1 / 25

1O LANGUAGE ARTS

1O LANGUAGE ARTS. FINAL EXAM REVIEW 2014. THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE. Gabriel Utterson – narrator, longtime friend of Jekyll and Lanyon Mr. Hyde – evil, sinister alter ego of Jekyll Dr. Jekyll – doctor who takes potion to become Hyde

edward-cleveland
Download Presentation

1O LANGUAGE ARTS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 1O LANGUAGE ARTS FINAL EXAM REVIEW 2014

  2. THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE • Gabriel Utterson – narrator, longtime friend of Jekyll and Lanyon • Mr. Hyde – evil, sinister alter ego of Jekyll • Dr. Jekyll – doctor who takes potion to become Hyde • Dr. Lanyon – doctor who looks down on Jekyll’s “scientific balderdash”, longtime friend of both Jekyll and Utterson

  3. STEVENSON’S BACKGROUND • BORN IN 1850 IN SCOTLAND • ONLY CHILD – VERY DOTED ON, MIDDLE CLASS • SUFFERED CHRONIC HEALTH PROBLEMS • NURSE/NANNY READ HIM STORIES WHICH GREATLY INFLUENCED HIM TO PURSUE LITERATURE

  4. GOTHIC ELEMENTS • SETTING IN A CASTLE • ATMOSPHERE OF MYSTERY AND SUSPENSE • AN ANCIENT PROPHECY • OMENS, VISIONS, DREAMS • SUPERNATURAL/INEXPLIC-ABLE EVENTS • HIGH EMOTION • WOMEN IN PERIL OR DISTRESS • WOMEN BEING THREATENED BY A POWERFUL MALE • DOOM AND GLOOM IMAGERY

  5. VICTORIAN LONDON • SOCIAL CLASS • THE RAILWAYS • GENTLEMEN/UPPER MIDDLE CLASS • SEXUALITY NOT OPENLY DISCUSSED • SMALL ROLES OF WOMEN • FAITH/DOUBTING OF FAITH – LOGIC • DARWIN AND DARWINISM (SURVIVAL OF FITTEST, THEORY OF EVOLUTION) • TIME PERIOD: 1837-1901 • CHANGES IN VICTORIAN ENGLAND • INDUSTRIALIZATION • HUGE INCREASES IN THE NATION’S WEALTH • EXTREMES OF WEALTH AND POVERTY • GROWING DIVISIONS BETWEEN COUNTRY AND CITY LIFESTYLES • RAPID POPULATION GROWTH AND INCREASES IN MIDDLE CLASS • INCREASE IN BATTLE FOR DEMOCRACY

  6. VICTORIAN LONDON • GOOD VS. BAD • GOOD RECEIVED REWARDS, BAD WERE PUNISHED • POOR TREATED BADLY, RICH WERE SCORNED AND ENVIED • HEROES WERE PEOPLE OF VIRTUE • FEAR OF PEOPLE • LARGER CITIES, FEAR OF RIOTING/REVOLUTIONS • RELIGIOUS UNDERTONES, DEEPER MEANING • DOMINANT MALE ROLES • LACK OF FEMALE ROLES • SEXUALITY, ABSENT OR HINTED AT

  7. LITERARY TERMS 1. THEME 2. REPETITION 3. VERBAL IRONY • A. “I TELL THEE, KATE, ‘TWAS BURNT AND DRIED AWAY./AND I AM EXPRESSLY FORBID TO TOUCH IT.” • B. “YOU LIE, IN FAITH; FOR YOU ARE CALL’D PLAIN KATE,/AND BONNY KATE AND SOMETIMES KATE THE CURST;” • C. “THUS HAVE I POLITICLY BEGUN MY REIGN,/AND TIS MY HOPE TO END SUCCESSFULLY.”

  8. LITERARY TERMS • 1. SITUATIONAL IRONY • 2. AUTHOR’S PURPOSE • 3. IMAGERY • A. “SIR, MY MISTRESS SENDS YOU WORD/THAT SHE IS BUSY AND CANNOT COME.” (ACT V) • B. “MY FALCON NOW IS SHARP AND PASSING EMPTY,/AND TILL SHE STOOP, SHE MUST NOT BE FULL-GORGED,” (ACT IV) • C. “THUS IN PLAIN TERMS; YOUR FATHER HATH CONSENTED/THAT YOU SHALL BE MY WIFE; YOUR DOWRY ‘GREED ON;/AND, WILL YOU, NILL YOU, I WILL MARRY YOU.” (ACT II)

  9. LITERARY ELEMENTS • 1.FORESHADOWING • 2. DYNAMIC CHARACTER • A. “MY MIND HATH BEEN AS BIG AS ONE OF YOURS,/ MY HEART AS GREAT, MY REASON HAPLY MORE,/ TO BANDY WORD FOR WORD AND FROWN FOR FROWN./ BUT NOW I SEE OUR LANCES ARE BUT STRAWS,” KATE – ACT V • B. “BUT THE SUN IT IS NOT, WHEN YOU SAY IT IS NOT,/AND THE MOON CHANGES EVEN AS YOUR MIND.” KATE – ACT IV, SCENE 5

  10. LITERARY ELEMENTS • 1.STATIC CHARACTER • 2.TONE • A. “WHY THERE’S A WENCH! COME ON AND KISS ME, KATE.”PETRUCHIO, ACT V, SCENE 2 • B. “WHY, MAN, THERE/BE GOOD FELLOWS IN THE WORLD, AND A MAN COULD LIGHT/ON THEM, WOULD TAKE HER WITH ALL FAULTS, AND MONEY ENOUGH.” HORTENSIO, ACT 1 SCENE 1

  11. GRAMMAR ELEMENTS • SUBJECTS OF SENTENCES • THE SUBJECT IS THE PART OF THE SENTENCE THAT NAMES WHOM OR WHAT THE SENTENCE IS ABOUT. • BRUNO MARS/ PERFORMED AT THE SUPERBOWL. • SOMEBODY/ ATE ALL THE COOKIES!

  12. GRAMMAR ELEMENTS • SENTENCE FRAGMENTS • A SENTENCE FRAGMENT IS AN ERROR THAT OCCURS WHEN AN INCOMPLETE SENTENCE IS PUNCTUATED AS THOUGH IT WERE COMPLETE. • WANTED TO EXPLORE THE CAVES. (MISSING SUBJECT) • THE TWO WEARY HIKERS WALKING FOR HOURS. (MISSING COMPLETE PREDICATE)

  13. GRAMMAR ELEMENTS • PHRASES • A PHRASE IS A GROUP OF WORDS THAT ACTS IN A SENTENCE AS A SINGLE PART OF SPEECH • PREPOSITIONAL PHRASES • THE STAIRS LEAD TO THE ATTIC. • APPOSITIVE PHRASES • HE IS SAVING MONEY TO TRAVEL TO BOGOTA, THE CAPITAL OF COLUMBIA. • VERBAL PHRASES – A VERB FORM (PLUS ANY COMPLEMENTS) THAT FUNCTIONS AS A NOUN, ADJECTIVE OR ADVERB • PARTICIPIAL PHRASES • ONE OF THE JOYS OF THE GARDEN IS A FRESHLY PICKED TOMATO. • GERUND PHRASES (-ING) • CROSS COUNTRY SKIING IS GOOD EXERCISE. • INFINITIVE PHRASES • HIS GOAL IS TO GRADUATE.

  14. GRAMMAR ELEMENTS • PARTICIPIAL PHRASES • A PARTICIPLE IS A VERB FORM THAT CAN FUNCTION AS AN ADJECTIVE • A PARTICIPIAL PHRASE CONTAINS A PARTICIPLE PLUS ANY COMPLEMENTS AND MODIFIERS • PARTICIPLE • THE CONFUSED CHILD WAS AFRAID. . KEVIN, FEELING THAT HE WAS NOT ACCEPTED BY HIS TEAMMATES, QUIT THE TEAM

  15. GRAMMAR ELEMENTS • RUN-ON SENTENCES • A RUN-ON SENTENCE IS TWO OR MORE COMPLETE SENTENCES WRITTEN AS THOUGH THEY WERE ONE SENTENCE. • IT RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON THEY STILL ENJOYED THE TRIP. • TO CORRECT: • ALTHOUGH IT RAINED THE ENTIRE TIME THEY WERE ON THEIR HONEYMOON, THEY STILL ENJOYED THE TRIP.

  16. GRAMMAR ELEMENTS • COMPOUND SENTENCES • A COMPOUND SENTENCE CONTAINS TWO OR MORE MAIN CLAUSES (COMPLETE SENTENCES) • THEY ARE USUALLY JOINED BY A COMMA AND A COORDINATING CONJUNCTION • ANNIE CHECKS HER EMAIL OFTEN, BUT SHE DOESN’T ALWAYS REPLY RIGHT AWAY.

  17. GRAMMAR ELEMENTS • COMPLEX SENTENCES • A COMPLEX SENTENCE HAS ONE MAIN CLAUSE AND ONE OR MORE SUBORDINATE CLAUSES • WHEN I READ HER NOVELS, I ENJOY THEM BECAUSE THEY ARE BELIEVABLE. • SUBORDINATE CLAUSE = WHEN I READ HER NOVELS, • MAIN CLAUSE = I ENJOY THEM • SUBORDINATE CLAUSE = BECAUSE THEY ARE BELIEVABLE

  18. GRAMMAR ELEMENTS • COMPOUND/COMPLEX SENTENCES • COMPOUND/COMPLEX SENTENCES HAVE TWO OR MORE MAIN CLAUSES AND AT LEAST ONE SUBORDINATE CLAUSE • I AM GOING TO THE STORE ON FRIDAY, WHICH IS A LOYAL SHOPPER DAY, AND I WANT YOU TO GO WITH ME. • MAIN CLAUSE = I’M GOING TO THE STORE ON FRIDAY, • SUBORDINATE CLAUSE = WHICH IS A LOYAL SHOPPER DAY, • MAIN CLAUSE = I WANT YOU TO GO WITH ME

  19. GRAMMAR ELEMENTS • PREPOSITIONS/ PREPOSITIONAL PHRASES A PREPOSITIONAL PHRASE IS A GROUP OF WORDS THAT BEGINS WITH A PREPOSITION AND ENDS WITH A NOUN OR PRONOUN, WHICH IS CALLED THE OBJECT OF THE PREPOSITION • COMMON PREPOSITIONS • http://www.youtube.com/watch?v=msikBBfCbnY • I DROVE OVER THE RIVER AND THROUGH THE WOODS TO GET TO THE MALL.

  20. GRAMMAR ELEMENTS • USE OF COMMAS • COMMAS ARE USED TO SEPARATE TWO EQUAL ELEMENTS OR TO SET OFF AN ELEMENT • A CHAIR, A TABLE, A LAMP, AND A SOFA WERE THE ROOM’S ONLY FURNISHINGS. • WELL, TURN YOUR PAPER IN TOMORROW. • WE CAN’T GO OUTSIDE, HOWEVER, WE CAN PLAY A GAME.

  21. GRAMMAR ELEMENTS • USE OF SEMICOLONS • USE A SEMICOLON TO SEPARATE MAIN CLAUSES • USE A SEMICOLON TO SEPARATE ITEMS IN A SERIES WHEN ONE OR MORE OF THE ITEMS ALREADY CONTAIN COMMAS • NO ONE WAS SERIOUSLY HURT IN THE ACCIDENT; ONE MAN SUFFERED A BROKEN FINGER. • IN MATTERS OF STYLE, SWIM WITH THE CURRENT; IN MATTERS OF PRINCIPLE, STAND LIKE A ROCK. (THOMAS JEFFERSON, 1743-1826)

  22. GRAMMAR ELEMENTS • USE OF COLONS • USE A COLON TO INTRODUCE LISTS, EXPECIALLY AFTER STATEMENTS THAT USE WORDS SUCH AS THESE, THE FOLLOWING OR AS FOLLOWS • USE A COLON TO INTRODUCE MATERIAL THAT ILLUSTRATES, EXPLAINS, OR RESTATES THE PRECEDING MATERIAL • USE A COLON TO INTRODUCE A LONG OR FORMAL QUOTATION • HE REQUESTED THE FOLLOWING: A SCREWDRIVER, A WRENCH, AND A HAMMER. • I OFTEN WISH MY PARENTS HAD MORE THAN ONE CHILD: THEY WORRY TOO MUCH ABOUT ME. (A COMPLETE SENTENCE FOLLOWING A COLON IS CAPITALIZED) • IN THE TAMING OF THE SHREW, SHAKESPEARE’S KATHARINA STATES THE FOLLOWING: THY HUSBAND IS THY LORD, THY LIFE, THY KEEPER, THY HEAD, THY SOVERIGN; ONE THAT CARES FOR THEE,

  23. GRAMMAR ELEMENTS • INDEPENDENT CLAUSES (COMPLETE SENTENCES) • AN INDEPENDENT CLAUSE HAS A SUBJECT AND A PREDICATE AND EXPRESSES A COMPLETE THOUGHT. • ALSO CALLED A MAIN CLAUSE. • SHANNONBROKE HER GLASSES. • MY DAUGHTER, ALLISON, WROTE HER ESSAY IN CLASS. • EVERYBODY WHO BOUGHT A TICKET RECEIVED A FREE T-SHIRT.

  24. WRITING STRUCTURES CHARACTER ANALYSIS ANALYSIS OF ONE OR MORE MAIN CHARACTERS IN A BOOK STUDY WHAT CHARACTER THINKS, SAYS AND DOES, AND WHAT OTHER CHARACTERS SAY OR THINK ABOUT THEM ALWAYS USE QUOTES FROM THE TEXT TO SUPPORT YOUR STATEMENTS • QUESTIONS TO ASK • WHAT ARE THE DOMINANT TRAITS OF THIS CHARACTER? • HOW DOES THE CHARACTER’S PERSONALITY INFLUENCE HIS/HER ACTIONS? • WHY DOES THE CHARACTER FEEL A CERTAIN WAY? • WHAT CHARACTER TRAIT DOES HE/SHE NEED TO OVERCOME PROBLEMS? • WHAT BAD HABITS DOES THIS CHARACTER HAVE? • WHAT GOOD QUALITIES DOES THIS CHARACTER HAVE?

  25. WRITING STRUCTURES COMPARE/CONTRAST AN ESSAY, IN WHICH THE WRITER FOCUSES ON THE WAYS IN WHICH CERTAIN THINGS OR IDEAS—USUALLY TWO OF THEM—ARE SIMILAR TO (THIS IS THE COMPARISON) AND/OR DIFFERENT FROM (THIS IS THE CONTRAST) ONE ANOTHER. • MAKING A VENN DIAGRAM CAN HELP YOU QUICKLY COMPARE AND CONTRAST TWO OR MORE THINGS OR IDEAS. • THE THESIS OF YOUR COMPARISON/CONTRAST PAPER IS VERY IMPORTANT: IT HELPS YOU CREATE A FOCUSED ARGUMENT AND GIVES YOUR READER GUIDANCE. • USE AN OUTLINE TO ORGANIZE YOUR POINTS. • ALWAYS USE QUOTES FROM THE TEXTS YOU ARE REFERRING TO IN YOUR ESSAY.

More Related