EOC for English I

1. EOC for English I Review of Literary Terms Stems, Roots, and Words about Words Revisions, Conventions, and Standard English Persuasive Writing, Non-Fiction, and Propaganda Research and Choosing Research Sources Reading, Analyzing, and Drawing Inferences about Fiction Figurative Language and Literary Terms Standards Most Frequently Missed Review Material for Standards The Sentence DOL and Mechanics Suggestions for Using Review for Teachers Sites and Directions Frequently Used Stem Questions

2. I. Stems, Roots, and Words about Words • affix • A word element such as a prefix or suffix that functions only when it is attached to a base word (for example, re- in rename and the -ing in naming). • antonym • A word meaning the opposite of another word. • base word • A word to which affixes have been added to create related words (for example, group in regroup or grouping). • compound word • A combination of two or more words, which may be hyphenated (merry-go-round), written as separate words (school bus), or written as a single word (flowerpot). • connotation • The implicit, rather than explicit, meaning of a word, consisting of the suggestions, associations, and emotional overtones attached to a word such as cheap and inexpensive. • context clues • The words or sentences that help a reader comprehend the meaning of an unfamiliar portion of text. • denotation • The most specific or literal meaning of a word. • etymology • The origin and development of a word and its meaning.

3. I. Stems, Roots, and Words about Words • fluency • The accuracy, phrasing, intonation, and expression with which an individual speaks, writes, or reads a particular language. • high-frequency words • Words that appear many more times than most other words in spoken or written language. These words may also include words familiar to a child such as a family member’s name, the name of a pet, or a favorite activity or place. • homonym • Words that are spelled and pronounced the same but have different meanings (for example, bear, the noun, meaning an animal and bear, the verb, meaning “to support”). • inflectional endings • Suffixes that change either the case and number of a noun, the tense and number of a verb, or the degree of an adjective and an adverb. • intonation • The distinctive pattern in the pitch of the voice that contributes to the meaning of a spoken phrase or sentence (for example, Cut it out! is a command and Cut it out? is a question). • multiple-meaning words • Words that have more than one meaning and can be used as more than one part of speech. • root • The element of a word that is the basis of its meaning. • sight words • Words that are intended to be learned visually. • synonym • A word whose meaning is the same or almost the same as that of another word.

4. I. Revisions, Conventions, and Standard English • edit • To correct the conventions of writing (for example, spelling, punctuation, and capitalization) in order to prepare written material for presentation or publication. voice • The distinctive style or manner of expression used in writing. • word choice • The effective use of words to enhance style, tone, or clarity in writing or speaking. • tone • The writer’s or speaker’s attitude toward a subject, character, or audience conveyed through the choice of words and details • Standard American English • The version of the English language that is regarded as the model in America for writers and speakers. • self-correct • The correction of an error or miscue in reading without prompting. • sentence types • There are a variety of these including compound, complex, simple, and compound-complex • revise • Reworking a written draft to improve it by adding or taking out information, combining and reordering words, sentences, or paragraphs, and/or improving word choice. • parallelism • The use of a series of words, phrases, or sentences that have similar grammatical structures.

5. I. Persuasive Writing, Non-Fiction, and Propaganda • argument • The logical, systematic presentation of reasoning and supporting evidence that attempts to prove a statement or position. • audience • The specific person or group for whom a piece of writing, a spoken message, or a visual representation is intended. • author’s craft • The specific techniques that an author chooses to relay an intended message (for example, the use offigurative language, tone, flashback, imagery, irony, word choice, and dialogue). • bandwagon • an appeal to others to join the crowd in order to be on the winning side (for example, Four out of five doctors recommend…) • bias • A personal and largely unreasoned judgment either for or against a particular person, position, or thing; a prejudice. • card stacking • presenting only the information that is positive to an idea or proposal and omitting information that is contrary to that idea • central idea • The central thought or meaning. • name calling • the use of derogatory language or words that carry a negative connotation (for example, calling a policeman a pig) • euphemism • The substitution of a mild and pleasant expression for a harsh and blunt one (for example, saying to pass away for to die).

6. I. Persuasive Writing, Non-Fiction, and Propaganda • glittering generalities • emotionally appealing words that are applied to a product or idea, but that present no concrete argument or analysis (for example, a person who is asked to do something “in defense of democracy” is more likely to agree to do that something) • name calling • the use of derogatory language or words that carry a negative connotation (for example, calling a policeman a pig) plain folk • attempting to convince the public that one’s views reflect those of the common person (for example, using the accent or dialect of a specific audience) • propaganda techniques • An extreme form of persuasion intended to prejudice and incite the reader or listener to action either for or against a particular cause or position, usually by means of a one-sided argument or an appeal to the emotions. • symbolism • The author’s use of an object, person, place, or event that has both a meaning in itself and stands for something larger than itself. • testimonials • the use of a quotation or endorsement, in or out of context, that attempts to connect a famous or respectable person with a product or item (for example, Tiger Woods, a famous golfer, endorsing a particular kind of cereal promoting the product as part of a balanced breakfast) • transfer • projecting positive or negative qualities of a person, entity, object, or value to another to make the second more acceptable or to discredit it (for example, using an American flag as a backdrop for a political event implies that the event is patriotic and good for the United States) • third person point of view • a story told by a third-person narrator or a single character • visual aid • A teaching device that aids in comprehension (for example, pictures, models, charts, videotapes).

7. I. Research and Choosing Research Sources • biography • An account of a person’s life written by another person. • environmental print • Text and other graphic symbols that are part of the physical environment such as street signs, billboards, television commercials, or store signs. • expository text • Text written to explain or convey information about a specific topic. • functional text features • Any information that is part of a larger text that assists a reader in finding information (for example, tables of contents, glossaries, indexes, appendixes) • graphic organizer • A visual representation of information such as a map, web, chart, or diagram. • graphic features • Sources of information included in texts, such as charts, graphs, pictures, or graphic organizers that assist in • legend • A traditional, historical tale that is handed down from one generation to the next, first orally and later in written form. • literary model • The work of an accomplished author that one uses as a model for one’s own writing. • narrative writing • Writing that tells a story and usually contains a plot, setting and characters.

8. Research and Choosing Research Sources • nonfiction • Writing that is based on actual persons, places, things, or events. • nonprint sources • Sources of information that are not primarily in written form (for example., pictures and photographs, television and radio productions, the Internet, films, movies, videotapes, and live performances). Some nonprint sources (for example, the Internet) may also contain print information. • persuasive writing • A form of writing whose purpose is to convince or to prove or refute a point of view or issue. • plagiarism • Using someone’s writing or ideas as if they are your own. • primary source • An original source—such as a work of literature, a historical manuscript, material in archival collections, or an interview—that is used as part of research. • print styles • Ways that symbols, letters, or words may be presented in a text (for example, bold, italics, larger size). • secondary source • Any source other than a primary source that is used in researching a particular subject. • texts • Sources of information, print or nonprint, that provide meaning. • text elements • Parts of a text that provide information, in addition to words, to guide a reader in understanding a text (for example, headings, captions, print styles).

9. I. Reading, Analyzing, and Drawing Inferences about Fiction • character  • A figure in a literary work that either is a human being or possesses human qualities and is portrayed in human terms. There are four basic types of characters • characterization • The way in which an author presents a character. • conflict • A struggle or clash between opposing characters or forces (external conflict) or the character’s emotions (internal conflict). • dialogue • The conversation between characters in a literary work. • direct characterization • the author literally tells what a character is like. This may be done by the narrator, another character, or by the character himself • drama • A literary work written in dialogue to be performed before an audience by actors on a stage. • dynamic character • one who changes in a significant way during the course of the story, • fable • A brief story told in poetry or prose that contains a moral or a practical lesson about life.\

10. I. Reading, Analyzing, and Drawing Inferences about Fiction • fiction • An imaginative literary work representing inventive rather than actual persons, places, or events.  • first person point of view • a story told by a character using the pronoun I or sometimes we • flashback • The technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time. • flat character • one who is presented as having a single trait. • folktale • A story that has no known author and was originally passed on from one generation to another by word of mouth. Unlike myths, which are about gods and heroes, folktales are usually about ordinary people or animals that act like people. • foreshadowing • The use of hints or clues in a narrative to suggest future action. • graphic novel • A book–length narrative that tells a story, through a combination of words and sequential art which often resembles a comic strip. • indirect characterization • reader must infer what the character is like through the character’s thoughts, actions, words, and interactions with other characters, including other characters’ reactions. • inference • The act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

11. I. Reading, Analyzing, and Drawing Inferences about Fiction • irony • The discrepancy between what one says and what one means, what a character believes and what a reader knows, or what occurs and what one expects to occur in a text. Common types include verbal, situational, and dramatic • omniscient point of view • a third-person narrator functioning as an all-seeing, all-hearing, all-knowing speaker who reads the thoughts and feelings of any and all characters • main idea  • The major topic of a passage or work that may be stated directly or inferred. • monologue • A long speech by a character in a play, spoken either to others or as if the character is alone. • motive • A character’s conscious or unconscious reason for behaving in a particular way. • myth • A traditional story of anonymous origin that deals with gods, heroes, or supernatural events. Myths explain a belief, custom, or force of nature. • Limited point of view • a story told by a third-person narrator whose omniscience is limited, or restricted, to a single character

12. I. Reading, Analyzing, and Drawing Inferences about Fiction • paradox • A contradictory statement that has an element of truth (for example, one must be cruel to be kind). • parody • A literary work written for comic effect or ridicule. • plot • The deliberate sequence of events or actions that presents and resolves a conflict in a literary work. • point of view • The perspective or vantage point from which a literary work is told. • round character • one who is presented in a complex, three-dimensional portrait, • setting • The time and place where the action in a literary work occurs. • static character • one who remains the same throughout the story, • tall tale • An exaggerated story that is obviously untrue but is told as though it should be believed. • Theme • The major idea of an entire work of literature. A theme may be stated or implied.

13. Figurative Language and Literary Terms Figurative language language enriched by word images and figures of speech (similes and metaphors) Literary Terms Terms used to describe and identify different features or traits of literature

14. ALLITERATION • Repetition of consonant sounds • “Canard cut Kenny because he cussed in front of Canard’s cousin.” • “the reading of rhyme and reason” • “She sells seashells by the seashore”

15. Allusion • A reference or mention of a well-known place, famous piece of literature or art or pop culture allusions occur in all sorts of places and are often references to Christ, other biblical figures, or famous mythic heroes. James Joyce’s Ulysses is filled with allusions to the Odyssey Ernest Hemingway’s Old Man and the Sea is filled with allusions to Jesus Ender’s Game is filled with allusions to great leaders like Alexander the Great and Julius Caesar and Napoleon Bonaparte

16. Analogy • An analogy is an extended explanation of something unfamiliar or difficult to explain. Analogy is when an author or writer or speaker compares a difficult or complicated idea to something else. • “Life is like a box of chocolates; you never know what you’re going to get.” • “God is like a great clockmaker who created the universe to run according to perfect rules.” • Metaphors and similes are kinds of analogies

17. Metaphors, Simile, and Extended metaphor • Simile- a device of figurative language that is a stated comparison between two unlike things using the • Metaphor- a device of figurative language that compares two unlike objects without ‘like’ or ‘as’ • Extendedmetaphor- a metaphor that is carried throughout a text

18. Euphemism • A euphemism is using mild or gentle words to describe something that might be unpleasant • Calling a nuclear missile a “peacekeeper” • Calling genocide or mass murder “ethnic cleansing” • “passed away” for died • “Sanitation engineer” instead of trash collector

19. Hyperbole • Using exaggeration to create an effect; the figure of speech that is a conscious exaggeration for the purpose of making a point (for example, the statement the backpack weighs a ton) • “I ran until my feet fell off” instead of “I ran until I was so tired I couldn’t run anymore” • “I laughed my head off” instead of “I laughed a lot and for a long time” • “I would rather die than eat Brussels sprouts”

20. Imagery • The use of words or phrases that make the reader think of sensations of the body such as sight, smell, hearing, touch, or taste. • Imagery- Language that creates a sensory impression within the reader’s mind • “The long, black, shiny limousine with sleek chrome trim pulled into the trash-littered, dirty brown, untidy yard.” (notice how the imagery of the limousine is contrasted or stands out against the imagery of the yard)

21. Irony • Irony is when something happens that is the opposite of what is expected to happen • When Ender, who is gentle and a good person, becomes known for Xenocide, and Peter, who is evil and selfish, becomes known as a great peacemaker, this is situational irony. • When your friend bites into a steaming hot pizza and burns his mouth, and you say “That was smart,” then this is verbal irony (saying one thing and meaning another) • When Romeo swears he will never love another but Rosaline, and we as the reader/audience know he will fall in love with Juliet, this creates dramatic irony (when the reader/audience knows something a character does not)

22. Literary Terms • Aside- when a character on stage says something that is directed only to the audience and the other characters do not overhear • Dialogue- the conversation between characters in a literary work • Extendedmetaphor- a metaphor that is carried throughout a text

23. Literary Terms • Monologue- a long speech by a character in a play, spoken either to others or as if the character is alone • (Soliloquy)

24. Literary Terms • onomatopoeia • The formation and use of words to imitate sounds (for example, rattle, murmur, crash, bog, buzz, boink, and grr). • oxymoron • A figure of speech that places two contradictory words together for a special effect (for example, jumbo shrimp or old news).

25. Literary Terms • Personification- the figurative language device in which animals, objects, or abstract nouns are represented as being human or as having human attributes • Refrain- a passage in a piece of literature repeated at regular intervals, usually in a poem or song (the hook) • Repetition- the recurrence of sounds, words, phrases, lines, or stanzas used for emphasis

26. Literary Terms • Rhyming words- words that identical or very similar final sounds • Rhyme scheme- the pattern in rhyme or verse which represents the final sounds in lines of verse (for example, aabba in a limerick or abab cdcd efef gg in Shakespearean sonnet)

27. Literary terms • Stage directions- directions in a play that explain how a character should look, speak, move, or behave • Stanza- a group of lines forming a unit in a poem or song, similar to a paragraph in prose • Symbolism- the author’s use of an object, person, place, or event that has both meaning in itself and stands for something larger than itself

28. II. Standards Most Frequently Missed. • 1.4 • Analyzing theme and tone in a text • 4.4, 4.5, 4.6 • Using conventions of grammar and mechanics to revise or edit written language

29. III. The Sentence Subjects, Predicates, Complements OBJECTIVES Identify the parts of the sentence (All English-Speaking people should understand the basic components of their language.)

30. The Sentence A sentence consists of two parts: a subject and a predicate. COMPLETE SUBJECT: all the words that tell whom or what the sentence is about. SIMPLE SUBJECT: the key word in this group of words COMPLETE PREDICATE: all the words that tell something about the subject SIMPLE PREDICATE: the key word in this group of words, also called the verb COMPOUND: two or more parts joined by a conjunction

31. Let's practice. . . Subject Verb • In ancient Japan, the fierce-looking samurai and others like him ruled • society with an iron hand. • The men, women, and children of the peasant class lived in terror of • these landlord-warriors. • A samurai’s powerful position gave him the right to kill any disobedient or • disrespectful peasant. • Did anyone in Japan refuse to serve the samurai? • There was one dedicated group of rebels, called ninja, meaning “stealers in.” • Off to the barren mountain regions of Iga and koga fled the ninja people • with their families. • Lessons in camouflage, escape, and evasion were taught to children as • young as one or two years of age. • Childhood games also provided practice in both armed and unarmed combat. • The ninja sneaked down into the settled areas and struck at the samurai • in any way possible. • 10. In time, the ninja warriors gained a reputation all over Japan and were • feared by the mighty samurai.

32. Subject Let's check! Verb Red Blue • In ancient Japan, the fierce-looking samurai and others like him ruled • society with an iron hand. • The men, women, and children of the peasant class lived in terror of • these landlord-warriors. • A samurai’s powerful positiongave him the right to kill any disobedient or • disrespectful peasant. • Didanyone in Japan refuse to serve the samurai? • There was one dedicated group of rebels, called ninja, meaning “stealers in.” • Off to the barren mountain regions of Iga and koga fled the ninja people • with their families. • Lessons in camouflage, escape, and evasion were taught to children as • young as one or two years of age. • Childhood games also provided practice in both armed and unarmed combat. • The ninjasneaked down into the settled areas and struck at the samurai • in any way possible. • 10. In time, the ninja warriorsgained a reputation all over Japan and were • feared by the mighty samurai.

33. Complements Complement: a word or group of words that completes the meaning of a verb. Five Types of Complements: Follows an action / transitive verb Direct Object Indirect Object Object Complement Follows a linking verb Predicate Nominative Predicate Adjective

34. Direct Object & Indirect Object Direct Object: word or group of words that receive action from verb or shows result of action Tells WHOM or WHAT after the verb Examples: Drought destroyed the crops. The journalist interviewed the astronauts before and after their flight. What a compelling speech the senator gave! (inverted order) Indirect Object: word or group of words that comes between a action verb and direct object Tells TO WHOM or TO WHAT or FOR WHOM or FOR WHAT the action is done. . . AFTER VERB / BEFORE DIRECT OBJECT VERB. . . INDIRECT OBJECT. . . DIRECT OBJECT Examples: Mr. Cruz showed our class a video about Moorish architecture. The animal trainer fed the bearsfish. Their artistic skill won them many honors.

35. Objective Complement Objective Complement: word or group of words that complete the meaning of an action verb by identifying or modifying the direct object. The objective complement FOLLOWS the direct object. VERB. . . DIRECT OBJECT. . . OBJECTIVE COMPLEMENT Only a few verbs take an objective complement: consider, make, and verbs that can be replaced with consider or make, such as appoint, call, choose, elect, name, cut, paint, and sweep. Objective Complement may be a noun, pronoun, or adjective. Examples: The members electedCarlottasecretary. (noun) The members electedhersecretary. (noun) Everyone considered herdependable. (adjective) Many literary historians considerShakespeare the greatest dramatist of all time. (noun) The flood had swept the valleyclean. (adjectives) The Gibsons named their two catsBruno and Waldo. (nouns) Charlene painted her old bicycleblack and silver. (adjectives)

36. Let's practice. . . Make a chart and find these parts: SUBJECT / VERB / INDIRECT OBJECT / DIRECT OBJECT / OBJECT COMPLEMENT • Candles have tremendous appeal as decorative, religious, and • utilitarian objects. • Every year the United States consumes many tons of paraffin for candle making. • Tutankhamen’s tomb contained a candleholder. • Before the invention of electricity, many people lit their homes with candles. • Candles on the dinner table can make even an average meal special. • Many of the colonists made their own candles at home. • Nowadays, candle making offers hobbyists a relaxing and rewarding pastime. • Pictures in books show you the steps in candle making. • Incense mixed into the melted wax will give your candles a pleasant scent. • You can also dye candle wax various colors.

37. Let's check! SUBJECT / VERB / INDIRECT OBJECT / DIRECT OBJECT / OBJECT COMPLEMENT • Candleshave tremendous appeal as decorative, religious, and • utilitarian objects. • Every year the United Statesconsumes many tons of paraffin for candle making. • Tutankhamen’s tombcontained a candleholder. • Before the invention of electricity, many peoplelit their homes with candles. • Candles on the dinner table can make even an average mealspecial. • Many of the colonists made their own candles at home. • Nowadays, candle makingoffershobbyists a relaxing and rewarding pastime. • Pictures in books showyou the steps in candle making. • Incense mixed into the melted wax will give your candles a pleasant scent. • Youcan also dye candle wax various colors.

38. The Subject Complement: Predicate Nominative & Predicate Adjective Subject Complement: word or group of words that completes the meaning of a LINKING VERB and identifies or modifies the subject Common Linking Verbs: Forms of Be – Am, Is, Are, Was, Were, Be, Been, Being Others – Appear, Become, Feel, Grow, Look, Remain, Seem, Smell, Sound, Stay, Taste, Turn Two kinds of complements: Predicate Nominative: Noun or Pronoun that refers to the same person or thing as subject Examples: Adela Rogers St. Johns was a famous journalist. (noun) The white bird with the long, slender neck is a heron. (noun) Of the three applicants, Carlos is the most competent one. (pronoun) What an outstanding basketball player Michael Jordan is! (noun) (inverted order) Predicate Adjective: Adjective that modifies the subject. Examples: The ocean iscalm. Does that orange tastebitter or sweet? (compound) All of the astronauts lookconfident.

39. Let's practice. . . Make a chart and find these parts: SUBJECT / LINKING VERB / PRED. NOM. or PRED. ADJ.(LABEL TYPE) • The most common deer in India is a species of axis deer. • Icy is the stare of the glacier. • Was Jane Austen the author of Pride and Prejudice? • Wilhelm Roentgen was the discoverer of the X-ray. • The violin solo sounded beautiful. • The animals grew restless at the sound of the crackling flames. • Harriet Tubman was active in the Underground Railroad. • 8. Many people feel concerned about the spread of AIDS not just in • the United States but throughout the world. • 9. Why does the spaghetti sauce taste too spicy? • 10.A massive work of carved art is the Great Sphinx.

40. Let's check! SUBJECT / LINKING VERB / PRED. NOM. or PRED. ADJ.(LABEL TYPE) • The most common deer in India is a species of axis deer. P.N. • Icyis the stare of the glacier. P.A. • WasJane Austen the author of Pride and Prejudice? P.N. • Wilhelm Roentgenwas the discoverer of the X-ray. P.N. • The violin solosoundedbeautiful. P.A. • The animalsgrewrestless at the sound of the crackling flames. P.A. • Harriet Tubmanwasactive in the Underground Railroad. P.A. • 8. Many peoplefeelconcerned about the spread of AIDS not just in • the United States but throughout the world. P.A. • 9. Why does the spaghetti saucetaste too spicy? P.A. • 10.A massive work of carved art is the Great Sphinx. P.N.

41. Let's review. . . • First separate the complete subject from the complete predicate with slashes (//). • Then find and label these parts: • Simple Subject, Verb, and any complements (Label Type). • The people of New Orleans are famous for their creativity with food • as well as with music. • Both Creole cooking and Cajun cooking flourish in the kitchens of the • city’s French Quarter. • Some visitors to New Orleans can not tell the difference between • these two similar styles of food preparation. • The French founders of New Orleans developed the savory Creole • style of cooking. • The beignet (a square doughnut) and boudin (a spicy, savory sausage) • are tasty local favorites from French cuisine. • In Creole dishes, there are also tangy traces of Spanish, African, and • Caribbean cooking. • Cajun cooking is Creole’s peppery country cousin and was born in the • rural bayou areas surrounding New Orleans.

42. My aunt’s favorite Cajun treat, alligator gumbo, is wonderfully thick • and spicy. • Don’t the little red shellfish on this platter resemble tiny lobsters? • They’re New Orleans crawfish, and I declare them the tastiest morsels • I’ve ever eaten! Let's check! 1. The people of New Orleans //arefamous for their creativity with food as well as with music. P.A. 2. Both Creole cooking and Cajun cooking//flourish in the kitchens of the city’s French Quarter. 3. Some visitors to New Orleans //can not tell the difference between these two similar styles of food preparation. D.O. 4. The French founders of New Orleans //developed the savory Creole style of cooking. D.O. 5. The beignet (a square doughnut) and boudin (a spicy, savory sausage)//are tasty local favorites from French cuisine. P.N.

43. 6. In Creole dishes, there are also // tangy traces of Spanish, African, and Caribbean cooking. 7. Cajun cooking//is Creole’s peppery country cousin and was born in the rural bayou areas surrounding New Orleans. P.N. 8. My aunt’s favorite Cajun treat, alligator gumbo, //is wonderfully thick and spicy. P.A. P.A. 9. Don’t // the little red shellfish on this platter //resemble tiny lobsters? D.O. 10. They//’re New Orleans crawfish, and I//declarethem the tastiest morselsI’ve ever eaten! P.N. D.O. O.C.

44. III. Daily Oral Language Drills for practice with Usage and Mechanics on the fourth of july mayor dunhill read portions of the book lincoln to the audience

45. my schwinn ten speed bike needs many adjustments given to me by my parents

46. the boys theirselves have began painting mrolsons house at 5326 manhill drive

47. tom have you threw them old toys away yet asked aunt helen

48. dad has drove twelfth street many times looking for that there store called the golden lantern

49. havent you read nothing in the lakeside reporter about the accident on century rd and candelight dr

50. me and my friend wont attend them too boys party instead well go to the winter festival