English Study Guide for Midterms PDF

English Midterm Study Guide Grammar Nouns 1. Common Nouns: name any one of a group of … - People - Places - Things - Ideas 2. Proper Nouns: a PARTICULAR - Person - Place - Thing - Idea...

English Midterm Study Guide Grammar Nouns 1. Common Nouns: name any one of a group of … - People - Places - Things - Ideas 2. Proper Nouns: a PARTICULAR - Person - Place - Thing - Idea 3. Concrete Nouns: nouns that can be perceived by one or more of the five senses 4. Abstract Nouns: nouns that are ideas, feelings, qualities, or characteristics 5. Compound Nouns: - Consists of two or more words that names a person, place, thing, or idea - May written as one word, separate words, or hyphenated word 6. Collective Nouns: groups of people, animals, or things. Pronouns Subjective Case Pronouns Singular Plural 1st person I we 2nd person You you 3rd person He, she, it they Objective Case Pronouns Singular Plural 1st person me us 2nd person you you 3rd person him, her, it them  1. Pronouns and Antecedents - Pronouns take the place of one or more nouns or pronouns (I, you, he, she, it, they, we, you, him, her, them, us, etc…) - Antecedents: the word or group of words that the pronoun stands for (think: what is the pronoun referring to??) (noun) 2. Personal, Reflexive, and Intensive Pronouns - Personal: refers to the first, second, and third person pronouns - Reflective: refers to the subject of a sentence and functions - Intensive: emphasizes its antecedent and has no grammatical function in the sentence 3. Demonstrative, Interrogative, and Relative Pronoun - Demonstrative: points out a person, a place, a thing, or idea; this, that, these, those - Interrogative: introduces a question: who, whom, which, what, whose - Relative: introduces a subordinate clause; that, which, what, whose, whom, whose introduces an adjective clause 4. Indefinite Pronouns - Refer to person, place, or thing, or idea that may not be specially named - Singular indefinite pronouns: each, either, neither, then, all the -bodys, all the -ones, all the -things. These are always singular! - Few, many, both, some, several, some … most of the time are plural. - Possessive Pronouns: my, mine, ours, yours, his, her, its, their, theirs Adjectives 1. Adjectives - Modifies a noun or pronoun - Modifies means to describe by telling what kind, which one, how many, or how much - A, an, and the are modifiers called articles What kind? Spilled ink, English tea, howling winds Which one? This park, these papers, that house How many? Twenty miles, two men, several apples How much? No salt, enough water, some food 2. Articles Used as Adjectives  - Most frequently used articles: a, an, and the A is used before a word beginning with a consonant sound An is used before a word beginning with a vowel sound - The is called definite article because it refers to someone or something in articular The park ranger helped us. They planted the arce with corn. 3. Pronouns Used as Adjectives - Demonstrative, Interrogative, and indefinite terms are called pronouns when they stand for other nouns or pronouns. - They are called Adjectives when they modify nouns and pronouns 4. Nouns as Adjectives - When a word that can be used as a noun modifies a noun or pronoun, it is called an adjective - Examples: salad bowl, chicken dinner, gold medal Verbs 1. Main and Helping Verbs - Verb phrases consist of one MAIN verb and one or more HELPING verbs - Helping verbs/verb phrases NEVER include not (n’t) … As in I Adverbs Prepositions Vocabulary Units 1 and 2 1. Anthropology (G) - the scientific study of the origins, cultural development, and customs of human beings 2. Automaton (G) - a person who behaves in a mechanical, routine manner; a robot 3. Autonomy (G) - the condition of being self-governing; independence 4. Congenital - present at birth but not necessarily hereditary 5. Engender - call forth 6. Feminism (L) - the belief that women should possess the same political and economic rights as men 7. Genealogy (GLL) - A record of descent from one’s ancestors; the study of family’s records  8. Genocide (GLL) - the planned annihilation of a radical, political, or cultural group 9. Genteel (GLL) - well-mannered; refined; polite 10. Gentile 11. Gentry (GLL) - 1. Aristocratic or well-behaved people 2. In Britain, the class under the aristocracy 12. Homicide (L) - the killing of one person by another; a person who kills another 13. Homogenous - all the same or similar kind or nature 14. Humane - marked by concern with the alleviation of suffering 15. Humanities (L) - brandness of knowledge concerned with human beings and their culture: philosophy, literature, and the fine arts, as distinguished from the sciences 16. Indigenous (L) - 1. Occurring in or characterizing an area; native 2. Inborn 17. Misanthrope (G) - a person who hates all people 18. Progenitor (L) - a direct ancestor; an originator of a line of descent 19. Progeny - the immediate descendants of a person 20. Virile (L) - having certain characteristics traditionally associated with masculinity, especially physical strength, vitality, and assertiveness Units 3 and 4 1. Avuncular (L) - like an uncle 2. Bigamy (G) - marriage to two mates 3. Entity (L) - Something that has a real or independent existence 4. Euthanasia (G) - that act of painlessly killing a suffering person or animal; mercy killing 5. Familial (L) - having to do with family 6. Fraternize (L) - 1. To be friends with 2. To socialize with and enemy population 7. Innate (L) - Possessed at birth; inborn 8. Matriculate (L) - to register as a student at a college or university 9. Mortify (L) - 1. To shame 2. To discipline oneself by denial 10. Nascent (L) - emerging; coming into existence 11. Orthopedics (G) - Branch of medicine treating disorders to the skeletal system and tissues related to movement 12. Patriarch (L) - 1. The male head of a family or tribe 2. An Old Testament ancestor 3. A founding father or wise man  13. Patrimony (L) - a family inheritance 14. Patronage (L) - 1. Support; encouragement 2. Business clientele, customers 15. Patronize (L) - 1. To go to regularly 2. To treat someone as an inferior 16. Pedagogue (G) - a teacher 17. Pedant (G) - 1. A person who pays excessive attention to learning rules rather than to understanding 2. A scholarly show-off 18. Puerile (L) - childish; immature 19. Renaissance (L) - 1. A rebirth; a renewal 2. (when used a proper noun) A revival of humanism in fourteenth century to sixteenth century Europe 20. Uxorious (L) - dominated by one’s wife Units 5 and 6 1. Amicable (L) - friendly; peaceable 2. Amity (L) - friendship 3. Appeasement (L) - the action or process of appeasing 4. Bibliophile (G) - a lover of books 5. Complacent (L) - self-satisfied; smub 6. Covet (L) - to crave or desire, especially something belonging to someone else 7. Cupidity (L) - Greed; avarice 8. Dysentery (G) - severe diarrhea 9. Empathy (G) - the ability to identify with someone else and understand that person’s situation of feelings 10. Enamored (L) - in love with; charmed by (used with of) 11. Hydrophobia (G) - 1. Fear of water 2. Rabies (a usually fated disease caused by a bite from an infected animal) 12. Implacable (L) - impossible to calm or appease 13. Inimical (L) - 1. Harmful 2. Hostile; unfriendly 14. Misogamy (G) - hatred of marriage 15. Pacify (L) - to calm; to make quiet; to end war or violence 16. Pathos (G) - a feeling of sympathy; a quality that arouses pity or tenderness 17. Philanthropy (G) - 1. Goodwill to fellow human beings 2. A charitable gift, actor, or organization 18. Placate (L) - to calm; to pacify; to appease 19. Placid (L) - showing calmness, peacefulness, or composure  20. Xenophobia (G) - fear or hatred of what is strange or foreign, or of foreigners Units 7 and 8 1. Ablution (L) - Washing of the body, especially as a ritual purification 2. Allude - (L) - To make an indirect reference to 3. Collusion (L) - A secret agreement for a deceitful purpose; conspiracy 4. Concoct (L) - 1. To mix ingredients, as in cooking 2. To invent or devise 5. Cuisine (L) - A characteristic style of cooking 6. Deluge (L) - A downpour; a great flood 7. Delusion (L) - 1. A false belief or opinion, especially one held in spite of contradictory evidence 2. A deception 8. Divest (L) - 1. To take away something belonging to someone; especially a right, title, or property; to dispossess. 2. To strip away, especially clothes 9. Domain (L) - Range of one’s control; territory 10. Domicile (L) - A home; residence 11. Elude (L) - 1. To avoid escape from cunning; to evade 2. To escape detection; to baffle 12. Herbivorous (L) - Plant-eating 13. Investiture (L) - A ceremony in which a person formally receives the authority and symbols of office 14. Mellifluous (L) - Sweet as honey (referring to voice or words 15. Potable (L) - Fit to drink 16. Potion (L) - A liquid for drinking, especially a medicinal, magic, or poisonous drink 17. Precocious (L) - Showing unusually early development, especially mentally 18. Somnolent (L) - 1. Drowsy; sleepy 2. Causing sleep 19. Travesty (L) - N.1. An absurd or inferior imitation; V. 2. To represent in a false or distorted way 20. Vested (L) - 1. A concern for something from which a person expects to get personal benefit (used with interest). 2. Dressed, especially vestments. 3. Absolut Literature Short Story Elements  Plot - the sequence of events in a story Exposition - occurs at the beginning of the story. Characters and setting are introduced. Setting - includes time, place, and any background information Characters - people/animals, and/or things in the story Conflict - a struggle or clash between opposing characters or opposing forces External conflict - a character struggles with an outside force which may be another character or society or a natural force Internal conflict - takes place within a character’s own mind Rising action - develops the conflict/complications Climax - the turning point of the story: tension of the rising action has reached its most significant place. This is where the characters face their most important conflict of making their biggest decision Falling action - the characters normally deal only with the results of the choices made during the climax. Loose ends are tied up though some are not. Resolution - the story comes to a reasonable ending Character vs. character - my brother and I got into a fight Character vs. nature - the tornado destroyed the town Character vs. society - I was suspended from school Character vs. self - the student was nervous Protagonist -the most prominent character in a story whose actions or inactions often drive the story Antagonist - the character who is in conflict with the protagonist; the bad guy Inciting incident - event that introduces the central conflict Flashback - a section of the plot that shows earlier parts of the story Foil - the character who contrasts with a main character in order to highlight an aspect or trait Direct characterization - the author directly states a character’s traits Indirect characterization - the character is revealed through their personality, appearance, words, actions, and effects on others Explicit details - those that are directly stated and provide basic information Implicit details - details implied, or inferred, in a story  First person point of view - told from the viewpoint of one of the characters using the pronouns “I” and “we” Third person omniscient point of view - narrator knows everything in the story and reveals the thoughts of all the characters Third person limited point of view - The narrator focuses on the thoughts and feelings of only one character Second person point of view - the narrator tells the story by using the pronouns “you”, “your”, and “yours” to address the reader Literary Terms Analogy - a comparison between two things, typically for the purpose of explanation or clarification. Uses similes and metaphors. Motif - a recurring theme, subject or idea that tends to unify the literary work or that may be elaborated into a more general theme Symbol - a thing that represents or stands for something else, especially a material object representing something abstract. Archaic - Ancient; old-fashioned Connotation - an idea or feeling that a word invokes in addition to its literal or primary meaning Comic relief - comic episodes in a dramatic or literary work that offset more serious sections Oxymoron - a figure of speech that combines opposite or contradictory terms in brief phrase (deafening silence, jumbo shrimp) Dramatic irony - when the audience or a reader is aware of something that a character isn’t Foil - a character who acts as a contrast to another character Foreshadowing - a narrative device that hints at coming events; often builds suspense or anxiety in the reader Metaphor - a comparison without using like or as Diction - a writer’s or speaker’s choice of words Figurative Language - Writing or speech that is not intended to carry literal meaning and is usually meant to be imaginative and vivid Onomatopoeia - a word imitates the sound it represents Tone - attitude a writer takes toward the audience, a subject, or a character Mood - Feeling or atmosphere that a writer creates for the reader (often the setting creates mood) Satire - humorous writings to point out errors or failings  Stereotype - A widely held but fixed and oversimplified image or idea of a particular type of person or thing Colloquial language/colloquialism - the use of slang or informalities in speech or writing; Not generally acceptable for formal writing, colloquialisms give a work a conversational, familiar term. Colloquial expressions in writing include local or regional dialects. Euphemism - a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing Caricature - an exaggerated portrayal of one’s features in a humorous way Theme - central idea of a work and literature Realism - a 19th century artistic movement in which writers and painters sought to show life as it is rather than life as it should be Simile - a comparison using “like” or “as” Story of an Hour Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death. It was her sister Josephine who told her, in broken sentences; veiled hints revealed in half concealing. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. She said it over and over under the breath: “free, free, free!” The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long possession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.  There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination. Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. “Louise, open the door! I beg; open the door - you will make yourself ill. What are you doing, Louise? For heaven’s sake open the door.” “Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window. Her fancy was running riot along those days ahead for her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife. When the doctors came they said she had died of heart disease - of the joy that kills. Ambush “You keep writing war stories,” she said, “so I guess you must’ve killed somebody.” It was a difficult moment, but I did what seemed right, which was to say, “Of course not,” and then take her onto my lap and hold her for a while. Someday, I hope, she’ll ask again. Shortly after midnight we moved into the ambush site outside My Khe. The whole platoon was there, spread out in the dense brush along the trail, and for five hours nothing at all happened. For the first few moments I felt lost, not sure about directions, groping for my helmet and weapon. I reached out and found three grenades and lined them up in front of me; the pins had already been straightened for quick throwing.  I remember slapping them, wondering if I should wake up Kiowa and ask for some repellent, then thinking it was a bad idea, then looking up and seeing a young man come out of the fog. He wore black clothing and rubber sandals and a gray ammunition belt. It was entirely automatic. I did not hate the young man; I did not see him as an enemy; I did not ponder issues of morality or politics or military duty. The brush was thick and I had to lob it high, not aiming, and I remember the grenade seeming to freeze above me for an instant, as if a camera had clicked, and I remember ducking down and holding my breath and seeing little wisps of fog rise from the earth. He lay in the center of the trail, his right leg bent beneath him, his one eye shut, his other eye a huge star-shaped hole. Later, I remember, Kiowa tried to tell me that the man would’ve died anyway. He told me it was a good kill, that I was a soldier and this was a war, that I should shape up and stop staring and ask myself what the dead man would’ve done if things were reversed. In the ordinary hours of life I try not to dwell on it, but now and then, when I’m reading a newspaper or just sitting alone in a room, I’ll look up and see the young man coming out of the morning fog. A Separate Peace Ch. 1 Questions: 1. Who is telling the story and from what point of view? Gene is telling the story as a flashback from his past at Devon School. 2. What are the two things the narrator wants us to see? Why might these be important? The two things the narrator wants us to see are the tree and the stairs which foreshadows that something bad might have happened there in the past. 3. What observations does Gene make about himself in relation to the school? He has changed a lot since he went to school there 15 years ago. 4. How has his perception changed? How do you know? His perception changed because his view has changed. You know because he sounds more like a 30-year-old man than a young boy. 5. What is the basic setting (time and place) of the novel’s flashback? The summer of 1942 at Devon School.  6. What type of qualities does Finny seem to possess in this first chapter? Gene? Finny is courageous, optimistic, outgoing, and encouraging. Gene is more facing his fears. 7. How does Gene seem to respond to Finny? What type of relationship do they have? Gene does what Finny wants to do, not what he wants to do. I feel they have the best friend relationship but I also think Finny is a little controlling. Ch. 2 Questions: 1. How is the summer session different than the regular school year? What seems to be the reason for this? They are almost seventeen years old and the war is going on. 2. What is Finny’s emblem? What is his view of it? His emblem is from his mom and he thinks it is pretty cool. 3. Gene thinks Finny will get in trouble at the tea. How does Gene react when Finny doesn’t get in trouble? Gene wasn’t happy about it. He was a little jealous of Finny. 4. What does Gene’s reaction tell you about his character? He is Jealous because Finny gets away with anything. 5. Gene jumps out of the tree a second time – does he want to? Gene didn’t want to do it. 6. What do the boys establish at the end of chapter 2? Finny saved him from falling onto the bank. Ch. 3 Questions: 1. How does Gene feel about Finny at the beginning of the chapter? He shouldn’t feel grateful to Finny even though Finny saved his life. 2. What game does Finny create? What does this tell you about his character (what does he value, etc.)? Finny creates a game named blitzball. He values exercise and having fun. 3. Explain the last paragraph of the chapter, especially the last line: “Perhaps I was stopped by that level of feeling, deeper than thought, which contains the truth.” Maybe Gene feels he and Finny aren’t exactly best friends anymore. Ch. 4 Questions: 1. Finny states, “You never waste your time. That’s why I have to do it for you.” Based on Gene’s character traits, does Gene see this as a friendly thing to do? Gene doesn’t see this as a friendly thing to say. He gets angry at Finny. 2. How does Gene interpret Finny’s reaction to Gene wanting to be the top student in their class? Finny might be jealous of Gene’s way of getting good grades.  3. What does Gene do at the end of this chapter? Why does he do it? Gene bounced on the limb causing Finny to lose his balance and fall off the tree. He is jealous of Finny. Ch. 5 Questions: 1. What is the significance of Finny’s injury? The significance of his injury is just that his leg was broken badly and he won’t be able to play sports ever again. 2. What does Finny think happened in the tree? Do you think this is how he really feels or how he wants to feel? Explain. He thinks all he did was fall. This is how he wants to feel because he doesn’t want to think that Gene might have tried to kill him. 3. Why do you think Gene needs to wear Finny’s pink shirt? He needs a lot of comfort since the accident happened 4. Where does Gene’s confession take place? He tells him at his house before he goes back to Devon. 5. Why do you think Finny reacts the way he does to the confession? Finny doesn’t want to believe that Gene actually did that. Ch. 6 Questions: 1. How has Gene changed since the summer session? What types of differences do you see in his character? He seems sad because he wants his best friend back. 2. Why do you think Gene becomes a manager of a crew – instead of playing a sport? How does Quackenbush respond to Gene? He doesn’t want to play sports because Finny can’t. Quackerbush didn’t take very kindly to this. 3. Gene says he hit Quackenbush for Finny. What does he mean by this? He wants revenge for his best friend. He also feels bad for what he did to him. 4. Gene receives an unexpected phone call – who from and what is the outcome of this call? Finny called Gene talk to him. Ch. 7 Questions: 1. Who is the first person to accuse Gene of harming Finny? Is the accusation serious? 2. Describe the situation in the Butt Room – is it serious? How does Gene react to the accusations? 3. Why does Gene want to join the war? 4. What surprise does Gene receive at the end of Chapter 7? Finny comes back to school. Ch. 8 Questions: 1. Finny, in Gene’s mind, is shocked by Gene’s possible enlistment. What does this tell you about Finny? Finny didn’t think Gene would want to enlist in the war.  2. What is the atmosphere between Gene and Finny when Finny first returns? It seems kind of tense due to the accident. 3. What is Finny’s explanation for the “war”? Who created it and why? He doesn’t want Gene to enlist because he doesn’t want to lose his best friend. 4. How does Finny feel about his injury? How does he hide his weakness? He hides by doing things all by himself. 5. What is Finny training Gene for? Why do you think it is important to Finny and why does Gene go along with it? He is training Gene to participate in sports for him. It is important to Finny because he wants to play sports but he can’t. Ch. 9 Questions: 1. Who is the first to enlist? Leper joins the war. 2. Who receives a telegram at the end of the chapter? What does it say? Why is this important? Gene receives a telegram from Leper that he has escaped the army. He needs help and he's at the Christmas location. It is important because he says his safety depends on Gene going. Ch. 10 Questions: 1. How does Leper act during Gene’s visit? Is this behavior different than earlier in the book? He seems to be acting differently than before. 2. What type of discharge is a Section Eight? How does Leper feel about this? It’s a Section Eight which means they think he’s a psycho. 3. What does Leper have to say about Finny’s accident? How does Gene respond? He said “Like that time you crippled him for life.” Gene didn’t feel good about it and asked to leave. 4. Leper has delusional visions – like what? He starts crying like crazy because he was seeing something sad. 5. Predict – why do you think the visit with Leper bothers Gene so much? Because he says something about the accident and it doesn’t help his guilt from it. Ch. 11 Questions: 1. Brinker says that Finny is out for the duration – is this true? How does Finny seem to feel about it? Yes. Finny feels the same way. 2. Why do Brinker and other students take Gene and Finny to the assembly room? Investigating Gene. 3. Who mentions Leper being on campus? Why is he brought to the trial? Finny mentions him on campus. 4. Summarize what Leper saw in the tree. Does he place blame on anyone for the accident? He saw two shapes up in the tree. No, it places the blame on the one moved first.  5. How does the chapter end? Finny’s reaction and consequent actions. Finny didn’t react nice, he was angry and he rushed out of there. He also fell down the stairs after because he was walking too fast. Ch. 12 Questions: 1. What is the consequence of Finny’s second fall? How does Dr. Stanpole seem to feel about his condition? He broke his leg again but the breaks were more clean. Dr. Stanpole isn’t happy about it. 2. How does Finny react to Gene’s visit – is his reaction warranted? 3. What do you learn about Finny’s thoughts on the war during Gene’s second visit? Does it surprise you that Finny wanted to be part of the war? 4. What does Gene think of Finny being in the war? 5. Do the boys seem to reach a point of forgiveness? 6. What unexpected event happens at the end of the chapter? How do you feel about it? Finny died from the bone marrow going to his heart. Ch. 13 Questions: 1. What are Gene and Brinker’s plans for the war? 2. How has Finny affected Gene’s life? 3. Gene says he killed his enemy during his time at school. What was his enemy? And did he kill it? 4. In the end – do you think Gene realizes that Finny was not out to sabotage him? Jane Eyre Chapters 1-6 1. How does Bronte immediately reveal Jane’s situation to the reader? Bronte reveals Jane’s situation by the scene of how the Reed family treats her. 2. Why do you think Jane is treated so unfairly? Because her parents died and her aunt didn’t want her in the first place. 3. Why does Miss Reed make Jane stay in the red room? She threw a book at John, Mrs. Reed’s spoiled son. 4. Why does Jane keep crying? She doesn’t want to be there. 5. What hope does Mr. Lloyd give Jane? To get out of the awful house, she is in. 6. How did Jane’s character changed in her confrontation with both Mr. Bocklehurst and Mrs. Reed? 7. What is Lowood Institution? It is a boarding school for orphaned girls. 8. What is the lifestyle of the girls at Lowood? Disciplined. 9. What advice does Helen give Jane?  10. How is Jane’s temperament different from Helen’s? Jane has a shorter fuse than Helen. Chapters 7-11 1. Describe Mr. Bocklehurst. 2. How does Jane feel while standing on the stool when she is labeled a liar? Not good. 3. How does Helen comfort Jane? 4. Why does Miss Temple invite Jane to her room? Miss Temple doesn’t think she is a liar. 5. How does Jane’s visit with Miss Temple alter her thinking about Lowood? 6. Where is Helen Burns? (What happens to her?) 7. What news does Bessie bring Jane from Gateshead? 8. What steps has Jane taken toward her future? Chapters 12-16 1. What is Adele’s relation to Mr. Rochester? Maybe his child may not be. 2. How does Jane first meet Mr. Rochester? She finds him injured near the estate. 3. What is unusual about Jane’s first meeting with Mr. Rochester? 4. Describe Mr. Rochester’s appearance. 5. How does Mr. Rochester get a glimpse into Jane’s nature and personality? 6. In what ways does Jane captivate Mr. Rochester? 7. Why does Mr. Rochester bring up Adele when she is not his child? 8. After Jane saves Mr. Rochester from the fire, how do we know they are falling in love? 9. How does Jane react to her feelings of love for Mr. Rochester? Chapters 17-20 1. Contrast Blanche and Jane. 2. What does Jane perceive in the relationship between Blanche and Mr. Rochester? 3. Who is Mr. Mason? 4. How does Blanche react to her fortune? She screams and isn’t happy. 5. Why does Rochester ultimately dress up as a gypsy and meet with guests (specially, what is he trying to get out of Jane?) He’s trying to find Jane’s feelings towards him  6. How does Mr. Rochester react to the news of Mason’s arrival? He isn’t happy about it. Chapters 20-23 1. What happens to Mason? 2. What does Jane do after Mr. Rochester calms everyone and sends them back to bed? 3. What does Mr. Rochester ask of Jane on the night before he is to be married? 4. Why does Jane consent to return to Gateshead? Her aunt is dying. 5. How does Jane find the Reeds? Distraught and Mrs. Reed isn’t doing well. 6. How do the Reeds treat Jane? They are pretty nice to her. 7. What does Mr. Rochester call Jane when he meets her on the road to Thornfield? 8. Jane is so happy to see Mr. Rochester that she lets her guard down; what does she tell him? 9. When Jane and Mr Rochester profess their love and agree to marry, then a sudden storm breaks, resulting in lightning splitting a tree. What does nature reflect or foreshadow? Something is going to happen with the marriage. Chapters 24-26 1. Now that Jane is to become Mrs. Rochester, how does she act? 2. How does Mrs. Fairfax react to the announcement of Jane’s marriage to Mr. Rochester? 3. What “vision” does Jane have the night before her wedding? 4. Who is Bertha? A crazy woman who tried to destroy Jane’s wedding veil. 5. Why were Jane and Mr. Rochester not married? He was already married to a different woman. Chapters 27-29 1. What does Mr. Rochester ask of Jane? 2. Why can Jane not do as he asks? 3. What is Jane’s answer to the dilemma? Great Expectations Chapters 1-2 1. Who does Pip meet in the graveyard? He meets a convict. 2. What is Pip ordered to fetch under threat of losing his heart and liver? Food and a  3. Explain how Pip and Joe were “brought up by hand.”They were both abused by the people that raised them. 4. What did Pip do which caused him to have a guilty conscience? Chapters 3-7 1. Why does Joe give Pip more gravy during dinner? 2. Joe says “We don’t know what you have done, but we wouldn’t have you starved to death for it, poor miserable fellow-creature.” What do we learn about Joe’s character from this quote? 3. Identify Mr. Wopsle and Mr. Pumblechook. 4. What happened when Pip met the convict in the marshes for the second time? He was with guards but he shook his head to singel that he didn’t tell them anything about the convict being there. Chapters 8-12 1. How does Pip describe Miss Havisham’s house? 2. Why doesn’t Pip tell the truth about Miss Havisham to his family? 3. How does Pip feel about himself after his first meeting at Miss Havisham’s? He doesn’t feel good because of what Estella saided. 4. How is Pip reminded of “his convict” in the Jolly Bargemen? 5. Why do Miss. Havisham’s relatives including Camilia, Raymond and Sarah Pocket visit Miss Havisham? They just want to inherit her money when she dies. Chapters 13-19 1. Why did Joe go to see Miss Havisham? 2. For what purpose does Pip wish to return to Miss Havisham’s after he is dismissed? 3. Why does Biddy come to live with the Gargerys? 4. What is Pip’s great expectation? 5. Who will be Pip’s tutor? Matthew Pocket is Pip’s tutor. Chapters 20-25 1. Identify Herbert Pocket. 2. Who are Jaggers and Wemmick? Jaggers is a lawyer and Wemmick is his assistant. 3. Who are Startop and Drummle? Stardrop and Drummle are the other students learning with Pip. They are both from rich families and they are very spoiled.  4. What did Herbert tell Pip about Estella? (His connection to Estella) He told Pip about what happened to Estella and how she ended up with Miss Havisham. Chapters 26-28 1. Explain why Pip said, “If I could have kept him away by paying money, I certainly would have paid money.” Since Joe is not a gentleman, he sticks out a sore thumb and Pip doesn’t want his reputation to be ruined. 2. Why does Joe call Pip “Sir”? Pip seemed uncomfortable when they were around other people. 3. Joe says, “I’m all wrong in these clothes.” Explain why. 4. How does Jaggers feel about the boys’ spending habits? 5. Who claimed to be the founder of Pip’s fortunes? The convict. Chapters 29 - 34 1. Who was Miss Havisham’s new porter? How did Pip feel about that? 2. Why did Estella and Herbert warn Pip not to love her (Estella)? She can’t love him back. 3. What happens to Miss Joe? She’s got a head injury from someone hitting her on the head. Later finds out it was Orlick.