ELA 20-2
Final Exam Preparation
Part A – Writing
three assignments
written at local RVLC campus or WeConnect School
Part B – Reading
8 readings with 70 multiple choice questions
ONSITE – write at your WeConnect school or the RVLC campus
nearest you (Airdrie, Chestermere, Cochrane)
What to review
PART “A”
 visuals lesson – Theory Unit
 persuasive writing – Theory Unit
 essay writing – Theory Unit
 final exam preparation tutorial
PART “B”
 All Theory Unit lessons
 Terminology and vocab lists
DESCRIPTION – PART “A” (50%)
Part A: Written Response of the ELA 10-2 and 20-2 Final Exam
consists of three main sections.
Section I: Visual Reflection
Value 10% of total examination mark
Section II: Literary Exploration
Value 25% of total examination mark
Section III: Persuasive Writing in Context
Value 15% of total examination mark
Time: 3 hours. Budget your time carefully.
Assignment I – Visual Reflection
What ideas and impressions does the visual
suggest to you? Consider the context, and develop
your response by referring to the visuals.
In your writing, you should
 select a prose form that is appropriate to the ideas you wish to express
and that will enable you to effectively communicate to the reader
 discuss ideas and impressions that are meaningful to you
 respond from a personal, critical, and/or creative perspective
 consider how you can create a strong unifying effect
visual forms
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photograph
painting
illustration
drawing
poster
advertisement
political cartoon
et cetera
prose forms
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short essay
diary entry
journal entry
newspaper article
editorial
interior monologue
short story
personal observation
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letter
eulogy
interview
rebuttal
screen play
speech
anecdote
commentary
et cetera
Assignment I – Visual Reflection Example
What ideas and impressions does the visual
suggest to you? Consider the context, and develop
your response by referring to the visuals.
In your writing, you should
 select a prose form that is appropriate to the ideas you wish to express
and that will enable you to effectively communicate to the reader
 discuss ideas and impressions that are meaningful to you
 respond from a personal, critical, and/or creative perspective
 consider how you can create a strong unifying effect
What ideas and impressions does the visual suggest to you?
Example theme or message:
PEACE:
Despite being surrounded by absolute chaos
following the Vancouver riots, this couple
has found complete peace.
Assignment Two – Literary Exploration

What is your opinion of the idea . . .

You MUST discuss a character from literature or film you
studied in ELA 20-2. You may choose to discuss more than
one character.

Present your ideas in prose.
In your writing, you should:

reflect upon your own knowledge and / or experiences.

select a character that is relevant to this assignment and interesting
to you from the short stories, novels, plays, poetry, non-fiction, or
films that you have studied in ELA 10-2 or 20-2.

carefully consider your controlling idea or how you will create a
strong unifying effect in your response. Organize your discussion
so that your ideas are clearly and effectively presented

make sure that the examples and details you select are relevant
and support your opinion about the topic under discussion
Literary Exploration - Essay Structure
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introductory paragraph – thesis statement

body paragraph ONE
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body paragraph TWO

body paragraph THREE
conclusion
texts studied for ELA 20-2
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“Paper Matches”
“Cooks Brook”
“News”
“Thief”
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“It Was a Year Ago”
“Better Late than Never”
“I Love Smoking”
“Paid-up Member”
“The Interlopers”
“Teenage Wasteland”
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“Fame and Greatness”
“One Woman’s Story”
“Canada, My Canada”
“Outlasting the Fickleness of
Fame”
“The Cartoonist: Lynn Johnston”
“The TV Host: Oprah Winfrey”
“The Ordinary Superstar: Wayne
Gretzky”
October Sky
Forbidden City
Monsters are Due on Maple
Street
Assignment II: Literary Exploration Example
Read the following excerpts and complete the assignment that follows.
The poem that begins J. R. R. Tolkien' s The Lord of the Rings
Three Rings for the Elven-kings under the sky,
Seven for the Dwarf-lords in their halls of stone,
Nine for Mortal Men doomed to die,
One for the Dark Lord on his dark throne
In the Land of Mordor where the Shadows lie.
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them
In the Land of Mordor where the Shadows lie.
Representatives of Elves, Dwarves, and Men gather in Rivendell for the Council of Elrond. At
stake is the fate of the One Ring, made by the Dark Lord Sauron and lost for ages until
found by the hobbit Bilbo Baggins. Now in the keeping of Bilbo's nephew Frodo, the Ring
is sought relentlessly by Sauron as the dark clouds of war gather over the free peoples of
Middle Earth.
from THE LORD OF THE RINGS: THE FELLOWSHIP OF THE RING
"The road must be trod, but it will be very hard. And neither strength nor wisdom will carry
us far upon it. This quest may be attempted by the weak with as much hope as the strong.
Yet such is oft the course of deeds that move ,the wheels of the world: small hands do them
because they must, while the eyes of the great are elsewhere."
"Very well, very well, Master Elrond!" said Bilbo suddenly. "Say no more! It is plain
enough what you are pointing at. Bilbo the silly hobbit started this affair, and Bilbo had better
finish it, or himself. I was very comfortable here, and getting on with my book. If you want to
know, I am just writing an ending for it. I had thought of putting: and he lived happily ever
afterwards to the end of his days. It is a good ending, and none the worse for having been
used before. Now I shall have to alter that: it does not look like coming true; and anyway
there will evidently have to be several more chapters, if I live to write them. It is a frightful
nuisance. When ought I to start?"
Boromir looked in surprise at Bilbo, but the laughter died on his lips when he saw that all
the others regarded the old hobbit with grave respect. Only Glóin smiled, but his smile came
from old memories.
"Of course, my dear Bilbo," said Gandalf. "If you had really started this affair, you might
be expected to finish it. But you know well enough now that starting is too great a claim for
any, and that only a small part is played in great deeds by any hero. You need not bow!
Though the word was meant, and we do not doubt that under jest you are making a valiant
offer. But one beyond your strength, Bilbo. You cannot take this thing back. It has passed on.
If you need my advice any longer, Bilbo,
excerpt continued
I should say that your part is ended, unless as a recorder. Finish your book, and leave
the ending unaltered! There is still hope for it. But get ready to write a sequel, when
they come back.”
Bilbo laughed. "I have never known you give me pleasant advice before," he said. "As
all your unpleasant advice has been good, I wonder if this advice is not bad. Still, I
don't suppose I have the strength or luck left to deal with the Ring. It has grown, and
I have not. But tell me: what do you mean by they?"
"The messengers who are sent with the Ring."
"Exactly! And who are they to be? That seems to me what this Council has to decide,
and all that it has to decide. Elves may thrive on speech alone, and Dwarves endure
great weariness; but I am only an old hobbit, and I miss my meal at noon. Can't you
think of some names now? Or put it off till after dinner?"
No one answered. The noon-bell rang. Still no one spoke. Frodo glanced at all the
faces, but they were not turned to him. All the Council sat with downcast eyes, as if
in deep thought. A great dread fell on him, as if he was awaiting the pronouncement
of some doom that he had long foreseen and vainly hoped might after all never be
spoken. An overwhelming longing to rest and remain at peace by Bilbo's side in
Rivendell filled all his heart. At last with an effort he spoke, and wondered to hear his
own words, as if some other will was sing his small voice.
"I will take the Ring," he said, "though I do not know the way."
J.R.R. Tolkien
THE ASSIGNMENT
The excerpt from The Lord of the Rings develops the idea that great
tasks must often be performed by ordinary people. The excerpt also
illustrates several different ways that characters respond to difficult
situations. Some, like Bilbo, are willing to accept a burden even
though they know that the task is beyond their ability. Others know
that they are not equal to the task and so do not step forward. Still
others, like Frodo, choose to accept responsibility for a task even
though they cannot be certain of success.
Write an essay based on literature you have studied where
characters are faced with a challenging or difficult situation.
What is your opinion of the idea that people reveal their true
selves in how they respond to a challenge or difficulty?
You MUST:

discuss a character from literature or film you studied in ELA
20-2. You may choose to discuss more than one character.

present your ideas in prose.
You SHOULD:

reflect upon your own knowledge and / or experiences.

select a character that is relevant to this assignment and interesting
to you from the short stories, novels, plays, poetry, non-fiction, or
films that you have studied in ELA 20-2.

carefully consider your controlling idea or how you will create a
strong unifying effect in your response. Organize your discussion
so that your ideas are clearly and effectively presented

make sure that the examples and details you select are relevant
and support your opinion about the topic under discussion
What is your opinion of the idea that people reveal their true
selves in how they respond to a challenge or difficulty?
Assignment Three - Persuasive Writing in Context
(LETTER or SPEECH)
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introductory paragraph – identify yourself (and on whose behalf
you are writing) and state your position

body paragraph ONE – support for your position
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body paragraph TWO – support for your position
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body paragraph THREE – support for your position
conclusion – urge to act (or not) – thank for time / consideration
Assignment III – Persuasive Writing in Context Example
THE SITUATION
 The Prosper High School Advisory Group is considering a proposal that
would allow the use of genetically modified foods in the school cafeteria.
Students are considering various opinions on the subject in preparation for
presenting their position to the Advisory Group.

You are a student from Prosper High School. You have considered
information and opinions from a variety of sources. You have considered at
length the advantages and disadvantages of the proposal, and have reached
a decision. You now need to write a persuasive speech that clearly explains:
 your decision on the use of genetically modified foods
 the reasons why you believe your decision is in the best interests of
students at Prosper High School
THE ASSIGNMENT
Write a speech that will persuade the Prosper High School
Advisory Group to either ACCEPT or REJECT the proposal to allow
the use of genetically modified foods in the school cafeteria.
In preparing your speech, BE SURE TO
 consider your purpose and audience
 study the information which follows and use it to write a
persuasive speech
 use an appropriate tone
Remember that you must clearly and directly choose to
either accept or reject the proposal.
Definition of Genetically Modified Foods
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Genetically modified (GM) foods are foods that have been
altered through genetic engineering techniques. These
techniques allow scientists to "cut and paste" DNA from one
organism to another in order to create a new hybrid. For
example, a certain gene can be inserted into tomatoes in
order to maintain their freshness and colour. A different gene
can be inserted into corn and soybean plants to give them
resistance to a certain herbicide. A farmer can then control
weeds in the corn and soybean crops by spraying with that
herbicide.
A statement from Monsanto,
one of the world's leading biotechnology firms
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"We all share the same planet-and the same needs. In
agriculture, many of our needs have an ally in biotechnology
and the promising advances it offers for our future. Healthier,
more abundant food. Less expensive crops. Reduced reliance
on pesticides and fossil fuels. A cleaner environment. With
these advances, we prosper; without them, we cannot thrive.
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"As we stand on the edge of a new millennium, we dream of a
tomorrow without hunger. To achieve that dream, we must
welcome the science that promises hope. We know advances
in biotechnology must be tested and safe, but they should not
be unduly delayed. Biotechnology is one of tomorrow's tools
in our hands today."
Statements from Genetically Engineered Food:
A Self-Defence Guide for Consumers
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GE foods are not being adequately safety-tested for possible
damage to our health . . .
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Mounting scientific evidence indicates that genetically engineered
foods and crops may present serious hazards for our health and
environment . . .
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The.. .British Medical Association.. .has called for a moratorium on
all genetically engineered foods because they may not be safe . . .
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GMOs (genetically modified organisms) once created and released
into the environment, are permanent. They can never be recalled
back into the laboratory, nor can they be contained within a
restricted pasture, farmland, watershed, marine environment, or
geographical space.
Opinions About GM Foods
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"The social benefits of genetic engineering are considerable: treating
human and animal diseases; increasing food production from crops
and animals; increasing the nutritional value of foods; extending the
shelf life of food products. . . and helping to provide a cleaner
environment.”
- George G. Khatchatourians, Department of Applied Microbiology,
University of Saskatchewan
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"If left to me, I certainly would not eat it. We are putting new things into
food which would not have been eaten before. The effects on the
immune system are not easily predictable and I challenge anyone who
will say that the effects are predictable."
- Dr. Arpad Pusztai, Research Scientist
Opinions About GM Foods - continued
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"The risks of modem genetic engineering have been studied by
technical experts at the National Academy of Sciences and World
Bank. They concluded that we can predict the environmental effects
by reviewing past experiences with those plants and animals
produced through selective breeding. None of these products of
selective breeding have harmed either the environment or
biodiversity."
- Jimmy Carter, Former U.S. President
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"The fact that we do not really know what the long-term consequences
of genetic engineering will be, and are not prepared to move slowly
and take the time to find out, means that a grand experiment is taking
place and the outcome is anyone's guess. The Bt potato, Roundup
Ready canola, or Liberty-link soybean might be harmless, or they
might breed a disaster. We won't know until it is too late."
- Brewster Kneen, Author of Farmageddon: Food and the Culture of
. . . the speech . . .
PREPARE – Part “A”
Visual Reflection
 1. What is it that first needs to be determined when studying the visual
presented on the exam?
 2. What are the three perspectives from which are directed to respond?
 3. List at least ten different prose forms from which you may chose to write.
Literary Exploration
 1. What prose form must this assignment take?
 2. How many paragraphs must you write for this assignment?
 3. In this assignment, you must discuss a character studied in this course.
List three characters, along with title and genre, that you could possibly use.
Explain why each of these three characters would make good general
choices.
Persuasive Writing in Context
 1. What prose form must this assignment take?
 2. How many paragraphs must you write for this assignment?
 3. Why can you not remain neutral on the position presented?