Self-Directed Learning Module

ENG 2D1 or 2DE

Grade 9 Review for Grade 10 Students

The purpose of this module is to help you to review the course

material you learned in ENG1D1 and are therefore responsible for
knowing at the beginning of ENG 2D1. This module may be useful to
you as a refresher course, especially if there has been more than a
few months time between the two courses for you. It will also be
helpful to students entering ENG2D1 from another English stream,
another school, or another school system, as it will cover the material
that your peers have already been taught. Don’t hesitate to seek
assistance if you encounter difficulties as you work though this
module. It is intended to be self-contained, but your current teacher
or any other English teacher that you feel comfortable dealing with
should be able to help clarify any points of confusion for you.
Table of Contents
Grade 9 Course Outline and Overview
Short Stories
Terminology
Argument Paragraph – Character Sketch
Argument Paragraph – General Literary
Argument Paragraph Evaluation
Novel Study
Pamphlet Expectations
How a Quotation Has Significance
Five Paragraph Essay Structure
Five Paragraph Essay Outlines/templates
Five Paragraph Essay Exemplars
Poetry
Analyzing Poetry
Mood/Theme Analysis Exemplar
Grammar
Expectations covered in your workbook
Final Exam

Course Code: ENG 1D1

Ministry of Education Course Description:

This course is designed to develop the oral communication, reading, writing, and media literacy skills that
students need for success in their secondary school academic programs and in their dail lives. Students will
analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and
create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies
that contribute to effective communication. http://www.edu.gov.on.ca/eng/curriculum/secondary/

Assessment and Evaluation Policy:

• Teachers use evaluation practices and procedures that are fair, transparent and equitable to all students.
• Determining a report card grade will reflect the student’s most consistent level of achievement with special
consideration given to more recent evidence.
• Please review the Student Handbook pages 19-22 for a detailed review of our school-wide evaluation
policy.

Overall Learning Outcomes/Enduring Understandings for the course:

1. Oral Communication: Listen for understanding and express ideas using a diverse range of speaking skills
and strategies.
2. Reading and Literature Studies: Understand a range of literary, informational and media texts, using a
range of strategies to construct meaning.
3. Writing: Generate and organize ideas in an initial draft, and edit a polished piece of writing with
consideration given to purpose and audience, stylistic elements, and the conventions of grammar.

Evaluation Requirement:
The weighting of evaluated tasks throughout the course will reflect a balance of the following achievement
strands: knowledge & understanding (25%), thinking & inquiry (25%), application (25%), and
communication (25%).
The following tasks represent the evaluations that will form the student’s final grade:

1. Term Summatives: (70%) Unit Four (Independent Study Unit):

• creative and analytic elements
Unit One (Short Stories): Unit Five (Shakespeare Study):
• short story terminology • literary essay
• argument paragraph • quizzes

Unit Two (Novel Study): Unit Six (Grammar):

• pamphlet • quizzes
• quotation analysis
• tests 2. Culminating Summatives: (30%)
a. Poetry (Argument, Presentation,
Unit Three (Poetry): Anthology) 15%
• theme and mood analysis b. Final Exam 15%
• appreciation anthology &
presentation See CCVI Assessment and Evaluation Policy
for further information.

Unit One (Short Stories)

SHORT STORY TERMINOLOGY

TERMINOLOGY for DISCUSSING the PLOT of STORIES

PLOT - a series of events leading to a major crisis or resolution.

PLOT OUTLINE - introduction, trigger incident, rising action, major climax, falling
action, resolution.
INTRODUCTION: setting and characters are introduced.
TRIGGER INCIDENT: the event that introduces a problem or conflict.
RISING ACTION: events leading to a major crisis.
MAJOR CRISIS: the turning point in the plot.
CLIMAX: the most exciting or emotional high - often occurs at the same time as the
major crisis.
FALLING ACTION: events fall into place.
RESOLUTION: also called conclusion, where the problem or conflict is completely
resolved or better understood.

TERMINOLGY for DISCUSSING CONFLICT in the STORY

CONFLICT: someone/something opposing someone/something else

TYPES OF CONFLICT:
Internal - personal struggle
Types: personal vs. self
External – person (thing) struggles against an outside force or person
Types:
person vs. person vs.
person society
person vs. person vs supernatural
nature person vs. technology
person vs. nature vs. nature
machine machine vs. machine

TERMINOLOGY FOR DISCUSSION CHARATER in the STORY

CHARACTER A character is a person or persona depicted in a narrative or drama.

PROTAGONIST: main character
ANTAGONIST: someone or something that opposes the main character.
DYNAMIC CHARACTER: goes through a CHANGE of character or LEARNS something.
STATIC CHARACTER: does not learn or change.
ROUND: a fully developed, almost life-like character.
FLAT: an undeveloped, stock character, barely described. These should be minor
character.

Character is revealed by:

1) ACTION - what the character does
2) WORDS - what the character says
 3) REACTIONS - by other characters
4) REPORTING - what other characters say
5) NARRATION - what the story teller tells us

TERMINOLOGY for DISCUSSING SETTING

SETTING: the time, place and circumstance of the story. Circumstances can include
the living conditions and the social climate.
EXPOSITION: giving necessary background information throughout the story, but
often used in the introduction to describe the setting.
ATMOSPHERE: the mood or general feeling of the story. Atmosphere is established
through: word choice, figurative language, and physical description of the location.
TONE: feeling conveyed by the author’s attitude.
THEME: the central idea, general truth or commentary on life or people, the MESSAGE
or MEANING of a piece of work.

TERMINOLOGY for DISCUSSING POINT OF VIEW (NARRATION)

FIRST PERSON – uses “I” or “we”. Limits the reader to one character’s perspective.
SECOND PERSON – uses “you”. Uncommon strategy; narrator addresses reader
directly. THIRD PERSON – uses “he” or “she”. Narrator relates all the action. There
are two main types of third person:
THIRD PERSON OMNISCIENT – narrator knows the thoughts and feelings of all
the characters
THIRD PERSON LIMITED – narrator knows only the thoughts and feelings of
one character.

TECHNIQUES USED IN WRITING

SATIRE: criticizing anybody/anything by ridiculing them. Blending a critical attitude

with humour and wit.
IRONY: intended meaning is opposite to what is expressed, a situation which develops
in an unexpected way.
FORESHADOWING: a hint of something that will happen in the future.

FIGURATIVE LANGUAGE

PERSONIFICATION: human qualities given to non-living things.

SIMILE: comparison of two unlike things using “like”, “as” or “than”
METAPHOR: comparison of two unlike things without using like or as

Writing a Character Sketch (a type of Argument Paragraph)

Brainstorm for a main character by either using a character map or following these
steps:
• write down several personality characteristics that the character exhibits
• think of ways that the character shows each of these traits
 • choose one personality trait with which you could do the best job, considering
your examples
• find two quotations that can be used to provide evidence for the trait you have
chosen
• provide the page reference in parentheses following each quotation

Write the paragraph (number the steps in your rough draft and double-space both
drafts):

STEP #1 TOPIC SENTENCE (t.s.)

- name the character
- name the story - put quotation marks around a short story or poem; underline
the title of a longer work such as a novel
- state his/her personality trait
STEP #2 EXPANSION
- expand/define/explain the characteristic; give more information about it
- make a general reference to each quotation - outline points
STEP #3 QUOTATION #1
- first, provide the context for your passage - who said it to whom, and what is
happening at this point in the story
- note that the narrator can be quoted even though he/she may not be speaking
directly to anyone
- then provide a proper lead-in for the quotation (eg. He says, “…). Do not begin
the sentence with the quotation
- following the closing quotation marks, write the page number in parentheses
STEP #4 EXPLANATION (at least 2 sentences in length)
- explain how a character supports the trait through words, actions, or thoughts
and why this support is significant
- in this step, you will link to the expansion as well as to the topic sentence
- consider one or all of the following questions in your explanation:
What is revealed?
How is the trait supported? Segments of quotation should e linked to the
definition stated in your expansion.
Why is this revelation significant?
STEP #5 QUOTATION #2
- do the same as for STEP #3
STEP #6 EXPLANATION
- do the same as for STEP #4
STEP #7 CONCLUDING SENTENCE (c.s.)
- should echo the topic sentence while summing up the evidence for the trait

This outline is the outline for an argument paragraph, using quotations from a text as evidence. This
structure can be applied to a discussion of any literary topic, including mood, conflict, and theme.
WRITING AN ARGUMENT PARAGRAPH

1) TOPIC SENTENCE - Must state the point you will make and be arguable.
Therefore, it should contain a how or why idea. This is often expressed by
the word, "because", which creates a cause/effect statement.
2) EXPANSION - This will clarify/define/explain the topic sentence.
3) LEAD-IN/CONTEXT plus QUOTATION or EXAMPLE
4) HOW/WHY ANALYSIS - This is a discussion of how and/or why the words,
actions, or thoughts of any characters or the narrator support the point
stated in the topic sentence and expansion. Consider one or all of the
following questions in your explanation:
What is revealed?
Why is it significant?
How does this support the point?
5) LEAD-IN/ CONTEXT plus QUOTATION or EXAMPLE #2
6) HOW/WHY ANALYSIS #2
7) CLOSING SENTENCE - This will echo the topic sentence.

The following list is the criteria used to evaluate your Literary Argument Paragraph in ENG 1D1

LITERARY ARGUMENT EVALUATION

Knowledge/ Understanding /10

• Demonstrates knowledge of text by choosing logical, key points to support topic sentence
• Proper setting of context for each quotation
• At least two well chosen quotations that logically support the argument
Thinking/ Inquiry /20
• Specific, arguable, clearly stated topic sentence
• Explanation of evidence which shows depth of analysis and relates to topic sentence
• Analysis links to specific segments of quotation (diction/ connotations)
Application /10
• Expansion that clarifies topic sentence
• Effective use of transitions
• Proper formatting of quotations
• Relevant closing sentence
Communication /10
• Conventions of language (grammar, sentence structure, spelling)
• Formal tone
• Present tense
• Proper paragraphing
Novel Study

ENG 1D1: Pamphlet Assignment

Each student will create a pamphlet which informs the public about a current social
issue.
Your pamphlet must include text in the form of researched information, direct
quotations and analysis. It must also include visuals, colour and effective design
layout.
SPECIFICS/PROCESS:
1. Each student must read three articles and create research notes that clearly outline
the following:
- the title and author of the article
- who the article is about
- what the article is about
- where the events described in the article take place
- when the article was written
2. Choose three passages from each article that reflect significant information or
emotional impact. In a paragraph of no more than five sentences (for each article)
explain why these passages were chosen.
3. Define terminology specific to your issue. Reference several dictionaries if
necessary.
4. Create/collect visual images to illustrate the content and emotional impact of the
articles.

YOUR PAMPHLET MUST INCORPORATE ALL OF THIS INFORMATION IN AN

EFFECTIVE AND VISUALLY PLEASING MANNER.

The students in ENG1D have been creating pamphlets specifically on the

issue of racism to tie into the novel To Kill a Mockingbird.
QUOTATION ANALYSIS – ENG 1D1

1. Using one short paragraph, describe the context of the passage you are analyzing.
Identify the speaker and state the circumstances relating to the quoted passage. That
is, tell briefly what is happening at this point in the work.

2. In subsequent paragraphs, discuss the significance of the passage in relation to the

work from which it is taken. Actions, thoughts or speakers’ words may be significant to
a work in one or more of the following ways:

a) revealing character. Name the character trait and show how the narration or
dialogue reveals this trait.
b) advancing plot. Explain how the conflict of the work develops.
c) revealing theme. State a theme of the work as a meaningful sentence and
explain the pertinent aspect of its development in the passage.
d) foreshadowing. Link narration or dialogue of the passage to an event that occurs
later on. There should be a gap in time, not something that happens a few
sentences/minutes later.
e) demonstrating irony. Identify the ironic component and show how this reveals
character or theme.
f) demonstrating dramatic irony. The audience knows something that the character
involved does not know. Dramatic irony usually creates suspense. State what is
known at this time and explain how the audience’s knowledge creates suspense.
g) creating mood. Explain the effect of the narration or dialogue on the reader’s
attitude.
h) establishing tone (may be ironic). State the tone of the speaker and explain its
relevance to theme, character, or mood.
i) developing or introducing a pattern of imagery. Identify the imagery and show
how it assists in establishing theme or character.

Consider two or three main points of significance. Keep in mind that a number
of the above points, such as irony and imagery, can be considered as part of an
explanation of characterization, theme, etc. Thus, some points can function as support
for your main points.

3. Remember that while explaining your points, the structure of the passage and
larger work should not be ignored. Do actions, thoughts or speakers’ words lead to
further development of an idea?

4. Consider the narrator’s use of specific words or phrasing in relation to the overall
meaning of the passage. What effect does the language of the narrator create?
Outline for a 5-Paragraph Essay

INTRODUCTION OF TOPIC AND THESIS EXPLANATION (how/why questions)

ARGUMENT #1 (first specific point in transition
thesis) QUOTATION #2:
TOPIC SENTENCE: EXPLANATION (how/why questions)
QUOTATION #1: transition
EXPLANATION (how/why questions) ARGUMENT #3 (third specific point in
transition thesis)
QUOTATION #2: TOPIC SENTENCE:
EXPLANATION (how/why questions) QUOTATION #1:
transition EXPLANATION (how/why questions)
ARGUMENT #2 (second specific point in transition
thesis) QUOTATION #2:
TOPIC SENTENCE: EXPLANATION (how/why questions)
QUOTATION #1: CONCLUSION

INTRODUCTION OUTLINE
STEP 1 (capture, 1 sentence): _______________________________________________
________________________________________________________________________
STEP 2 (expansion of topic sentence, 3–4 sentences): ____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 3 (introduction of novel, 1 sentence): ____________________________________
________________________________________________________________________
________________________________________________________________________
STEP 4 (brief background information, 2 sentences): _____________________________
________________________________________________________________________
________________________________________________________________________
STEP 5 (preview arguments, 1–2 sentences for each argument): ____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 6 (thesis statement, 1 sentence): ________________________________________
________________________________________________________________________
ARGUMENT TEMPLATE
STEP 1 (topic sentence, 1 sentence): _________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 2 (expansion, 1–3 sentences): __________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 3 (example #1, context + lead-in + quotation, 1 – 2 sentences): ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 4 (explanation of quotation, 2 – 4 sentences): ______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 5 (transition and example #2, context + lead-in + quotation, 1– 2 sentences):
_____
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 6 (explanation of quotation, 2 – 4 sentences): ______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 7 (closing sentence, 1 sentence): ________________________________________
________________________________________________________________________
________________________________________________________________________
CONCLUSION TEMPLATE
STEP 1 (reworded thesis statement, 1 sentence): ________________________________
________________________________________________________________________
________________________________________________________________________
STEP 2 (summary of each argument, 1–2 sentences per argument): ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 3 (general reflection on topic, 2–4 sentences): _____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STEP 4 (broad, philosophical closing sentence): ________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Exemplar

SAMPLE INTRODUCTION – LEVEL FOUR

Essay question: Examine the causes and effects of prejudicial attitudes and beliefs in
the novel, To Kill a Mockingbird.
************************************************************************
Strengths:
• excellent structure – progression from general philosophical points to specific
aspects of novel
• good use of transition words
• advanced vocabulary (eg. “pervasive”, “absolve’) is used in proper context
• strong thesis statement
Tips for improvement:
• capture quotation should be followed by reference source
• sentence structure could be simplified in several instances
• a more consistent focus on the actual values that influence Maycomb citizens is
necessary – express these values in a word or phrase, such as “narrowly defined
gender roles” or “white supremacy”, along with “social class” (which is mentioned)
************************************************************************

"Our prejudices are our robbers, they rob us of valuable things in life." This
quotation shows the serious consequences of prejudice in one's life. Prejudice, usually
the result of human behaviour, whether it’s hatred, jealousy, insecurity, etc…, always
does more damage than good but in the end there is usually a lesson learned.
Prejudice is
judging someone, usually unfavorably, without really knowing who the person is or
judging someone’s negative qualities and disregarding the positive ones. In the novel,
To
Kill a Mockingbird, by Harper Lee, prejudice is clearly caused by many different kinds
of
human behavior. Throughout the novel, one notices three different kinds of injustice:
gender prejudice shown by the Finches, racial prejudice coming from the Ewells and
social class prejudice illustrated by Alexandra Finch. The prejudices, attitudes and
beliefs about women learned during the formative childhood years are difficult to
change
during adulthood, therefore illustrating the importance of teaching children strong
moral
values concerning equality. In turn, Maycomb's white citizens were prejudiced against
blacks because they used the blacks not only as handy scapegoats but also menial
servants to the white people, therefore illustrating the readiness of people to
conveniently
absolve themselves from responsibility for their actions. In addition, Alexandra Finch
prejudged others based on their social class to make herself feel superior and to
prevent
social rejection, therefore illustrating that no matter how respected one's family is,
deep
down inside most people are insecure about the way they appear to the public.
Therefore,
prejudice is pervasive in Maycomb in many different forms and it robs its citizens of
the
ability to change, of the ability to be responsible for their actions and deeds, and of the
ability to feel secure and accepted in society.

SAMPLE ARGUMENT – LEVEL FOUR

Essay question: Examine the causes and effects of prejudicial attitudes and beliefs in
the
novel, To Kill a Mockingbird.
***************************************************************************
Strengths:
• structure of argumentative paragraph is clear
• explanations deal well with cause/effect issue of main question
• strong topic sentence
• smooth transition to second example
Tips for improvement:
• complete expansion needed – outline both examples
• lead in to quotations (eg. He says, “…)
• when beginning explanation, avoid stating “this quotation shows/proves/ reveals”;
focus on the action or what the character/narrator expresses
• avoid first person in formal writing unless instructed otherwise
• stay in present tense
• avoid contractions (egs. “didn’t”, “hadn’t”) in formal writing
***************************************************************************
The prejudicial attitudes and beliefs about women learned during the formative
childhood years are difficult to overcome during adulthood; therefore, it is imperative
that
significant adults teach children strong moral values concerning equality. Gender
prejudice
occurs when people judge others based solely on their sex. Although only 11 years old,
Jem
Finch has already adopted society's attitudes and beliefs about the opposite sex. "1
declare to
the Lord you're getting more like a girl every day!" (52) At the time women were
stereotyped
as innocent, frail social butterflies that never took any risks. Jem used the word, “girl”,
to
insult Scout because she didn't want to peek into the Radley house. Although Jem's
comment
was unfair, it was not atypical because sexism was pervasive in his society. Since he
was still
young, he hadn't yet developed the awareness for him to realize his comment was
prejudicial.
However, most people never acquired that awareness to overcome the gender
prejudice they
have developed in their youths. Surprisingly, Atticus blurts out a sexist remark while
explaining to Scout that women aren't allowed on juries. ''I doubt we'd ever get a
complete
case tried – the ladies'd be interrupting to ask questions" (221). This quotation proves
that
Atticus thinks that ladies are chatterboxes. Atticus, one of the wisest characters in the
novel
because of his tolerant beliefs, attitudes and behaviors, hasn't fully developed the
awareness
to see that women are being mistreated much too often. It's absurd for Atticus to say
that one
couldn't ''get a complete case tried" if women were part of the jury. Obviously, Atticus
has
yet to overcome the prejudice that was so engrained in him in his youth. Atticus,
unaware and
insensitive of his gender bias, proves how difficult it is to change our prejudices and
consequently proves that we should be teaching our children strong values about
equality.
Therefore, when gender prejudice is so diffused in society, children will not only adopt
these
beliefs but also continue to embrace these prejudices for the rest of their lives.

SAMPLE CONCLUSION – LEVEL FOUR

Essay question: Examine the causes and effects of prejudicial attitudes and beliefs in
the
novel, To Kill a Mockingbird.
****************************************************************
Strengths:
• strong structure
• excellent finish – smooth lead-in to pertinent quotation
Tips for improvement:
• thesis and outline of arguments are copied from introduction; more rewording would
add variety
• stay in present tense
***************************************************************************
Therefore, prejudice is pervasive in Maycomb in many different forms and it robs its
citizens of the ability to change, of the ability to be responsible for their actions and
deeds,
and of the ability to feel secure and accepted in society. The prejudices, attitudes and
beliefs
about women learned during the formative childhood years are difficult to overcome
during
adulthood, therefore illustrating the importance of teaching children strong moral
values
concerning equality. In turn, most of Maycomb's white citizens were prejudiced against
blacks because they used the blacks not only as handy scapegoats but also menial
servants to
the white people, therefore illustrating the readiness of people to conveniently absolve
themselves from responsibility for their actions. In addition, Alexandra Finch prejudged
others based on their social class to make herself feel superior and to prevent social
rejection,
therefore illustrating that no matter how respected one's family is, deep down inside
most
people are insecure about the way they appear to the public. Unfortunately, prejudice,
like a
robber, stole from these people their most valuable possession – the ability to live a
happy
and fulfilled life. Indeed, perhaps the only way to combat prejudice is to instill high
moral
values and beliefs about equality, fairness, tolerance and respect at a very young age
so that
children can teach their children that “You never really understand a person until you
consider things from his point of view ... until you climb into his skin and walk around
in it” (30).
Poetry
How to analyze the poem (for presentation and formal written analysis)
A) PREPARATION/PROCESS:
1. Read the poem several times.
2. Get a basic idea, a first impression of what it is about.
3. Take a closer look at the poem:
Look at the connotation of words.
Look at imagery (similes, metaphors, personification)
Look at other stylistic devices and at the sound of words.
Look for repetition of words.
Look at rhythm and rhyme (if present)
Look at how the mood is achieved (consider how the devices studied above are
used to create the mood)
4. Establish a theme - a deduction from your close examination.
5. Prepare your notes. Begin with a statement of theme.
6. Explain carefully how you reached this opinion (of theme and mood) by using the
material you looked at in number three. Note that in your formal written analysis
paragraph of either theme or mood, you should explain two passages. During your
presentation, you will need to explain both the theme and the mood, using three or
four passages for each element.
7. When explaining a passage, identify stylistic/poetic devices and consider how
effectively the narrator conveys theme or mood.
B) NOTES FOR PRESENTATION:
1. Begin with a brief explanation of what the poem is about.
2. State the mood of the poem.
3. As you go through the poem (on overhead), explain how mood is conveyed in three
or four passages that you have chosen. Include detailed analysis (just like quotation
analysis) explaining how mood is effectively communicated through the use of devices
found in these passages.
4. State the theme of the poem.
5. As you go through the poem (on overhead), explain how theme is conveyed in three
or four passages that you have chosen. Include detailed analysis (just like quotation
analysis) explaining how theme is effectively communicated through the use of
devices found in these passages.
**Label and hand in all notes on the day of your presentation.

Paragraph Option #1:

State the theme of the poem.
Quote two passages (devices) from the poem and explain how the narrator
develops the theme (as per quotation analysis).
or
Paragraph Option #2:
State the mood of the poem.
Select two passages (devices) from the poem and explain how the narrator evokes
the mood (again, as per quotation analysis).
Exemplar

Theme Analysis of “The Highwayman” – LEVEL FOUR

************************************************************************
Strengths:
• all steps of an argumentative paragraph are followed well – paragraph is easy to
read and understand
• excellent diction – literary vocabulary taught in course used properly and in
context (egs. “literal”, “figurative”, “metaphorically”, etc.)
• points are insightful and supported with quotations from the text of the poem
Tips for improvement:
• this paragraph contains ample detail, but it would be helpful to provide a short
explanation of “tragic” in the expansion – in this poem, is tragedy simply an
awful incident or is it also related to how a story of misfortune is told?
************************************************************************
Alfred Noyes’ ballad, “The Highwayman”, is an illustration of the following
theme: love can inspire even when its consequences are tragic. This theme is
conveyed
through Bess’s self-sacrifice and the continuation of the legend of the two lovers.
When
Bess waits for the highwayman while being tied up to attention, “the blood of her
veins,
in the moonlight, throb[s] to her love’s refrain” (Sightlines 9, 186). The image of blood
throbbing through Bess’s veins shows the tension of the scene in a literal sense, but it
is
also significant in a figurative way. Bess’s pulsations have the same rhythm as her
lover’s “refrain”, metaphorically expressing the connection between her and the
highwayman. Bess is clearly inspired as her heartbeat is synchronized with her lover’s
words, making her feel like she is with him even though she is left to act on her own in
a
difficult situation. Furthermore, the ill-fated lovers seem to inspire their society. To
conclude the tale, the narrator states, “And still of a winter’s night, they say, when the
wind is in the trees,/ When the moon is a ghostly galleon tossed upon cloudy seas […]”
(Sightlines 9, 187). The phrase, “they say”, is a vague reference to a number of people
remembering the two lovers after their deaths. This memory recurs on a seasonal
basis,
on a “winter’s night”, “when the wind is in the trees”. In associating the story with
repeating natural phenomena, Bess and the highwayman gain special status.
Basically,
they will be remembered as long as natural cycles continue, showing that their love
has
inspired others and will continue to do so indefinitely. Thus, Bess’s self-sacrifice and
society’s memory in the poem, “The Highwayman”, portray how love can inspire even
through tragedy.
Grammar

Focus on identifying the following:

1 • parts of speech (nouns, adjectives, adverbs, verbs, pronouns, interjections,

conjunctions,
2.• subjects and predicates (both simple and complete)
3.• clauses (main/independent and subordinate/dependent).
4.• common sentence errors (sentence fragments, run-on sentences, comma
splices)

ENGLISH 1D1 FINAL EXAM OUTLINE

- you must use a dark blue or black pen. Make sure you bring a spare one.
- FOLLOW ALL INSTRUCTIONS CAREFULLY
- 60 marks - 2 hours
Part One - Grammar (10 marks - 10 minutes)
INSTRUCTIONS:
1. Identify the various parts of speech
2. Identify subjects and predicates, both complete and simple.
3. Identify sentence fragments, complete sentences, run-on sentences and comma
splice errors.
Part Two - Twelfth Night - Writing an Argument (30 marks - 40 min.)
INSTRUCTIONS:
Write a proper argument paragraph based on the play, Twelfth Night. Memorize the
steps and
apply them.
You will be given the topic sentence and must support your argument with two
examples from
Twelfth Night.
Remaining time should be used to proofread your answers.
Practice Argument:
Using ONE of the following statements as a topic sentence, write a properly structured
argument.
Support your argument with two examples from Twelfth Night.
1. Viola's resourcefulness allows her to cope with her difficult situation.
2. The mistreatment of Malvolio demonstrates how initially humourous pranks can
become
hurtful.
Part Three – Response Paragraph – Writing an Argument (20 marks -
40 min.)
Read the article and respond to the question in proper argument paragraph form.
Exam Practice: Grammar
4. Using the following legend, indicate the types of sentences listed below.
SF=Sentence Fragment C=Complete sentence
CS=Comma Splice RO=Run On sentence
1. ___________ Stop!
2. ___________The class discussed the issue at great length.
3. ___________Greg refused.
4. ___________Seanna won the race she defeated six rivals
5. ___________After the dance