I'm big enough to fit mine," he said. "Your name's longer'n you are. Bet it's a foot longer."
"Folks call me Dill," said Dill, struggling under the fence.
(SEE THE CHART ON NEXT PAGE)
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1. In the chart below, choose ONLY two different literary lenses to complete an analysis of the excerpt
above. You want to ensure that you are using proper terminology associated with the literary lens. [16
Marks – K = /4, T = /4, C = /4, A = /4]
Literary Lens
Analysis
Marxist Criticism
Feminist/Gender
Criticism
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Archetypal Lens
Reader Response
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[ /4 Communication Marks – Based on student’s grammar and ability to clearly communicate their
thinking
knowledge
of the answers
to theA:questions
in the poetry section.
PART C – Essay
[K: 10and
Marks,
T: 15 Marks,
C: 5 Marks,
10 Marks]
------------------------------------------------------------------------------------------------------------------PART C ESSAY – 40 marks - Essay [K:
/10 Marks, T:
/15 Marks, C:
/5 Marks, A:
/10 Marks]
Choosing one of the essay topics below, write an analysis essay using supports from the novel, The Wars,
that was studied in class along with any of the other literary pieces – short stories or poems – that you read
throughout the course. Be sure to DOUBLE SPACE your writing.
You want to avoid summary throughout the essay, and be sure to focus on analysis.
Carefully choose one of the following essay prompts:
1. Adversity is the most important factor in shaping character. Assess the validity of this statement with
reference to the works that have been studied throughout the course.
OR
2. Some novels and short stories seem to advocate changes in social or political attitudes or in
traditions. Note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then
analyze the techniques the author uses to influence the reader’s views.
OR
3. With reference to the novel and short stories studied in this course, analyse the extent to which the
reluctance of a central character to accept reality may lead to tragic consequences.
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12
Achievement Categories
Weight
Assigned
Knowledge/
Understanding
/5
→ Thesis,
introduction, and
conclusion
/5
→ Structure &
Organization (body
paragraphs)
Thinking and Inquiry
→ Coherence and
Insight
→ Evidence
/10
/5
Level 4
(80%-100%)
Level 3
(70%-80%)
Level 2
(60%-70%)
Level 1
(50%-60%)
Level 0
(Below 50%)
Thesis clearly and
completely delineates
the topic of inquiry.
Intro grabs attention
and anticipates thesis.
Reworded thesis,
summary, and insight
compose conclusion.
Thesis clearly
delineates the topic of
inquiry. Intro grabs
attention and anticipates
thesis. Clear reworded
thesis and summary
compose conclusion.
Thesis somewhat
delineates the topic of
inquiry. Intro somewhat
grabs attention and
anticipates thesis. Thesis
is somewhat reworded in
conclusion, which is only
a summary.
Essay is poorly introduced. Vague
thesis. Thesis is not reworded;
conclusion is only a summary.
Topic sentences
thoroughly set focus
for paragraph.
Concluding sentences
Thoroughly synthesize
and connect ideas to
thesis. Well organized
arguments overall.
Topic sentences
noticeably set focus for
paragraph. Concluding
sentences noticeably
synthesize and connect
ideas to thesis.
Organized arguments
overall.
Topic sentences
somewhat set focus for
paragraph. Concluding
sentences somewhat
synthesize and connect
ideas to thesis.
Arguments mostly
organized.
Topic sentences poorly set focus for
paragraph. Concluding sentences
poorly summarize arguments.
Arguments scattered.
Strong, solid
arguments thoroughly
relate to the text and
logically follow from
each other.
Issues/themes are
explained with a high
degree of
effectiveness.
Conclusions are
thoughtful and thought
provoking.
Well-founded
arguments relate
considerably to the text
and logically follow
from each other.
Issues/themes are
explained with
considerable
effectiveness.
Conclusions are
thoughtful and clear.
Arguments somewhat
relate to the text and
somewhat follow from
each other. Issues/themes
are explained with some
effectiveness.
Conclusions are
somewhat clear.
Arguments loosely relate to the text
and loosely follow from each other.
Issues/themes are explained with
limited effectiveness. Conclusions
are unclear.
Arguments do not relate to
the text or follow from
each other. Issues/themes
are neither explained nor
explored. Conclusions are
illogical and do not follow
from premises.
Excellent use of
relevant, appropriate
quotations and specific
references from a
variety of sources
from the course.
References are fully
explained and closely
support ideas and
insights.
Good use of relevant,
appropriate secondary
sources and specific
references from the
course. References are
explained and support
ideas and insights.
References to course
material are somewhat
irrelevant and vague, and
are somewhat explained.
References to course material
vaguely support argument and are
poorly explained. No secondary
sources are used.
No references to course
material are used to
support arguments
No trace of unifying
thesis; intro is poorly
written. Conclusion does
not include a reworded
thesis, insight, or
summation.
Topic sentences do not set
focus for paragraph.
Concluding sentences do
not even summarize
arguments. Arguments
scattered.
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Communication
→ Language Conventions
→ Tone and diction
/3
/2
Application
→ Fluidity
/5
→ Analysis of Argument
/5
Mark
/40
Applies grammar,
spelling, and
punctuation with a high
degree of accuracy and
effectiveness
Applies grammar,
spelling, and punctuation
with considerable
accuracy and effectiveness
Applies grammar,
spelling, and punctuation
with some accuracy and
effectiveness
Applies grammar,
spelling, and punctuation
with limited accuracy and
effectiveness
.
Applies grammar, spelling, and
punctuation with very little
accuracy and effectiveness
Academic language is
appropriate to audience.
Sophisticated
vocabulary; phrasing
that is clear, concise,
and purposeful.
Academic language is
appropriate to audience.
Some sophisticated
vocabulary; phrasing is
acceptable, clear, and
purposeful.
Academic language is
somewhat appropriate to
audience. Vocabulary and
use of phrasing is basic.
Colloquialisms and
contractions abound.
Vocabulary and use of
phrasing is limited.
Colloquialisms and contractions
abound. Basic vocabulary and
use of phrasing is poor.
References seamlessly
integrated into grammar
of analysis, transition
words help natural flow
of phrases and
paragraphs.
References well integrated
into grammar of analysis,
transition words help
natural flow of phrases
and paragraphs.
References somewhat
integrated into grammar of
analysis, transition words
sometimes help natural
flow of phrases and
paragraphs.
References dropped. Few
transition words used.
Little sentence variety.
No use of references nor any use
of transition words to aid
transitions and flow of ideas
Arguments creatively
and effectively answer
“because,” “how” or
“why?”
Arguments effectively
answer “because,” “how”
or “why”.
Arguments answer
“because,” “how” or
“why” somewhat
effectively.
Arguments ineffectively
address “because,” “how”
or “why”.
Arguments do not address
“because”, “how”, or “why”.
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