1. From HW now to TEST grade – small, but they add up. Now, they are a mere 20 points, but 5 of them add up to a BIG test, so it’s important to pay attn to detail! Focus Questions

2. Watch your rubric! Rubrics were provided some time ago. I’ve posted a duplicate on my Wiki. Pay attention to the question – remember you have the same set up as 10 th grade ELA – Topic sentence. Examples/details/ Concluding or “transition” sentence, though since these are 1 p. they will be conclusions. Use a thesaurus/dictionary

3. Phil Och’s Possible Answer [1] In Phil Ochs’ song, Ochs suggests that the bystanders were too self-absorbed with their own activities to intervene in aiding a dying woman. [2] Ochs states that the bystanders were very aware of what was happening to the young woman. After they saw what happened, they weighed their options and chose not to inconvenience themselves. Justifying their decision by rationalizing that most people do not care and they wish not to “get involved”, as stated in the Wainwright article, they continued with their lives. [3] Ochs is suggesting that the bystanders were too self-centered to be bothered with someone else’s problems by pointing out the irony that they’d rather play Monopoly than act to help a dying woman.

4. What parallels did Miller see between the Salem witch trials and the Senate hearings? Possible Answer [1] Arthur Miller saw a number of parallels between the Salem witch trials and the Senate hearings during the Red Scare. [2] Miller saw liberals become paralyzed when they saw civil rights being violated and feared that they would be accused, just as the Puritans became fearful of speaking out against false accusations. The Red Scare, like the witch trials, dominated people’s minds. Just as Proctor spoke out against the accusations, Miller believed that individuals could still speak out. Also, people could be excused from the accusations by naming others during the Red Scare, just as the accused in Salem could escape the consequences by naming others. [3] I believe those who wield power can use similar tactics to try to intimidate others, but people need to use their individual powers to fight back.

5. Realism – Unit 4 Q: What differences exist between the literary periods of Romanticism and Realism and what was the role of the Transition Period? ANSWER Plan: 1. What do you always do 1 st ? 2. What will help your reader understand your point? 3. What is a likely way to conclude?

6. Mark Twain How does Twain’s style reflect the concerns of the time period and what his is purpose in writing? ANSWER PLAN: 1. Restate the question into your 1 st sentence (topic sentence) 2. Provide EVIDENCE from your notes, specifics from stories, class discussion, etc. 3. Conclude with a comment about the time period/importance of Twain’s work.

7. A great response Mark Twain’s style of regionalism, a form of writing influenced by local customs and landscapes, reflected on the hardships and realities of the Post-Civil War era. His work was often written in a style of language that best exhibited the dialect of that certain era, as stated on page 648, he even wrote in an ungrammatical manner to make the story sound more “American.” Twain’s purpose in writing (page 647) was to give insight to readers about the realities of exploring America’s frontier and about the lives of those who lived in different areas of the country. Mark Twain’s writing was significant and essential because it aided in painting a picture of realistic life in the late 1800’s.

8. Jack London How is Jack London a clear example of a Naturalist writer? On this one… you need to Develop an answer plan – remember how these have been done all year – put it at the top of the paper, 1, 2, 3 Then answer the focus question as you normally would. You have 20 minutes, no book or notes today, just dictionary/thesaurus