English Language Arts 20
Module 4: Anticipation
Lesson 16: Values and Goals
English Language Arts 20
179
Lesson 16
Objectives
In Lesson Sixteen students will have the opportunity to:
 recognize the importance of following directions.
 identify and use a variety of study skills.
 relate ideas in literature to one another.
 relate task to type of study skills required.
 identify how factors such as understanding key words,
time, and length of response contribute to evaluation.
 complete a practice examination.
English Language Arts 20
180
Lesson 16
English Language Arts 20
181
Lesson 16
Introduction
You are close to achieving your goal of completing English Language
Arts 20 if you have arrived here, at Lesson Sixteen. Obviously, you
understand the value of studying language. Congratulations!
Lesson Sixteen will focus on a review of the content of English
Language Arts 20, on study skills, and on preparing to take tests. You
will have the chance to tell your instructor what you thought of English
Language Arts 20 in Activity A, and to complete a practice examination
in Assignment Sixteen.
Content Overview
One of the most logical places to begin a review is to list what needs to be reviewed.
The charts you will find in this section list material studied in English Language Arts
20. You will find these charts to be helpful organizational tools that you can use as
checklists in your review of the following.



terms that have been defined in the course
literature selections and their genres
language skills developed in the course
You are expected to know how to identify each of the terms, selections, and skills
listed, as well as how to use or discuss each of them proficiently.
One part of studying for your English Language Arts 20 examination could
include reading the terms listed in the following chart, and checking whether
or not you know what each of the terms means and how to use it. If you are
uncertain of what any term means, refer to the lesson and section where it is
defined or used.
English Language Arts 20
182
Lesson 16
Term
Abstract Word
Act
Active Verbs
Active Voice
Agenda
Alliteration
Allusion
Anecdote
Announcements
Antagonist
Antonyms
Argumentative Writing
Articulation
Atmosphere
Attacking the Person
Autobiography
Balanced Sentences
Begging the Question
Bias
Biography
Block Form
Body
Body of a Letter of Application
Body of a Research Paper
Business Letter
Camera Point of View
Camera Shot
Capitalization
Causal Fallacies
Cause and Effect
Chairperson
Character Traits
Characterization
Circular Reasoning
Clause
Cliché
Climax
Closing
Coherence
English Language Arts 20
Lesson
6
5
9
9
12
9
2
10
12
5
6
7
5
9
8
10
13
8
8
10
14
14
13
14
8
14
12
12
15
8
12
12
5
5
8
6
4
6
14
4
5
6
7
9
11
183
Section
The Right Word
The Language of Drama
Active Verbs
Active and Passive Voice
Group Meetings
Blue Sky Pokes
Fern Hill
Anecdote
Making Announcements
The Language of Drama
The Right Word
Argument and Persuasion
It’s How You Say It
Setting
Persuasion
Biography and Autobiography
Balanced Sentences
Persuasion
Bias
Biography and Autobiography
Writing a Letter of Application
Form in Letters
News Articles
Writing a Letter of Application
Writing the Body
Form in Letters
Viewing a Film
Viewing a Film
Capital Letters
Persuasion
Cause and Effect
Group Meetings
Characterization
Characterization
Persuasion
Sentence Variety
Clichés
Inside a Short Story
Writing a Letter of Application
Organizing Ideas
Type of Order
Organizing Description
Connectives
Sentence Arrangement
Unity and Coherence
Lesson 16
Term
Common Noun
Comparison
Complex Sentence
Complication
Compound Sentence
Compound-Complex Sentence
Concise
Conclusion
Concrete Word
Conjunctive Adverb
Connotation
Context Clues
Contraction
Contrast
Coordinate Conjunction
Correlative Conjunction
Cut
Declarative Sentence
Deduction
Denotation
Dependent Clause
Destination Address
Dialect
Dialogue
Drama
Dynamic Character
Editorial
Editorial Cartoons
Either-Or Fallacy
Emotional Appeals
Emphasis
Euphemism
Exclamatory Sentence
External Conflict
Fact
Falling Action
False Analogy
Fiction
Film Review
Flashback
English Language Arts 20
Lesson
Section
15
9
6
6
6
6
11
6
8
6
7
4
3
15
9
7
7
12
6
13
4
6
14
5
5
5
3
13
13
8
8
11
14
6
3
7
8
6
8
1
12
6
Capitalization
Comparison and Contrast
Sentence Variety
Inside a Short Story
Sentence Variety
Sentence Variety
Conciseness
Inside a Short Story
Writing the Conclusion
The Right Word
Connectives
Connotation and Denotation
Context Clues
Contractions and Possessives
Comparison and Contrast
Connectives
Connectives
Viewing a Film
Sentence Variety
Induction and Deduction
Connotation and Denotation
Sentence Variety
Addressing Mail
Levels of Language and Dialect
The Language of Drama
The Language of Drama
Elements of the Novel
Editorials
Editorials
Persuasion
Emotional Appeals
Emphasis
Euphemisms
Sentence Variety
Elements of the Novel
Presenting Evidence in Argument
Fact, Opinion, or Persuasion?
Inside a Short Story
Persuasion
Reading Short Nonfiction
Activity C
Inside a Short Story
184
Lesson 16
Term
Lesson
Foot
Foreshadowing
Formal Essay
Formal Language
Formal Meeting
Fragment
Friendly Letter
General Words
Genre
Greeting
Guilt by Association
Hasty Generalization
Heading
Headline
Homonym
Idea Tree
Idiolect
13
9
1
5
12
1
14
6
2
14
8
8
14
13
15
7
9
Ignoring the Question
Imagery
Image-Word Essay
Imperative Sentence
Incident
Independent Clause
Induction
Inferences
Inflection
Informal Essay
Informal Language
Informal Meeting
Inside Address
Internal Conflict
Interpretation
8
4
11
6
2
6
13
3
5
1
5
12
14
3
12
Interrogative Sentence
Interview
Introducing a Speaker
6
14
12
Introduction
6
8
7
13
14
Invalid Evidence
Jargon
Job Interview
English Language Arts 20
185
Section
Rhyme and Rhythm in Poetry
Setting
Formal and Informal Essays
Levels of Language and Dialect
Group Meetings
The Sentence Fragment
Form in Letters
The Right Word
Purpose and Form in Language
Writing a Letter of Application
Persuasion
Persuasion
Writing a Letter of Application
News Article
Homonyms
Outlining an Essay
Standard and Non-Standard
English
Persuasion
Imagery
Image-Word Essay
Sentence Variety
Assignment Two
Sentence Variety
Induction and Deduction
Making Inferences
It’s How You Say It
Formal and Informal Essays
Levels of Language and Dialect
Group Meetings
Writing a Letter of Application
Elements of the Novel
Comparing Print, Audio, and
Video
Sentence Variety
Interviews
Introducing and Thanking a
Speaker
Inside a Short Story
Writing the Introduction
Invalid Evidence
News Articles
Job Interviews
Lesson 16
Term
Lesson
Section
Journal
Journalistic Writing Style
10
10
Lead
Learning Log
Letter of Application
Letter of Complaint
Letter of Inquiry or Advice
Letter of Opinion
Letters to the Editor
Literary Analysis
Literary Nonfiction
13
10
10
14
14
14
14
13
10
10
Media
Medium
8
12
Metaphor
Metrical Line
Mini-torial
Minutes
Modified Block Form
Monologue
Moral
Motion
Narration
Narrator
News Feature Article
News Story
Nonfiction
Non-Sequitur
Nonsexist Language
Non-Standard English
4
13
13
12
14
5
1
12
9
9
13
13
1
8
15
9
Novel
Obituary
3
10
Opinion
Opinion Features
Oral Directions
Outline
8
13
12
4
Panel Discussion
Paragraph
7
12
5
Did You Know?
Standard and Journalistic Writing
Styles
News Articles
What is a Learning Log?
Learning Log Paragraph
Writing a Letter of Application
Letter of Complaint
Letter of Inquiry or Advice
Letter of Opinion
Editorials
Literary Analysis
Standard and Journalistic Writing
Styles
The Media
Comparing Print, Audio, and
Video
Simile, Metaphor, Personification
Rhyme and Rhythm in Poetry
Editorials
Group Meetings
Form in Letters
The Language of Drama
Children’s Literature
Group Meetings
Narration
St. George or Paper Matches
News Stories
News Stories
Reading Short Nonfiction
Persuasion
Nonsexist Language
Standard and Non-Standard
English
Elements of the Novel
Standard and Journalistic Writing
Styles
Fact, Opinion, or Persuasion?
Editorials
Giving Oral Directions
Writing an Outline for a Research
Essay
Outlining an Essay
Panel Discussion
The Paragraph
English Language Arts 20
186
Lesson 16
Term
Lesson
Parallelism
Paraphrase
13
1
10
Participant
Parts of Speech
Passive Voice
Pauses
Personification
Persuasion
12
3
9
5
4
8
8
7
6
7
5
3
5
6
2
1
3
13
15
2
10
Persuasive Writing
Phrase
Phrase Outline
Playwright
Plot
Poetry
Point of view
Point-Counterpoint
Possessive
Précis
Prefix
Preposition
Prepositional Phrase
Pronunciation
Propaganda
Proper Noun
Proposal
Prose Fiction
Protagonist
Punctuation
Rate
References
Repetition
Reporter
Research Essay
Résumé
Return Address
Rhyme
English Language Arts 20
1
7
7
5
8
15
7
3
5
14
5
14
9
12
2
14
14
13
187
Section
Parallelism in Sentences
The Paraphrase
Summarize Main and Supporting
Ideas
Group Meetings
Context Clues
Active and Passive Voice
It’s How You Say It
Simile, Metaphor, Personification
Fact, Opinion, or Persuasion?
Persuasion
Argument and Persuasion
Sentence Variety
Outlining an Essay
The Language of Drama
Elements of the Novel
The Language of Drama
Small-Town Napoleon
Purpose and Form in Language
Point of View
Elements of the Novel
Editorials
Contractions and Possessives
The Précis
Summarize Main and Supporting
Ideas
Prefixes and Suffixes
Connectives
Connectives
It’s How You Say It
Propaganda
Capitalization
The Proposal in an Argument
Elements of the Novel
The Language of Drama
Punctuation
It’s How You Say It
Writing Your Résumé
Blue Sky Pokes
Group Meetings
Planning a Research Essay
Writing Your Résumé
Addressing Mail
Rhyme and Rhythm in Poetry
Lesson 16
Term
Lesson
Section
Sexist Language
Signature
Simile
Simple Sentence
Situational Irony
Slant
Specific Words
Stage Directions
Standard English
13
13
6
2
5
12
7
5
12
12
2
7
12
3
9
15
14
4
6
9
13
6
5
9
Standard Writing Style
10
Static Character
Stereotype
3
1
8
1
7
3
1
1
10
Rhyme and Rhythm in Poetry
Rhyme and Rhythm in Poetry
Inside a Short Story
The Run-on Sentence
The Language of Drama
Viewing a Film
Outlining an Essay
The Language of Drama
Group Meetings
Group Meetings
The Sentence Fragment
Outlining an Essay
Viewing a Film
Elements of the Novel
Setting
Nonsexist Language
Writing a Letter of Application
Simile, Metaphor, Personification
Sentence Variety
St. George or Paper Matches
News Stories
The Right Word
The Language of Drama
Standard and Non-Standard
English
Standard and Journalistic Writing
Styles
Elements of the Novel
Children’s Literature
Emotional Appeals
Meet Some Virtual Students
Connectives
Elements of the Novel
Prefixes and Suffixes
Reading Short Nonfiction
Summarize Main and Supporting
Ideas
Suspense
Inside a Short Story
Virtual Students’ First Reactions
The Right Word
Target Audience
Introducing and Thanking a
Speaker
St. George or Paper Matches
Rhyme Schemes
Rhythm
Rising Action
Run-on Sentence
Scene
Scratch Outline
Script
Seconder
Secretary
Sentence Fragment
Sentence Outline
Sequence
Setting
Style
Subordinate Conjunction
Subplot
Suffix
Summary
Suspense
Suspense
Symbol
Synonyms
Target Audience
Thanking a Speaker
9
6
2
6
8
12
Theme
9
English Language Arts 20
188
Lesson 16
Term
Lesson
Section
Thesis Statement
4
Title
Tone
8
1
3
5
5
7
Writing an Outline for a Research
Essay
Writing the Title
Point of View
Reading to Infer Tone
It’s How You Say It
It’s How You Say It
Transitional Expressions in
Argument
Inside a Short Story
Unity and Coherence
Sentence Variety
Examine Vocabulary
It’s How You Say It
Conciseness
News Articles
Tone of Voice
Transitions
Unity
Variety
Vocabulary Log
Volume
Wordy
5W’s and H
English Language Arts 20
6
11
6
10
5
11
13
189
Lesson 16
Another part of your preparations for your ELA 20 examination should
include a review of the literature you have studied in this course. You
must know the content of these literature selections well enough to relate
their main ideas to other ideas. In short, you should know what the
setting, characters, and events are. For longer selections (short stories,
articles, books, novels), can you discuss how elements of writing such as
style, unity, and word choice contribute to effect?
Literature Selections
Bytes of Gibberish
The Paper Bag Princess
One of:
Cinderella Undressed
Who’s Afraid of the Wicked Witch?
Childhood
Fern Hill
I Didn’t Know I Was Different
One of:
Dance Like a Poor Man
The Joy Luck Club
To Kill a Mockingbird
Who Has Seen the Wind
Dear Nobody
One of:
in the pocket of her son’s jeans
pride
One of:
My Nokum
Green Rain
The Day the Old Man Melted
(audio)
Excerpt from Someday
Small-Town Napoleon
Aunt Mary in the Granary
Credo
One of:
Your Child’s Moral Values
Growing Up Native
The Law of Hockey
Blue Sky Pokes
One of:
St. George
Paper Matches
Magpies
English Language Arts 20
Genre
Form
Nonfiction
Fiction
Article
Children’s
Story
1
1
Nonfiction
Nonfiction
Poetry
Poetry
Nonfiction
Formal Essay
Formal Essay
Free Verse
Free Verse
Informal Essay
1
1
2
2
2
Fiction
Fiction
Fiction
Fiction
Fiction
Novel
Book
Novel
Novel
Novel
3
3
3
3
3
Poetry
Poetry
Free Verse
Free Verse
4
4
Poetry
Poetry
Nonfiction
Free Verse
Free Verse
Informal Essay
4
4
4
Fiction
Fiction
Fiction
Poetry
Play
Short Story
Short Story
Free Verse
5
6
6
7
Nonfiction
Nonfiction
Nonfiction
Poetry
Formal Essay
Informal Essay
Informal Essay
Free Verse
7
7
7
9
Poetry
Poetry
Fiction
Free Verse
Free Verse
Short Story
9
9
9
190
Lesson
Lesson 16
Literature Selections
One of:
Shaving
Everyone Talked Loudly in
Chinatown
Maverick Japanese Inspired
Walkman, Video Camcorder
One of:
Progeny of Light / Vanished in
Darkness
Genre
Lesson
Fiction
Fiction
Short Story
Short Story
9
9
Nonfiction
Obituary Article
10
Nonfiction
Biographical
book
Biographical
book
Biographical
book
Visual Imagery
10
11
Nonfiction
Hey Monias!
Nonfiction
Something For Joey
The Hitch-hiker
One of:
Nothing Gold Can Stay
Form
Poetry
10
11
Departure
One of:
Goalie
O What Venerable and Reverend
Creatures
Breaking the Ice (word & imageword)
Bordertown Café
One of:
Warren Pryor
Poetry
Rhyming
Couplet
Free Verse
Fiction
Fiction
Short Story
Short Story
11
11
Fiction
Essay
11
Fiction
Film / Play
12
Poetry
13
At Seventeen
One of:
Teen Trends: The Role of
Education
Revolution from Within: Bell,
Oklahoma
One of:
Girls Can Now Play Too
Toronto Firm Produces ‘Smart’ Gun
Youth Violence
TV Violence Blamed as South
Park …
Internet Provides Poor Quality
Advice …
Poetry
Rhyming
Couplet
Free Verse
Nonfiction
Nonfiction
Formal Essay
Formal Essay
13
13
Nonfiction
Nonfiction
Nonfiction
Nonfiction
News Story
News Story
News Story
News Article
13
13
13
13
Nonfiction
News Story
13
English Language Arts 20
Poetry
10
191
11
13
Lesson 16
Literature Selections
One of:
The Roth of John
Hollow Cheeks
Shows Put Too Much Emphasis on
Sex
Research Can Help Ensure Proper
Educational Choices are made
Computer Whiz Kid in the Money
Employability Skills 2000+
You’re Having a Baby and It Will
Cost You $160,000 to Raise
English Language Arts 20
Genre
Form
Lesson
Nonfiction
Nonfiction
Nonfiction
Editorial
Editorial
Editorial
13
13
13
Nonfiction
Editorial
13
Nonfiction
Nonfiction
Nonfiction
News Story
Article
News Story
14
14
14
192
Lesson 16
A third part of your preparation for your English Language Arts 20
examination should include a review of the skills you have learned
through the course. Read the following charts of reading, writing,
listening, speaking, viewing, representing, and study skills. Can you
perform all these skills? Review in particular those areas with which you
had difficulty.
Skill: Reading
Lesson
Section
Cause and Effect
Comparing Essays, News
Articles, and Editorials
Comparing Print, Audio, and
Video
Context Clues
12
13
Interviews
14
14
5
3
6
10
10
10
10
Cause and Effect
Comparing Essays, News
Articles, and Editorials
Comparing Print, Audio, and
Video
Context Clues
Context Clues in Longer
Selections
Interviews
Job Interviews
Levels of Language and Dialect
Context Clues
Small-Town Napoleon
Reading Nonfiction
Focus Reading and Thinking
Examine Vocabulary
Summarize Main and Supporting
Ideas
Purposes in Reading
Reading Drama
Reading
Are You an Effective Reader?
Reading to Infer Tone
Reading Chart for Tone:
Activity E
The Reading Response Log
Activity E
Rhyme and Rhythm in Poetry
The Media
Persuasion
Emotional Appeals
Propaganda
Dictionary Skills
Level of Language
Parts of Speech
Reading Guide
Reading Nonfiction
Reading Purposes
Reading strategies and process
Reading Web
Rhyme and Rhythm in Poetry
Understanding the Media
Using the dictionary
English Language Arts 20
12
3
3
3
5
1
3
3
3
3
10
13
8
8
8
8
1
193
Lesson 16
Skill: Writing
Active and Passive Voice
Addressing Mail
Argumentative Writing
Assess Your Portfolio
Balance
Body
Capitalization
Cause and Effect
Character Sketch
Characterization
Coherence
Commonly Confused Words
Comparison and Contrast
Conciseness
Conclusion
Connectives
Contractions
Coordination and Subordination
Copying Audio Material
Accurately
Deduction
Description
Dialogue
Documentation
Editing and Proofreading
Checklist
English Language Arts 20
Lesson
Section
9
9
14
7
7
7
Active and Passive Voice
Active Verbs
Addressing Mail
Argument and Persuasion
The Proposal in an Argument
Transitional Expressions in
Argument
Presenting Evidence in Argument
Invalid Evidence
Audience and Argument
Activity G
Balanced Sentences
Check Out the Balance!
Activity C
Writing the Body
Capitalization
Capital Idea!
Cause and Effect
Elements of the Novel
Characterization
Unity and Coherence
Commonly Confused Words
Comparison and Contrast
Conciseness
Writing the Conclusion
Connectives
Connectives in Argument and
Persuasion
Contractions and Possessives
Contract and Possess!
Coordination and Subordination
Spell Me a Story
Activity B
Induction and Deduction
Activity D
Descriptive Writing
Organization in Description
Writing Dialogue
Planning Dialogue
Planning a Research Essay
Documentation
Editing and Proofreading
Checklist
7
7
7
15
13
13
13
8
15
15
12
3
5
11
5
9
11
8
7
7
15
15
7
15
15
13
13
6
6
5
5
2
8
15
194
Lesson 16
Skill: Writing
Editorial
Emphasis
Euphemism
Film Review
First Draft
General and Specific Words
Image-Word Essay
Induction
Interviews
Introduction
Journal Entry
Letter Writing
Letters to the Editor
Limiting Your Topic (research
essay)
Literary Analysis
Loose Sentences
Mini-torial
Misplaced or Dangling
Modifiers
Narration
News Stories
Nonsexist Language
Obituary
English Language Arts 20
Lesson
13
11
14
14
12
8
Section
6
11
13
13
14
14
14
14
8
10
14
14
14
14
14
14
13
4
Editorials
Emphasis
Euphemisms
Activity A
Activity C
The Research Essay: Your First
Draft
The Right Word
Image-Word Essay
Induction and Deduction
Activity D
Interviews
Activity H
Job Interviews
Activity I
Writing an Introduction
Activity B
Writing a Letter of Application
Form in Letters
Letter of Opinion
Letter of Complaint
Letter of Inquiry or Advice
Activity F
Editorials
Limiting Your Topic
10
15
11
13
9
Literary Analysis
Activity E
Loose and Periodic Sentences
Editorials
Misplaced or Dangling Modifiers
9
9
10
13
13
15
15
10
Narration
Suspense
Anecdote
News Stories
Activity G
Nonsexist Language
Activity B
Standard and Journalistic Writing
Styles
195
Lesson 16
Skill: Writing
Opinion Features
Organizing Ideas
Outline
Paragraph
Parallelism
Paraphrase
Peer-Editing
Periodic Sentences
Persuasion
Persuasive Writing
Planning a Research Essay
Poetry
Possessives
Précis
Pronoun Reference
Punctuation
Recording Information
Relating Ideas
Résumé
Revision Process
Lesson
Section
13
4
6
9
4
Editorials
Organizing Ideas
Organization in Description
Sentence Arrangement
Writing an Outline for a Research
Essay
Outlining an Essay
The Paragraph
Parallelism in Sentences
Is That Parallel or What?
Activity C
The Paraphrase
The Research Essay: Peer
Editing
Loose and Periodic Sentences
Persuasion
Argument and Persuasion
Planning a Research Essay
Idea Web: Activity G
Writing Poetry
Contractions and Possessives
Contract and Possess!
The Précis
Agreement Within the Sentence
Punctuation
Activity B
Making Research Notes
Relating Ideas in Literature
Writing Your Résumé
Activity C
The Revision Process
Editing and Proofreading
Checklist
Activity C
Computers and Revision
Activity D
The Run-on Sentence
The Research Essay: Your
Second Draft
The Research Essay: SelfEditing
The Sentence Fragment
7
5
13
13
13
1
8
11
8
7
2
2
11
15
15
2
4
14
14
4
11
14
14
15
15
Run-on Sentence
Second Draft
15
15
15
2
8
Self-Editing
8
Sentence Fragment
2
English Language Arts 20
196
Lesson 16
Skill: Writing
Sentence Variety
Sources of Information
Spelling
Standard and Journalistic
Writing Styles
Title
Unity
Writing purpose
English Language Arts 20
Lesson
Section
6
9
4
15
15
15
10
Sentence Variety
Sentence Variety
Evaluating Research Material
Spelling Demons
Noah Webster Says …
Homonyms
Standard and Journalistic Writing
Styles
Writing a Title
Unity and Coherence
Purpose and Form in Language
8
11
2
197
Lesson 16
Skill: Listening
Comparing Print, Audio, and
Video
Copying Audio Material
Accurately
Evaluate a Group Meeting
Evaluate Listening Skills
Following Directions
Group Meetings
Interviews
Listening Strategies
Listening to Write an Outline
Organize Talking Circle
Information
Panel Discussion
Purposes for Listening
Rhyme and Rhythm in Poetry
English Language Arts 20
Lesson
12
Section
15
Comparing Print, Audio, and
Video
Spell Me a Story
12
6
6
12
14
14
14
4
7
5
Activity E
How Well Do You Listen?
Assignment Six
Group Meetings
Interviews
Job Interviews
Activity J
Listening Skills
Assignment Seven
Activity A
12
6
13
Panel Discussion
Purposes for Listening
Rhyme and Rhythm in Poetry
198
Lesson 16
Skill: Speaking
Announcements
Comparing Print, Audio, and
Video
Delivery
Dialogue
Film Review
First Reaction
Lesson
12
12
12
5
5
Formal Speech
5
12
2
2
5
Group Meetings
Introducing a Speaker
5
5
12
12
Introduction
Oral Directions
Organization
Panel Discussion
Talking Circle
Thanking a Speaker
English Language Arts 20
12
2
12
12
5
12
5
12
199
Section
Making Announcements
Activity G
Comparing Print, Audio, and
Video
It’s How You Say It
Methods of Delivering a Formal
Speech
Assignment Five
Activity D
Purpose and Form in Language
I Didn’t Know I Was Different
Methods of Delivering a Formal
Speech
Planning a Formal Speech
Recording: Assignment Five
Group Meetings
Introducing and Thanking a
Speaker
Activity I
Activity M
Giving Oral Directions
Activity H
Type of Order
Panel Discussion
Virtual Students Talking Circle
Introducing and Thanking a
Speaker
Lesson 16
Skill: Viewing
Camera Shots
Comparing Print, Audio, and
Video
Film Review
Pre, During, and Post Viewing
Understanding the Media
Viewing a Film
English Language Arts 20
Lesson
12
12
12
12
8
8
8
8
12
200
Section
Viewing a Film
Comparing Print, Audio, and
Video
Activity C
Viewing Bordertown Café
The Media
Persuasion
Emotional Appeals
Propaganda
Viewing a Film
Lesson 16
Skill: Representing
Lesson
Section
Advertisement
Bumper Stickers
Cause and Effect Chart
Character / Characterization
Diagram
Character Symbol
Chart
8
11
12
5
Activity F
Activity G
Cause and Effect
Activity B
3
12
Chart
13
Comparison and Contrast
Chart
Concept Map
9
Assignment Three
Comparing Print, Audio, and
Video
Comparing Essays, News
Articles, and Editorials
Activity C
Dialogue Frame
Draw from Written Description
Envelope
Illustration of a Word
Image-Word Essay
License Plate
Meaning in Illustration
Movie Poster
Outlines
Personal Symbols
Pictographs
Plot Diagram
Plot Graph
Portfolio Cover
Post Card
Pyramid Outline
Reading Web
Relationship Web
Report Card
Sign Language
Speech Planning Frame
English Language Arts 20
11
11
5
3
14
1
11
6
1
6
7
7
2
1
3
5
6
6
12
15
13
4
10
10
3
6
1
5
201
Writing Poetry
Activity C
Planning Dialogue
Activity B, #6b
Activity G
Activity D
Image-Word Essay
Activity E
Activity G
Activity H
Outlining an Essay
Listening to Write an Outline
Activity D, #2
Activity B
Elements of the Novel
The Language of Drama
Activity B
Activity D
Graph the Plot!
Activity F
Activity B
Writing an Outline for a Research
Essay
Reading Web
Activity F
Assignment Three
Activity C
Activity A
Type of Order
Lesson 16
Skill: Representing
Survey
Synonym Web
Tattoo
Timeline
Vocabulary Log
English Language Arts 20
Lesson
14
6
6
11
6
10
10
202
Section
What Kind of Job Do I Want?
Activity E
Activity G
Activity D, #6b
Activity A
Examine Vocabulary
Activity D
Lesson 16
Study Skills
Context
Learning Log
Lesson
Précis
2
10
Review Terms, Literature,
and Language Skills
Study Methods
Study Skills
Taking Examinations
Types of Questions
16
Context Clues
What is a Learning Log?
Learning Log Paragraph
Making Research Notes
Study Skills
Writing an Outline for a Research
Essay
Outlining an Essay
The Paraphrase
Summarizing Main and Supporting
Ideas
The Précis
Summarizing Main and Supporting
Ideas
Content Overview
16
16
16
16
Study Skills
Study Skills
Taking Examinations
Taking Examinations
Note-taking
Outline
Paraphrase
English Language Arts 20
3
10
10
4
16
4
Section
7
1
10
203
Lesson 16
Study Skills
How do you study? To begin, review the material in this lesson to see what course
content and what kinds of questions will be included on the examination. For
example, you will prepare differently for an essay type examination than for a
multiple choice or short answer examination. Perhaps some areas of course content
will not be included on the examination. Start studying several days before the
examination. Identify important concepts. Ask yourself questions about them and
practice answering them.
How do you study?
Ways of studying effectively vary from student to student. However, it is wise to be
aware of things that detract from your ability to study, such as television or fatigue.
Your motivation to study also plays a big role in how successfully you will study.
There are four external elements that contribute to the ability of every student to
study effectively.




Resources
Environment
Time
Study Methods
It is important that you know what resources are available to help you study
effectively. For example, you may be able to study at the local library if you find it
too noisy to concentrate at home. You may find a supplemental grammar text
helpful in reviewing some elements of writing. You may even find extra resources
via the Internet. Organizing your notes on computer may be your style. Your
Technology Supported Learning teachers may be able to give you advice about
what to study. Or, you may have a friend who will help you to study English
Language Arts 20 in return for help studying Math 20.
Your environment must be conducive to study. Depending on your personal
preferences, you may require silence to focus on your work, or you may prefer
background music to help keep you motivated. You must have enough light to read,
be comfortable and safe, and be able to reach all the materials you will need. You
should plan to have all the materials you need close at hand, so you will not be
interrupted by a need to get a particular book, writing paper, or pens, for example.
You may or may not wish to have a clock or watch on hand to help you to budget
your time.
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Lesson 16
It is important to have enough time to study. Begin to prepare for an examination at
least a week ahead of the due date. Make a schedule so that you can plan to study
some of the material intensively every day, then review the evening before the
examination. This helps to ease the pressure on you the night before. You may
study most effectively at particular times of the day. If so, you may wish to plan to
study at those particular times. While you are studying, take occasional breaks to
avoid becoming overtired; however, set a specific time limit for your breaks! As a
student who is juggling many demands on your time, you may also have to establish
priorities, or choose the most important thing to do first. In any case, the most
important element of time in preparing for an examination is to avoid putting off
studying until it is too late!
Determine what study methods help you to learn. Some
study methods may have worked more effectively for you in the
past than others. For example, you may study more effectively
by taking notes than by rereading material, or you may use
other methods. Have your study methods helped you to
achieve the results you wanted? If not, you may wish to try
some of the following methods.









Skimming
Highlighting or Underlining
SQ3R
KWL
Making Notes
Outlining
Listing
Using a Learning Log





Using a
Vocabulary Log
Summarizing
Mnemonics
Working With Others
Practicing and Applying
Adapting For Different Learning
Styles
Skimming means examining the organization of material for main ideas. For
example, the title, table of contents, and headings will supply useful information
about what is most important in a book. It is also wise to look over the introduction,
appendices, index, and copyright page. Once you have determined what kind of
information you will be reading, you will be able to decide for what purpose you will
read, which sections to read rapidly, and which to read slowly, concentrating
carefully.
Highlighting or Underlining is sometimes used as a time-saver by students;
however, it is not the most effective way to study. Highlighting or underlining alone
probably will not encourage you to think about or to remember the material you are
reading.
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Lesson 16
SQ3R is a study method that helps you to remember what you read. First, survey or
skim the material for main ideas. Then, ask and answer questions about the main
ideas. Third, read the material to see whether or not you have answered your
questions accurately. Next, recite the questions and the correct answers from
memory without looking at your books. Finally, review your notes, trying to see the
relationship between different ideas and by listing the main ideas from memory.
KWL is a study method that helps you organize information into categories. List
what you know, what you need to find out, and what you have learned into different
categories. Then, it is easy to concentrate on areas that you need to improve.
Making Notes can help you to remember, review, and summarize main ideas by
putting them into your own words. Write your notes neatly and label them clearly
(e.g., by date or page number) so that later you will understand what you are
reading. Avoid overusing abbreviations or symbols which can make your notes hard
to understand later.
Outlining material using either a phrase outline or a sentence outline helps you to
understand how ideas relate to one another. It is helpful to understand how details
relate to main ideas. See “Writing an Outline for a Research Essay” in Lesson Four
and “Outlining an Essay” in Lesson Seven for more information.
Listing different topics, questions, vocabulary, and items that you need to review
can help you to cover all the required material. For example, in Lesson Sixteen
many vocabulary terms, literature selections, reading, writing, listening, speaking,
viewing, representing, and study skills have been listed for your benefit.
Using a Learning Log can help you to summarize what you learned and how you
learned it. Because you think about material in order to react to it, learning logs can
help you to remember material. See Lesson Ten, “What is a Learning Log?” and
“Learning Log Paragraph,” for more information.
Using a Vocabulary Log can help you to remember the meaning and use of difficult
words. See Lesson Ten, “Examine Vocabulary,” for an example of a vocabulary log.
Summarizing information is often helpful to the student, who must work to
understand the material before putting into his/her own words. See Lesson One,
“Reading Short Nonfiction,” and Lesson Ten, “Summarize Main and Supporting
Ideas.” Two formal ways to summarize main and supporting ideas are to write a
précis or to write a paraphrase. See Lesson One, “The Paraphrase,” and Lesson
Two, “The Précis,” for more information.
Mnemonics can be very helpful in remembering long lists of items. A mnemonic is
a made-up word or rhyme that helps you to remember something. For example, the
5W’s & H can help you to remember the elements of a news story: who, what, why,
when, where, and how. A rhyme like “i before e, except after c” can help you to
remember to use e after c.
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Lesson 16
Working with Others might help you to practice remembering the answers to
certain types of questions. For example, a friend might ask you questions or help
you to create a summary of what you have learned. It is extremely helpful to
prepare a list of questions you want to study before you and your friend begin to
study, so that you do not get side-tracked.
Practicing and Applying the skills and knowledge you have learned for a variety of
purposes can help you to master them fully. One type of practice and application
activity you have access to in English Language Arts 20 is the variety of selfchecking activities found throughout the course. You might also practice answering
potential examination questions.
Adapting for Different Learning Styles is always wise. You probably have a pretty
clear idea of how you learn best. For example, you may remember material better if
you hear it. If so, perhaps you can make audio-tapes from which to review.
Perhaps you learn best visually. If so, you may wish to create diagrams or concept
maps to help review. Maybe you study best by making notes. Use the study
methods that work best for you!
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Lesson 16
In the following word search puzzle find the names of the study methods listed
below. Then, find the two hidden three–word messages. The words and phrases
may be found vertically, horizontally, diagonally, forwards or backwards.
adapting
applying
highlighting
kwl
learning log
listing
mnemonics
notes
others
outlining
practicing
skimming
summarizing
underlining
vocabulary log
Study Methods
G
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I
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D
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S
__ __ __ __ __ __ __ __
__ __ __
__ __ __
__ __
__ __ __ .
__ __ __ __ __ .
Check the hidden messages below.
s
t
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is
f
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e
s
m
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t
English Language Arts 20
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Lesson 16
Taking Examinations
Taking a test or examination does not have to be a cause for
panic. If you have prepared thoroughly, perhaps by using
some of the study skills discussed in the previous section, then
you are well on your way to succeeding on the examination.
The keys to performing well when you are presented with a
examination are to budget your time, to read carefully, and to
answer appropriately.
1.
Budget your time.
When you first receive your examination, look quickly over all the pages to check
three things.



overall length
types of questions
point values of questions
This information will help you to decide how much time to spend answering
particular questions, and will help you to avoid time-consuming delays. For
example, if you do not know the answer to a question, or think that answering it
might take too long, complete it after you have finished the rest of the examination.
Try to budget enough time to include each of the stages of writing for paragraph or
essay-type answers: plan, draft, revise, and write a final copy.
2.
Read carefully.
Read directions at the beginning of every section of an examination carefully. Look
for specific directions such as print the letter of the best answer or write in ink. Your
answers must appear in an acceptable format. For example, you do not want to
waste time rewriting portions of your examination because the question specified a
formal writing style that you originally did not use.
Note key terms in questions, such as: compare, contrast, define, identify, match,
choose, analyze, discuss, argue, persuade, and so on. Be sure to include in your
answer all the material required in the question.
After you have completed the examination, reread your own responses carefully to
ensure they are clear, complete, and correct.
English Language Arts 20
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Lesson 16
3.
Answer appropriately.
First, your writing or printing must be neat enough to be read. If your hurriedly
written f looks like a b, your instructor may very well mark it wrong.
Answer all questions on an examination using complete sentences and formal
language, unless otherwise specified.
Organize longer answers by preplanning and by using transitions that help to show
the way your ideas are linked together.
Answer concisely and clearly. There is no reason to pad your answers, and doing
so may waste time better spent on something else. Avoid using words you do not
understand in an attempt to impress.
Your responses on an examination depend on the types of questions that are asked.
You may be asked to answer questions in a variety of formats, such as: multiple
choice, fill-in-the-blanks, crossword puzzle, true or false, short answer, proofreading,
match, application, paragraph, essay.
Helpful hints for answering some types of questions follow.

Multiple choice. Read every choice so you can compare one to the other and
choose the best one. If you are not sure of the correct response, eliminate the
most obviously incorrect options.
Example: 1.

A writer varies his/her style of writing
according to ***.
a. audience and genre
b. purpose and appearance
c. genre and appearance
d. purpose and audience
Since “appearance” does not have
anything to do with writing style, b
and c can be eliminated. If the reader
did not read all the options, he/she
would not see that d is clearly the best
answer.
Fill-in-the-blank. The sentence structure can provide context clues about the part
of speech and the meaning of the missing word. See Lesson Three, “Context
Clues,” for more information. Crossword puzzles are often fill-in-the-blank
statements.
Example:
An idea, general truth, or
commentary on life or people
brought out through a literary
work is called a ________________.
English Language Arts 20
210
The missing word is a noun.
What word “fits” this definition?
Lesson 16

True or False. Some words make statements false by ignoring exceptions (e.g.,
all, every, never) or make statements true by including exceptions (e.g.,
sometimes, some, most).
Example: T F

Some books are classified as literary
nonfiction because they contain elements
of both fiction and nonfiction.
Short Answer. Read carefully so that you know exactly what your answer must
include and how you should write it down.
Example:

1.
The word “some” signals to
the reader that this
statement may be true, even
if only for a few literature
selections that he or she has
read.
In one paragraph, name and support three qualities
of the main character.
The phrases “in one
paragraph,” “name and
support,” and “three” show
clearly how you should answer
this type of question.
Proofreading. Proofreading requires close reading. Pay attention to
grammatical, punctuation, and spelling errors. Reread the item after you have
corrected it to ensure that the changes you have made make sense.
Example:
“Margaret! Please come downstairs at
once called mrs dufour.
End punctuation and a second set of
quotation marks is required to signal the end
of Mrs. Dufour’s speech (…once,”). mrs
dufour requires a capital M and D and a
period after Mrs.

Match. Read all available options in both lists of terms or phrases to be matched
to one another before you begin to write down your answers. You cannot choose
the best match if you have not read it yet.

Application. Some particular kinds of questions that you might encounter on an
examination for a language course include questions that test your
understanding and skills in relation to an entirely new literature selection. This
format is often used to test skills you have acquired over a period of time rather
than testing your memory of specific details.
English Language Arts 20
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Lesson 16

Paragraph and Essay. These types of questions often appear on examinations
in English Language Arts courses. Allow enough time to plan, draft, revise, and
write a final copy. Use the appropriate form for a paragraph: introduction, body,
and conclusion. Use the appropriate form for an essay: three to five paragraphs
in length, including strong introductory and concluding statements, unless
otherwise specified. Paragraph and essay questions often ask you to use
examples from each literary genre that you have studied in the course to respond
to a particular idea. You must be able to tell one literary genre from another and
be able to provide examples of literature selections from each genre. For
example, you cannot answer a question that asks you to compare themes from
short stories by referring to themes from poems or novels. See Lesson Two,
“Purpose and Form in Language,” for more information about literary genres.
Remember, prepare thoroughly for examinations with a variety of study methods.
Then write the test, being careful to budget your time, to read carefully, and to
answer appropriately. You will find that there is no reason for panic at the thought of
an examination.
English Language Arts 20
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Lesson 16
English Language Arts 20
213
Lesson 16
Activity A - Your Reaction to English
Language Arts 20
“Your Reaction to English Language Arts 20” is a voluntary activity that you may or may not
choose to submit with your practice examination in Assignment Sixteen.
1.
What story, article, essay, poem, or activity did you most like in English Language
Arts 20?
2.
What story, article, essay, poem, or activity did you least like in English Language
Arts 20?
3.
To which story, article, essay, poem, or activity did you react the most strongly in
English Language Arts 20?
4.
Did you find the sections on study skills, taking tests, and the practice examination
 helpful?
 ineffective?
5.
Did you notice any material or concepts not listed for review in Lesson Sixteen? If
so, what?
6.
Do you have a comment or question for your instructor? If so, write it here.
English Language Arts 20
214
Lesson 16
Virtual Students Say Goodbye
Listen to “Virtual Students Say Goodbye” on your English
Language Arts 20 listening tape. You may follow along in
the text below.
MRS. PEYA TENSHUN: Well, class. I have certainly
enjoyed learning with you this term. I want to
encourage you to prepare thoroughly for your
final examination….
JENNY: Mel! Put away the baseball already. Mrs.
Tenshun is trying to say goodbye.
MEL: Put away the baseball? But I need it to teach Adrian how to play the
game.
ADRIAN: Mel, why don’t we concentrate on studying together for the time
being? That way, we’ll both pass the examination, and we’ll be able to
go into Grade Twelve together.
MEL: Grade Twelve? Yeah, right. Hmm. Maybe. Will I have time to play
baseball in Grade Twelve?
FRANK: Jenny, I’ve sincerely enjoyed studying with you this term. You have
been both intelligent and insightful.
JENNY: Thank you, Frank. So have you. Say, would you sponsor me to join
your cycle club? Is there a cycling club at the University of Regina
that I could join in a year or so when I go there?
FRANK: I’d be happy to have you join my club, Jenny. I’m planning to go the
University of Regina, too. After we graduate next year, maybe we can
both join the cycling club there…
MEL: Say, Mrs, Tenshun, what are your plans after this term?
MRS. PEYA TENSHUN: Thank you for asking, Mel. In three weeks I will
be leaving to teach in Tibet. There is one more thing I want to say.
On behalf of myself and the virtual
students…
ALL: Good luck on your final exam!
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Lesson 16
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Lesson 16