ENGLISH IV REVIEW FOR FALL SEMESTER FINAL 2016
I.
LITERARY TERMS: Be sure that you know and can recognize the following terms. Examples of these will be on
the exam and you will be asked to identify them. Definitions and examples of each term can be found in the back of
your literature book in the Glossary of Literary Terms beginning on p. R104 or in the literary terms packet found on
my CHS website. There is a Literary Terms packet online, too.
imageryforeshadowingtheme-
simile-
tone-
metaphor-
mood-
personification-
symbol-
allusion-
point of view-
litotes-
st
caesura-
rd
3 person limited-
paradox-
3rd person omniscient-
frame story-
1 person-
kenning-
flash back-
irony-
satiredramatic irony-
characterization-
situational irony-
direct characterization-
verbal irony-
indirect characterization-
alliteration-
II.
ANGLO-SAXON POETRY:
 Beowulf: Be sure that you know the basic plot, literary elements (such as caesuras, kennings, alliteration, litotes,
etc.), and themes in the epic poem (fate/wyrd, Christian vs. Pagan beliefs, Anglo-Saxon elements etc.) Some of this
information can be found in the Anglo-Saxon and Medieval Period power point on my CHS website. Another
example of Anglo-Saxon poetry may be on your exam, too.
III.
CANTERBURY TALES: Review the answers to the reading questions for the General Prologue (p. 144 in your
textbook), the Pardoner’s Tale (p. 170), and the Wife of Bath’s Tale (p.184), (all of which are on my CHS website)
paying special attention to the literary elements and writing style that Chaucer uses.
 Make sure you understand what makes the text an example of satirical literature; for further information about the
elements of satire, see the Medieval Period Power Point lecture on my CHS website that we discussed previously in
class. On the exam you will be analyzing selections of Chaucer’s tales and Prologue. Another example of satirical
literature may be on your exam, too.
IV.
SIR GAWAIN AND THE GREEN KNIGHT: Review all the reading questions (which can be found on my CHS
website) for this story which can be found in your literature books on page 230. There will be questions about the plot
and literary elements used in this medieval story that we read in class previously.
V.
MACBETH: Review the basic plot of the play by reviewing the study guide questions for Acts 1-5.
 Also, review the character list on page 349 and be able to identify each character’s role in the play.
 In addition, for each of the following quotes: know the speaker, identify the context or setting, where applicable:
identify who is being addressed, and be able to paraphrase and/or explain its significance in the play.
Act I, scene 4, lines 7-11
Malcolm.
Nothing in his life
Became him like the leaving it. He died
As one that had been studied in his death
To throw away the dearest thing he owned,
As 'twere a careless trifle.
Act I, scene 5, lines 22-25
Lady Macbeth.
Hie thee hither,
That I may pour my spirits in thine ear,
And chastise with the valor of my tongue
All that impedes thee from the golden round. . .
Act II, scene 1, lines 32-34
Macbeth.
Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Act II, scene 3, lines 130-33
Donalbain.
Our separated fortune
Shall keep us both the safer. Where we are,
There's daggers in men's smiles. The near in blood,
The nearer bloody.
Act III, scene 4, lines 12-14
Macbeth.
There’s blood on thy face
Murderer.
“Tis Banquo’s then.
Macbeth.
“Tis better thee without than he within.
Act IV, scene 2, lines 9-11
Lady Macduff.
He wants the natural touch.
For the poor wren, The most diminutive of birds,
will fight, Her young ones in her nest, against the owl.
Act IV, scene 2, lines 69-73
Lady Macduff.
Whither should I fly?
I have done no harm. But I remember now
I am in this earthly world, where to do harm
Is often laudable, to do good sometime
Accounted dangerous folly.
Act IV, scene 3, lines 66-69
Macduff.
Boundless intemperance
In nature is a tyranny. It hath been
The untimely emptying of the happy throne,
And fall of many kings.
Act V, scene 3, lines 24-28
Macbeth. And that which should accompany old age,
As honor, love, obedience, troops of friends,
I must not look to have; but, in their stead,
Curses, not loud but deep, mouth honor, breath,
Which the poor heart would fain deny, and dare not.
Act V, scene 1, lines 58-60
Doctor. Foul whisperings are abroad. Unnatural deeds
Do breed unnatural troubles. Infected minds
To their deaf pillows will discharge their secrets.
Act V, scene 3, lines 39-45
Macbeth.
Cure her of that.
Canst thou not minister to a mind diseased,
Pluck from the memory a rooted sorrow,
Raze out the written troubles of the brain,
And with some sweet oblivious antidote
Cleanse the stuffed bosom of that perilous stuff
Which weighs upon the heart?
Act V, scene 5, lines 17-28
Macbeth.
She should have died hereafter.
There would have been a time for such a word.
Tomorrow, and tomorrow, and tomorrow
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle.
Life’s but a walking shadow, a poor player
That struts and frets his hour upon the stage,
And then is heard no more. It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.
Act V, scene 5, lines 49-52
Macbeth.
I’gin to be aweary of the sun,
And wish the estate o’ the world were now undone
Ring the alarum bell! Blow, wind! Come, Wrack!
At least we’ll die with harness on our back.
VI.
Revising and Editing
 Read the following passage and choose the best answer for the following questions. A similar
exercise will be on the exam.
(1)In the mid-14th century, the Black Death swept across Europe. (2) The plague had traveled along North
African trade routes and over European trade routes. (3) Its victims suffered from symptoms such as a high
fever and bad headaches and usually died. (4) In some cities, corpses were gathered in the streets. (5) The
stench of bodies permeated the air. (6) By the year 1400, the awfully plague had killed approximately 25
million Europeans.
1. What is the most effective way to revise sentence 2?
a. For a while, the plague had traveled along North African trade routes and European trade routes.
b. The plague had traveled along North African trade routes and over European.
c. The plague had traveled along North African and European trade routes.
d. The plague had traveled along, over North African and European trade routes.
2. What change, if any, should be made in sentence 3?
a. Insert an apostrophe in Its
b. Insert a comma after fever
c. Change died to dead
d. Make no change
3. What is the most effective way to combine sentences 4 and 5?
a. In some cities, corpses were gathered in the streets so that the stench of bodies permeated the air.
b. In some cities, corpses were gathered in the streets where the stench of bodies permeated the air.
c. In some cities, corpses were gathered in the streets, the stench of bodies permeated the air.
d. In some cities, whose corpses were gathered in the streets where the stench of bodies permeated the
air.
4. What change, if any, should be made in sentence 6?
a. Change had killed to has killed
b. Insert a comma after killed
c. Change awfully to awful
d. Make no change
5. Where is the best place to insert the following sentence?
a.
b.
c.
d.
Nearly two-thirds of the population of many European cities died within the first two years of the
epidemic.
At the beginning of the paragraph
After sentence 2
After sentence 3
After sentence 6