Mr. Lydon’s 11th Grade Final Exam Study Guide

The 11th grade final will be broken up into three sections. Students will be allowed to use notes on all portions of this final, but notes must be limited to a single, one-sided sheet of letter-size paper. These notes may be typed or hand-written.

Vocabulary & Concepts Relevant to this Exam

Diction	Syntax	Tone	Thesis
Motif	Allusion	Theme	Historical Context
Dramatic Irony	Situational Irony	Alliteration	Juxtaposition
Imagery	Social Commentary	Pathos	Dialect
Folk Tale	Ethos	Metaphor	Logos
Negation	Classification	Defining by Function	Personification
Synthesis	Target Audience	Primary Source	Historical Context
Hysteria	Synecdoche	Anecdote	Foil
Anaphora	Secondary Audience	Reasoning	Evidence

Satire Terms

Juvenalian Satire	Horatian Satire	Hyperbole	Litotes
Caricature	Wit	Sarcasm	Ridicule
Parody	Invective

Speech Terms

Rhetoric	Rhetorical Context	Vocal Delivery	Chiasmus
Analogy	Simple Sentence	Compound Sentence	Complex Sentence
Compound-Complex S	Cumulative Sentence	Periodic Sentence	Balanced Sentence

Section One - Multiple Choice (20%)

This will include two texts that are new to you but are related to topics and concepts that we have read and/or discussed. You will be expected to read this text critically to identify the intentions of the author. You will be expected to identify how the author demonstrates the vocabulary and concepts of the semester, and will also have to use context clues to define language that may be unfamiliar to you. This section also includes questions on English language conventions and vocabulary. One of the texts will be related to either Speech or Satire, depending on your selection.

This section is all multiple choice. It is worth 20% of the final exam.

Section Two - Short Response (30%)

Students will be expected to demonstrate their understanding of first-semester material in the form of short responses. Students will be provided a passage and will be expected to respond thoughtfully to two prompts on the passage. Responses will need to be properly formatted and include all of the components of an analytical paragraph; this means introducing your main idea in the beginning of the response, supporting the main idea with evidence in the middle of the response, and concluding with a summary of main points and a clear statement that wraps things up. You must use academic language to receive full points; this means using the language found in the Vocabulary and Concepts section at the top of this study guide.

Section Three - Essay Response (50%)

Students will be expected to write an essay that knowledgeably considers the year’s dominant focus: the “American” identity. This essay will need to be formatted like any other multi-paragraph piece of writing, with an introduction, body paragraphs that support the thesis with evidence and commentary, and a conclusion. An exemplary essay will consider texts read from both the first and second semesters. For note-taking purposes, I would suggest you choose a few texts from the year that convey perspectives that you feel are important attributes of an American - you do not need to quote those texts (but you may!), but you should be able to paraphrase or summarize important ideas!

Provided is a list of texts from the year that may be relevant.

“Veterans Day: Never Forget Their Duty,” by Senator John McCain	“I, Too, Sing America,” by Langston Hughes	“I Hear America Singing, by Walt Whitman
“America,” by Claude McKay	“The New Colossus” by Emma Lazarus	“America and I,” by Anzia Yezierska
“What is an American?” Letters From an American Farmer, by J. Hector St. John de Crevecoeur	“Growing Up Asian in America,” by Kesaya E. Noda	“The Four Freedoms,” by Franklin D. Roosevelt
The Bill of Rights	The Declaration of Independence	“What is Freedom,” by Jerald M. Jellison
“Is the American Dream Still Possible?” by David Wallechinsky	The Preamble to the Constitution of the United States	“Ellis Island,” by Joseph Bruchac
“On Being Brought from Africa to America,” by Phillis Wheatley	“Europe and America,” by David Ignatow	“Money,” by Dana Gioia
Excerpt from Raisin in the Sun by Lorraine Hansberry	“Who Burns for the Perfection of Paper,” by Martin Espada	Excerpt from Working, “Roberto Acuna Talks about Farm Workers,” by Studs Terkel
Excerpt from Keynote Address to the 2004 Democratic National Convention, by Barack Obama	“The Right to Fail,” by William Zinsser	“Sinners in the Hands of an Angry God,” Jonathan Edwards
“The Trial of Martha Carrier,” by Cotton Mather	“The Lessons of Salem,” by Laura Shapiro	The Crucible, by Arthur Miller
“The Newspaper is Dying- Hooray for Democracy” by Andrew Potter	“How the Rise of the Daily Me Threatens Democracy” by Cass Sunstein	“The War Prayer” by Mark Twain
“Advice to Youth” by Mark Twain	Excerpt from “Declaration of Conscience,” by Margaret Chase Smith	“Why I Wrote The Crucible: An Artist’s Answer to Politics,” by Arthur Miller
“Second Inaugural Address,” by Abraham Lincoln	“Speech to the Virginia Convention,” by Patrick Henry	“The Gettysburg Address,” by Abraham Lincoln
Excerpt from “First Inaugural Address,” by Franklin D. Roosevelt	“Inaugural Address,” by John F. Kennedy	“The Harlem Renaissance,” adapted from The 1920’s, by Kathleen Drowne and Patrick Huber
Excerpt from “The New Negro,” by Alain Locke	“To Usward,” by Gwendolyn B. Bennett	“Lift Every Voice and Sing,” by James Weldon Johnson
“How it Feels to Be Colored Me,” by Zora Neale Hurston	“Sweat,” by Zora Neale Hurston	Their Eyes Were Watching God, by Zora Neale Hurston