2011-12 Midterm Exam Review. Grade 11 American Literature. Advertising Review Activity (R20). With textbook opened and advertising activity in notebook opened, on one loose leaf page defining each of the seven advertising types.
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With textbook opened and advertising activity in notebook opened, on one loose leaf page defining each of the seven advertising types.
Under each definition, describe the ad you found for that type and explain how & why it fits the definition in a sentence.
Be sure name and period is in upper right hand corner of page.
You have fifteen minutes to complete this assignment.
With textbook opened, on a loose leaf page with name and period in upper right, copy the patterns definitions leaving eight lines between them.
Take your Rhetorical Analysis Activity packet and find one example of each of the five patterns from any of the four texts.
Under the definition in the eight lines you left open, summarize how the author uses this particular pattern in his writing.
You have fifteen minutes to complete this assignment.
Organizational Patterns (R8-12)
(You used these in your Public Service Announcement pamphlet.)
Writer/Speaker must take into consideration the intended audience to make a successful argument.
The main idea is the actual argument the writer/speaker is making.
The writer/speaker’s tone/voice is his/her attitude toward the subject of the essay or speech.
Word Choice Is a Powerful Writing Tool
Connotation--Emotional Impact of Word
Emotionally charged words such as . . .
wrong, unfair, freedom, liberty, biased, God,
Allusions (references) to The Bible, The Statue of Liberty, the American flag, and other symbols also bring forth strong emotions.
Similes and metaphors are other effective ways to create
emotional appeals. Similes compare two unlike things
using “like” or “as.” Metaphors directly compare two unlike
things without “like” or “as.”
Simile: Clouds like whipped cream.
Metaphor: Whipped cream clouds.
EXAM GRAMMAR TERMSAdverbs/AdjectivesSubject/Verb AgreementPronoun/Antecedent AgreementThese lessons are designed to be used with McDougal Littell Grammar for Writing grade 11 gold workbook.
Modifiers are words that describe the meanings of other words.
Adjectives modify nouns and pronouns.
Adverbs modify verbs, adjectives, and other adverbs.
Adjectives answer the questions which one (that this), what kind (yellow, bright), how many (many, few), or how much (some, more). The underlined words below are classified as other parts of speech but here are also used as adjectives.
an event, a dream, the joke
snow shovel, sour pickle
falling snow, frozen river
Jewell’s dress, my mittens
that cloud, this poem, these cups
every house, any object
Adverbs answer the questions when, where, who, or to what extent.
When? My new car is being delivered tomorrow.
Where? Bring the plants from the porch inside.
How? The snow fell gently.
To what extent?
The crossing guard was extremely cold.
Do pages 127, 128, 129 top.
It should take about 10-15 minutes to finish. Then move on.
Refer to the top of p. 127 if you have any trouble.
A verb must always agree in number with the noun or nouns that it modifies.
Wrong: Monica and Alex enjoys the theater.
Enjoys is a singular verb and subject is plural.
Right:Monica and Alex enjoy the theater.
Monica and Alex are each singular nouns joined with “and” making the subject plural. Enjoy is a plural verb modifying a plural subject.
The car and truck parked on the street in the morningwas towed for not having money in the meter.
USE DELETION STRATEGY
Read the sentence ignoring all the modifiers following the subject--
parked, on the street, and in the morning.
The subject is plural (2 items)--car and truck
Now you can “hear” the verb must be were instead of was.
The car and truck parked on the street in the morningwere towed for not having money in the meter.
Do pages 91, 92 top, 97, 98 top.
Take about about 10 – 15 minutes to finish. Then move on.
Refer to top of page 91 and 97 if you have trouble.
Refer to chart of nominative and objective pronouns on page 106 in packet.
USING NOMINATIVE CASE
If a pronoun is used as the subject of a sentence, it must be nominative case.
Subject: I have been learning about President Eisenhower.
My grandmother and I were talking about the 1950’s.
If a pronoun is used in the predicate of a sentence and immediately follows a linking verb and identifies the subject of the sentence, it must be nominative case.
Predicate: The president elected in 1953 was he.
Use the objective case of a personal pronoun when the pronoun functions as a direct object, indirect object, or object of a preposition. Use it also when the pronoun is part of a compound object.
Direct object: The Republicans nominated him for president.
Indirect object: People voting in 1952 gave him 55% of the vote.
Object of preposition: My grandmother campaigned for him.
Part of compound object: Voters decided between Adlai Stevenson and them.
Do pages 106 & 107.
Take about 10 minutes to finish. Then move on.
Refer to top of page 106 if you have trouble.
A pronoun must agree with its antecedent in number, gender, and person. The antecedent is the noun to which a pronoun refers. (ante means comes before so the noun must come before) If the antecedent is singular, use a singular pronoun. If it is plural, use a plural pronoun.
Because this dollhouse is almost 300 years old, it is historically important.
The furnishings are noticeably different from their modern counterparts.
A plural pronoun is used to refer to nouns or pronouns joined by and.
The tiny chest and dresser still have their original hardware.
A pronoun that refers to nouns or pronouns joined by or or nor should agree with the noun or pronoun nearest to it.
Neither the bedrooms nor the dining room have its original drapery.
With Collective Nouns
A collective noun such as class may be referred to by either a singular or a plural pronoun depending on the meaning of the noun in the sentence.
The family that owns the house loaned its treasure to the library.(singular)
The family wanted their friends to see the house. (plural)
The gender of the pronoun—masculine (he, his, him), feminine (she, her, hers), or neuter (it, its)—must be the same as the gender of its antecedent. The person (first, second, third) of the pronoun also must agree with the person of its antecedent. (Refer to chart on page 106 in packet.)
Any artist would like his or her creation to last for hundreds of years.
You would be proud to see your work appreciated by future generations.
Do pages 115 & 116.
Take about 15 minutes to finish. You are now finished grammar review for exam. We will go over answers and grade this on Monday.
Refer to top of pages 106 and 115 if you have trouble.