English 1
Fall Final Exam Study Guide
I. Multiple Choice (2 points each)
* 5 questions on Krik? Krak!
Be familiar with the main themes and characters from each story. Consider what we
discussed in class: gender, political oppression, parents/children and
mothers/daughters, Haitian history as expressed in the stories, conflict over Haitian
identity, etc.
These are the main characters for each story:
“Children of the Sea”: Boy, Girl
“Nineteen Thirty-Seven”: Josephine, her mother (Manman)
“A Wall of Fire Rising”: Guy, Little Guy, Lili
“Night Women”: mother, son
“Between the Pool and the Gardenias”: narrator (Marie), Rose
“The Missing Peace”: Lamort, Emilie, grandmother
“Seeing Things Simply”: Princesse, Catherine, drunk old man
“New York Day Women”: narrator, mother
“Caroline’s Wedding”: Grace, Caroline, mother, father
* 10 vocabulary sentence-completions
Covers Units 12, 13, 14
II. Essay (70 points)
The essay question will allow you to write about a broad topic from the story you
were assigned for the research paper. You should know this story very well. You
may bring a copy of your story and use it while you write the essay. However,
you can’t use any outside criticism about the story.
If, after the seeing the essay topic, you decide you don’t want to write about your
individual story, you can write about a Krik? Krak! story I’ll choose. Therefore you
should bring Krik? Krak! with you.
Rubric for Long Essay Question
EQ1
Essays in this range respond to the prompt clearly, directly, and fully. These
essays approach the text analytically, support a coherent thesis with
evidence from the text, and explain how the evidence illustrates and
reinforces its thesis. These essays employ subtlety in their use of the text
and the writer’s style is fluent, flexible, and sophisticated in terms of
sentence structure, sentence variety, and use of transitions. The overall
organization is logically sound. They are also almost entirely free of
mechanical and grammatical errors.
Essays in this range contain most of the strengths described in the category
above but their analysis may be less subtle and more predictable, or their
prose may be less sophisticated and/or contain distracting mechanical and
grammatical errors.
Essays in this range respond to the assignment clearly but with less
development than essays in the categories described above. They
demonstrate an adequate understanding of the text and some support their
thesis with textual evidence. While their approach is analytical, the analysis
is less precise than those essays described above, and their use of the text
is predictable. The writing in these essays is mostly clear with but may
contain major grammatical and mechanical errors and/or lack sophistication.
Essays in this range contain most of the characteristics described in the
previous category but their analysis may also contain significant portions
that are irrelevant or off-topic. Their prose may lack any sense of
sophistication and/or be made unreadable in places due to mechanical and
grammatical errors.
Essays in this range are seriously flawed in terms of content (largely
irrelevant or off-topic) or prose (significant portions are unreadable). An
essay completely off-topic will receive a score of “0”.
A:
63-70
B:
56-62
C:
49-55
D:
42-48
F:
0-41