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1O LANGUAGE ARTS

1O LANGUAGE ARTS. FINAL EXAM REVIEW 2014. THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE. Gabriel Utterson – narrator, longtime friend of Jekyll and Lanyon Mr. Hyde – evil, sinister alter ego of Jekyll Dr. Jekyll – doctor who takes potion to become Hyde

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1O LANGUAGE ARTS

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  1. 1O LANGUAGE ARTS FINAL EXAM REVIEW 2014

  2. THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE • Gabriel Utterson – narrator, longtime friend of Jekyll and Lanyon • Mr. Hyde – evil, sinister alter ego of Jekyll • Dr. Jekyll – doctor who takes potion to become Hyde • Dr. Lanyon – doctor who looks down on Jekyll’s “scientific balderdash”, longtime friend of both Jekyll and Utterson

  3. STEVENSON’S BACKGROUND • BORN IN 1850 IN SCOTLAND • ONLY CHILD – VERY DOTED ON, MIDDLE CLASS • SUFFERED CHRONIC HEALTH PROBLEMS • NURSE/NANNY READ HIM STORIES WHICH GREATLY INFLUENCED HIM TO PURSUE LITERATURE

  4. GOTHIC ELEMENTS • SETTING IN A CASTLE • ATMOSPHERE OF MYSTERY AND SUSPENSE • AN ANCIENT PROPHECY • OMENS, VISIONS, DREAMS • SUPERNATURAL/INEXPLIC-ABLE EVENTS • HIGH EMOTION • WOMEN IN PERIL OR DISTRESS • WOMEN BEING THREATENED BY A POWERFUL MALE • DOOM AND GLOOM IMAGERY

  5. VICTORIAN LONDON • SOCIAL CLASS • THE RAILWAYS • GENTLEMEN/UPPER MIDDLE CLASS • SEXUALITY NOT OPENLY DISCUSSED • SMALL ROLES OF WOMEN • FAITH/DOUBTING OF FAITH – LOGIC • DARWIN AND DARWINISM (SURVIVAL OF FITTEST, THEORY OF EVOLUTION) • TIME PERIOD: 1837-1901 • CHANGES IN VICTORIAN ENGLAND • INDUSTRIALIZATION • HUGE INCREASES IN THE NATION’S WEALTH • EXTREMES OF WEALTH AND POVERTY • GROWING DIVISIONS BETWEEN COUNTRY AND CITY LIFESTYLES • RAPID POPULATION GROWTH AND INCREASES IN MIDDLE CLASS • INCREASE IN BATTLE FOR DEMOCRACY

  6. VICTORIAN LONDON • GOOD VS. BAD • GOOD RECEIVED REWARDS, BAD WERE PUNISHED • POOR TREATED BADLY, RICH WERE SCORNED AND ENVIED • HEROES WERE PEOPLE OF VIRTUE • FEAR OF PEOPLE • LARGER CITIES, FEAR OF RIOTING/REVOLUTIONS • RELIGIOUS UNDERTONES, DEEPER MEANING • DOMINANT MALE ROLES • LACK OF FEMALE ROLES • SEXUALITY, ABSENT OR HINTED AT

  7. LITERARY TERMS 1. THEME 2. REPETITION 3. VERBAL IRONY • A. “I TELL THEE, KATE, ‘TWAS BURNT AND DRIED AWAY./AND I AM EXPRESSLY FORBID TO TOUCH IT.” • B. “YOU LIE, IN FAITH; FOR YOU ARE CALL’D PLAIN KATE,/AND BONNY KATE AND SOMETIMES KATE THE CURST;” • C. “THUS HAVE I POLITICLY BEGUN MY REIGN,/AND TIS MY HOPE TO END SUCCESSFULLY.”

  8. LITERARY TERMS • 1. SITUATIONAL IRONY • 2. AUTHOR’S PURPOSE • 3. IMAGERY • A. “SIR, MY MISTRESS SENDS YOU WORD/THAT SHE IS BUSY AND CANNOT COME.” (ACT V) • B. “MY FALCON NOW IS SHARP AND PASSING EMPTY,/AND TILL SHE STOOP, SHE MUST NOT BE FULL-GORGED,” (ACT IV) • C. “THUS IN PLAIN TERMS; YOUR FATHER HATH CONSENTED/THAT YOU SHALL BE MY WIFE; YOUR DOWRY ‘GREED ON;/AND, WILL YOU, NILL YOU, I WILL MARRY YOU.” (ACT II)

  9. LITERARY ELEMENTS • 1.FORESHADOWING • 2. DYNAMIC CHARACTER • A. “MY MIND HATH BEEN AS BIG AS ONE OF YOURS,/ MY HEART AS GREAT, MY REASON HAPLY MORE,/ TO BANDY WORD FOR WORD AND FROWN FOR FROWN./ BUT NOW I SEE OUR LANCES ARE BUT STRAWS,” KATE – ACT V • B. “BUT THE SUN IT IS NOT, WHEN YOU SAY IT IS NOT,/AND THE MOON CHANGES EVEN AS YOUR MIND.” KATE – ACT IV, SCENE 5

  10. LITERARY ELEMENTS • 1.STATIC CHARACTER • 2.TONE • A. “WHY THERE’S A WENCH! COME ON AND KISS ME, KATE.”PETRUCHIO, ACT V, SCENE 2 • B. “WHY, MAN, THERE/BE GOOD FELLOWS IN THE WORLD, AND A MAN COULD LIGHT/ON THEM, WOULD TAKE HER WITH ALL FAULTS, AND MONEY ENOUGH.” HORTENSIO, ACT 1 SCENE 1

  11. GRAMMAR ELEMENTS • SUBJECTS OF SENTENCES • THE SUBJECT IS THE PART OF THE SENTENCE THAT NAMES WHOM OR WHAT THE SENTENCE IS ABOUT. • BRUNO MARS/ PERFORMED AT THE SUPERBOWL. • SOMEBODY/ ATE ALL THE COOKIES!

  12. GRAMMAR ELEMENTS • SENTENCE FRAGMENTS • A SENTENCE FRAGMENT IS AN ERROR THAT OCCURS WHEN AN INCOMPLETE SENTENCE IS PUNCTUATED AS THOUGH IT WERE COMPLETE. • WANTED TO EXPLORE THE CAVES. (MISSING SUBJECT) • THE TWO WEARY HIKERS WALKING FOR HOURS. (MISSING COMPLETE PREDICATE)

  13. GRAMMAR ELEMENTS • PHRASES • A PHRASE IS A GROUP OF WORDS THAT ACTS IN A SENTENCE AS A SINGLE PART OF SPEECH • PREPOSITIONAL PHRASES • THE STAIRS LEAD TO THE ATTIC. • APPOSITIVE PHRASES • HE IS SAVING MONEY TO TRAVEL TO BOGOTA, THE CAPITAL OF COLUMBIA. • VERBAL PHRASES – A VERB FORM (PLUS ANY COMPLEMENTS) THAT FUNCTIONS AS A NOUN, ADJECTIVE OR ADVERB • PARTICIPIAL PHRASES • ONE OF THE JOYS OF THE GARDEN IS A FRESHLY PICKED TOMATO. • GERUND PHRASES (-ING) • CROSS COUNTRY SKIING IS GOOD EXERCISE. • INFINITIVE PHRASES • HIS GOAL IS TO GRADUATE.

  14. GRAMMAR ELEMENTS • PARTICIPIAL PHRASES • A PARTICIPLE IS A VERB FORM THAT CAN FUNCTION AS AN ADJECTIVE • A PARTICIPIAL PHRASE CONTAINS A PARTICIPLE PLUS ANY COMPLEMENTS AND MODIFIERS • PARTICIPLE • THE CONFUSED CHILD WAS AFRAID. . KEVIN, FEELING THAT HE WAS NOT ACCEPTED BY HIS TEAMMATES, QUIT THE TEAM

  15. GRAMMAR ELEMENTS • RUN-ON SENTENCES • A RUN-ON SENTENCE IS TWO OR MORE COMPLETE SENTENCES WRITTEN AS THOUGH THEY WERE ONE SENTENCE. • IT RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON THEY STILL ENJOYED THE TRIP. • TO CORRECT: • ALTHOUGH IT RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON, THEY STILL ENJOYED THE TRIP.

  16. GRAMMAR ELEMENTS • COMPOUND SENTENCES • A COMPOUND SENTENCE CONTAINS TWO OR MORE MAIN CLAUSES (COMPLETE SENTENCES) • THEY ARE USUALLY JOINED BY A COMMA AND A COORDINATING CONJUNCTION • ANNIE CHECKS HER EMAIL OFTEN, BUT SHE DOESN’T ALWAYS REPLY RIGHT AWAY.

  17. GRAMMAR ELEMENTS • COMPLEX SENTENCES • A COMPLEX SENTENCE HAS ONE MAIN CLAUSE AND ONE OR MORE SUBORDINATE CLAUSES • WHEN I READ HER NOVELS, I ENJOY THEM BECAUSE THEY ARE BELIEVABLE. • SUBORDINATE CLAUSE = WHEN I READ HER NOVELS, • MAIN CLAUSE = I ENJOY THEM • SUBORDINATE CLAUSE = BECAUSE THEY ARE BELIEVABLE

  18. GRAMMAR ELEMENTS • COMPOUND/COMPLEX SENTENCES • COMPOUND/COMPLEX SENTENCES HAVE TWO OR MORE MAIN CLAUSES AND AT LEAST ONE SUBORDINATE CLAUSE • I AM GOING TO THE STORE ON FRIDAY, WHICH IS A LOYAL SHOPPER DAY, AND I WANT YOU TO GO WITH ME. • MAIN CLAUSE = I’M GOING TO THE STORE ON FRIDAY, • SUBORDINATE CLAUSE = WHICH IS A LOYAL SHOPPER DAY, • MAIN CLAUSE = I WANT YOU TO GO WITH ME

  19. GRAMMAR ELEMENTS • PREPOSITIONS/ PREPOSITIONAL PHRASES A PREPOSITIONAL PHRASE IS A GROUP OF WORDS THAT BEGINS WITH A PREPOSITION AND ENDS WITH A NOUN OR PRONOUN, WHICH IS CALLED THE OBJECT OF THE PREPOSITION • COMMON PREPOSITIONS • http://www.youtube.com/watch?v=msikBBfCbnY • I DROVE OVER THE RIVER AND THROUGH THE WOODS TO GET TO THE MALL.

  20. GRAMMAR ELEMENTS • USE OF COMMAS • COMMAS ARE USED TO SEPARATE TWO EQUAL ELEMENTS OR TO SET OFF AN ELEMENT • A CHAIR, A TABLE, A LAMP, AND A SOFA WERE THE ROOM’S ONLY FURNISHINGS. • WELL, TURN YOUR PAPER IN TOMORROW. • WE CAN’T GO OUTSIDE, HOWEVER, WE CAN PLAY A GAME.

  21. GRAMMAR ELEMENTS • USE OF SEMICOLONS • USE A SEMICOLON TO SEPARATE MAIN CLAUSES • USE A SEMICOLON TO SEPARATE ITEMS IN A SERIES WHEN ONE OR MORE OF THE ITEMS ALREADY CONTAIN COMMAS • NO ONE WAS SERIOUSLY HURT IN THE ACCIDENT; ONE MAN SUFFERED A BROKEN FINGER. • IN MATTERS OF STYLE, SWIM WITH THE CURRENT; IN MATTERS OF PRINCIPLE, STAND LIKE A ROCK. (THOMAS JEFFERSON, 1743-1826)

  22. GRAMMAR ELEMENTS • USE OF COLONS • USE A COLON TO INTRODUCE LISTS, EXPECIALLY AFTER STATEMENTS THAT USE WORDS SUCH AS THESE, THE FOLLOWING OR AS FOLLOWS • USE A COLON TO INTRODUCE MATERIAL THAT ILLUSTRATES, EXPLAINS, OR RESTATES THE PRECEDING MATERIAL • USE A COLON TO INTRODUCE A LONG OR FORMAL QUOTATION • HE REQUESTED THE FOLLOWING: A SCREWDRIVER, A WRENCH, AND A HAMMER. • I OFTEN WISH MY PARENTS HAD MORE THAN ONE CHILD: THEY WORRY TOO MUCH ABOUT ME. (A COMPLETE SENTENCE FOLLOWING A COLON IS CAPITALIZED) • IN THE TAMING OF THE SHREW, SHAKESPEARE’S KATHARINA STATES THE FOLLOWING: THY HUSBAND IS THY LORD, THY LIFE, THY KEEPER, THY HEAD, THY SOVERIGN; ONE THAT CARES FOR THEE,

  23. GRAMMAR ELEMENTS • INDEPENDENT CLAUSES (COMPLETE SENTENCES) • AN INDEPENDENT CLAUSE HAS A SUBJECT AND A PREDICATE AND EXPRESSES A COMPLETE THOUGHT. • ALSO CALLED A MAIN CLAUSE. • SHANNONBROKE HER GLASSES. • MY DAUGHTER, ALLISON, WROTE HER ESSAY IN CLASS. • EVERYBODY WHO BOUGHT A TICKET RECEIVED A FREE T-SHIRT.

  24. WRITING STRUCTURES CHARACTER ANALYSIS ANALYSIS OF ONE OR MORE MAIN CHARACTERS IN A BOOK STUDY WHAT CHARACTER THINKS, SAYS AND DOES, AND WHAT OTHER CHARACTERS SAY OR THINK ABOUT THEM ALWAYS USE QUOTES FROM THE TEXT TO SUPPORT YOUR STATEMENTS • QUESTIONS TO ASK • WHAT ARE THE DOMINANT TRAITS OF THIS CHARACTER? • HOW DOES THE CHARACTER’S PERSONALITY INFLUENCE HIS/HER ACTIONS? • WHY DOES THE CHARACTER FEEL A CERTAIN WAY? • WHAT CHARACTER TRAIT DOES HE/SHE NEED TO OVERCOME PROBLEMS? • WHAT BAD HABITS DOES THIS CHARACTER HAVE? • WHAT GOOD QUALITIES DOES THIS CHARACTER HAVE?

  25. WRITING STRUCTURES COMPARE/CONTRAST AN ESSAY, IN WHICH THE WRITER FOCUSES ON THE WAYS IN WHICH CERTAIN THINGS OR IDEAS—USUALLY TWO OF THEM—ARE SIMILAR TO (THIS IS THE COMPARISON) AND/OR DIFFERENT FROM (THIS IS THE CONTRAST) ONE ANOTHER. • MAKING A VENN DIAGRAM CAN HELP YOU QUICKLY COMPARE AND CONTRAST TWO OR MORE THINGS OR IDEAS. • THE THESIS OF YOUR COMPARISON/CONTRAST PAPER IS VERY IMPORTANT: IT HELPS YOU CREATE A FOCUSED ARGUMENT AND GIVES YOUR READER GUIDANCE. • USE AN OUTLINE TO ORGANIZE YOUR POINTS. • ALWAYS USE QUOTES FROM THE TEXTS YOU ARE REFERRING TO IN YOUR ESSAY.

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