Self-Directed Learning ModuleENG 2D1 or 2DE

Grade 9 Review for Grade 10 Students

The purpose of this module is to help you to review the course material you learned in ENG1D1 and are therefore responsible for knowing at the beginning of ENG 2D1. This module may be useful to you as a refresher course, especially if there has been more than a few months time between the two courses for you. It will also be helpful to students entering ENG2D1 from another English stream, another school, or another school system, as it will cover the material that your peers have already been taught. Don’t hesitate to seek assistance if you encounter difficulties as you work though this module. It is intended to be self-contained, but your current teacher or any other English teacher that you feel comfortable dealing with should be able to help clarify any points of confusion for you.

Table of Contents

Grade 9 Course Outline and OverviewShort Stories

TerminologyArgument Paragraph – Character SketchArgument Paragraph – General LiteraryArgument Paragraph Evaluation

Novel StudyPamphlet ExpectationsHow a Quotation Has SignificanceFive Paragraph Essay StructureFive Paragraph Essay Outlines/templatesFive Paragraph Essay Exemplars

PoetryAnalyzing PoetryMood/Theme Analysis Exemplar

GrammarExpectations covered in your workbook

Final Exam

Course Code: ENG 1D1

Ministry of Education Course Description:

This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their dail lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. http://www.edu.gov.on.ca/eng/curriculum/secondary/

Assessment and Evaluation Policy:• Teachers use evaluation practices and procedures that are fair, transparent and equitable to all students.• Determining a report card grade will reflect the student’s most consistent level of achievement with special consideration given to more recent evidence.• Please review the Student Handbook pages 19-22 for a detailed review of our school-wide evaluation policy.

Overall Learning Outcomes/Enduring Understandings for the course:1. Oral Communication: Listen for understanding and express ideas using a diverse range of speaking skills and strategies.2. Reading and Literature Studies: Understand a range of literary, informational and media texts, using a range of strategies to construct meaning.3. Writing: Generate and organize ideas in an initial draft, and edit a polished piece of writing with consideration given to purpose and audience, stylistic elements, and the conventions of grammar.

Evaluation Requirement:The weighting of evaluated tasks throughout the course will reflect a balance of the following achievement strands: knowledge & understanding (25%), thinking & inquiry (25%), application (25%), and communication (25%).The following tasks represent the evaluations that will form the student’s final grade:

1. Term Summatives: (70%)

Unit One (Short Stories): short story terminology argument paragraph

Unit Two (Novel Study): pamphlet quotation analysis tests

Unit Three (Poetry): theme and mood analysis appreciation anthology &

presentation

Unit Four (Independent Study Unit): creative and analytic elements

Unit Five (Shakespeare Study): literary essay quizzes

Unit Six (Grammar): quizzes

2. Culminating Summatives: (30%)a. Poetry (Argument, Presentation, Anthology) 15%b. Final Exam 15%

See CCVI Assessment and Evaluation Policy for further information.

Unit One (Short Stories)

SHORT STORY TERMINOLOGY

TERMINOLOGY for DISCUSSING the PLOT of STORIES

PLOT - a series of events leading to a major crisis or resolution.PLOT OUTLINE - introduction, trigger incident, rising action, major climax, falling action, resolution.INTRODUCTION: setting and characters are introduced.TRIGGER INCIDENT: the event that introduces a problem or conflict.RISING ACTION: events leading to a major crisis.MAJOR CRISIS: the turning point in the plot.CLIMAX: the most exciting or emotional high - often occurs at the same time as the major crisis.FALLING ACTION: events fall into place.RESOLUTION: also called conclusion, where the problem or conflict is completely resolved or better understood.

TERMINOLGY for DISCUSSING CONFLICT in the STORY

CONFLICT: someone/something opposing someone/something elseTYPES OF CONFLICT:

Internal - personal struggleTypes: personal vs. self

External – person (thing) struggles against an outside force or personTypes:

person vs. person

person vs. nature

person vs. machine

person vs. society

person vs supernaturalperson vs. technologynature vs. naturemachine vs. machine

TERMINOLOGY FOR DISCUSSION CHARATER in the STORY

CHARACTER A character is a person or persona depicted in a narrative or drama. PROTAGONIST: main characterANTAGONIST: someone or something that opposes the main character.DYNAMIC CHARACTER: goes through a CHANGE of character or LEARNS something.STATIC CHARACTER: does not learn or change.ROUND: a fully developed, almost life-like character.FLAT: an undeveloped, stock character, barely described. These should be minor character.

Character is revealed by:1) ACTION - what the character does2) WORDS - what the character says3) REACTIONS - by other characters

4) REPORTING - what other characters say5) NARRATION - what the story teller tells us

TERMINOLOGY for DISCUSSING SETTING

SETTING: the time, place and circumstance of the story. Circumstances can include the living conditions and the social climate. EXPOSITION: giving necessary background information throughout the story, but often used in the introduction to describe the setting.ATMOSPHERE: the mood or general feeling of the story. Atmosphere is established through: word choice, figurative language, and physical description of the location.TONE: feeling conveyed by the author’s attitude.THEME: the central idea, general truth or commentary on life or people, the MESSAGE or MEANING of a piece of work.

TERMINOLOGY for DISCUSSING POINT OF VIEW (NARRATION)

FIRST PERSON – uses “I” or “we”. Limits the reader to one character’s perspective.SECOND PERSON – uses “you”. Uncommon strategy; narrator addresses reader directly. THIRD PERSON – uses “he” or “she”. Narrator relates all the action. There are two main types of third person:

THIRD PERSON OMNISCIENT – narrator knows the thoughts and feelings of all the charactersTHIRD PERSON LIMITED – narrator knows only the thoughts and feelings of one character.

TECHNIQUES USED IN WRITING

SATIRE: criticizing anybody/anything by ridiculing them. Blending a critical attitude with humour and wit.IRONY: intended meaning is opposite to what is expressed, a situation which develops in an unexpected way.FORESHADOWING: a hint of something that will happen in the future.

FIGURATIVE LANGUAGE

PERSONIFICATION: human qualities given to non-living things.SIMILE: comparison of two unlike things using “like”, “as” or “than”METAPHOR: comparison of two unlike things without using like or as

Writing a Character Sketch (a type of Argument Paragraph)

Brainstorm for a main character by either using a character map or following these steps:

• write down several personality characteristics that the character exhibits• think of ways that the character shows each of these traits

• choose one personality trait with which you could do the best job, considering your examples• find two quotations that can be used to provide evidence for the trait you have chosen• provide the page reference in parentheses following each quotation

Write the paragraph (number the steps in your rough draft and double-space both drafts):

STEP #1 TOPIC SENTENCE (t.s.)- name the character- name the story - put quotation marks around a short story or poem; underline the title of a longer work such as a novel- state his/her personality trait

STEP #2 EXPANSION- expand/define/explain the characteristic; give more information about it- make a general reference to each quotation - outline points

STEP #3 QUOTATION #1- first, provide the context for your passage - who said it to whom, and what is happening at this point in the story- note that the narrator can be quoted even though he/she may not be speaking directly to anyone- then provide a proper lead-in for the quotation (eg. He says, “…). Do not begin the sentence with the quotation- following the closing quotation marks, write the page number in parentheses

STEP #4 EXPLANATION (at least 2 sentences in length)- explain how a character supports the trait through words, actions, or thoughts and why this support is significant- in this step, you will link to the expansion as well as to the topic sentence- consider one or all of the following questions in your explanation:

What is revealed?How is the trait supported? Segments of quotation should e linked to the definition stated in your expansion.Why is this revelation significant?

STEP #5 QUOTATION #2- do the same as for STEP #3

STEP #6 EXPLANATION- do the same as for STEP #4

STEP #7 CONCLUDING SENTENCE (c.s.)- should echo the topic sentence while summing up the evidence for the trait

This outline is the outline for an argument paragraph, using quotations from a text as evidence. This structure can be applied to a discussion of any literary topic, including mood, conflict, and theme.

WRITING AN ARGUMENT PARAGRAPH

1) TOPIC SENTENCE - Must state the point you will make and be arguable. Therefore, it should contain a how or why idea. This is often expressed by the word, "because", which creates a cause/effect statement.2) EXPANSION - This will clarify/define/explain the topic sentence.3) LEAD-IN/CONTEXT plus QUOTATION or EXAMPLE4) HOW/WHY ANALYSIS - This is a discussion of how and/or why the words, actions, or thoughts of any characters or the narrator support the point stated in the topic sentence and expansion. Consider one or all of the following questions in your explanation:

What is revealed?Why is it significant?How does this support the point?

5) LEAD-IN/ CONTEXT plus QUOTATION or EXAMPLE #26) HOW/WHY ANALYSIS #27) CLOSING SENTENCE - This will echo the topic sentence.

The following list is the criteria used to evaluate your Literary Argument Paragraph in ENG 1D1

LITERARY ARGUMENT EVALUATION

Knowledge/ Understanding /10• Demonstrates knowledge of text by choosing logical, key points to support topic sentence• Proper setting of context for each quotation• At least two well chosen quotations that logically support the argument

Thinking/ Inquiry /20• Specific, arguable, clearly stated topic sentence• Explanation of evidence which shows depth of analysis and relates to topic sentence• Analysis links to specific segments of quotation (diction/ connotations)

Application /10• Expansion that clarifies topic sentence• Effective use of transitions• Proper formatting of quotations• Relevant closing sentence

Communication /10• Conventions of language (grammar, sentence structure, spelling)• Formal tone• Present tense• Proper paragraphing

Novel Study

ENG 1D1: Pamphlet Assignment

Each student will create a pamphlet which informs the public about a current social issue.Your pamphlet must include text in the form of researched information, direct quotations and analysis. It must also include visuals, colour and effective design layout.SPECIFICS/PROCESS:1. Each student must read three articles and create research notes that clearly outline the following:

- the title and author of the article- who the article is about- what the article is about- where the events described in the article take place- when the article was written

2. Choose three passages from each article that reflect significant information or emotional impact. In a paragraph of no more than five sentences (for each article) explain why these passages were chosen.3. Define terminology specific to your issue. Reference several dictionaries if necessary.4. Create/collect visual images to illustrate the content and emotional impact of the articles.

YOUR PAMPHLET MUST INCORPORATE ALL OF THIS INFORMATION IN AN EFFECTIVE AND VISUALLY PLEASING MANNER.

The students in ENG1D have been creating pamphlets specifically on the issue of racism to tie into the novel To Kill a Mockingbird.

QUOTATION ANALYSIS – ENG 1D1

1. Using one short paragraph, describe the context of the passage you are analyzing. Identify the speaker and state the circumstances relating to the quoted passage. That is, tell briefly what is happening at this point in the work.

2. In subsequent paragraphs, discuss the significance of the passage in relation to the work from which it is taken. Actions, thoughts or speakers’ words may be significant to a work in one or more of the following ways:

a) revealing character. Name the character trait and show how the narration or dialogue reveals this trait.b) advancing plot. Explain how the conflict of the work develops.c) revealing theme. State a theme of the work as a meaningful sentence and explain the pertinent aspect of its development in the passage.d) foreshadowing. Link narration or dialogue of the passage to an event that occurs later on. There should be a gap in time, not something that happens a few sentences/minutes later.e) demonstrating irony. Identify the ironic component and show how this reveals character or theme.f) demonstrating dramatic irony. The audience knows something that the character involved does not know. Dramatic irony usually creates suspense. State what is known at this time and explain how the audience’s knowledge creates suspense.g) creating mood. Explain the effect of the narration or dialogue on the reader’s attitude.h) establishing tone (may be ironic). State the tone of the speaker and explain its relevance to theme, character, or mood.i) developing or introducing a pattern of imagery. Identify the imagery and show how it assists in establishing theme or character.

Consider two or three main points of significance. Keep in mind that a number of the above points, such as irony and imagery, can be considered as part of an explanation of characterization, theme, etc. Thus, some points can function as support for your main points.

3. Remember that while explaining your points, the structure of the passage and larger work should not be ignored. Do actions, thoughts or speakers’ words lead to further development of an idea?

4. Consider the narrator’s use of specific words or phrasing in relation to the overall meaning of the passage. What effect does the language of the narrator create?

Outline for a 5-Paragraph Essay

INTRODUCTION OF TOPIC AND THESISARGUMENT #1 (first specific point in thesis)TOPIC SENTENCE:QUOTATION #1:EXPLANATION (how/why questions)transitionQUOTATION #2:EXPLANATION (how/why questions)transitionARGUMENT #2 (second specific point in thesis)TOPIC SENTENCE:QUOTATION #1:

EXPLANATION (how/why questions)transitionQUOTATION #2:EXPLANATION (how/why questions)transitionARGUMENT #3 (third specific point in thesis)TOPIC SENTENCE:QUOTATION #1:EXPLANATION (how/why questions)transitionQUOTATION #2:EXPLANATION (how/why questions)CONCLUSION

INTRODUCTION OUTLINE

STEP 1 (capture, 1 sentence): _______________________________________________________________________________________________________________________STEP 2 (expansion of topic sentence, 3–4 sentences): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 3 (introduction of novel, 1 sentence): ____________________________________________________________________________________________________________________________________________________________________________________STEP 4 (brief background information, 2 sentences): _____________________________________________________________________________________________________________________________________________________________________________STEP 5 (preview arguments, 1–2 sentences for each argument): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 6 (thesis statement, 1 sentence): ________________________________________________________________________________________________________________

ARGUMENT TEMPLATE STEP 1 (topic sentence, 1 sentence): _________________________________________________________________________________________________________________________________________________________________________________________STEP 2 (expansion, 1–3 sentences): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 3 (example #1, context + lead-in + quotation, 1 – 2 sentences): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 4 (explanation of quotation, 2 – 4 sentences): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 5 (transition and example #2, context + lead-in + quotation, 1– 2 sentences): _____________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 6 (explanation of quotation, 2 – 4 sentences): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 7 (closing sentence, 1 sentence): ________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION TEMPLATESTEP 1 (reworded thesis statement, 1 sentence): ________________________________________________________________________________________________________________________________________________________________________________STEP 2 (summary of each argument, 1–2 sentences per argument): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 3 (general reflection on topic, 2–4 sentences): _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STEP 4 (broad, philosophical closing sentence): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exemplar

SAMPLE INTRODUCTION – LEVEL FOUR

Essay question: Examine the causes and effects of prejudicial attitudes and beliefs in the novel, To Kill a Mockingbird.************************************************************************Strengths:• excellent structure – progression from general philosophical points to specific aspects of novel• good use of transition words• advanced vocabulary (eg. “pervasive”, “absolve’) is used in proper context• strong thesis statementTips for improvement:• capture quotation should be followed by reference source• sentence structure could be simplified in several instances• a more consistent focus on the actual values that influence Maycomb citizens is necessary – express these values in a word or phrase, such as “narrowly defined

gender roles” or “white supremacy”, along with “social class” (which is mentioned)************************************************************************

"Our prejudices are our robbers, they rob us of valuable things in life." Thisquotation shows the serious consequences of prejudice in one's life. Prejudice, usuallythe result of human behaviour, whether it’s hatred, jealousy, insecurity, etc…, alwaysdoes more damage than good but in the end there is usually a lesson learned. Prejudice isjudging someone, usually unfavorably, without really knowing who the person is orjudging someone’s negative qualities and disregarding the positive ones. In the novel, ToKill a Mockingbird, by Harper Lee, prejudice is clearly caused by many different kinds ofhuman behavior. Throughout the novel, one notices three different kinds of injustice:gender prejudice shown by the Finches, racial prejudice coming from the Ewells andsocial class prejudice illustrated by Alexandra Finch. The prejudices, attitudes andbeliefs about women learned during the formative childhood years are difficult to changeduring adulthood, therefore illustrating the importance of teaching children strong moralvalues concerning equality. In turn, Maycomb's white citizens were prejudiced againstblacks because they used the blacks not only as handy scapegoats but also menialservants to the white people, therefore illustrating the readiness of people to convenientlyabsolve themselves from responsibility for their actions. In addition, Alexandra Finchprejudged others based on their social class to make herself feel superior and to preventsocial rejection, therefore illustrating that no matter how respected one's family is, deepdown inside most people are insecure about the way they appear to the public. Therefore,prejudice is pervasive in Maycomb in many different forms and it robs its citizens of theability to change, of the ability to be responsible for their actions and deeds, and of theability to feel secure and accepted in society.

SAMPLE ARGUMENT – LEVEL FOUREssay question: Examine the causes and effects of prejudicial attitudes and beliefs in thenovel, To Kill a Mockingbird.***************************************************************************Strengths:• structure of argumentative paragraph is clear• explanations deal well with cause/effect issue of main question• strong topic sentence• smooth transition to second exampleTips for improvement:

• complete expansion needed – outline both examples• lead in to quotations (eg. He says, “…)• when beginning explanation, avoid stating “this quotation shows/proves/ reveals”;focus on the action or what the character/narrator expresses• avoid first person in formal writing unless instructed otherwise• stay in present tense• avoid contractions (egs. “didn’t”, “hadn’t”) in formal writing***************************************************************************The prejudicial attitudes and beliefs about women learned during the formativechildhood years are difficult to overcome during adulthood; therefore, it is imperative thatsignificant adults teach children strong moral values concerning equality. Gender prejudiceoccurs when people judge others based solely on their sex. Although only 11 years old, JemFinch has already adopted society's attitudes and beliefs about the opposite sex. "1 declare tothe Lord you're getting more like a girl every day!" (52) At the time women were stereotypedas innocent, frail social butterflies that never took any risks. Jem used the word, “girl”, toinsult Scout because she didn't want to peek into the Radley house. Although Jem's commentwas unfair, it was not atypical because sexism was pervasive in his society. Since he was stillyoung, he hadn't yet developed the awareness for him to realize his comment was prejudicial.However, most people never acquired that awareness to overcome the gender prejudice theyhave developed in their youths. Surprisingly, Atticus blurts out a sexist remark whileexplaining to Scout that women aren't allowed on juries. ''I doubt we'd ever get a completecase tried – the ladies'd be interrupting to ask questions" (221). This quotation proves thatAtticus thinks that ladies are chatterboxes. Atticus, one of the wisest characters in the novelbecause of his tolerant beliefs, attitudes and behaviors, hasn't fully developed the awarenessto see that women are being mistreated much too often. It's absurd for Atticus to say that onecouldn't ''get a complete case tried" if women were part of the jury. Obviously, Atticus hasyet to overcome the prejudice that was so engrained in him in his youth. Atticus, unaware andinsensitive of his gender bias, proves how difficult it is to change our prejudices andconsequently proves that we should be teaching our children strong values about equality.Therefore, when gender prejudice is so diffused in society, children will not only adopt

thesebeliefs but also continue to embrace these prejudices for the rest of their lives.

SAMPLE CONCLUSION – LEVEL FOUREssay question: Examine the causes and effects of prejudicial attitudes and beliefs in thenovel, To Kill a Mockingbird.****************************************************************Strengths:• strong structure• excellent finish – smooth lead-in to pertinent quotationTips for improvement:• thesis and outline of arguments are copied from introduction; more rewording would add variety• stay in present tense***************************************************************************Therefore, prejudice is pervasive in Maycomb in many different forms and it robs itscitizens of the ability to change, of the ability to be responsible for their actions and deeds,and of the ability to feel secure and accepted in society. The prejudices, attitudes and beliefsabout women learned during the formative childhood years are difficult to overcome duringadulthood, therefore illustrating the importance of teaching children strong moral valuesconcerning equality. In turn, most of Maycomb's white citizens were prejudiced againstblacks because they used the blacks not only as handy scapegoats but also menial servants tothe white people, therefore illustrating the readiness of people to conveniently absolvethemselves from responsibility for their actions. In addition, Alexandra Finch prejudgedothers based on their social class to make herself feel superior and to prevent social rejection,therefore illustrating that no matter how respected one's family is, deep down inside mostpeople are insecure about the way they appear to the public. Unfortunately, prejudice, like arobber, stole from these people their most valuable possession – the ability to live a happyand fulfilled life. Indeed, perhaps the only way to combat prejudice is to instill high moralvalues and beliefs about equality, fairness, tolerance and respect at a very young age so thatchildren can teach their children that “You never really understand a person until youconsider things from his point of view ... until you climb into his skin and walk around in it” (30).Poetry

How to analyze the poem (for presentation and formal written analysis)A) PREPARATION/PROCESS:1. Read the poem several times.2. Get a basic idea, a first impression of what it is about.3. Take a closer look at the poem:

Look at the connotation of words.Look at imagery (similes, metaphors, personification)Look at other stylistic devices and at the sound of words.Look for repetition of words.Look at rhythm and rhyme (if present)Look at how the mood is achieved (consider how the devices studied above are used to create the mood)

4. Establish a theme - a deduction from your close examination.5. Prepare your notes. Begin with a statement of theme.6. Explain carefully how you reached this opinion (of theme and mood) by using the material you looked at in number three. Note that in your formal written analysis paragraph of either theme or mood, you should explain two passages. During your presentation, you will need to explain both the theme and the mood, using three or four passages for each element.7. When explaining a passage, identify stylistic/poetic devices and consider how effectively the narrator conveys theme or mood.B) NOTES FOR PRESENTATION:1. Begin with a brief explanation of what the poem is about.2. State the mood of the poem.3. As you go through the poem (on overhead), explain how mood is conveyed in three or four passages that you have chosen. Include detailed analysis (just like quotation analysis) explaining how mood is effectively communicated through the use of devices found in these passages.4. State the theme of the poem.5. As you go through the poem (on overhead), explain how theme is conveyed in three or four passages that you have chosen. Include detailed analysis (just like quotation analysis) explaining how theme is effectively communicated through the use of devices found in these passages.**Label and hand in all notes on the day of your presentation.

Paragraph Option #1:State the theme of the poem.Quote two passages (devices) from the poem and explain how the narratordevelops the theme (as per quotation analysis).

orParagraph Option #2:State the mood of the poem.Select two passages (devices) from the poem and explain how the narrator evokesthe mood (again, as per quotation analysis).

Exemplar

Theme Analysis of “The Highwayman” – LEVEL FOUR************************************************************************Strengths:• all steps of an argumentative paragraph are followed well – paragraph is easy toread and understand• excellent diction – literary vocabulary taught in course used properly and incontext (egs. “literal”, “figurative”, “metaphorically”, etc.)• points are insightful and supported with quotations from the text of the poemTips for improvement:• this paragraph contains ample detail, but it would be helpful to provide a shortexplanation of “tragic” in the expansion – in this poem, is tragedy simply anawful incident or is it also related to how a story of misfortune is told?************************************************************************Alfred Noyes’ ballad, “The Highwayman”, is an illustration of the followingtheme: love can inspire even when its consequences are tragic. This theme is conveyedthrough Bess’s self-sacrifice and the continuation of the legend of the two lovers. WhenBess waits for the highwayman while being tied up to attention, “the blood of her veins,in the moonlight, throb[s] to her love’s refrain” (Sightlines 9, 186). The image of bloodthrobbing through Bess’s veins shows the tension of the scene in a literal sense, but it isalso significant in a figurative way. Bess’s pulsations have the same rhythm as herlover’s “refrain”, metaphorically expressing the connection between her and thehighwayman. Bess is clearly inspired as her heartbeat is synchronized with her lover’swords, making her feel like she is with him even though she is left to act on her own in adifficult situation. Furthermore, the ill-fated lovers seem to inspire their society. Toconclude the tale, the narrator states, “And still of a winter’s night, they say, when thewind is in the trees,/ When the moon is a ghostly galleon tossed upon cloudy seas […]”(Sightlines 9, 187). The phrase, “they say”, is a vague reference to a number of peopleremembering the two lovers after their deaths. This memory recurs on a seasonal basis,on a “winter’s night”, “when the wind is in the trees”. In associating the story withrepeating natural phenomena, Bess and the highwayman gain special status. Basically,they will be remembered as long as natural cycles continue, showing that their love hasinspired others and will continue to do so indefinitely. Thus, Bess’s self-sacrifice andsociety’s memory in the poem, “The Highwayman”, portray how love can inspire eventhrough tragedy.

Grammar

Focus on identifying the following:

1 • parts of speech (nouns, adjectives, adverbs, verbs, pronouns, interjections, conjunctions, 2.• subjects and predicates (both simple and complete) 3.• clauses (main/independent and subordinate/dependent). 4.• common sentence errors (sentence fragments, run-on sentences, comma splices)

ENGLISH 1D1 FINAL EXAM OUTLINE- you must use a dark blue or black pen. Make sure you bring a spare one.- FOLLOW ALL INSTRUCTIONS CAREFULLY- 60 marks - 2 hoursPart One - Grammar (10 marks - 10 minutes)INSTRUCTIONS:1. Identify the various parts of speech2. Identify subjects and predicates, both complete and simple.3. Identify sentence fragments, complete sentences, run-on sentences and comma splice errors.Part Two - Twelfth Night - Writing an Argument (30 marks - 40 min.)INSTRUCTIONS:Write a proper argument paragraph based on the play, Twelfth Night. Memorize the steps andapply them.You will be given the topic sentence and must support your argument with two examples fromTwelfth Night.Remaining time should be used to proofread your answers.Practice Argument:Using ONE of the following statements as a topic sentence, write a properly structured argument.Support your argument with two examples from Twelfth Night.1. Viola's resourcefulness allows her to cope with her difficult situation.2. The mistreatment of Malvolio demonstrates how initially humourous pranks can becomehurtful.Part Three – Response Paragraph – Writing an Argument (20 marks - 40 min.)Read the article and respond to the question in proper argument paragraph form.Exam Practice: Grammar4. Using the following legend, indicate the types of sentences listed below.SF=Sentence Fragment C=Complete sentenceCS=Comma Splice RO=Run On sentence1. ___________ Stop!

2. ___________The class discussed the issue at great length.3. ___________Greg refused.4. ___________Seanna won the race she defeated six rivals5. ___________After the dance