ENGLISH I PRE-AP
FINAL EXAM REVIEW
PART 1: VOCABULARY (50 questions)
Drama and Literary Terms: know the following words, their definitions, and be able to
identify examples of each.
Aside
Assonance
Comic Relief
Consonance
Couplet
Dialect
Dialogue
Diction
End-Stopped Line
Extended Metaphor
Epiphany
Foil
Foreshadowing
Free Verse
Iambic Pentameter
Imagery
Onomatopoeia
Oxymoron
Paradox
Prologue
Prose
Pun
Quatrain
Rhyme
Rhyme Scheme
Run-On Line
Slant Rhyme/Off
Rhyme
Sonnet
Stanza
Style
Prestwick Vocabulary: know the following words, their definitions, and be able to utilize
them correctly in a sentence.
Lesson One
Lesson Two
Lesson Three
Lesson Four
Gall
Lackadaisical
Obtrude
Transpire
Epigram
Elated
Alienate
Licentious
Felonious
Opiate
Enshroud
Beleaguer
Broach
Antiquated
Renaissance
Gorge
Edifice
Forum
Insurrection
Berserk
Egalitarian
Belated
Ostentatious
Animate
Denizen
Gambit
Elude
Entice
Fealty
Navigable
Fruition
Gratify
PART 2: CLOSE READING (30 questions)
In this section, expect to be presented with short passages (200-250 words) from the following works: To Kill a Mockingbird*, Go Set a
Watchman*, Fahrenheit 451, and Romeo and Juliet. For each passage, you will answer close analysis questions focusing on literary
devices, the meaning of specific lines, making inferences based on the text, and other authorial choices. See examples of the types of
questions you can expect on this section provided below.
*Even if you did not read Go Set a Watchman or To Kill a Mockingbird as your Harper Lee novel, every student will answer 5 questions
connected to a passage pulled from each novel. Approach this as you would with any “cold reading” given to you on reading
assessments. The focus of these questions will not require outside knowledge of the entire book.
An excerpt from Harper Lee’s To Kill a Mockingbird, Chapter 8
“For reasons unfathomable to the most experienced prophets in Maycomb County, autumn turned to winter that year. We
had two weeks of the coldest weather since 1885, Atticus said. Mr. Avery said it was written on the Rosetta Stone that when children
disobeyed their parents, smoked cigarettes and made war on each other, the seasons would change: Jem and I were burdened with
the guilt of contributing to the aberrations of nature, thereby causing unhappiness to our neighbors and discomfort to ourselves.
Old Mrs. Radley died that winter, but her death caused hardly a ripple-the neighborhood seldom saw her, except when she
watered her cannas. Jem and I decided that Boo had got her at last, but when Atticus returned from the Radley house he said she died
of natural causes, to our disappointment.
"Ask him," Jem whispered.
"You ask him, you're the oldest."
"That's why you oughta ask him."
"Atticus," I said, "did you see Mr. Arthur?" Atticus looked sternly around his newspaper at me: "I did not." Jem restrained me from
further questions. He said Atticus was still touchous about us and the Radleys and it wouldn't do to push him any. Jem had a notion
that Atticus thought our activities that night last summer were not solely confined to strip poker. Jem had no firm basis for his ideas,
he said it was merely a twitch” (85-86).
1. The overall tone of the first paragraph is
a.
b.
c.
d.
Ironic
Humorous
Informative
Dark
2. The last sentence of the first paragraph implies that
a.
b.
c.
d.
Mr. Avery was well educated
Jem and the narrator had misbehaved
The winter was unusually cold
Atticus pays little attention to the weather
3. The last sentence of the second paragraph reveals
a.
b.
c.
Jem and the narrator’s insensitive attitude towards Mrs. Radley’s death
That Mrs. Radley had a heart attack
Atticus’ concern for Mrs. Radley and her declining health
d. The loss the neighborhood feels in Mrs. Radley’s death
PART 3: READING COMPREHENSION (60 questions)
In this section, expect 20 plot-based, comprehension questions connected to the three texts you studied this fall. (*If you read To Kill a
Mockingbird, you will ONLY answer reading comprehension questions tied to that novel. If you read Go Set a Watchman, you will
ONLY answer reading comprehension questions tied to that novel). General ideas and concepts for each text are provided below, but
you should also study any Guided Readings, Study Guides, handouts, assignments, journal topics, etc. connected to these titles.
To Kill a Mockingbird
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How is the reality of Boo Radley different from the town’s perception of him? What specific evidence is there to suggest that
he has affection for and a sense of protection over the Finch children?
How has the tension of the trial affected personal relationships across town and within the Finch family specifically? What
evidence is there to suggest these weakened and/or strengthened relationships?
How is the symbol of the mockingbird significant to the novel as a whole and its thematic message?
Explain how Atticus came to be the one to defend Tom Robinson. Describe his attitude in defending Tom.
Describe the trial, Mayella’s testimony, Tom’s testimony, details that point to Tom’s innocence, Mr. Gilmer’s crossexamination of Tom, the way Atticus cross-examined Mayella, etc.
Who is Dolphus Raymond and what role did he play in the course of the novel?
What ideas and beliefs does Atticus profess and argue in his closing statement at the end of the trial?
Discuss what evidence we have of Scout and Jem’s childlike naiveté throughout the novel. How do they mature?
Explain Bob Ewell’s death. How will the version Heck Tate gives the town differ from the truth? Why will there be a
difference?
Comment on the final pages of the novel, specifically Scout’s realizations about Boo.
Go Set a Watchman
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Where has Jean Louise chosen to live, and why doesn’t she live in Maycomb?
How is Atticus’ health?
What are Aunt Alexandra’s beliefs regarding marriage? Does she approve of the relationship between Jean Louise and Hank?
Why?
What conflict does Jean Louise face regarding Hank?
Why is the title of the novel significant?
What is Jean Louise surprised to find as part of her father’s reading material? Why is she surprised by this?
Who is Mr. O’Hanlon? What is his purpose in the novel?
Physically, how has Maycomb changed since Jean Louise’s childhood?
Explain Jean Louise’s views on racism and segregation.
In a flashback, Jean Louise reflects on her teenage years. Specifically, she remembers a time when she thought she was
pregnant. Why is this memory significant? What does it tell us about Jean Louise?
How does Atticus feel about the NAACP’s presence in Maycomb? How do the women of Maycomb feel about the
organization’s presence?
According to Aunt Alexandra, how should a Finch deal with adversity?
Explain the significance of the final scene of the novel.
Fahrenheit 451
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What is Montag’s attitude toward being a fireman and how does change throughout the novel?
Explain Montag’s interaction with Clarisse and Clarisse’s death
What was Montag’s response to the woman who burned herself in her house?
What were Captain Beatty’s three things that led to the burning of books?
What secret has Montag kept from Mildred?
Who is Faber? Why does Montag seek him out? Name their plan and Faber’s attitude about it.
What three elements does Faber think are missing from life?
How does Montag get “caught”?
How does Beatty die? What was his attitude toward dying? What evidence is there that suggests this?
Who are the Book People/hobos? What kind of interactions do they have with Montag? How do they preserve literature?
Romeo and Juliet
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Why is the prologue significant to the audience?
What are all the complications that are introduced in Act I?
Focus on Romeo and Juliet’s balcony speeches
What is the cause for Tybalt and Romeo’s fight in Act 3, Scene 1? What is Romeo’s initial reaction to Tybalt’s challenge?
Focus on the coincidences that resulted from Romeo killing Tybalt’s.
What kind of relationship does the nurse and Juliet have? How did the nurse betray her?
Think back to Friar Laurence’s plan, what was all included in the plan?
Who was responsible for delivering Friar Laurence’s plan to Romeo?
The drug that the Friar provided for Juliet was intended to make her seem dead for how long?
Act 4, Scene 4 conveys what type of mood as the Capulets plan Juliet’s wedding?
What news does Balthasar bring to Romeo?
Why does Romeo think the apothecary will sell him poison?
In Act 5 Scene 2, why causes Friar John to not deliver the letter from Friar Laurence to Romeo?
What was Paris’ dying request?
Describe Juliet’s appearance when Romeo sees her in the vault?
What other tragedy befalls the Montague family?
PART 4: WRITING SKILLS (20 questions)
Know the following definitions/acronyms and review all class notes and examples regarding the items and ideas listed below:
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ACE IT method
Timed Writing Thesis – What is included?
Timed Writing Effective Commentary
o TEETh (What does this include? What does this look like?)
o Strong verbs (i.e. verbs other than “to show”)
Inside/Outside Purpose- Be able to identify given a provided thesis
Embedded quotes – use of signal phrases, correct punctuation, etc.
Proper MLA citations: During the trial, Heck Tate testifies that Mayella was “mighty banged up” (Lee 224).
Expository essays
o How to approach the prompt page (Example provided for you below)
o Hook- What is it? What could it look like?
o Clear thesis statement (What should be included?)
o Topic sentences/echo words
o Transitional words/phrases; indenting paragraphs (Why do we do all this?)
o Strong/specific examples (What do they look like?)
o Correct grammar/punctuation/spelling
On Monday, December 12th, you will receive a reading passage from Romeo and Juliet that we have not analyzed
whole-class. You will write a portion of a Timed Write in class that day, one that includes only a thesis and one body
paragraph in support of the inside purpose named in your thesis.