Advanced English 2 Semester Exam Study Guide PDF

Advanced English 2 — Semester Exam Study Guide Poetry Poetry - language charged with meaning to the utmost degree. Poem - literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style.​ Analy...

Advanced English 2 — Semester Exam Study Guide Poetry Poetry - language charged with meaning to the utmost degree. Poem - literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style.​ Analyzing Poetry — The TPCASTT Method: Title: Consider the title and make a prediction about what the poem is about. Paraphrase: Translate the poem line by line into your own words on a literal level. Connotation: Examine the poem for meaning beyond the literal. Look for figurative language, imagery, and sound elements. Attitude: Look for the author’s tone. How is the writer speaking? Shifts: Look for shifts in tone, action, and rhythm Title (revisited): Examine the title again, this time on an interpretive level. Theme: What is the central message or core idea of the poem? Speaker – The imaginary voice telling the poem. Many times it is not identified by name. Audience – The person reading the poem. The message of the poem is intended for that person to hear. White Space / Negative Space - the area around the words of a poem Cliché - a phrase or opinion that is overused and betrays a lack of original thought Enjambment - The running-over of a sentence or phrase from one poetic line to the next, without terminal punctuation. Anaphora - repeating a sequence of words at the beginnings of neighboring clauses, thereby lending them emphasis. In contrast, an epistrophe is repeating words at the clauses' ends. Figurative Language – Language that’s intended to create an image, association, or other effect in the mind of the listener or reader that goes beyond the literal meaning or expected use of the words involved. Figurative language creates comparisons by linking the senses and the concrete to abstract ideas. Simile – A comparison between two unalike things using like or as. From “A Lady” by Amy Lowell You are beautiful and faded, Like an old opera tune Played upon a harpsichord; Or like the sun-flooded silks Of an eighteenth-century boudoir. In your eyes Smoulder the fallen roses of outlived minutes, And the perfume of your soul Is vague and suffusing, With the pungence of sealed spice-jars. Your half-tones delight me, And I grow mad with gazing At your blent colors. Metaphor – Understanding, experiencing, or speaking of one kind of thing in terms of another. “Dreams” by Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow. Personification - Giving something NOT human, human characteristics or qualities. From Paradise Lost by John Milton So saying, her rash hand in evil hour Forth reaching to the Fruit, she pluck’d, she eat: Earth felt the wound, and Nature from her seat Sighing through all her Works gave signs of woe, That all was lost. Hyperbole - Extreme exaggeration to make a point or for a punctuated effect.  From “The Tantrum Felt Round the World” by Kelly Roper Janie’s face turned red, and her ears began to steam. Her body trembled harder than a huge earthquake, And when she opened up her mouth, let there be no mistake, She let out the most terrifying, awful shrieking scream, The likes of which a million banshees only dared to dream. The vibrations from this tantrum could be felt across the ground, They shook the entire U.S. and then they traveled the whole world round. Her hellish scream traveled on the winds to places far and wide, And no one could escape it; there was nowhere they could hide. Imagery – The use of language in such a way that it appeals to our physical senses; language that is vivid, graphic, etc. From “Preludes” by T.S. Eliot From “Slam, Dunk, & Hook” by Yusef Komunyakaa The winter evening settles down He played nonstop all day, so hard With smell of steaks in passageways. Our backboard splintered. Six o’clock. Glistening with sweat, The burnt-out ends of smoky days. We rolled the ball off And now a gusty shower wraps Our fingertips. The grimy scraps Of withered leaves about your feet From “After Apple-Picking” by Robert Frost And newspapers from vacant lots; The showers beat I feel the ladder sway as the boughs bend. On broken blinds and chimney-pots, And I keep hearing from the cellar bin And at the corner of the street The rumbling sound A lonely cab-horse steams and stamps Of load on load of apples coming in. The morning comes to consciousness From “The Pit” by Sean C. Courty Of faint stale smells of beer From the sawdust-trampled street Mixing batches produces the familiar aroma With all its muddy feet that press of a cocktail created by the sirens: To early coffee-stands. sweet and refreshing like Dr. Pepper, yet pungent and forbidden like gasoline. Symbol - An object, person, place, or event that has two meanings, a literal meaning and a deeper, symbolic meaning. From “Because I could not stop for Death – (479) by Emily Dickinson Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality …………………………………………………………………. We passed the School, where Children strove At Recess – in the Ring – We passed the Fields of Gazing Grain – We passed the Setting Sun – This poem is about Death coming for the speaker. As they ride, they pass places/objects that symbolize stages of life: children at recess, mature grain, and the setting sun. Sound Devices – The skillful use of sound a poet uses to emphasize the meaning of the poem. Alliteration – the repetition of a consonant sound in the lines of a poem. Ex. Swish of strings like silk Assonance – the repetition of a vowel sound in the lines of a poem. Ex. “I was in a dark room, loud tunes, looking to make a vow soon.” -Kendrick Lamar Onomatopoeia – Sound words Ex. Buzz, Wham, Click, Snap, Bang, Growl, Bark, Meow, Zoom, Zip, Boom, Yap, Flap, Hum Rhyme - Words that rhyme, sound alike. Ex. pain, drain / breeze, trees / lie, die Slant Rhyme – Words at the end of the lines have a similar sound, but not an exact rhyme Ex. dear, door / weary, flurry / stone, frown / sun, noon From “BETTER OFF DEAD” by jxdn It's been cloudy with a chance of depression Broke my heart, and I learned my lesson It's already over in my head It's been cloudy with a chance of anxiety Can't keep out the demons inside of me Maybe I'm just better off dead Eye rhyme - Two words that look similar on a page, but do not actually rhyme in spoken pronunciation. (Examples include “move” and “love,” or “hour” and “pour.”) Apococated/Cut-off Rhyme - rhyme that occurs when the last syllable of one of the rhymes is missing. (wet-netted, trap-happen, ease-treason) Identical Rhyme - using the same word twice 🔺 Rhyme Scheme – A regular pattern of rhyming words in a poem. Rhyme schemes are shown by letters such as ababcc. I Wandered Lonely as a Cloud I wandered lonely as a cloud A That floats on high o’er vales and hills B When all at once I saw a crowd, A A host, of golden daffodils; B Beside the lake, beneath the trees, C Fluttering and dancing in the breeze. C Types of Poems Free Verse – this type of poem has very little rules or limitations and has no fixed rhyme scheme. Narrative – a poem that tells a story. Found Poem - Genre of poetry in which language is extracted from an existing text and rearranged in a creative and/or original way that offers its own unique meaning. Acrostic - A poem where the first letter of each line spells out a word, name, or phrase when read vertically Sonnet – 14 line lyric poem that follows a set rhyme scheme Shakespearean Sonnet – abab cdcd efef gg (3 sets of 4 lines, 1 set of 2 lines) Petrarchan Sonnet – abba abba cde cde (1 sets of 8 lines, 1 set of 6 lines) Meter: a poetic device that serves as a linguistic sound pattern for the verses. Also referred to as rhythm. Stress: The emphasis placed on words. The first eight lines, or octave, of a Petrarchan sonnet almost always follows the same rhyme scheme: abbaabba. The rhyme scheme of the last six lines, or sestet, of a Petrarchan sonnet varies from poem to poem. Some of the most common rhyme schemes for the sestet are cdecde, cdcdcd, cddcdd, and cddece. Volta: The “turn” or shift in thought in a sonnet that is often indicated by such initial words as but, yet, however, despite, etc. Poetry Movements: Romanticism - A reaction to the Enlightenment era's emphasis on reason and logic. Romantic poets rejected the idea that reason alone could lead to human fulfillment. Instead, celebrated creativity, individualism, and intense emotions. Transcendentalism - Transcendentalists believed that nature was a source of spiritual and moral wisdom. Realism - Portrays everyday life exactly how it is. This was a response to the more traditional approach of poetry that focused on the more romanticized or “mystical” aspects of life. Naturalism - A subset of Realism that emphasized humans as passive victims of social forces. Symbolism - A reaction against Realism and Naturalism, Symbolism emphasized spirituality, imagination, and dreams; poets often wrote metaphorically. Modernism - A style of poetry that was written between 1890 and 1950 and is characterized by its departure from traditional poetic conventions, emphasizing experimentation. Imagism - A strand of modernism, imagism aimed to replace abstractions with concrete details. Harlem Renaissance - Began in Harlem’s African-American community during the 1920s and early 1930s. The movement was key to developing a new sense of Black identity and aesthetics. Articulated new modes of the African-American experience and experimented with artistic forms, modernist techniques, and folk culture. Black Mountain Poets - A group of progressive poets who, in the 1940s and 1950s, were associated with the experimental Black Mountain College in North Carolina. Promoted nontraditional poetics described as “projective verse.” Advocated an improvisational, open-form approach to poetic composition, driven by the natural patterns of breath and utterance. Beat Generation - Post World War II Period. Concerned with counterculture, rejection of materialism, spiritual exploration, experimentation of psychedelic drugs, and sexual exploration. Confessionalists - Confessional poetry or "Confessionalism" is a style of poetry that emerged in the United States during the late 1950s and early 1960s. It has been described as poetry of the personal or "I", focusing on extreme moments of individual experience, the psyche, and personal trauma, including previously and occasionally still taboo matters such as mental illness, sexuality, and suicide, often set in relation to broader social themes. New York School - The New York School of poetry began around 1960 in New York City. Heavily influenced by surrealism and modernism, the poetry of the New York  School was serious but also ironic, and incorporated an urban sensibility into much of the work. Black Arts Movement - The Black Arts Movement began—symbolically, at least—the day after Malcolm X was assassinated in 1965. The Black Arts Movement emphasized self-determination for Black people, a separate cultural existence for Black people on their own terms, and the beauty and goodness of being Black. New Formalism - A late 20th- and early 21st-century movement that championed a return to rhyme and meter in poetry. Responded to the popularity of the dominant free-verse poetry of the 1960s and ’70s by exploring the possibilities of prosody and form. Postmodernism - A broad movement that departs from modernism and typically rejects universal truths and objective reality in favor of social construction and an emphasis on the contextual. Monster Newspaper Structure: Headline: This is a short, attention-getting statement about the event. Byline: This tells who wrote the story. Lead Paragraph: This has ALL of the who, what, when, where, why, and how in it. A writer must find the answers to these questions and write them into the opening sentence(s) of the article. Explanation: After the lead paragraph has been written, the writer must decide what other facts or details the reader might want to know. The writer must make sure that he/she has enough information to answer any important questions a reader might have after reading the headline and the lead paragraph. This section can also include direct quotes from witnesses or bystanders. Additional Information: This information is the least important. Thus, if the news article is too long for the space it needs to fill, it can be shortened without rewriting any other part. This part can include information about a similar event. Rhetoric: The art of effective or persuasive speaking or writing. Persuade - To cause someone to do or believe something, especially after a sustained effort; convince. Ethos: The appeal to ethics/credibility.  Pathos: The appeal to emotion. Logos: The appeal to logic. Argumentative Research Paper Documentation Style: MLA 9th Edition Source: A source is the place where you gained information used in your writing. A source can be a printed document, an online document, a speech, a quote or even a television or radio program. The best sources are those in which your reader can go back and verify for themselves the information you utilized. The sources used in an academic essay should be credible. Citation: A "citation" is the way you tell your readers that certain material in your work came from another source. It also gives your readers the information necessary to find that source again. Works Cited: The list of resources located at the end of an essay in MLA format. Direct Quote: A report of the exact words of an author or speaker that is placed inside quotation marks in a written work. Paraphrase: A restatement of the meaning of a text or passage using other words - roughly the same length as the original text. Summarize: To shorten (condense) the most important idea or ideas in the source material and express them in your own words. Personal Commentary: Writing commentary means giving your opinion, interpretation, insight, analysis, explication, personal reaction, evaluation or reflection about a concrete detail in an essay. You are "commenting on" a point you have made. Plagiarism: The practice of taking someone else's work or ideas and passing them off as one's own. Research Question: The question that a research project sets out to answer. Introduction Paragraph: The primary purpose of an introductory paragraph is to pique the interest of your reader and identify the topic and purpose of the essay. Ultimately, this opening paragraph should set up your argument and tell the reader what to expect in the rest of the essay. Additionally, you will need to provide the reader with any background information that is necessary to understand the topic or issue at hand. -Hook: The first sentence of an essay that is designed to grab the attention of the reader.  -Background Information -Thesis Statement: a single sentence that usually appears at the end of the introductory paragraph of a paper, and it ties together the main idea of any argument. In the context of student essays, it’s a statement that summarizes your topic and declares your position on it. Body Paragraphs: The “bulk” of your essay. These paragraphs discuss the main claims/points of your argument. -Topic Sentence: Sentence that summarizes the main idea of a paragraph - usually the first sentence in a paragraph. -Support for Topic Sentence: Include information from credible sources and personal commentary. -Clincher: A clincher sentence is a concluding sentence reinforcing your key message. Conclusion Paragraph: The final paragraph. The conclusion “wraps up” the essay by reiterating the main points, demonstrating to the reader that you have accomplished what you set out to do and proved your thesis, and providing the reader with a sense of closure on the topic or leaving the reader with something to ponder. Transition: Word or phrase that connects one idea to another or signals a shift in ideas - this connection or shift can occur within a paragraph or between paragraphs. Academic Writing Characteristics: - Third-person Point of View - Formal Tone - Standard English and Proper Grammar - No Contractions - Avoid “Dead” Words Revise - During revising, you add, cut, move, or change information in order to improve content. Edit - During editing, you take a second look at the words and sentences you used to express your ideas and fix any problems in grammar, punctuation, and sentence structure.