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Practice Exam

English IV

English IV Use this study guide as a practice semester exam. Take the test and answer each of the questions, and then go back and check your work with the answer key. Find the questions that you missed, and go back to the lesson the question came from and review the concepts until you feel comfortable with the lesson material. Please remember that the semester exam will not be as long as this practice exam. The second semester exam for English IV is under sixty questions, and consists of multiple choice, matching, multiple select, true/false, and possibly essay questions.

Semester 2 Practice Exam

Unit 7: Elizabethan Literature

Lesson 1: Elizabethan Poetry – Part I (Songs)

What You Need to Know and Be Able to Do

Understand historical significance of the Elizabethan Age

Analyze poetic elements in Elizabethan songs

1. The Elizabethan age was defined by which of the following characteristics? Multiple answers possible.

a. emphasis on the magnificence and wonder of the individual person

b. geographical exploration and expansion

c. reluctance to part with medieval traditions

d. a renewed interest in the classics

e. defeat of the Spanish Armada

2. Which poetic device is used in the following line, taken from “Death, be not proud” by John Donne?

Death, be not proud, though some have called thee

Mighty and dreadful, for thou art not so…

a. allusion

b. imagery

c. alliteration

d. personification

Lesson 2: Elizabethan Poetry – Part II (Sonnets)


Analyze sonnet form and Elizabethan sonneteer Sir Philip Sidney

3. The Italian sonnet contains fourteen lines; the first eight present a problem and the last six contain the

answer to the problem.

a. True

b. False

4. Determine the rhyme scheme of Sir Philip Sidney’s “Astrophel and Stella I”

Loving in truth, and fain in verse my love to show, That she, dear she, might take some pleasure of my pain,— Pleasure might cause her read, reading might make her know, Knowledge might pity win, and pity grace obtain,— I sought fit words to paint the blackest face of woe; Studying inventions fine her wits to entertain, Oft turning others' leaves, to see if thence would flow Some fresh and fruitful showers upon my sunburn'd brain. But words came halting forth, wanting invention's stay; Invention, Nature's child, fled step-dame Study's blows; And others' feet still seem'd but strangers in my way. Thus great with child to speak and helpless in my throes, Biting my truant pen, beating myself for spite, "Fool," said my Muse to me, "look in thy heart, and write."

a. abab abab cd cd ee

b. abab abba cd cd ee

c. abba cdcd cdcd ee

d. aabb bbaa cd cd ee

5. What problem is presented in the octave of Sir Philip Sidney’s “Astrophel and Stella I”?

a. The author’s muse will not help him write.

b. The lady does not return the author’s love.

c. The author doesn’t know how write to a lady about his love.

d. The author doesn’t want to listen to his muse’s advise.

Lesson 3: Elizabethan Poetry – Part III (Sonnets)


Analyze sonnets by Spenser, Shakespeare, and Donne

6. The Spenserian sonnet is developed through which of the following rhyme sets:

a. abab abab cd cd ee

b. abab bcbc cdcd ee

c. aabb bbcc cdcd cc

d. abab bcbc ccdd ee

7. Shakespeare wrote his sonnets to which of the following audiences? Multiple answers possible.

a. an unkind “Dark Lady”

b. his wife and children

c. Queen Elizabeth

d. a friend, a young man of noble birth

Read “Sonnet CXXX” by William Shakespeare and answer the following questions:

My mistress' eyes are nothing like the sun; Coral is far more red than her lips' red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground. And yet, by heaven, I think my love as rare As any she belied with false compare.

8. The poet holds which of the following views toward his mistress?

a. The poet thinks his mistress is ugly because he compares her hair to wires and says she has bad breath.

b. The poet believes his mistress is as lovely as any other woman compared to things as false as roses and

the sun.

c. The poet believes his mistress is a goddess.

d. The poet believes his mistress’s features are like the sun, snow, roses, and perfume.

9. The last two lines contain which poetic device?

a. personification

b. metaphor

c. simile

d. allusion

10. John Donne’s early poetry reflects a quest for worldly pleasure, but his later poetry reflects his search for

spiritual satisfaction.

a. True

b. False

Lesson 5: Elizabethan Drama


Understand English Renaissance theatre and its audience

11. Select the best description of an Elizabethan theatre audience.

a. Only the wealthy could afford to attend an Elizabethan play. They sat high up in the balconies and

looked down at the stage and actors.

b. Anyone, from poor to rich, could attend an Elizabethan play. The audience could stand very close to the

stage and would often hiss, boo, applaud, or throw food at the actors.

c. Anyone could attend an Elizabethan play, but there were strict rules of conduct. The audience was

required to be very silent and could not interact with the actors during the play.

d. Elizabethan plays were only performed for Queen Elizabeth and her court.

12. Choose the best description of a character in an Elizabethan play.

a. Characters only had one personality trait and represented abstract ideas like ‘justice’ or ‘greed’.

b. Characters were dynamic, displaying both strengths and weaknesses.

Lesson 6: William Shakespeare


Understand Shakespeare's life , works, and language

13. Shakespeare was a part of which playwright company?

a. The Globe

b. Stratford-on-Avon

c. Queen Elizabeth’s Acting Company

d. Lord Chamberlain’s Men

14. A Midsummer Night’s Dream, Love’s Labour’s Lost, and All’s Well That Ends Well are all a part of which genre?

a. Tragic Plays

b. Historic Plays

c. Comedic Plays

d. Narrative Poems

15. Shakespeare’s works are unreadable without a translation from the Old English.

a. True

b. False

Lesson 8: Hamlet – Act I, i-ii


Analyze scenes Act I, scenes i-ii of Hamlet

16. Read the following passage where King Claudius speaks to Hamlet about the way he is mourning his father’s

death.

King Claudius (speaking to Hamlet)

‘Tis sweet and commendable in your nature, Hamlet,

To give these mourning duties to your father.

But you must know your father lost a father,

That father lost, lost his, and the survivor bound

In filial obligation from some term

To do obsequious sorrow. But to persevere

In obstinate condolement is a course of

Of impious stubbornness, ‘tis unmanly grief,

It shows a will most incorrect to heaven,

A heart unfortified, or mind impatient,

An understanding simple and unschool’d…

In other words?

a. Hamlet, you have a right to mourn your father, but you must remember that everyone has lost a father

and you are taking your grief too far; you are now being obstinate and stubborn in your grief. It’s time

to be a man!

b. Hamlet, you have a right to mourn your father. Everyone has lost a father and you will always continue

to grieve the loss of your own father.

17. Read the following passage. Which character is Hamlet talking about?

Hamlet (speaking of an event that occurred shortly after his father’s death)

Within a month,

Ere yet the salt of most unrighteous tears

Had left the flushing in her galled eyes,

She married—O most wicked speed: to post

With such dexterity to incestuous sheets,

It is not, nor it cannot come to good,

But break my heart, for I must hold my tongue.

a. Ophelia

b. Gertrude

c. Ghost

d. Laertes

Lesson 9: Hamlet – Act I, iii-iv


Analyze scenes Act I, scenes ii-iv of Hamlet

18. Read the following passage:

Polonius (speaking to Ophelia)

These blazes, daughter,

Giving more light than heat, extinct in both

Even in their promise, as it is a-making,

You must not take for fire. From this time

Be something scanter of your maiden presence,

Set your entreatments at a higher rate

Than a command to parle. For Lord Hamlet,

Believe so much in him, that he is young,

And with a larger teder may he walk

Than may be given you...

…I would not, in plain terms, from this time forth

Have you so slander any moment of leisure

As to give words or talk with the Lord Hamlet.

In other words…

a. Hamlet loves you like a burning fire; believe and trust in whatever promises he makes you and spend

any spare time you can with him.

b. Whatever vows or promises Hamlet makes, you must not mistake them for the real thing. Hamlet is too

young to know what he wants. Stop wasting your time on him.

19. The ghost commands Hamlet to take revenge on Claudius for the murder of his father.

a. True

b. False

Lesson 10: Hamlet – Act II


Analyze rising action (Act II) of Hamlet

20. Which of the following are conflicts that are present by the end of Act II? Multiple answers possible.

a. Hamlet vs. Claudius

b. Hamlet vs. Gertrude

c. Hamlet vs. the Ghost

d. Hamlet vs. Ophelia

e. Hamlet vs. Marcellus

21. Which of the following events contribute to the rising action in Act II. Multiple answers possible.

a. Ophelia refuses Hamlet’s attentions.

b. The ghost appears again.

c. Polonius believes that Hamlet is going mad.

d. Hamlet knows that Claudius is a murderer.

22. Paraphrase the following speech by Hamlet in Act II.ii

Play something like the murther of my father

Before mine uncle. I’ll observe his looks,

I’ll tent him to the quick. If ‘a do blench,

I know of course. The spirit that I have seen

May be a [dev’l], and the [dev’l] hath power

T’assume a please shape, yea, and perhaps,

Out of my weakness and my melancholy,

As he is very potent with such spirits,

Abuses me to damn me. I’ll have grounds

More relative than this—the play’s the thing

Wherein I’ll catch the conscience of the King.

Lesson 11: Hamlet – Act III


Analyze climax and beginning falling action (Act III) of Hamlet

23. What is defined as the climax of a story or play? Multiple answers possible.

a. the turning point of the play

b. the end of the play

c. the point at which the actors lose control

d. the conflicts of the play

24. What part of the play is considered to be the tragic force (the event that begins the falling action)?

a. Hamlet’s failure to kill Claudius

b. Hamlet’s conversation with the gravediggers

c. Ophelia’s death

d. The stabbing of Polonius

Lesson 12: Hamlet – Act IV


Analyze action, still falling, (Act IV) of Hamlet

25. Determine which of the following events are a part of the falling action.

a. Claudius sends Hamlet to England

b. Ophelia dies.

c. Laertes wants revenge for his father’s death

d. Hamlet kills Polonius

e. The players re-enact the murder of King Hamlet.

26. Which men contributed to the death of Ophelia?

a. Polonius

b. Claudius

c. Laertes

d. Fortinbras

e. Hamlet

Lesson 13: Hamlet – Act V


Analyze tragic conclusion (Act V)

27. What is the final moment of suspense in Hamlet?

28. Who is left alive at the end of the play?

a. Gertrude

b. Hamlet

c. Fortinbras

d. Laertes

e. Horatio

Unit 8: 17th and 18th Century Literature

Lesson 1: Historical Background


Know significant historical events and people up to the revolution

29. Determine which of the following qualities applied to writers of the seventeenth and eighteenth centuries.

a. authors did not care about the wars, economic troubles, or political arguments of the times

b. authors wrote poetry, essays, and longer works to inform the public

c. authors wrote satires criticizing the government

d. authors did not write to please their audiences

Lesson 2: Glorious Revolution to Post 1750’s


Know significant historical events, leaders, and writers through 18th century

30. Who were the two major political parties during the reign of William and Mary?

a. the Tories

b. the Jacobites

c. the Whigs

d. the Puritans

31. Milton’s epic poem Paradise Lost and Bunyan’s allegory Pilgrim’s Progress dealt with which theme?

a. political themes

b. economic and social disorders

c. the battle between good and evil

d. women’s rights

Lesson 4: 17th Century Puritan Literature: Milton


Know characteristics of Milton's religion and sonnets

32. Which of the following political reigns did Milton support?

a. The Commonwealth

b. The Restoration

33. Read the following sonnet by Milton.

When I consider how my light is spent

Ere half my days, in this dark world and wide,

And that one Talent, which is death to hide,

Lodg'd with me useless, though my Soul more bent

To serve therewith my Maker, and present

My true account, lest he returning chide

"Doth God exact day-labor, light denied,"

I fondly ask; But patience to prevent

That murmur, soon replies, "God doth not need

Either man's work or his own gifts; who best

Bear his mild yoke, they serve him best; his State

Is Kingly. Thousands at his bidding speed

And post o'er Land and Ocean without rest:

They also serve who only stand and wait."

What does Milton mean when he says “They also serve who only stand and wait”?

Lesson 5: Milton—Paradise Lost Part I


Know the story of Paradise Lost and analyze Milton's use of imagery

34. Paradise Lost is written in which of the following forms?

a. sonnet

b. lyric poem

c. epic poem

d. satire

35. Who are the major characters in Paradise Lost?

a. Gulliver

b. Satan

c. Eve

d. Adam

e. Horatio

f. God

36. Paraphrase the following line from Paradise Lost.

“The mind is its own place, and in itself/Can make a Heav’n of Hell, a Hell of Heav’n.”

Lesson 6: Milton – Paradise Lost Part II


Analyze fall and restoration of Adam and Eve in Milton's epic

37. Who makes the following statement?

“Forsake me not thus, Adam, witness Heav’n/ What love sincere and reverence in my heart I bear thee…”

a. Adam

b. God

c. Eve

d. Gabriel

38. What event within Paradise Lost is occurring in the following passage?

The world was all before them, where to choose

Their place of rest, and Providence their guide:

They hand in hand with wand’ring steps and slow,

Through Eden took their solitary way.

a. Satan and his demons are trying take over Eden.

b. The angels are wandering through Eden.

c. Adam and Eve have been banned from Eden.

d. Adam s observing God create the world.

Lesson 7: 17th Century Puritan Literature -- Bunyan


Analyze characteristics of Bunyan's poetry

39. An allegory is .

a. a brief comparison between two things

b. something that stands for another thing

c. a form of comparison lengthened into a story

d. a comparison using like or as

40. The main character of Pilgrim’s Progress is Christian, .

a. a man who chooses give in to the sin and evil of the world.

b. a man who carries his burden through many symbolic places, like the Valley of Humiliation and Doubting

Castle

c. a man who brings his family to Vanity Fair and loses them to Giant Despair

d. a woman who spreads her religion to people in despair

Lesson 9: 17th Literature of Common Sense: Pope


Recognize characteristics of Pope's satire

41. Select the methods of satirizing that Pope used in his literature. Multiple answers possible.

a. use of irony

b. exaggeration of the corruption or object of satire

c. guilt by association

d. outright condemnation

42. Choose the correct definition of a heroic couplet.

a. two rhyming lines of verse with 5 trochaic feet per line

b. two rhyming lines of verse with 6 iambic feet per line

c. three rhyming lines of verse with 3 trochaic feet per line

d. two rhyming lines of verse with 5 iambic feet per line

Lesson 10: Literature of Common Sense—Swift


Analyze satirical elements in Gulliver's Travels

43. How does Jonathon Swift define himself?

a. a person who hates and distrusts people

b. a man who avoids the problems of the Irish

c. a Whig

d. a man who trusts in the purity of religion and politics

44. Read the following passage and determine the object of Swift’s satire.

Their heads were all reclined either to the right, or the left; one of their eyes

turned inward, and the other directly up to the zenith. Their outward garments

were adorned with the figures of suns, moons, and stars, interwoven with those

of fiddles, flutes, harps, trumpets, guitars, harpsichords, and many more

instruments of music, unknown to us in Europe.13 I observed here and there

many in the habits of servants, with a blown bladder14 fastened like a flail15 to

the end of a short stick, which they carried in their hands. In each bladder was a

small quantity of dried pease16 or little pebbles (as I was afterwards informed).

With these bladders they now and then flapped the mouths and ears of those

who stood near them, of which practice I could not then conceive the meaning;

it seems, the minds of these people are so taken up with intense speculations,

that they neither can speak, nor attend to the discourses of others, without

being roused by some external taction…

a. people whose ideas are so abstract they have no common sense

b. European politicians who rudely ignore conventions of speech and listening

c. musicians who think they are better than everyone else

Lesson 12: Literature of Sensibility -- Johnson


Recognize characteristics of works by Samuel Johnson

45. Which of the following characteristics of literature were important to Samuel

Johnson?

a. Literature should focus on lofty and scholarly subjects.

b. Literature should appeal to the highly educated person rather than the

common, less educated man.

c. Literature should present truth and be believable and realistic.

d. Literature should be refreshing and interesting.

Lesson 13: Literature of Sensibility -- Goldsmith


Analyze the style, theme, and imagery in "The Deserted Village" by Oliver Goldsmith

46. What was Goldsmith’s purpose in writing The Deserted Village?

a. To protest the Enclosure Acts which caused people seek a life in the cities or

America.

b. To protest the Enclosure Acts which caused people to desert the cities and

move to the country.

c. To protest the free land the government provided to wandering vagabonds.

47. What place is Goldsmith describing in the following lines?

Dear lovely bowers of innocence and ease,

Seats of my youth, when every sport could please,

How often have I loitered o’er thy green,

Where humble happiness endeared each scene;

How often have I paused on every charm…

a. The village where he grew up

b. The slums of London

c. The Commons

d. Mount Olympus

48. What poetic device is used in the following lines from The Deserted Village?

Proud swells the tide with loads of freighted ore,

And shouting Folly hails them from her shore…

a. heroic couplet

b. personification

c. simile

d. poetic diction

Unit 9: Romantic and Victorian Poetry

Lesson 1: Romantic Revolution


Know significant historical events and philosophies associated with romanticism

49. Romanticism was a reaction to industrialization and the neoclassical period’s emphasis on reason and rules.

a. True

b. False

50. Romanticism stressed which of the following qualities? Multiple answers possible.

a. Nature

b. Progress

c. Scientific Method

d. Imagination

e. Logic and Reason

f. Individualism

Lesson 2: Poetic Revolution


Recognize characteristics of romantic poetry

51. Select the characteristics of Romantic Poetry. Multiple answers possible.

a. “a spontaneous overflow of powerful feelings”

b. an instruction of right and wrong

c. the subject of the poem was often the poets thoughts and ideas

d. the subject of the poem revolved around political, industrial, and philosophical revolutions

e. the subject often included nature and the supernatural

52. Romantic Poetry is often called “nature poetry.”

a. True

b. False

Lesson 3: Victorian Variety


Know significant historical events and characteristics of Victorian age and its literature

53. Select the characteristics of the Victorian age and its literature from the options listed below. Multiple

answers possible.

a. Characterized by the Industrial Revolution and London’s Crystal Palace

b. Characterized by a lack of technological inventions

c. Characterized by prosperity

d. Characterized by poverty

54. Select authors who wrote during the Victorian age from the list below. Multiple answers possible.

a. Jonathon Swift

b. Emily Bronte

c. William Thackeray

d. John Milton

e. Samuel Johnson

f. George Eliot

g. Charles Dickens

h. Oliver Goldsmith

i. William Wordsworth

j. Charlotte Bronte

Lesson 5: Romantic Poets -- Wordsworth


Know biographical information about Wordsworth and analyze romantic elements in "Lines Composed a Few Miles Above Tintern Abbey"

55. Read the following excerpt. Where is Wordsworth sitting as he is contemplating Tintern Abbey in “Lines

Composed Above Tintern Abbey”.

Five years have past; five summers, with the length

Of five long winters! and again I hear

These waters, rolling from their mountain-springs

With a soft inland murmur.-Once again

Do I behold these steep and lofty cliffs,

That on a wild secluded scene impress

Thoughts of more deep seclusion; and connect

The landscape with the quiet of the sky.

The day is come when I again repose

Here, under this dark sycamore, and view

These plots of cottage-ground, these orchard-tufts,

Which at this season, with their unripe fruits,

Are clad in one green hue, and lose themselves

'Mid groves and copses.

a. on a cliff

b. Tintern Abbey

c. the heath

d. a sycamore tree

Lesson 6: William Wordsworth – Other Poems


Analyze characteristics of Wordsworth's ballads and sonnets

56. Read the following line from “London, 1802” by William Wordsworth and determine which poetic device it

illustrates.

Milton! thou shouldst be living this hour.

a. personification

b. metaphor

c. apostrophe

d. allusion

Lesson 7: Romantic Poets – Coleridge (1772-1834)


Know biographical information about Coleridge and analyze dream imagery in "Kubla Kahn"

57. Select the following statements about Coleridge that are TRUE.

a. Coleridge became addicted to drugs after doctors prescribed drugs for pain.

b. Coleridge’s best know works are those of mystery and magic

c. Coleridge was a prolific poet who wrote and published a large number of poems

d. Coleridge made large amounts of money from his poetic works

Read the following selection from “Kubla Khan.”

A mighty fountain momently was forced;

Amid whose swift, half-intermitted burst

Huge fragments vaulted like rebounding hail,

Or chaffy grain beneath the thresher's flail;

And 'mid these dancing rocks at once and ever

It flung up momently the sacred river.

58. What is Coleridge comparing the rocks in river to?

a. mountains

b. re-bounding hail

c. thresher’s flail

d. chaffy grain

Lesson 8: Romantic Poets – Byron (1788-1824)


Know biographical information about Lord Byron and analyze Byronic hero in "Childe Harold's Pilgrimage"

59. What is Byron’s biggest contribution to literature?

a. his romantic poetry

b. his participation in Greece’s revolution

c. the Byronic hero

d. humor

60. How is Childe Harold a Byronic hero?

a. He is proud, isolated, and dissatisfied with life; only nature is his equal.

b. He is humble and meek despite his abilities; he is one with nature.

Lesson 9: Romantic Poets – Shelley (1792-1822)


Know biographical information about Percy Shelley and analyze form, sound and emotion in "Ode to the West Wind”

61. What did Shelley believe would solve the problems of the world?

a. mythology

b. nature

c. beauty

d. love

62. How does Shelley employ apostrophe in “Ode to the West Wind”?

a. He writes a poem in which he speaks to the west wind.

b. He gives the west wind human qualities within the poem.

c. He compares the west wind to a beautiful woman.

d. He calls the west wind the “breath of Autumn”.

Lesson 10: Romantic Poets – Keats (1795-1821)


Know biographical information about John Keats and analyze his concept of beauty in various poems

63. What does Keats celebrate in his poetry?

a. mythology

b. nature

c. beauty

d. love

64. Where did Keats write “’Beauty is truth, truth beauty,’ –that is all/ Ye know on earth, and all ye need to

know.”

a. “Ode on a Grecian Urn”

b. “When I Have Fears”

c. “On First Looking into Chapman’s Homer”

d. None of the above.

Lesson 12: Victorian Poets – Tennyson (1809-1892)


Know biographical information about Alfred Lord Tennyson and characteristics of his poetry

65. Tennyson’s poetry reflected which of the following conflicts of the Victorian age:

a. faith and beauty

b. society and love

c. faith and science

d. love and industry

66. “Break, Break, Break” describes the author’s grief over

a. a shipwreck

b. the death of a loved one

c. a broken heart

d. a child lost at sea

Lesson 12: Victorian Poets – R. and E.B. Browning


Know biographical information about Robert and Elizabeth Barrett Browning and characteristics of their poetry

67. Robert Browning is known for the development of which of the following poetic devices:

a. the Byronic Hero

b. the metaphor

c. the dramatic monologue

d. free verse

68. Which of the following subjects appeared frequently in Elizabeth Browning’s poetry? Multiple answers

possible.

a. child labor

b. slavery

c. love

d. marriage

e. equality of women

f. nature

g. industrialism

69. True/False: “My Last Duchess” is an example of dramatic monologue.

70. True/False: Elizabeth Browning presented her husband with collection of sonnets known as Sonnets from the

Spanish.

Unit 10: Creative Writing

Lesson 1: Reading Fiction and Poetry


Analyze fundamentals of short fiction in Charlotte Perkins Gilmore's "The Yellow Wallpaper"

71. The crisis or climax of a story is

a. the introduction of the characters and setting

b. the most exciting or dramatic point in the story

c. the resolution of the stories conflict

d. none of the above

72. “The Yellow Paper” by Charlotte Perkins Gilman contains which of the following conflicts? Multiple answers

possible.

a. Man vs. Man

b. Man vs. Self

c. Man vs. Nature

d. Man vs. God

Lesson 3: Poetry Fundamentals


Analyze fundamentals of poetry, including sound, sound patterns and rhyme

Read the following poem:

Stopping by Woods on a Snowy Evening by Robert Frost Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.

My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.

He gives his harness bells a shake To ask if there is some mistake. The only other sound’s the sweep Of easy wind and downy flake.

The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.

73. How would you describe the mood of the poem above? a. silent and reflective b. joyous and exuberant c. sad and melancholy d. terrifying and evil

74. Match the following poetic devices to the correct terms:

1. “Tyger, tyger burning bright!”

2. “Does it dry up/like a raisin in the

sun?”

3. “ ‘Hope’ is the thing with

feathers—/That perches in the soul—“

4. The tree whispered in the wind.

a. paradox

b. simile

c. personification

d. metaphor

e. apostrophe

75. Read the following line from “Mont Blanc” by Percy Byssche Shelley. Choose the meter and line length.

The everlasting universe of things

a. dactylic trimeter

b. iambic tetrameter

c. anapestic pentameter

d. iambic pentameter

Lesson 5: Poetry Fundamentals


Know description, narration and dialogue techniques for crafting short fiction

76. Choose the best techniques for using description in a short story.

a. string adjectives together

b. striking and significant details

c. character sketches

d. logical sequence

Lesson 6: Narration and Style


Distinguish description and narration and be aware of general style considerations for writing fiction

77. If a story is told from the protagonists point of view, the author is using which of the following points of view?

a. first person

b. third person

c. third person omniscient

d. none of the above

Lesson 9: Writing the Poem


Know techniques for crafting poetry

78. What form does this excerpt of “Cornflowers” by Brenda Cardenas use?

She says my hair smells like corn tortillas. I raise an eyebrow. After all those honeysuckle and papaya shampoos, I can’t believe my scalp hasn’t soaked up the scent of blossom or the perfume of rainfall. No, she’s my mother, and she insists that even as a little girl, my whole bedroom breathed corn tortillas.

a. villanelle

b. sonnet

c. free verse

d. ode

1. a, b, d, e

2. d

3. a

4. b

5. c

6. b

7. a, d

8. b

9. c

10. a

11. c

12. b

13. d

14. c

15. b

16. a

17. b

18. b

19. a

20. a, b, d

21. a, c, d

22. Act out the murder of my father in front of my

uncle. I’ll watch him and see if he flinches. I he

turns white, I’ll know of course. He may be a

devil, and a devil has power to assume any

shape and take advantage of my weakness and

sadness to condemn me. I’ll have better proof

than a ghost—a play is the way to catch the

conscience of the king.

23. a

24. d

25. a, b, c, d

26. a, c, e

27. Whether Hamlet of Laertes actually duel or not.

28. c, e

29. b, c

30. a, c

31. c

32. a

33. Milton wrote this poem when he first became

blind. He is reminding himself that by waiting,

he is also serving God, even though he feels

that he doesn’t have anything to offer.

34. c

35. b, c, d, f

36. A person’s own mind can create hell or heaven

for a person.

37. c

38. c

39. c

40. b

41. a, b, c

42. d

43. a

44. a

45. c

46. a

47. c

48. b

49. a

50. a, d, f

51. a, c, e

52. a

53. a, b, c, d

54. b, c, f, g, j

55. d

56. c

57. a, b

58. b, d

59. c

60. a

61. d

62. a

63. c

64. a

65. c

66. b

67. c

68. a, b, e

69. True

70. False

71. b

72. a, b

73. c

74. 1. e

2. b

e. d

4.c

75. d

76. c

77. a

78. c

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