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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

1O LANGUAGE ARTS

FINAL EXAM REVIEW 2014

the strange case of dr jekyll and mr hyde
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
stevenson s background
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
gothic elements
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
victorian london
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
victorian london1
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
literary terms
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.”
literary terms1
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)
literary elements
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
literary elements1
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
grammar elements
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!
grammar elements1
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)
grammar elements2
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.
grammar elements3
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

grammar elements4
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.
grammar elements5
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.
grammar elements6
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
grammar elements7
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
grammar elements8
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.
grammar elements9
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.
grammar elements10
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)
grammar elements11
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,

grammar elements12
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.
writing structures
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?
writing structures1
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.