Schneider 9th Grade Literature/Composition
Final Exam Study Guide
Short Story Unit
Terms:
Plot
Characterization
First Person
Exposition
Indirect Characterization
Third Person Limited
Rising Action
Direct Characterization
Third Person Omniscient
Climax
Static Character
Verbal Irony
Falling Action
Dynamic Character
Situational Irony
Resolution
Flat Character
Dramatic Irony
Character
Round Character
Mood
Setting
Protagonist
Tone
Theme
Antagonist
Foreshadowing
Point of View
Motivation
Suspense
Allusion
Dialect
Symbolism
External Conflict
Internal Conflict
Review PowerPoint notes in your notebooks. You are responsible for all, even if it is not listed above.
Selections:
1. “ The Most Dangerous Game”
4. “The Scarlet Ibis”
2. “The Cask of Amontillado”
5. “The Gift of the Magi”
3. “The Interlopers”
**Review study guides in your notebooks
Non-Fiction Unit
1. Review PowerPoint notes in your notebooks.
2. Night – Review study guide in your notebooks.
3. Selections- “I Have a Dream.” (Hint: You will want to reread this again multiple times)
**Review study guides.
Novel Unit
Anthem –Review study guide/any handout/notes.
Poetry Unit: All Terms, All poems reviewed in class, review study guide/notes.
Complete Sentences, Fragments, & Run-On Sentences
Review sentence coordination sheets.
Writing
(All paragraphs should have at least five to seven sentences)
Thesis Statement- controlling idea of the essay (usually the last sentence of the introductory paragraph)
Introduction- makes clear the purpose of the essay and arouses the interest of the reader
Body – develops the main ideas throughout the essay
Conclusion – summarizes or reemphasizes the main points of the essay
Transitional Devices- words or phrases that make a specific, logical connection between ideas
(handout given to you in class)
UNDERSTAND TIDIDE.
Types of writing discussed this semester:
Expository Writing/Text-Based Analysis:
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Usually you will want to use 3rd person.
Avoid 2nd person.
Essays are usually serious and logical with a formal tone.
Avoid contractions in formal essays.
Use specific key words, descriptive words, vocabulary, and phrases from the sources. Use academic
vocabulary, not casual language or slang.
Must have a clear claim/thesis statement.
Include evidence from the text/sources to support your claim.
Avoid summarizing the texts. Responses should be written in response to the texts, not a repeat of what
they say.
Cite the source for each piece of evidence, whether a direct quotation or a paraphrase, at the end of the
sentence. (Author’s last name 3).
Use varied transitions/linking words and phrases both at the beginning and within paragraphs to link
ideas: because, therefore, in order to, in addition, for instance, consequently, specifically, conversely, on
the other hand.
Write an effective concluding paragraph that restates your thesis, summarizes the points you made, and
provides a sense of closure.
Use consistent verb tense, probably all present tense verbs.
Always proofread and check spelling, capitalization, punctuation, fragments, and run-on sentences.
(Follow the conventions of Standard English grammar and usage.) Review the Sentence Coordination
handout in the classroom.
Revise.
Narrative Writing: tells a story or relates a series of events
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1st person is acceptable.
Informal language is acceptable.
Present or past tense is acceptable (usually past tense).
MLA Format
Header: Writer’s last name followed by the page number at the top right of each page
Heading: Name
Teacher’s Name
Course Title
Date (inverted date order)
Double-space heading. Entire paper double spaced. No extra spaces surrounding title or between paragraphs.
Title- Do not underline or italicize your own title (If you include the title of a book in your own title, underline
or italicize the book title only – i.e. Elie Wiesel: a Dynamic Character in Night.)
Spacing – entire paper is double-spaced; indent paragraphs; multi-paragraph essays
Plagiarism
Plagiarism is the representation by a student of another person’s ideas or writing as his or her own.