Spring Final Exam Review - Allen Independent School District

Spring Final Exam Review English
Read a literature passage and be able to:
Describe the author’s tone/ attitude
Describe a character using adjectives
Identify lines/passages that capture a specific theme
Explain the significance of an author’s choice of title
Use a dictionary and context clues to determine a word’s meaning
Identify lines/passages that reveal internal and external conflicts
Identify the purpose/effectiveness of a paragraph
Read an expository passage and be able to:
Identify the author’s beliefs/opinions
Draw conclusions based on statements made
Identify author’s purpose
Analyze how an author’s use of anecdotes and personal stories supports his/her ideas
Identify the author’s main idea
Read a poem and be able to:
Interpret symbols and their meaning
Explain the effect figurative language (simile, metaphor, personification, etc.) has on the poem
Understand the relationship between symbols, imagery, diction, syntax and how they relate to the overall theme of the
Read a monologue and be able to:
Identify theme
Describe the speaker’s internal conflicts
Read an excerpt from a play and be able to:
Interpret the use of figurative language and its purpose
Understand how comments made by a character lend themselves to a character’s development
Use text to support a character’s motives
Understand how stage directions can be used to develop a character
Explain how the comments of supporting characters develop the character of the protagonist
Interpret how diction can develop elements of setting
Understand how dialogue is used to explore a play’s theme
Identify examples of dramatic irony and explain their relevance
Read a research paper and its attached works cited page and be able to:
Identify its thesis statement
Explain how included quotations support the thesis statement
Correct errors in the paper’s parenthetical citations
Spring Final Exam Review English
Read the selection and answer the questions that follow.
From “The Most Dangerous Game” – Richard Connell
(In this short story, the protagonist Rainsford (a celebrated hunter) falls overboard from a yacht that is sailing through the Caribbean
Sea. He manages to swim to a nearby island where walks to a large mansion and meets General Zaroff, and his servant Ivan, who
make a past time of hunting human men on the island. As a game, Zaroff gives each man minimal supplies and the opportunity to
evade him for 3 days. If he cannot find and kill the man by the end of the third day, then he allows the man to leave the island. It is
the end of the third day and Rainsford has managed so far to evade Zaroff, but now he is closing in on him…)
“At daybreak Rainsford, lying near the swamp, was awakened by the sound that made him know that he had new things to learn
about fear. It was a distant sound, faint and wavering, but he knew it. It was the baying of a pack of hounds.
Rainsford knew he could do one of two things. He could stay where he was and wait. That was suicide. He could flee. That was
postponing the inevitable. For a moment he stood there, thinking. An idea that held a wild chance came to him, and, tightening his
belt, he headed away from the swamp.
The baying of the hounds grew nearer, nearer, ever nearer. On a ridge Rainsford climbed a tree. Down a watercourse, not a quarter
of a mile off, he could see the bush moving. Straining his eyes, he saw the lean figure of General Zaroff; just ahead of him, Rainsford
made out another figure whose wide shoulders surged through the tall jungle weeds; it was the giant Ivan, and he seemed pulled
forward by some unseen force; Rainsford knew that Ivan must be holding the pack in leash.
They would be on him any minute now. His mind worked franctically. He thought of a native trick he had learned in Uganda. He slid
down the tree. He caught hold of a springy young sapling, and to it he fastened his hunting knife, with the blade pointing down the
trail; with a bit of wild grapevine he tied back the sapling. Then he ran for his life. The hounds raised their voices as they hit the
fresh scent. Rainsford knew now how an animal at bay feels.
He had to stop to get his breath. The baying of the hounds stopped abruptly, and Rainsford’s heart stopped, too. They must have
reached the knife.
He shinned excitedly up a tree and looked back. His pursuers had stopped. But the hope that was in Rainsford’s brain when he
climbed died, for he saw in the shallow valley that General Zaroff was still on his feet. But Ivan was not. The knife, driven by the
recoil of the springing tree, had not wholly failed.
Rainsford had hardly tumbled to the ground when the pack took up the cry again.
‘Nerve, nerve, nerve!’ he panted, as he dashed along. A blue gap showed between the trees dead ahead. Ever nearer drew the
hounds. Rainsford forced himself on toward that gap. He reached it. It was the shore of the sea. Across the cove he could see the
gloomy gray stone of the chateau. Twenty feet below him the sea rumbled and hissed. Rainsford hesitated. He heard the hounds.
Then he leaped far out into the sea…
When the general and his pack reached the place by the sea, the Cossack stopped. For some minutes he stood regarding the bluegreen expanse of water. He shrugged his shoulders. Then he sat down, took a drink of brandy from a silver flask, lit a perfumed
cigarette, and hummed a bit from Madame Butterfly” (Connell 56 – 57).
Spring Final Exam Review English
1. Which line BEST reveals the internal conflict of the narrator?
A. “Rainsford had tumbled to the ground when the pack took up the cry again.”
B. “He thought of a native trick he had learned in Uganda.”
C. “’Nerve, nerve, nerve!’ he panted, as he dashed along.”
D. “The baying of the hounds grew nearer, nearer, ever nearer”
2. Read the following line from the passage:
“Twenty feet below him the sea rumbled and hissed.”
What is the effect of the personification in this line?
It parrallels the hunger knawing away at Rainsford himself.
It reminds us that the sea is also an enemy by giving it predator-like characteristics.
It foreshadows the tragic ending of the story.
It creates a peaceful mood in the story.
3. Read the following line from the passage:
“The baying of the hounds grew nearer, nearer, ever nearer..”
What is the effect of the author using repetition in this line?
It parallels the repetitive nature of the hunt.
It reminds us that this is the climax of the story.
It foreshadows Rainsford’s capture by the hounds.
It creates a sense of panic and urgency in the mood of the story.
4. Which line from the story most strongly suggests that Rainsford thinks clearly under pressure?
A. He shinned excitedly up a tree and looked back.
B. They would be on him any minute now. His mind worked franctically. He thought of a native trick he had learned in
C. ‘Nerve, nerve, nerve!’ he panted, as he dashed along.
D. Then he leaped far out into the sea…
Spring Final Exam Review English
The Oyster
Author: Unknown
There once was an oyster
Whose story I tell,
Who found that some sand
Had got into his shell.
It was only a grain,
But it gave him great pain.
For oysters have feelings
Although they’re so plain.
Now, did he berate
The harsh working of fate
That had brought him
To such a deplorable state?
Did he curse at the government,
Cry for election,
And claim that the sea should
Have given him protection?
No – he said to himself
As he lay on a shell,
Since I cannot remove it,
I shall try to improve it.
Now the years have rolled around,
As the years always do,
And he came to his ultimate
Destiny – stew.
And the small grain of sand
That had bothered him so
Was a beautiful pearl
All richly aglow.
Now the tale has a moral;
For isn’t it grand
What an oyster can do
With a morsel of sand?
What couldn’t we do
If we’d only begin
With some of the things
That get under our skin.
Spring Final Exam Review English
In line 9, the word berate means –
A. comment on
B. rank in order
C. scold harshly
D. improve
6. What does the figurative language in lines 27-28 emphasize?
the miracle and loveliness of a pearl
the glowing light under water
the wealth that a pearl can bring to a person
the scientific process of creating a pearl
7. What is ironic about line 31-32?
The oyster could not get the sand out of its shell.
What started as an irritation became something beautiful.
The oyster has no brain but has feelings.
The oyster ended up in a stew.
8. Which thesis BEST conveys the relationship between the imagery, tone, and main idea in the poem?
A. In the poem “The Oyster”, the author uses figurative imagery to convey an ecstatic tone toward the wonderful
experience of creating a pearl in the deep sea.
B. In the poem “The Oyster”, the author uses sensory imagery to convey a reflective tone toward the meaningful
experience of making a problem into a positive thing.
C. In the poem “The Oyster”, the author blends literal and figurative imagery to convey an inspired tone toward the
experience of immersing oneself in quality jewelry.
D. In the poem “The Oyster”, the author uses connotative imagery to convey a smug tone toward the unusual
experience of finding a pearl in an oyster.
The Hunger Games
Reality TV is the opiate of the masses
By Roger Ebert Mar 20, 2012
Like many science-fiction stories, “The Hunger Games” portrays a future that we're invited to read as a parable for the present. After
the existing nations of North America are destroyed by catastrophe, a civilization named Panem rises from the ruins. It's ruled by a
vast, wealthy Capitol inspired by the covers of countless sci-fi magazines and surrounded by 12 “districts” that are powerless
As the story opens, the annual ritual of the Hunger Games is beginning; each district must supply a “tribute” of a young woman and
man, and these 24 finalists must fight to the death in a forested “arena” where hidden cameras capture every move.
This results in a television production that apparently holds the nation spellbound and keeps the citizens content. Mrs. Link, my high
school Latin teacher, will be proud that I recall one of her daily phrases, “panem et circenses,” which summarized the Roman
formula for creating a docile population: Give them bread and circuses. A vision of present-day America is summoned up, its
Spring Final Exam Review English
citizenry glutted with fast food and distracted by reality TV. How is the population expected to accept the violent sacrifice of 24
young lives a year? How many have died in our recent wars?
The story centers on the two tributes from the dirt-poor District 12: Katniss Everdeen (Jennifer Lawrence) and Peeta Mellark (Josh
Hutcherson). The 16-year-old girl hunts deer with bow and arrow to feed her family; he may be hunkier but seems no match in
survival skills. They're both clean-cut, All-Panem types, and although one or both are eventually required to be dead, romance is a
In contrast with these healthy young people, the ruling class in the Capitol are effete decadents. Effie Trinket (Elizabeth Banks),
bedecked in gaudy costumery and laden with garish cosmetics, emcees the annual drawing for tributes, and the nation gets to know
the finalists on a talk show hosted by Caesar Flickerman (Stanley Tucci), who suggests what Donald Trump might do with his hair if
he had enough of it.
The executive in charge is the gamemaker, Seneca (Wes Bentley), who has a beard so bizarrely designed that Satan would be
envious. At the top of the society is the president (Donald Sutherland), a sagacious graybeard who harbors deep thoughts. In
interviews, Sutherland has equated the younger generation with leftists and Occupiers. The old folks in the Capitol are no doubt a
right-wing oligarchy. My conservative friends, however, equate the young with the Tea Party and the old with decadent Elitists. “The
Hunger Games,” like many parables, will show you exactly what you seek in it.
The scenes set in the Capitol and dealing with its peculiar characters have a completely different tone than the scenes of conflict in
the Arena. The ruling class is painted in broad satire and bright colors. Katniss and the other tributes are seen in earth-toned realism;
this character could be another manifestation, indeed, of Jennifer Lawrence's Oscar-nominated character Ree in “Winter's Bone.”
The plot even explains why she's adept at bow and arrow.
One thing I missed, however, was more self-awareness on the part of the tributes. As their names are being drawn from a fish bowl
(!) at the Reaping, the reactions of the chosen seem rather subdued, considering the odds are 23-to-1 that they'll end up dead.
Katniss volunteers to take the place of her 12-year-old kid sister, Prim (Willow Shields), but no one explicitly discusses the fairness of
deadly combat between girl children and 18-year-old men. Apparently the jaded TV audiences of Panem have developed an appetite
for barbarity. Nor do Katniss and Peeta reveal much thoughtfulness about their own peculiar position.
“The Hunger Games” is an effective entertainment, and Jennifer Lawrence is strong and convincing in the central role. But the film
leapfrogs obvious questions in its path, and avoids the opportunities sci-fi provides for social criticism; compare its world with the
dystopias in “Gattaca” or “The Truman Show.” Director Gary Ross and his writers (including the series' author, Suzanne Collins)
obviously think their audience wants to see lots of hunting-and-survival scenes, and has no interest in people talking about how a
cruel class system is using them. Well, maybe they're right. But I found the movie too long and deliberate as it negotiated the
outskirts of its moral issues.
Ebert, Roger. “The Hunger Games: Reality TV is the Opiate of the Masses.” Chicago Sun Times. 20 MAR 2012.
9. The author believes that the characters of Katniss and Peeta are poorly-developed because
A. Little attention was given to matching their looks in the film with their descriptions in the novel
B. Peeta shows few survival skills, while Katniss is too barbaric
C. Neither character reveal much contemplation of their own curious position in the games
D. Both characters are too “clean-cut”
Spring Final Exam Review English
10. The author’s description of his experience in Latin class shows that
A. The author was a good student, and therefore a trustworthy source of information
B. The author understands the significance of symbolic titles in the film/novel
C. The author dislikes the film because of its confusing Latin references
D. The author enjoyed the film because it reminded him of his favorite high school teacher
11. According to this review, what elements in this film adaptation could have been improved?
A. Costuming of elite Capitol citizens was too highly contrasted with that of the poorer District citizens
B. There were too many underlying political allusions to modern society
C. Jennifer Lawrence merely reinvented her old character from “Winter’s Bone”, rather than offering a unique
interpretation of the character Katniss
D. The complicated moral issues of the games were not dealt with sufficiently by its characters
12. According to Roger Ebert, director Gary Ross’ version of book could best be described as
A. Action packed, yet intellectually shallow
B. Predictable and boring
C. Visually stunning, but poorly acted
D. an Oscar-worthy delight
13. What does Ebert say about Jennifer Lawrence to support his opinion of the film in the critical review?
A. She was too much like her character, Ree, in “Winter’s Bone”
B. She was strong and convincing
C. She was not attractive enough to play the role of Katniss
D. All of the above
14. What does Roger Ebert say about the film’s costumes to support his opinion that they played a crucial role in developing
contrasts in characters?
Seneca Crane’s beard develops him as a Satan-like character
Caesar Flickerman’s hair makes him seem authoritative like Donald Trump
District citizens wear muted, earth-tone colors to suggest that they are more grounded in reality
Effie Trinket’s lack of make-up portrays her as a tired figure.
15. The author believes that Americans should be able to relate to the film because
A. We are a gluttonous- fast food eating society, much like the Capitol
B. We are overly entertained by trivial, reality television shows
C. We are apathetic to the death of the young men we send off to war
D. All of the above
Spring Final Exam Review English
Read the following selection and works cited and answer the questions that follow.
(1) When a cell phone goes off in a classroom or at a concert, we
are irritated, but at least our lives are not endangered. (2) When we
are on the road, however, irresponsible cell phone users are more
than irritating: They are putting our lives at risk. (3) Many of us have
witnessed drivers so distracted by dialing and chatting that they
resemble drunk drivers, weaving between lanes, for example, or
nearly running down pedestrians in crosswalks. (4) A number of bills to
regulate use of cell phones on the road have been introduced in
state legislatures, and the time has come to push for their passage.
(5) Regulation is needed because drivers using phones are seriously
impaired and because laws on negligent and reckless driving are
not sufficient to punish offenders.
(6) No one can deny that cell phones have caused traffic deaths
and injuries. (7) Cell phones were implicated in three fatal accidents in
November 1999 alone. (8) Early in November, two-year-old Morgan
Pena was killed by a driver distracted by his cell phone. (9) Morgan’s
mother, Patti Pena, reports that the driver “ran a stop sign at 45
mph, broadsided my vehicle and killed Morgan as she sat in her car
seat.” (10) A week later, corrections officer Shannon Smith, who was
guarding prisoners by the side of the road, was killed by a woman
distracted by a phone call(????). (11) On Thanksgiving weekend that
same month, John and Carole Hall were killed when a Naval
Academy midshipman crashed into their parked car. (12) The driver
said in court that when he looked up from the cell phone he was
dialing, he was three feet from the car and had no time to stop
(Stockwell 18).
(13) Expert testimony, public opinion, and even cartoons
suggest that driving while phoning is dangerous. (14) Frances Bents,
an expert on the relation between cell phones and accidents,
estimates that between 450 and 1,000 crashes a year have some
connection to cell phone use (“Cell Phone Tragedies”).
Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006). (*article has been slightly modified from original)
Spring Final Exam Review English
Works Cited
Besthoff, Len. “Cell Phone Use Increases Risk of Accidents, but
Users Willing to Take the Risk.” WRAL.com. Capitol
Broadcasting, 9 Nov. 1999. Web. 12 Jan. 2001.
“Cell Phone Tragedies.” Microsoft Encarta Reference Library 2008.
Redmond WA: Microsoft Corporation, 2008. CD-ROM
Layton, Lyndsey. “Legislators Aiming to Disconnect Motorists.”
Washington Post 10 Dec. 2000: C1+. Print.
Pena, Patricia N. “Patti Pena’s Letter to Car Talk.” Cartalk.com.
Dewey, Cheetham, and Howe, n.d. Web. 10 Jan. 2001.
16. Which sentence contains the thesis statement?
A. sentence 4
B. sentence 5
C. sentence 6
D. sentence 7
17. What is the correct way to credit the source in sentence 10?
A. (38 Besthoff)
B. (Besthoff 38)
C. (Besthoff, 38)
D. ( 38, Besthoff)
18. The quotation in sentence 9 supports the thesis because it—
A. shows how drivers with cell phones are seriously impaired
B. explains how children are most often the victims
C. warns you how important it is to make sure other drivers stop at stop signs before proceeding
D. shows how parent groups are becoming more active in the movement
Spring Final Exam Review English
The Tragedy of Romeo and Juliet – Act I.i.1-40
From Act I, Scene 1
Thou villain Capulet,--Hold me not, let me go.
Draw, if you be men. Gregory, remember thy
swashing blow.
Thou shalt not stir a foot to seek a foe.
They fight. Enter BENVOLIO
Enter PRINCE, with Attendants
Part, fools!
Put up your swords; you know not what you do.
20 Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel,-Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
25 On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
30 Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
35 If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
For this time, all the rest depart away:
You Capulet; shall go along with me:
And, Montague, come you this afternoon,
40 To know our further pleasure in this case,
To old Free-town, our common judgment-place.
Once more, on pain of death, all men depart.
Beats down their swords. Enter TYBALT.
5 What, art thou drawn among these heartless
hinds? Turn thee, Benvolio, look upon thy death.
I do but keep the peace: put up thy sword,
Or manage it to part these men with me.
What, drawn, and talk of peace! I hate the word,
10 As I hate hell, all Montagues, and thee:
Have at thee, coward!
They fight. Enter, several of both houses, who join the fray;
then enter Citizens, with clubs.
First Citizen
12 Clubs, bills, and partisans! strike! beat them down!
Down with the Capulets! down with the Montagues!
Enter CAPULET in his gown, and LADY CAPULET
14 What noise is this? Give me my long sword, ho!
15 A crutch, a crutch! why call you for a sword?
My sword, I say! Old Montague is come,
And flourishes his blade in spite of me.
Spring Final Exam Review English
19. According to lines 5-8, the reader can infer that Benvolio’s character is:
A. Arrogant
B. Quarrelsome.
C. Peaceful.
D. Childish.
20. In line 24, what type of figurative language is used?
A. Simile
B. Metaphor
C. Hyperbole
D. Allusion
21. The stage directions before line 12 help the reader understand that:
They fight. Enter, several of both houses, who join
the fray; then enter Citizens, with clubs.
The people of Verona love a good fight.
The people of both houses are trying to keep peace but fail.
The citizens are excited about the street fights.
The feud is adversely affecting all of Verona.
22. In line 18, Lord Montague says “Hold me not, let me go,” which suggests that his character:
A. is impulsive when it comes to the feud between his family and the Capulets.
B. can’t stand to watch Benvolio get himself hurt.
C. feels that he can give some peace to the quarrel unfolding.
D. is conflicted about what action he should take.
23. What is a synonym for the word “forfeit” used in lines 35 -36 below?
“If ever you disturb these streets again,
Your lives shall pay the forfeit of the peace. “
Spring Final Exam Review English
Figurative language
Connotation of a word
Denotation of a word
Thesis statement
Transition words
Dramatic irony
Main idea
Foil character
Textual support/text evidence
Parallel sentence structure
Literary device
Purpose (of a paragraph or of a line)
Important Academic Vocabulary to know:
Vivid verbs
Sensory details
Rhyming couplets
Internal rhyme
Free verse
Conflict (both internal and external)
Stage directions