Download English 101: Final Exam/Essay 7:00/8:00 a.m. class

English 101: Final Exam/Essay 7:00/8:00 a.m. class
Dr. Wheeler’s 7:00 a.m. class has its final examination at 7:00 a.m. on
Thursday, December 13th. The 8:00 a.m. class has its final examination at
8:00 a.m. on Monday, December 10th. We will meet in the Henderson
Computer Lab (HH 353). You should be prepared for any of the following
material on the final examination in English 101. The test is comprehensive.
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Be able to list in order the five stages of critical reading I’ve asked you to do for every assignment. Be able to explain them. Be able to explain the enthymeme and its components/parts. Be able to identify the components of a Toulmin argument—possibly identifying them in a sample essay or paragraph-­‐length writing. Be able to identify phrases, dependent clauses, and independent clauses in sample sentences. Be able to add correct punctuation to (or remove faulty punctuation from) sample sentences I provide. Be able to explain the rules for using colons or semicolons. Be able to explain the rules for punctuating titles (including capitalization, quotation marks, and italics/underlining). Be able to identify the three rhetorical appeals according to Aristotle and define each one of them. Be able to identify or list four or five strategies for creating pathos that we have discussed in class. Be able to identify or list the three traits that create ethos for an author or writer—i.e., the author must reveal what three traits to the audience? Be able to identify logical fallacies from week eight’s materials. Be able to explain the idea of Occam’s razor from week eight’s materials. Be able to list the four steps for “framing” quotations into your research essay (introduce! reproduce! document! integrate!) and explain each one. Be able to list the four rules I’ve asked you to memorize for creating concise writing. Be able to take passive voice sentences from grammar day discussion and convert them to active voice. Be able to take sample sentences with wordy stylistic nominalization and make them more concise. Be able to list, define, and give an example of five tropes of your choice and five schemes of your choice. Be able to correct faulty Works Cited entries for an MLA paper. The examination will be in two parts. Part I (the objective section) is fairly
short. You should finish it in about 30-35 minutes. Part II (the essay section)
involves typing a two- or three- page essay--not counting the Works Cited
page. The topic will be a prompt on our literary readings. It should take about
90 minutes to write, as you will have an outline and quotes prepared in
advance. You may not consult any notes during the objective portion.
However, on the essay section, you may bring with you a 3X5 index card
with notes. The notes should include quotations you wish to use, details of
MLA formatting, and entries for a Works Cited page regarding your literary
works. (Part of your grade will be proper MLA format for such details.) For
poems from the last week of class, cite by poet and line number using Dr.
Wheeler as the editor, and treat Carson-Newman College as the publisher,
with a publication date of 2012. The publication information for the short
stories is on the first page of each download—you should be able to turn that
information into Works Cited entries using what you have learned in class.
Note that if you cite lines from a poem, MLA indicates line breaks with a
backslash in the quotation. For instance, “Mary had a little lamb / Its fleece
was white as snow” (Smith 1-2). Here, the slash indicates a line-break in the
poem, and the parenthetical reference to (Smith 1-2) indicates the poet’s last
name and the lines of the poem rather than the page number.
Of the following two prompts, one will appear on the exam. Because you
won’t know which will appear, you should be prepared to respond to either
one. Have an enthymeme already set up and ready to go, regardless of which
prompt you receive.
Possible Prompt #1—Biographical Background
It is common in many types of literary analysis to connect the biography of
the writer with his or her writings. In what ways do the “real-world”
experience of Hemingway’s adventures in Africa connect with details found
in “The Short Happy Life of Francis Macomber” OR in what ways does
Joanne Greenberg’s experiences working with the deaf connect with details
found in “And Sara Laughed”? Pick one of these two works and explore how
the author’s life may have shaped his or her literary art. Fashion your thesis in
enthymeme format.
Possible Prompt #2—Mourning and Figures of Speech
The speakers in “Non Sum Qualis” and “Two Songs for Hedli Anderson”
appear to be grieving for a lost relationship. How are these poems similar or
different from each other in the poetic tools they use to depict grief? Identify
and define figures of speech in the two poems, defining the figure of speech
by citing an authoritative source like a literary glossary or handbook of poetry
(i.e., not just the definition from my handouts), and explain how the two poets
use them similarly or differently. Fashion your thesis in enthymeme format.