HONORS
English 11 Final Exam Summative
Part #2: Concept/Skills Recap
Academic Vocabulary:
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Note: 5% of Final Exam Grade
Individual work is expected to receive credit.
A reference to a person, place or event to which the audience is expected to be familiar
A formal attempt to persuade that includes a claim, support, counterargument and call to action
The choices an author makes when writing a text
The impact of an author’s background on their viewpoint
An author’s reasons for writing a text
This controlling concept of a literary work
The techniques used to develop characters
Considering the setting, publication and contemporary reading of a text
Reading and viewing a text to interpret it in a certain way
An author’s choice of words
A rhetorical appeal to credibility or character of speaker
A category of literature
Descriptive language using details to appeal to the senses
A rhetorical appeal to an audience’s reason or logic
A rhetorical appeal to an audience’s emotions
The art of effective writing or speaking
The time and location where a story takes place
The arrangement and relationship among parts in a text
The main message communicated in a literary work
An author’s attitude toward his or her topic
Unit 1: Interpretation and Analysis
CONCEPTS: Elements of Genre, Diction, Central Idea, Literary Context
1. How and why does Tim O’Brien manipulate time in “Ambush” (consider central idea)?_________________________
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2. What is Steinbeck’s overall purpose in writing “Why Soldiers Won’t Talk”? __________________________________
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3. How does the diction of Hemingway’s news dispatch “A New Kind of War” influence interpretation and analysis? ____
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4. How does the genre of Hemingway’s short story “In Another Country” influence interpretation and analysis? _______
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5. How does the poet in “The Death of the Ball Turret Gunner” use imagery to develop the central idea? ____________
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6. In “Stride Toward Freedom” by Martin Luther King, Jr., what words describe the diction he uses to show how he feels
about the main idea (dealing with oppression through nonviolent resistance)? _______________________________
7. In “Necessary to Protect Ourselves” by Malcolm X, Malcolm X use allusions to what event to support his perspective?
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8. What type of oppression (central idea) does “The Story of an Hour” explore? _________________________________
9. What type of oppression (central idea) does “from The Grapes of Wrath” explore? ____________________________
10. In “The Grapes of Wrath: Photo Essay”, what is the purpose of the inclusion of photos by Steinbeck? ______________
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11. According to “Harlem”, what are the effects of oppression (central idea)? ____________________________________
Unit 2: Argumentation/Rhetorical Features
CONCEPTS: Reading Nonfiction, Author’s Craft and Structure, Rhetorical Features, Argumentation
12. What are the basic parts of an argument? _____________________________________________________________
13. What theme statement does “The Declaration of Independence” develop on the central ideas of “government”?
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14. How does Martin Luther King, Jr. refine the term “extremist” in “Letter from Birmingham Jail”? _________________
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15. What rhetorical features does King use to make “Description of Birmingham in the 1960s” his more powerful? ______
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16. What is the subject and tone of “Ballad of Birmingham”?__________________________________________________
17. What is the dominant rhetorical appeal of “Sinners in the Hands of an Angry God” by Jonathan Edwards? _________
Unit 2B: Informational/Foundational Nonfiction Texts
18. What is the structure and purpose of the sections of “The Constitution” read in class?
Preamble: ______________________________________________________________________________________
The Bill of Rights (1791): ____________________________________________________________________________
19. What foundational document is “The Miranda Warning” based on? What is the purpose of the Miranda Warning?
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20. What was the author’s perspective and purpose in the “Declaration of Sentiments” by Stanton and Mott: _________
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21. What was the main idea of the article “The Battle for the Constitution Continues”? ____________________________
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22. In “Self-Reliance” by Ralph Waldo Emerson, what are the obstacles to the central idea of self-reliance? ____________
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23. How does “Nature” by Ralph Waldo Emerson reflect the author’s perspective? _______________________________
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24. What is the Henry David Thoreau’s purpose in writing “Walden”? __________________________________________
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25. What is the responsibility of the citizen in “Civil Disobedience” by Henry David Thoreau? _______________________
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Unit 3: Narrative Texts
CONCEPTS: Narrative Elements, Key Ideas and Details, Author’s Craft, Multiple Interpretations
26. What would be an theme statement for the central idea of “greed” in “The Devil and Tom Walker” by Washington Irving?
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27. Which theme statement does Vonnegut develop about the central idea of people through his characterization of the
protagonist in “Adam”?____________________________________________________________________________
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28. How and why does the author of “An Occurrence at Owl Creek Bridge” use explicit plot structure and point of view?
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29. How and why does the author of “A Rose for Emily” structure the plot? ____________________________________
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30. How does the setting influence the characters and the action in “The Yellow Wallpaper”? ______________________
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31. How does the author’s choice of point of view influence how we read “The Tell Tale Heart”?____________________
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Unit 4: Extended Narrative/Novel
CONCEPTS: Author’s Craft, Plot Structure, Characterization, Themes, Multiple Interpretations
32. The Scarlet Letter by Nathaniel Hawthorne (Author Background, Great American Novel, Characterization, Symbolism, Theme)
Setting:
Characters:
Context:
Symbols:
Author’s Perspective:
Central Ideas (Theme):
33. To Kill a Mockingbird by Harper Lee (Setting, Word Choice, Character Development, Theme, Point of View,
Contextualization, Author’s Purpose, Plot Structure, Central Idea, Climax, Multiple Interpretations)
Setting:
Symbols:
Context:
Central Ideas:
Protagonist:
Plot Structure:
Point of View:
Characters:
Unit 5: Drama
CONCEPTS: Elements of Drama, Playwright’s Craft, Multiple Interpretations
Setting:
Protagonist:
Context:
Central Idea:
Characters:
Tragedy (Drama-Text Structure):