Concentration for English III Spring Final Review 2014

1. Concentration for English III Spring Final Review 2014

2. Excerpt from The peace dividend of educating women in the Middle East • By oppressing our young people and women, we don’t have a new generation that is full of ideas and full of change. Lasting peace in the Middle East depends on empowering young women through education. • According to a recent report by the Brookings Institute’s Center for Universal Education, there are now 3.1m fewer children out of school in the Arab region than there were in 2002, but 8.5 million children still remain excluded. Many are poor girls living in areas of conflict and rural areas.

3. Organizational pattern • In examining the organizational pattern for the elements in this web page, the viewer can conclude that the webmaster probably used which of the following to organize the information? • A. A Venn diagram • B. A Story Map • C. A timeline • D. An outline • What is your clue to this answer?

4. Answer • D. An outline • The organizational pattern for the paragraphs is main idea followed by supporting details; therefore, an outline that lists the main ideas with details underneath would be the most likely form of organization. A Venn diagram is used for compare and contrast, and that is not the pattern for this article. It is not a fiction piece, so a story map could not be used. It is not written in time order (chronological order) so it would not be organized on a timeline.

5. Context Clues • Which of the words or phrases help the reader determine the meaning of the word oppressing? • A. Lasting peace • B. we don’t have a new generation that is full of ideas • C. Middle East • D. education.

6. Answer • B. we don’t have a new generation that is full of ideas • The word oppressing means to hold back. The first paragraph is addressing the holding back of women gaining an education. This keeps the new generation from forming new ideas that would be helpful for peace.

7. Excerpt from The Peace Dividend of Educating Women in the Middle East • According to a recent report by the Brookings Institute’s Center for Universal Education, there are now 3.1 million fewer children out of school in the Arab region than there were in 2002, but 8.5 million children still remain excluded. Many are poor girls living in areas of conflict and rural areas.

8. Author’s Purpose • What is the author’s purpose in using the statistics in the second paragraph (2nd excerpt)? • A. To provide background information • B. To draw attention to the number of young people who are currently not attending school • C. To give the Arab nations credit for their efforts in educating young people. • D. To set the reader up to ask questions about the about peace • Why is this the best answer? A question about author’s purpose may require more than one piece of information.

9. Answer • B. To draw attention to the number of young people who are currently not attending school • For one thing, the title, from “The Peace Dividend of Educating Women in the Middle East” tells the reader what the article is going to be about. The thesis statement and the entire opening paragraph support this answer, also. By oppressing our young people and women, we don’t have a new generation that is full of ideas and full of change. Lasting peace in the Middle East depends on empowering young women through education.

10. Style, Tone, and Diction • Which of the following describes the author’s style, tone, and diction in this passage? • A. Personal, serious, determined • B. Formal, light, carefree • C. Classic, dark, formal • D. Instructional, tender, child-like • What is your evidence for your answer?

11. Answer and possible evidence • A. Personal, serious, determined • Style-- The daughter of a friend of mine is currently studying business at the American University at Sharjah in the United Arab Emirates. • Tone—Politics, culture, and men’s power over girls and women in many developing countries are the major factors holding back women’s education. • Diction-- It’s time to fix the imbalance.

12. Summary • Which summary statement below maintains the author’s intent and successfully avoids expressing an opinion? • A. The article is a plea using only personal bits of information to support the thesis. • B. The article is a plea for furthering the education of young people, especially women so that they can take positions of power around the world. • C. The article is a plea for building education systems in the Middle East that will allow all people, especially women, to receive the education that they need so that they might take an active role in securing peace in the region. • D. The article is an explanation of why women do not receive an adequate education in the Middle East. • Why did you choose this answer? The whole article must be used for this explanation.

13. Answer • C. The article is a persuasive article that includes both statistical information and personal anecdote in support building education systems in the Middle East that will allow all people, especially women, to receive the education that they need so that they might take an active role in securing peace in the region including a call to action . • This choice indicates the main idea, types of supporting details, and the final component of the article.

14. Excerpt from The Peace Dividend of Educating Women in the Middle East • The daughter of a friend of mine is currently studying business at the American University at Sharjah in the United Arab Emirates. I asked my friend, will she then continue on to do a masters? “No”, her mother said. “I want her to marry.” My friend has a PhD; but her priority for her daughter is stability as a housewife, not a career as a business woman. Priorities in Arab countries still remain stiffly focused around marriage, reproduction, and building a family.

15. Main Idea • What is the main idea of the above excerpt (9th paragraph). • A. It is a personal experience with a friend from the Middle East who is affected by the low value of education for girls in the area. • B. It is a personal experience with a friend who shares the same priorities of the author. • C. It is a short anecdote meant to lighten the tone of the article. • D. It is a short anecdote that was added for humor. • What is your text evidence?

16. Answer • A. It is a personal experience with a friend from the Middle East who is affected by the low value of education for girls in the area. • “No”, her mother said. “I want her to marry.” My friend has a PhD; but her priority for her daughter is stability as a housewife, not a career as a business woman. Priorities in Arab countries still remain stiffly focused around marriage, reproduction, and building a family.

17. Viewpoint • The viewpoint which held throughout the passage can be described as • A. Flippant • B. Concerned • C. Generous • D. Careless

18. Answer • B. Concerned

19. Thesis Sentence • What is the thesis sentence of the article on educating women in the Middle East? • A. Lasting peace in the Middle East depends on empowering young women through education. • B. By oppressing our young people and women, we don’t have a new generation that is full of ideas and full of change. • C. Many are poor girls living in areas of conflict and rural areas. • D. According to a recent report by the Brookings Institute’s Center for Universal Education, there are now 3.1m fewer children out of school in the Arab region than there were in 2002, but 8.5 million children still remain excluded

20. Answer • A. Lasting peace in the Middle East depends on empowering young women through education.

21. Excerpt from Empowering Women, Developing Society: Female Education in the Middle East and North Africa • In addition, the benefits of female education for women's empowerment and gender equality are broadly recognized: • As female education rises, fertility, population growth, and infant and child mortality fall and family health improves. • Increases in girls' secondary school enrollment are associated with increases in women's participation in the labor force and their contributions to household and national income. • Women's increased earning capacity, in turn, has a positive effect on child nutrition.8 • Children — especially daughters — of educated mothers are more  likely to be enrolled in school and to have higher levels of educational attainment. • Educated women are more politically active and better informed about their legal rights and how to exercise them.

22. Inference • What inference can be made from reading the bullets? • A. The author has a neutral stance on the subject. • B. The author wants to bring peace to the Middle East. • C. The author supports the fact that the only benefit of the education of women in the Middle East is peace. • D. The author has evidence that there are various benefits to the education of women in the Middle East. • What is your text evidence?

23. Answer • D. The author has evidence that there are various benefits to the education of women in the Middle East. • Any of the bullets would support “D.”As female education rises, fertility, population growth, and infant and child mortality fall and family health improves.

24. Synthesis • Which of the following would best explain how the passages are connected thematically? • A. Both passages rely on statistics. • B. Both passages support the education of women in the Middle East. • C. Both passages support peace in the Middle East. • D. Both passages support a peaceful solution to war. • Support your answer with evidence from both texts.

25. Answer • B. Both passages support the education of women in the Middle East. • 1st article--We need to work together to prevent wars and conflict in their infancy. Peace is the ultimate prize and women’s education is the key to make this happen. Other sentences could support “B” in addition. • 2nd article—Any of the bullets or introduction would support this answer. Educated women are more politically active and better informed about their legal rights and how to exercise them.

26. Excerpt from “Story of An Hour” • Knowing that she was afflicted with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death. • It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.

27. Tone • What is the narrator’s tone in the first two paragraphs? • A. Frightening • B. Somber • C. Angry • D. Hopeful • What is your text evidence?

28. Somber • B. Somber • Knowing that she was afflicted with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death.

29. Setting and Historical Period--Inference • Which details from the setting best reflect the time period.? • A. He had only taken the time to assure himself of its truth by a second telegram… • B. It was her sister Josephine who told her… • C. It was he who had been in the newspaper office • D. Knowing that she was afflicted with heart trouble • Explain your answer.

30. Answer • A. " He had only taken the time to assure himself of its truth by a second telegram…” • Telegrams were sent before telephones, cell phones, and computers were used widely, so this detail lets the reader know that the story was written many years ago.

31. Excerpt from “Story of An Hour” • Now her chest rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

32. Mood • Which word best describes the mood of the paragraph above? • A. Reassurance • B. Nostalgia • C. Insanity • D. Apathetic • What is your text evidence for the answer?

33. Answer • A. Reassurance The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

34. Style • The author achieves a contemplative style through the use of • A. Dialogue with Ms. Mallard’s sister. • B. The use of a surprise ending. • C. The use of simile and metaphor. • D. The sharing of the inner thoughts and feelings of the main character. • What is your text evidence for this answer?

35. Answer • D. The sharing of the inner thoughts and feelings of the main character. • She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been.

36. Synthesis • Which of the following is an idea that continues throughout the entire selection? • A. Mr. Mallard dies. • B. Mrs. Mallard has heart trouble. • C. Mrs. Mallard’s sister is stuffy. • D. Mr. Mallard is in a train accident. • What is the text evidence for your answer?

37. Answer • B. Mrs. Mallard has heart trouble. • At the beginning of the story, the author tells the reader, “Knowing that she was afflicted with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death.” The story ends with, “When the doctors came they said she had died of heart disease--of the joy that kills.”

38. Conflict/Inference • What was the greatest conflict in the story? • A. Mr. Mallard dies unexpectedly. • B. Mrs. Mallard was abusive. • C. Mr. Mallard was away from home too much. • D. Although she felt bad about the death of Mr. Mallard, she was happy to have control of her life again. • What is your text evidence?

39. Answer • D. Although she cared about her husband and felt bad about the death of Mr. Mallard, she was happy to have control of her life again. • What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! • "Free! Body and soul free!" she kept whispering.

40. Excerpt from the background of Kate Chopin • In 1855, at five and a half, she was sent to The Sacred Heart Academy, a Catholic boarding school in St. Louis. Her father was killed two months later when a train on which he was riding crossed a bridge that collapsed. For the next two years she lived at home with her mother, grandmother, and great-grandmother, all of them widows. Her great-grandmother, Victoria Verdon Charleville oversaw her education and taught her French, music, and the gossip on St. Louis women of the past. Kate O'Flaherty grew up surrounded by smart, independent, single women. They were also savvy and came from a long line of ground breaking women Victoria's own mother had been the first woman in St. Louis to obtain legal separation from her husband, after which she raised her five children and ran a shipping business on the Mississippi. Until Kate was sixteen, no married couples lived in her home, although it was full of brothers, uncles, cousins, and borders.

41. Inference • Which part of her background probably most influenced Ms. Chopin’s attitude toward the independence of women. • A. The fact that her father died when she was very young. • B. The fact that she her mother, her grandmother, and great-grandmother were very independent and capable women. • C. The fact that she went to a Catholic school. • D. The fact that she was studied extremely hard. • What is your text evidence for your answer?

42. Answer • B. The fact that she her mother, her grandmother, and great-grandmother were very independent and capable women. • Kate O'Flaherty grew up surrounded by smart, independent, single women. They were also savvy and came from a long line of ground breaking women Victoria's own mother had been the first woman in St. Louis to obtain legal separation from her husband, after which she raised her five children and ran a shipping business on the Mississippi.

43. Synthesis • Both the narrative and the informational article provide evidence for which of the following? • A. Women who are not the norm for their time. • B. Women who are insensitive and unfeeling. • C. Women who are extremely popular. • D. Women who are timid. • What is your text evidence. Be sure that you select evidence from both stories.

44. Answer • A. Women who are not the norm for their time. • 1st narrative--There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. • 2ndarticle--The content and message of The Awakening caused an uproar and Chopin was denied admission into the St. Louis Fine Art Club based on its publication. She was terribly hurt by the reaction to the book and in the remaining five years of her life she wrote only a few short stories, and only a small number of those were published. Like Edna, she paid the price for defying societal rules, and as Lazar Ziff explains, she "learned that her society would not tolerate her questionings.

45. Complex Sentence • What is a complex sentence? Write and example of a complex sentence.

46. Answer • A complex sentence has at least one independent and at least one dependent clause. An independent clause has a subject, a verb, and makes sense. A dependent clause has a subject and a verb, but does not make sense.

47. Adverbs • What is wrong with this sentence? • Run and eat your dinner so that joyfully you can do your homework. • Rewrite the sentence so that it makes better sense.

48. Answer • The adverb joyfully does not fit in that position, or even in the sentence. • Run and eat your dinner so that you can do your homework.