1. ENGLISH 12 PROVINCIAL EXAM
Source: With thanks to J. Lye, my colleagues and Britannia Grade 12 students.
Linda O'Reilly

2. I WILL SURVIVE THIS!
Linda O'Reilly

3. CHECK OUT THESE WEBSITES!
PROVINCIAL WEBSITE
TERMS AND DEVICES
EXEMPLARS
SCORING GUIDES
Linda O'Reilly

4. 7% 23% 40% 30% ENGLISH 12 SPECS INFORMATIONAL TEXT 7 Multiple Choice
How is the metaphor of ice dancing used to express the relationship between the eagle and the gull?
POETRY
7 Multiple Choice
1 Written Response
23%
LITERARY PROSE
8 Multiple Choice
1 Written Response
In multi-paragraph form and with reference to the story, discuss the character of the father.
40%
COMPOSITION
1 Written Response
Each generation has something
valuable to offer.
30%
Linda O'Reilly

5. ENGLISH 12 POETRY ANALYSIS
Linda O'Reilly

6. WHAT IS A LITERARY ANALYSIS?
It’s literary.
It analyzes.
It’s… an argument!
Linda O'Reilly

7. INVOLVES THE USE OF CERTAIN CONCEPTS THAT ARE VERY SPECIFICALLY ASSOCIATED WITH LITERATURE
SOME BASICS
Plot
Setting
Characterization
Symbol
Metaphor
Genre
Irony
imagery
HOW IS IT LITERARY?
These concepts can be described in as much detail or as cursorily as time permits. It can be helpful to give an explanation of some of the terms, but also to direct students to glossaries of literary terms that can help them learn about these concepts for themselves.

8. HOW IS IT LIKE AN ARGUMENT?
Involves interpreting a work and arguing for a particular way of understanding it. YOUR JOB IS TO:
FOCUS on specific aspect(s) as outlined in the exam question.
MAKE AN ‘ARGUABLE’ POINT about these aspects.
DEFEND THIS POINT with reasons and evidence drawn from the work. (MUCH LIKE A LAWYER!)
Here the facilitator may wish to define precisely what a thesis statement is give some examples of thesis statements for literary essays. The comparison to law can be useful in order to demonstrate to students that when they write a literary analysis they are advocating a specific understanding of the text in relation to other understandings of the text, some of which their argument may coincide with, and some of which their argument may directly oppose.

9. READ
WITH “THE END IN MIND”
Linda O'Reilly

10. READ WITH “THE END IN MIND”
In order to write well about literature, you must be able to read the text closely, looking at its structure, the words the author has chosen, the characters' motivations, the patterns of language and literary devices.
Linda O'Reilly

11. READ TO:
FIGURE OUT what elements and poetic devices (code) the writer uses to “build” the poem and achieve a particular effect.
BECOME AWARE of the aspects of the work (e.g. historical and social conditions, cultural, personal gender, racial, class perspectives).
UNCOVER the content of the poem ─ What sort of experience or learning does the poem give the reader? What are the values and basic ideas of the world that are expressed?
Linda O'Reilly

12. READ TO UNCOVER LAYERS OF MEANING
THEME
LEVEL 5 (CORE OF THE POEM
Comments about life, or people
Unlocks meaning to reveal a message
SURFACE
LEVEL 1 (THIN)
e.g. details, character, conflict, setting, plot
SYMBOL
LEVEL 4 (CLOSER TO THE HEART)
Thinking outside the text
Usually concrete objects
Brings to mind abstract qualities or feelings
RELATIONSHIP LEVEL 2 (TOUGH)
attitudes, mood, tone, causes of conflict
relationships between characters
IMAGERY
LEVEL 3 (RICH IN FLAVOUR)
Appeals to the 5 senses
Descriptive
Linda O'Reilly

13. Begin with a question in mind ─ How is the metaphor of ice dancing used to express the relationship between the eagle and the gull? Never use sight of the question ─ Write it at the top of the page.
2. Read the title. What connections can you make to the title?
Focus ─ As you read the poem, note the evidence and make notes that will help you answer the question.
Rate the evidence. 1 2
Linda O'Reilly

14. How is the metaphor of ice dancing used to express the relationship between the eagle and the gull?
Linda O'Reilly

15. “the eagle shadows the gull” “drives it bleating over the bay”
How is the metaphor of ice dancing used to express the relationship between the eagle and the gull?
“the eagle shadows the gull”
“drives it bleating over the bay”
“every advantage of size and speed”
“as they swirl around the death duo spiralling lower”
“coupe de grace”
“the suddenly silent crows disperse”
“but the eagle is always above it, parallel, like the male of a pair of ice dancers spreading his dark arms about his partner’s every move”
“until I see the gull, low down and desperate”
Linda O'Reilly

16. TIPS
FOR EFFECTIVE WRITING
Linda O'Reilly

17. “KISS OF DEATH”
Linda O'Reilly

18. DO NOT USE INFORMAL DICTION
Avoid slang
Avoid a conversational style
Do not use abbreviations
Linda O'Reilly

19. DO NOT WRITE IN THE FIRST PERSON (I) OR SECOND PERSON (YOU)
Write about literature in the present tense, and do not shift tense unnecessarily.
Remember that literature is not "dead," but comes alive each time we read, discuss, and think about it.  
Linda O'Reilly

20. DO MAP (THESIS)OUT THE ESSAY FOR THE READER IN THE INTRODUCTION
State the basic point (thesis/roadmap) you wish to communicate. You will support this point with reasons and evidence from the work.
It should be clear and understandable.
Linda O'Reilly

21. It is through the metaphor of ice dancing that
Elizabeth Rhett Woods helps the reader visualize
the intricate choreographed relationship
between the eagle and the gull in “Death Over
Water”.
unedited
Linda O'Reilly

22. DO SUPPORT YOUR POINT(S) WITH QUOTES
Embed quotations into the sentences you write, rather than just plopping them into your writing on their own.
Linda O'Reilly

23. STATING THE EVIDENT
Linda O'Reilly

24. STATING THE EVIDENT!: © Linda O’Reilly
CLAIM IT
Make a point/claim.
PROVE IT
Make sure that you prove the point/claim you are making with good evidence.
Choose references from different parts of the passage (beginning, middle end).
EXPLAIN IT (ANALYSIS)
Your job is to show that you have a good grasp of the topic i.e. show how the evidence supports the point/claim.
Be specific and clear in your analysis.

25. It is through the metaphor of ice dancing that Elizabeth Rhett
BODY SENTENCES
CLAIM IT / USE EVIDENCE TO PROVE IT
EXPLAIN IT (ANALYSIS)
It is through the metaphor of ice dancing that Elizabeth Rhett
Woods helps the reader visualize the intricate choreographed
Relationship Between the eagle and the gull in “Death Over
Water”. (1) The speaker equates the eagle to “the male of a pair of a pair of ice dancers spreading his dark arms above his partner’s every move”. (2) This gives the eagle a sense of savage strength and superiority as in ice-dancing where the male traditionally leads the female dancer. Like the male lead in ice-dancing, the eagle is seen as having “every advantage of size and speed”. By comparison, it is the gull that is driven by the eagle “bleating over the bay”.
unedited

26. DO USE TRANSISIONS IN YOUR ESSAY
Words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another.
Don’t limit yourself to old standbys such as furthermore, moreover, next and in addition.
Linda O'Reilly

27. Like the male lead in ice-dancing, the eagle is seen as having “every advantage of size and speed”. By comparison, it is the gull that is driven by the eagle “bleating over the bay”.
unedited
Linda O'Reilly

28. TO ADD:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
Linda O'Reilly

29. TO COMPARE:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, although, conversely, meanwhile, after all, in contrast, although this may be true
Linda O'Reilly

30. TO SUMMARIZE OR CONCLUDE:
in brief, on the whole, summing up, as shown, hence, therefore, accordingly, thus, as a result, consequently, on the whole
Linda O'Reilly

31. TO GIVE AN EXAMPLE:
for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate
Linda O'Reilly

32. DO INCLUDE A GOOD CONCLUSION
A common flaw is the lack of a good conclusion.
Sum up your findings and bring the reader back to the insights about the passages your analysis has led you to.
Don’t limit yourself to the old standby in conclusion.
Linda O'Reilly

33. As shown, it is through the metaphor of the ice dancers, can interpret the relationship of the eagle (hunter) and gull (prey) in new ways.
unedited

34. DO PROOFREAD!
Linda O'Reilly