Review for Senior Final                                            (key)

 (from nonfiction sheet) 1. Define fiction – writing about imaginary people/places/events

2. Define nonfiction – writing about real/true people/places/events

(SAT words—define each) 3. abhor – despise/loathe

4. calamity –great misfortune

5. flamboyant– showy

6. malicious – spiteful

7. negligence – failure to use reasonable care

8. facetious – humorous

9. tangible – able to be touched/perceptible

1. oblivion – completely forgotten/unknown

1. venerable – commanding respect/reverence

2. adamantly – unyielding in attitude

3. grotesque – odd/unnatural

4. impartiality – objectivity

5. perpetual – never ending

6. tantalizing – arousing desire/expectation

(punctuation/grammar) 17. List the three ways to punctuate 2+ main clauses.

1. end mark (period, exclamation/question marks) B. semicolon  C. comma/coordinating conjunction
2. List three places to use a semicolon. A. between main clauses B. in series w/commas  C. w/conjunctive adverbs

9. List three places to use a colon. A. after a formal salutation B. after “the following” introducing a list  C. on clocks

1. List two places to use a dash. A. to show interruptions/sudden breaks B. to set off parenthetical information

1. List three places to use a hyphen. A. in multiple-word adjectives/nouns B. syllable breaks at line ends  C. to join numbers

2. List three places to use an apostrophe. A. in contractions B. to replace numbers/letters  C. in plurals for vowels (especially a, i, u)

3. List the main usage of single quotations. –for quoted material inside double quotations

4. List the main usage of double quotations. –in dialogue

5. Know the difference between double quotations and underlines/italics in titles, etc. (list at least four of each)

        DQ—short stories, short poems, chapter titles, TV episodes, songs, speeches/lectures, etc. 

            U/I—ship/plane names, publications, movies/shows/plays, CDs/DVDs, epic poems, etc.

6. Define a noun – a word that names a person, place, thing

7. Define a common noun – a general person, place, thing

8. Define a proper noun – a specific person, place, thing by name

(Research Paper Guidelines) 29. List the book used for proper style/rules. the MLA Handbook

1. The first line of each Works Cited entry is (flush left, indented). All other lines in each are (flush left, indented).

1. Write the following WC parts IN ORDER: date, publisher, city, book title, author’s last name, author’s first name.

                Author’s last name, author’s first name, book title, city: publisher, date.

2. List the best place to find sources. Google Scholar List one of the worst websites to use. Wikipedia

3. List the five best three-letter endings of websites. .edu, .gov, .bus, .com, .org

4. Besides obvious errors, list four other things to avoid. First/second person, slang, contractions, plagiarism

5. List how to document sources within the paper. Parenthetical documentation

6. List the spacing and font size/style. Double spaced, Times New Roman/12 point

7. List the four levels of proper numbers/letters in order for outlines. I/II,III (etc.), then A./B./C., then 1./2./3., then a./b./c.

(Writing) 38. Write a full paragraph on specifically you learned this year (what you didn’t know/didn’t know as much, etc.) OR summarize any of your spring projects/essays in detail (label it). Be prepared to write about a different one on the final.

                                (answers will vary)

“Questions of the Times” In-class Debate (text pp. 1098-99)  4/25-26

Select 1-2 of the four *questions for a debate(s) in teams or vs. teacher

Ideas:  Find a classmate or two you can side with or go against (teacher can play “devil’s advocate”), use text and/or reliable sources to build a brief case for or against the other side on any topic below (or closely related one), take notes on all parts of debate (especially good points) and keyboard three paragraphs from them afterward briefly summarizing main points on each side, which side won and why.

Friday (half of Monday if necessary): Select question, group you’re in/role you’ll play, start research/anticipate questions (see teacher for help):

       (similar sample notes on general topic on being British vs. American)

British Pros                                                American Pros

Longer/more glorious history                  More familiarity with US history/customs

Generally more “sophisticated,” formal More influential on world scene lately

Old castles/sites (Stonehenge, Loch Ness)       Many more tourist sites to see, etc.

Unique accent very popular                More freedoms (worship, lifestyles, etc.)  

*“What does it mean to be modern?”             “Are we all alone?”

“How important is culture?”                   “Why is there always war?” (see below)

Two grades will be given for amount of time put into research/debate (one a test grade) for participation and the three-paragraph summary/critique afterward.

Sample questions to anticipate on war: First war/how much of history w/o war, ethics/reasons/motivations for going to war (justifiable or not, why), examples of each, anti-war activists, which countries are “better off” afterward/why-how, how losers should be punished, etc.

English 4  from “A History of Britain” Mini-Project (test grade due Mon. Apr 18) 

(Scan text pp. 1050-3, Google specific selection* if needed, preferably Google Scholar.) 

Main Options:

1. (extra points if you have access to a video camera, even decent phone that tapes) A documentary video illustrating any part of this section/related author similar to what is described in book (reality TV show, newscast, etc.). You may work in pairs (one filming/one acting), but each is still responsible for usual time requirement.

2. (If no camera/phone) A Powerpoint review/summary similar to slides used on TV documentaries (try to quote an expert on topic) with a total of least 10 detailed, documented slides—specific parts of time period with its title/decade (etc.), main people/ events/dates/locations, its historical significance, related work(s), etc., and documented photos/drawings. Put each source used next to the quotation/ paraphrase (not in a separate list; in other words, no separate Works Cited needed).

3. An extended (6+ paragraphs) essay or magazine/newspaper article about the person/topic with the above points included with proper quoting, paraphrasing, attribution, and documentation. Work(s) Cited need not be on a separate page (see teacher with related ideas—blogs, Facebook, song, etc.).

Note:  As always, be sure to log the time spent and have parent/guardian sign documentation—minimum time of 2 1/2 hours for 70, 3 for 80, 3 ½ for 90+. You may also add any of the other formats to fill the time requirement—full summary/ chart of person’s life evens, a comparison/ contrast list to someone else, T chart, poster (etc.), but remember to properly document any source you use in your essay/project. Extra credit will be given for extra time spent, doing more than one project, turning in early, details on other important senior activities, etc. See teacher with questions, other ideas.

Do-It-Yourself English 4 Test 5  Due: 11/24  (NO LATE ONES, remember Monday field trip to Ft. Worth, early release Tuesday)

Instructions: Include a total of 50 questions from sections below with answers (basically five short answer, five multiple choice, and one short-answer paragraph—see teacher’s tests for ideas/format). Don’t make them too easy (make senior level).

Poetry – see writing topics below for what you may cover in your multiple-choice questions, matching, short answer, etc.

Writing -Give a writing prompt with a FULL-paragraph answer with details on any topics discussed so far in poetry since Test 4 (especially the poems we have studied recently like “The Tyger,” “The Lamb,” “The Rime of the Ancient Mariner,” “Kubla Khan, Marlowe’s/ Raleigh’s/Donne’s/Tennyson’s, the notes on Lord Byron/Percy Shelley, and/or the seven steps in analyzing a poem—make sure it’s a British one from our text or elsewhere). Scan poems/poets in text for other ideas.  NOTE: You MUST include at least 4 facts/questions EACH about Wordsworth, Keats, Tennyson, and Elizabeth or Robert Browning, and you MUST have "assonance" under poetic terms.

NOTE: If you can’t come up with 40 or so poetry questions, add another writing prompt or a longer one and/or up to five poetry terms (couplet, etc.). You may do a brief biography on any British poet in text or outside it, but you may NOT just recopy a poem/song you’ve already labeled; pick a new one. Try to limit it to a one-page answer key like my tests with answers highlighted/bold/underlined. See me with questions--No alternative test this time.

2. For 11/5 test, Know:

3. 1.  (Definitions)

   1. Poetry—the structure of arranged writing (poems)
   2. Prose—non-poetic writing
   3. Stanza—a grouping of two or more lines of a poem
   4. Rhythm—the ordered movement (“beat”) of a song or poem
   5. Rhyme—regular recurrence of corresponding lines (usually at the end of the line)
   6. Meter/Pentameter—the rhythmic pattern to a poem/five beats
   7. Free Verse—poetry without rhythm, with or without rhyme
   8. Blank Verse—unrhymed iambic pentameter
   9. iamb—two poetic syllables consisting of an unaccented one followed by an accented one
   10. Trochee—an accented syllable followed by an unaccented syllable (“happy”)
   11. Couplet—two lines of verse with similar end rhymes
   12. Sonnet—a 14-line lyric poem
   13. Lyric—a brief, subjective poem creating a single impression
   14. Epic—a long, narrative poem
   15. Limerick—a five-line, humorous anapestic poem (usually AABBA rhyme)
   16. Ballad—verse sung or recited in dramatic fashion
   2. The sonnet intro sheet: what makes up a sonnet is a 14-line lyric poem with a complicated rhyme scheme and defined structure; the three types of sonnets are Petrarchan (Italian), English (Shakespearean and Spenserian). The “founders” of the English sonnet are William Shakespeare and Edmund Spenser. The most common topic in sonnets is love, and Shakespeare’s sonnets differ from Petrarch’s in that Petrarch’s has two parts (octave—first eight lines, rhyming abbaabba to establish speaker’s situation and sestet—last six lines w/rhyme cdcdcd or cdecde that resolves/ draws conclusions, or reacts to speaker’s situation), while Shakespeare’s has three quatrains (4-line stanzas) followed by rhyming couplet and rhyming abab cdcd efef gg. His first quatrain introduces the situation, which is explored in the next two quatrains, while the couplet resolves the situation.

3. 3. Be able to label the rhyme scheme, rhythm, poetic devices (symbols, alliteration, repetition, etc.), and theme of a short poem like Marlowe’s, Raleigh’s, or Blake’s.

4. 4. (Writing) Be able to write TWO full paragraphs on any of the topics above (including biographical summaries of the authors with some critique/evaluation) and/or write your own poem of equal length.

Four-Question Project (pp. 560-1)

(test grade due Tuesday 10/27)— two/three students per topic (first choice) 

Questions: 1) What can fix society’s PROBLEMS?  -man/science-technology/God…

2) Can SCIENCE tell us how to live?  -yes/no, why? (Google topic word for word)

3) What topics are NEWSWORTHY?  -Marlin ISD, school safety…(Google, newspapers, magazines, watch TV news, etc.) 

4) What is a woman’s ROLE in public life?  -research topic w/experts’ quotations

Options: 1. Full essay/critique/analysis of six or more paragraphs on one of the topics in the literature section.

2. 2. A detailed character sketch on one person/author in the section (same length).
3. 3. An oral summary of comparable length.
4. 4. A storyboard of 6-8 drawings illustrating an aspect/person of this section.
5. 5. A movie script or short video acting out any aspect of this section.
6. 6. A newspaper article reporting on an incident from that section.
7. 7. Power Point or similar presentation on any topic/person below (see teacher with other ideas)

Note:  Remember to log the time spent for parent/guardian to sign documentation  (minimum time of two hours for 70 on non-essays, 2 ½ for 80, 3 for 90+).

Do-It-Yourself English 4 Test 2  Due: 10/1

Instructions: Include a total of 50 questions from sections below with answers (five short answer, five matching, and one short-answer paragraph—see teacher’s Test 1)

1. Grammar –Up to three definitions/examples for any of the seven parts of speech besides noun.

2. Writing Tips– Up to three of the most important writing tips from sheet.

3. Editing symbols – Up to three of the most important ones from sheet.

4. Literature – five main parts of a short story--plot, two parts of setting, characterization, three points of view, theme/voice, etc., five “acts” of the plot, two main types of characters, two main types of major characters, misc. elements—symbols and figures of speech, dates of Renaissance, humanism/Utopia/Elizabeth’s speech, etc.

 5. Writing -Give a writing prompt with FULL paragraph with details on any topics discussed so far in short stories, literature since Test 1 (especially specifics about significance of each author and/or major work like Chaucer/Canterbury Tales, Sir Gawain/Green Knight, King Arthur/First Knight focusing on the real stories, not the DVD, More/Utopia, Elizabeth I’s speech before invasion of Spanish Armada).

NOTE: Study notes will be posted on website later on if you still want to take my Test 2. Let me know by Wednesday. You may take both tests.

Homer-Chaucer Project

(test grade due Friday 9/18)—one topic/person per student (first choice) 

Options: 1. Full essay/critique/analysis of six or more paragraphs on one of the topics in the literature section. 2. A detailed character sketch on one person/author in the section of the same length. 3. An oral summary of comparable length. 4. A storyboard of 6-8 drawings illustrating an aspect/person of this section. 5. A movie script or short video acting out any aspect of this section. 6. A newspaper article reporting on an incident from that section. 7. Power Point or similar presentation on any topic/person below (see teacher with other ideas).

Topics/Authors:  1. Homer p. 76, 2. Iliad 78ff. (or Odyssey), 3. The Venerable Bede 96-97, 4. Bede’s Ecclesiastical History 98, 100, 5. Piers Plowman 124ff., 6. Medieval Narratives 140-1, 7. Geoffrey Chaucer 142, 8 (etc.). The Canterbury Tales (“Prologue,” any pilgrim from story). Don’t just summarize lit. text; use at least one outside source and properly document all sources you use.

Note:  Remember to log the time spent for parent/guardian to sign documentation (minimum time of two hours for 70 on non-essays, 2 ½ for 80, 3 for 90+).