English III Final Exam Review Guide- Dr. Carroll
Juan Diego Academy
You must know the following terms/items and be able to identify or use examples of each:
 Satire

Rhetorical Devices
o Rhetorical Questions
o Analogy
o Allusion
o Repetition
o Parallel Structure

Theme

Alliteration

Apostrophe

Figurative Language
o Metaphor
o Simile
o Personification
o Symbolism
o Hyperbole
o Imagery
o Irony

Tone

Mood

Irony

Author’s purpose
Speech Review
Read the following two speeches and answer questions 1-10.
The Gettysburg Address
Edward Everett, a distinguished orator, preceded Lincoln in the ceremony at the Gettysburg battlefield
on November 19, 1863; he spoke for two hours. Lincoln had told a reporter that his own address would
be "short, short, short," and, in fact, it lasted hardly five minutes. These ten sentences have been called
"one of the great American poems."
Four score and seven years ago our fathers brought forth on this continent a new nation,
conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have
come to dedicate a portion of that field a final resting place for those who here gave their lives that
that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this
ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor
power to add or detract. The world will little note nor long remember what we say here, but it can
never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished
work which they who fought here have thus far so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us—that from these honored dead we take increased
devotion to that cause for which they gave the last full measure of devotion—that we here highly
resolve that these dead shall not have died in vain-that this nation, under God, shall have a new birth
of freedom—and that government of the people, by the people, for the people, shall not perish from
the earth.
1. Lincoln uses
A. oxymorons
B. rhetorical devices
C. satire
D. none of these
2. A “new birth of freedom” symbolizes
A. George Washington
B. the next 100+ years as one united country
C. Union Soldiers who have died and gone to heaven
D. that all men everywhere should be free
3. What does Lincoln hope his audience will do following his speech?
A. honor only those who died at Gettysburg
B. remain dedicated to the fight to keep the nation together
C. think that Everett was a long winded man
D. rededicate the field again 100 years from now
4. The United States of America was less than 100 years old at this point. Lincoln’s last line is
designed to
a. remind the nation that it needs to survive intact and not perish
b. tell the Union that it is vain
c. end the Civil War quickly
d. remind the nation it is being tested
5. What type of speech is this?
A. persuasive
B. informative
C. fictional
D. political
6. List two allusions (cite the lines) from the speech and what they allude to:
The Surrender Speech of Chief Joseph
I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The
old men are all dead. It is the young men who say no and yes. He who led the young men is dead. It is
cold and we have no blankets. The little children are freezing to death. My people, some of them, have
run away to the hills and have no blankets, no food. No one knows where they are—perhaps they are
freezing to death. I want to have time to look for my children and see how many of them I can find.
Maybe I shall find them among the dead. Hear me, my chiefs, I am tired. My heart is sad and sick. From
where the sun now stands I will fight no more forever.
Hear me, my chiefs! I am tired; My heart sick and sad.
7. What is the tone of Chief Joseph’s speech?
A. Upbeat
C. Angry
B. Heartbreaking D. All of these
8. What evidence shows Chief Joseph’s concern for his people?
A. “The old men are all dead”
B. “The little children are freezing to death”
C. “My people, some of them, have run away to the hills and have no blankets, no food”
D. All of these
9. Lincoln and Joseph’s speeches are similar in that
A. They both discuss concern for the people they lead C. They both express hope
B. They both take a serious approach to the topic
D. A and B
10. Lincoln and Joseph’s speeches differ in their
A. Joseph uses shorter sentences while Lincoln uses longer sentences
B. Joseph uses repetition while Lincoln does not
C. Joseph discusses sadness in the speech while Lincoln does not.
D. A and C
Drama Review: The following drama section is an assessment of your critical reading ability. Read the
excerpts. Then read each question and all its options. Decide which option best answers the question.
Select the letter of that answer.
On a scorching July day in 1925, a trial began in Dayton, Tennessee, pitting two intellectual greats of
the time against each other. At issue was a state law banning the teaching of evolution and a Dayton
teacher's knowing infringement of that law. For twelve days, Tennessee v. John Thomas Scopes
captured the nation's attention as a media circus swept through Dayton, carrying the historical event
to a world of readers and listeners. But as the trial failed to achieve its intended purpose - testing the
Tennessee law - and the participants gradually followed each other to the grave, the once-famed
Scopes "Monkey Trial" fell from the public eye and memory.
In Inherit the Wind, a teacher, B.T. Cates, is arrested for teaching Darwin's theories. Famous lawyer
Henry Drummond defends him; fundamentalist politician Matthew Brady prosecutes. This is a very
thinly disguised rendition of the 1925 "Scopes monkey trial" with debates between Clarence Darrow
and William Jennings Bryan taken largely from the transcripts. In the following section, Cates, his
lawyer and his girlfriend confront the problems involved in the case.
INHERIT THE WIND
RACHEL: Well, I care about what the people in this town think of him.
DRUMMOND: (quietly) Can you buy back his respectability by making him a coward (He spades his
hands in his hip pockets). I understand what Bert's going through. It's the loneliest feeling in the
world----to
find yourself standing up when everybody else is sitting down. To have everybody look
at you and say,
"'What's the matter with him?" I know. I know what it feels like. Walking down
an empty street,
listening to the sound of your own footsteps. Shutters closed, blinds drawn,
doors locked against you.
And you aren't sure whether you're walking toward something, or if
you're just walking away. (He takes a deep breath, , then turns abruptly) Cates, I’ll change your plea
and well call off the whole business--on one condition. If you honestly believe you committed a
criminal act against the citizens of this state and the minds of their children. If you honestly believe
that you're wrong and the law's right. Then the hell with it. I’ll pack my grip and go back to Chicago,
where it's a cool hundred m the shade.
RACHEL: (Eagerly)Bert knows he's wrong. Don't you, Bert?
DRUMMOND: Don't prompt the witness.
CATES: (Indecisive) What do you think, Mr. Drummond?
DRUMMOND: I’m here. That tells you what I think. (He looks squarely ate Cates.) Well, what’s the
verdict, Bert? You want to find yourself guilty before the jury does?
CATES: (Quietly, with determination) No, sir. I’m not gonna quit.
RACHEL: (Protesting) Bert!
CATES: It wouldn't do any good now, anyhow. (He turns to Rachel) If you’ll stick by me, Rache---well, we can fight it out. (He smiles at her wanly. All the others have gone now, except MEEKER and
DRUMMOND.)
RACHEL: (shakes her head, bewildered, tears forming in her eyes.) I don't know what to do; I don't
know what to do.
CATES: (Frowning) What's the matter, Rachel
RACHEL: I don't want to do it, Bert; but Mr. Brady says--DRUMMOND: What does Brady say?
RACHEL: (Looking down) They want me to testify against Bert.
CATES: (Stunned) You can't!
MEEKER: I don't mean to rush you, Bert; but we gotta close up the shop. (Cates is genuinely panicked)
CATES: Rache, some of the things I’ve talked to you about are things you just say to your own heart.
(He starts to go with Meeker, then turns back). If you get up on the stand and say those things out
loud---(He shakes his head) . Don’t you understand? The words I’ve said to you-softly, in the dark--just
trying to figure out what the stars are for, or what might be on the back side of the moon--MEEKER: Bert--CATES: They were questions. Rache, I was just asking questions. If you repeat those things on the
witness
stand, Brady’ll make ‘em sound like answers. And then they’ll crucify me !
(Cates and Meeker go off. Drummond puts on his coat, sizing up Rachel as he does so. Rachel, torn, is
almost unconscious of his presence or of her surroundings)
DRUMMOND: (Kindly, quietly) What's your name? Rachel what?
RACHEL: Rachel Brown. Can they make me testify?
DRUMMOND: I’m afraid so. It would be nice if nobody ever had to make anybody do anything. But--(He takes his briefcase) Don’t let Brady scare you. He only seems to be bigger than the law.
RACHEL: It's not Mr. Brady. It's my father.
DRUMMOND: Who's your father?
RACHEL: The Reverend Jeremiah Brown. (DRUMMOND whistles softly through his teeth) I remember
feeling this way I was a little girl. I would wake up at night terrified of the dark. I’d think sometimes
that my bed was on the ceiling , and the whole house was upside down; and if I didn't hang onto the
mattress, I might fall outward into the stars. (She shivers a little, remembering). I wanted to run to my
father, and have him tell me I was safe, that everything was all right. But I was always more frightened
of him than I was of falling. It’s the same way now.
DRUMMOND: (softly) Is your mother dead?
RACHEL: I never knew my mother. (Distraught) Is it true? Is Bert wicked?
DRUMMOND: (with simple conviction) Bert Cates is a good man. Maybe even a great one. And it
takes strength for a woman to love such a man. Especially when he's a pariah in the community.
RACHEL: I’m only confusing Bert. And he’s confused enough as it is.
DRUMMOND: The man who has everything figured out is probably a fool. College examinations
notwithstanding, it takes a very smart fella to say, “I don’t know the answer!”
CURTAIN
11. In terms of the trial, Drummond's long speech to Cates is clearly about
A. choosing to avoid public scorn
C. choosing to listen to his own conscience
B. choosing to please other people D. choosing to listen to his girlfriend's ideas
12. The "wrong" Drummond refers to is
A. going against Rachel's requests
B. teaching evolution in school
C. teaching religion in school
D. breaking and entering one of the locked doors
13. Based on the scene, it is clear that Drummond thinks
A. Cates should continue to fight the charges against him
B. Cates should admit his wrongdoing and stop the trial
C. Cates is neither innocent or guilty and should request a continuance
D. Cates should listen to Rachel's pleas to stop the trial
14. Rachel will be a witness for the prosecution. The audience sees clearly that she is
A. torn by loyalty to her father or to the town
B. afraid to be questioned by the prosecution lawyer, Bryan
C. afraid to confront the ideas that have shaped her life
D. confident that Cates will make the right decision and life can normalize
15. Drummond says, "...it takes strength for a woman to love such a man. Especially when he's a
pariah in the community." In this context, the word pariah means
A. bloodsucker B. wise man C. prophet D. outcast
Critical Reading
The questions below are based on the following selection from Chapter IX of The Red Badge of Courage
by Stephen Crane.
The protagonist Henry Fleming, called “the youth” by the narrator, has left the sanctuary of the
woods and is running toward the battlefield. He encounters the dead and the dying, the tattered
soldier, and then Jim, the tall soldier who had befriended him.
“Jim—Jim——Jim———”
The tall soldier opened his lips and spoke. He made a gesture. “Leave me be—don’t tech
me—leave me be—”
There was another silence while he waited.
Suddenly, his form stiffened and straightened. Then it was shaken by a prolonged ague. He
stared into space. To the two watchers (Henry and the tattered soldier) there was a curious and
profound dignity in the firm lines of his awful face.
He was invaded by a creeping strangeness that slowly enveloped him. For a moment the
tremor of his legs caused him to dance a sort of hideous hornpipe. His arms beat wildly about
his head in expression of implike enthusiasm.
His tall figure stretched itself to it full height. There was a slight rending sound. Then it
began to swing forward, slow and straight, in the manner of a falling tree. A swift muscular
contortion made the left shoulder strike the ground first.
The body seemed to bounce a little way from the earth. . . .
The youth had watched, spellbound, this ceremony at the place of meeting. His face has
been twisted into an expression of every agony he had imagined for his friend.
He now sprang to his feet and, going closer, gazed upon the pastelike face. The mouth was
open and the teeth showed in a laugh.
As the flap of the blue jacket fell away from the body, he could see that the side looked as if
it had been chewed by wolves.
The youth turned, with sudden, livid rage, toward the battlefield. He shook his fist. . . .
The red sun was pasted in the sky like a wafer.
16. Prior to reading this excerpt from a Stephen Crane novel set in the Civil War, it would be helpful to the
reader to
a. Study medicine.
c. study Civil War history.
b. write a novel.
d. read other books by Stephen Crane.
17. The plot centers on a boy who
a. Wanted to run from this encounter with death
b. held Jim’s hand while watching him die.
c. tried to protect the tattered soldier from watching Jim.
d. was in awe of and then enraged by Jim’s death.
18. Which line contains a simile?
a. To the two watchers there was a curious and profound dignity in the lines of his
awful face.
b. As the flap of the blue jacket fell away, he could see that the side looked as if it
had been chewed by wolves.
c. Then it began to swing forward, slow and straight, in the manner of a falling tree.
d. The red sun was pasted in the sky like a wafer.
19. Which line contains a metaphor?
a. To the two watchers there was curious and profound dignity in the lines of his
awful face.
b. As the flap of the blue jacket fell away, he could see that the side looked as if it
had been chewed by wolves.
c. Then it began to swing forward, slow and straight, in the manner of a falling tree.
d. The red sun was pasted in the sky like a wafer.
20. If the following items were arranged in chronological order, which would be last?
a. The youth gazes upon the face of the tall soldier.
b. The tall soldier falls to the ground.
c. The tall soldier begins to speak.
d. The legs of the tall soldier begin to shake with tremor.
21. If The Red Badge of Courage were the autobiography of Henry Fleming, which would be true?
a. Henry Fleming would describe the events as he experienced them.
b. Henry Fleming would not be in the story.
c. Stephen Crane would have been in the war.
d. The story would focus on Jim’s experiences.
22. The passage’s final events could be best described as
a. predictable
b. humorous
c. horrific
d. ironic
Nonfiction Review
Critical Reading: The questions below are based on the following selection.
This excerpt is from Richard Wright’s memoir of his early life, Black Boy: A Record of Childhood
and Youth.
The eighth grade days flowed in their hungry path and I grew more conscious of myself; I sat
in classes, bored, wondering, dreaming. One long dry afternoon I took out my composition
book and told myself that I would write a story: it was sheer idleness that led me to it. What
would the story be about? It resolved itself into a plot about a villain who wanted a widow’s
home and I called it The Voodoo of Hell’s Half-Acre. It was crudely atmospheric, emotional,
intuitively psychological, and stemmed from pure feeling. I finished it in three days and then
wondered what to do with it.
The local Negro newspaper! That’s it . . . I sailed into the office and shoved my ragged
composition under the nose of the man who called himself the editor.
“What is that?” he asked.
“A story,” I said.
“A news story?”
“No, fiction.”
“All right, I’ll read it,” he said.
He pushed my composition book back on his desk and looked at me curiously, sucking at his
pipe.
“But I want you to read it now,” I said.
He blinked. I had no idea how newspapers were run. I thought that one took a story to an
editor and he sat down then and there and read it and said yes or no.
“I’ll read this and let you know about it tomorrow,” he said.
I was disappointed; I had taken time to write it and he seemed distant and uninterested.
“Give me the story,” I said, reaching up for it.
He turned from me, took up the book and read ten pages or more.
23. What can you determine about the period in which Wright grew up from his reference to “[t]he local
Negro newspaper”?
a. He probably grew up after the civil rights era.
b. He probably grew up at the height of the Black Nationalist movement.
c. He probably grew up in the days before the Civil War.
d. He probably grew up during the days of segregation.
24. What is Wright’s purpose in this passage?
a. To make fun of a newspaper editor
b. To explain how he began to write and publish fiction
c. To criticize policies of segregation
d. To show how smart he was in the eighth grade
25. Wright achieves his purpose in this passage in which of the following ways?
a. He shows that he wanted to become a famous writer early on.
b. He shows that his start as a writer came of boredom and that he was aided by his
ignorance of publishing.
c. He shows us that his stubborn pursuit of his goals allowed him to achieve success.
d. He shows us that the key to becoming a published writer is persuasive ability.
26. What is the probable meaning of Wright’s metaphor of the “hungry path” in which the “eighth grade
days flowed”?
a. He was hungry all the time, like someone who had walked far.
b. The days passed as quickly as a hungry animal eats.
c. The times were dangerous, like a hungry animal.
d. He craved more from his days, like a person hungry for food.
27. The passage’s plot centers on a young boy who is
a. Trying to find himself
b. Angry with the world
c. Bored with life
d. Trying to sell his story to a newspaper
28. Why does the editor end up reading Wright’s story on the spot?
a. He realizes that Wright is very smart.
b. He does not want to be unkind.
c. Reading it is easier than getting Wright to change his assumptions.
d. He probably realizes that he needs to fill space in the paper.
29. Why does Wright submit his story to a newspaper?
a. It seems like the logical next step.
b. He wants to get his name in the papers.
c. He hopes publishing the story will get him out of class.
d. He is impressed with his own work.
30. Which of the following choices best expresses Wright’s opinion of the story he wrote in eighth grade?
a. It was effective, because it was based on pure feeling.
b. It was sophisticated, since it was filled with emotion and psychological insight.
c. It was an enthusiastic effort, but lacked polish and a deep theme.
d. It was embarrassing, because it is not as good as his later work.
31. Why does Wright start to take his story back from the editor?
a. He has sudden second thoughts about its worth.
b. He is hurt that the editor is not interested in the story or in him.
c. He realizes that this gesture will help him get his way.
d. He has second thoughts about its value.
Grammar Review: Read the following excerpt and mark the appropriate grammatical corrections.
When I was little, I really hate visiting Aunt Martha. She was
32.
A. hates
B. hating
C. hated
D. no change
my fathers sister and had never been married. Since she had
33
33.
A. Fathers
B. father’s
C. Father’s
D. no change
no children of her own, she didnt know what to do with me.
34
34.
A. didn’t
B. didnnt
C. don’t
D. no change
I remember the sofa in her living room; it was dark
35
35.
A. room. it
B. room; it
C. room, it
D. no change
brown. And filled with horsehair. Every time I sat on it,
36
36.
A. brown: and filled
B. brown; and filled
C. brown and filled
D. no change
I got stabbed by the stuffing. I had to plump up the cushion
when I got up otherwise, she would frown at me.
37
37.
A. up, otherwise;
B. up; otherwise,
C. up: otherwise
D. no change
She would sit opposite me with a stiff smile on her face
and ask me what I was learning in American literature or
if I had been good in class?
38
I always felt like saying, “Chill out woman. There are
39
better things to talk about.
Besides, my grades are better than my brother Jims.”
40
Every time I visited her, I couldn’t wait to say
goodbye plump up her awful sofa, and escape.
41
38.
A. class,
B. class!
C. class.
D. no change
39.
A. saying;
B. saying!
C. saying—
D. no change
40.
A. Jim’s
B. Jims’
C. Jimmy’s
D. no change
41.
A. goodbye,
B. goodbye;
C. : goodbye
D. no change