1.  World Literature & Composition Common Assessment Review – Semester 2

2. Grammar: Clauses Identify and apply independent and subordinate clauses. 1. When Peter changed his clothes for the party, he forgot to comb his hair. 2. Coney Island once had a hotel that was built in the form of an elephant. 3. Since Isaiah mover to New York six months ago, he had three jobs. 4. After Anthony worked all summer as a waiter, he bought a car. 5. There were no newspapers in America until one was published in Boston in 1689.

3. Grammar: Fragments Identify & punctuate fragments. Bears are very adaptable creatures. Which are found on nearly every continent. Bears can run at a speed of twenty-five miles per hour. Although they are normally slow-paced. The area in which they live. It includes mountains, forests, and tundra. Different kinds bears thrive in different settings. Because these animals eat a variety of different foods. Although we often think of bears roaming about on land. Excellent climbers and swimmers.

4. Grammar: Run-Ons Identify & Punctuate Run-Ons 1. In 1849, Walter Hunt designed a pin with a clasp he might not have created the safety pin if he hadn’t owed money. 2. Hunt twisted the wire for three hours he devised the modern safety pin. 3. Hunt collected four hundred dollars for his invention his partner made a fortune.

5. Grammar: Words Often Confused Identify & use correctly. 1. They were (altogether / all together) in favor of a party. 2. The illness had a strange (affect / effect) on everyone. 3. Have you had your (breaks / brakes) inspected? 4. Everything turned out (all right / alright). 5. The actors were (all ready / already) for the audition. 6. My uncle will serve ice cream cake for (desert / dessert). 7. Where did you (hear / here) that story? 8. If you (lose / loose) the map, we will never get there.

6. 1. My horse (led / lead) the parade. 2. (Its / It’s) not everyday that you meet the President. 3. On the tour, we (passed / past) the Civil War monument. 4. I am learning some of the (principles / principals) of physics. 5. He acts much older (than / then) he is. 6. This Thai food is (quiet / quite) good. 7. Several artists are displaying (there / they’re / their) work. 8. He wore a leather belt around his (waste / waist).

7. 1. There was (to / two / too) much traffic on the interstate. 2. (Whose / Who’s) going to be prom king this year? 3. (Your / You’re) mother works in a hospital. 4. We will be there (weather / whether) or not it rains. 5. Did you (chose / choose) the topic for your essay?

8. Literature: Antigone  Major elements of Greek Theater  Basic plot of Antigone https://www.youtube.com/watch?v=adhKa1g6cQY https://www.youtube.com/watch?v=adhKa1g6cQY  Main characters’ flaws, strengths, motivations  Major themes  The presence of tragic heroes

9. Literature: Things Fall Apart  Basic plot : https://www.youtube.com/watch?v=w1Kw94qjdQA  Themes  Examples of irony---situational, dramatic, verbal---in the novel  Traits of a tragic hero  Characterization: direct/indirect and static/dynamic  Analyze literary devices (simile, metaphor, personification) used in the novel

10. Irony  Okonkwo works tirelessly to hold his community to the traditional ways, but during his exile, an event that is caused by his own doing, the community falls to the white man’s culture.  At the end of the novel, Okonkwo kills himself.  Okonkwo’s eldest son Nwoye converts to the white man’s religion instead of being the farmer his father Okonkwo works so hard for him to become.  The District Commissioner decides to write a paragraph about the story of Okonkwo as a representative of the “primitive” cultures in Africa.  Nwoye is not the son Okonkwo wants him to be, but his daughter Enzima is.

11. Literature: Poetry  Major poetic devices:  Simile  Metaphor  Personification  Onomatopoeia  Alliteration  Imagery  Diction  Tone Nothing Gold Can Stay By Robert Frost Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.

12. THE SECOND COMING Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. Surely some revelation is at hand; Surely the Second Coming is at hand. The Second Coming! Hardly are those words out When a vast image out of Spiritus Mundi Troubles my sight: a waste of desert sand; A shape with lion body and the head of a man, A gaze blank and pitiless as the sun, Is moving its slow thighs, while all about it Wind shadows of the indignant desert birds. The darkness drops again but now I know That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle, And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born?

13. Writing: Research & Argumentative Writing  Structure of an argumentative research essay  Thesis / Position Statement  Claim  Topic sentence  Support  Evidence  Commentary  Counterargument  Opposing viewpoint  Concession  Rebuttal / Refutation  Call to Action  Formatting a Works Cited Page  In-Text Citation (MLA format)

14. Works cited Mitchell, Ivan. Nazi Propaganda. Bricktown, NJ: McGuffin, 2000. Print. Bytwerk, Randall. “Nazi and East German Propaganda Guide Page.” German Propaganda Archive. 21 July 2004. Web. 10 June 2005 Welch, David. “Nazi Propaganda.” World War Two. 8 January 2001. Web. 8 June 2005. Oprah Winfrey. “Oprah Talks to Elie Wiesel.” O, the Oprah Magazine November 2000: 234-236.

15. A.According to Ivan Mitchell, “the Nazi regime used propaganda to curtail resistance among the German public.” (Mitchell 24). B.Researchers have determined that “the Nazi regime used propaganda to curtail resistance among the German public” (Mitchell 24). C.Researchers have determined that “the Nazi regime used propaganda to curtail resistance among the German public” (24). A.Citizens in East Germany faced “the most intense wave of propaganda” (Welch). B.Citizens in East Germany faced “the most intense wave of propaganda.” (Welch) C.Citizens in East Germany faced “the most intense wave of propaganda” (Welch, David). 1.In a recent interview, author Elie Wiesel discussed at length about his Holocaust experiences (Oprah Winfrey). 2.In a recent interview, author Elie Wiesel discussed at length about his Holocaust experiences (Winfrey). 3.In a recent interview, author Elie Wiesel discussed at length about his Holocaust experiences. (Winfrey).

16. Writing: Literary Analysis  Structure of a Literary Analysis  Hook / attention grabber  Background (title, author, genre, gist of the story)  Controlling Idea  Thesis  Topic sentence  Support  Textual evidence (lead in + quote + citation)  Commentary (explain & analyze)  Universal commentary (related to theme)