MID-TERM EXAM REVIEW SHEET
ENGLISH 11 2016-17
Know the primary characters, plots and themes for each story. Be familiar with the author and historical backgrounds of
each period. Be able to recognize characteristics of the writing from each period. Be able to recognize specific genres
(elegy, heroic epic, folktale, myth, legend, riddles, narrative poetry, Victorian literature, etc.) as well as the literary
devices discussed with each (alliteration, caesura, kennings, onomatopoeia, satire, etc.). Be able to match descriptions to
characters and/or authors. Be able to match a historical period to the type of literature, literary themes, and social issues
emphasized during that period​.
Folktales, Myths, Legends
● Characteristics, universal questions, and cultural significcance of each genres (NOTES - 3 Charts)
● Three connections folktales, myths, legends give us (NOTES)
● Folklore, motifs – Definitions (NOTES)
● Basic plot structure of folktales/fairy tales (“Fundamental Plot Stucture” - Plot Motifs NOTES)
● Lessons and themes of traditional literature – “Anansi,” “What Men Live By,” & group tales (Notes; Textbook)
Be able to recgonize the genre, characteristics of the genre, universal questions, and theme (lesson) of a
new text
Narrative Writing
Know the definition of narrative - a story or an account of ​a sequence of events​ ​in the order in which they happened
Be able to recognize and identify all elements of narrative:
● a significant problem, situation, or observation is introduced
● a narrator and/or characters are introduced
● a smooth progression of experiences or events; a clear and coherent sequence of events (your story has a clear
beginning, middle and end)
● dialogue, description, reflection, and multiple plot lines
● character development
● sensory details that create good descriptions of the setting, characters, and events
● precise language
● a specific desired outcome (a problem is resolved, a character learns a lesson, a mystery is made clear, a
resolution results!); a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative
Know that a personal narrative is usually written in first person, but ​NOT ALL narratives
​ are personal narratives.
Be able to identify the genre of a narrative and identify these characteristics within a new text.
Anglo-Saxon Literature (449-1066)
● Historical background to Anglo-Saxon period, invasions upon Britain, oral tradition, Old English, Proto-Indo
European, role of the scop, ​The Exeter Book, The Anglo-Saxon Chronicle, Ecclesiastical History of the English
People, Venerable Bede, etc. ( NOTES; Textbook)
● Beowulf - characters, places, themes, symbolism (DISCUSSION QUESTIONS, Textbook, Quizzes)
● Heroic Epic & Characteristics of the Epic (NOTES & Textbook)
● Traditional heroic traits (NOTES & Worksheet)
● Elegiac Lyric Poetry form and themes (Textbook: "Seafarer," "Wife's Lament" “Wanderer”; NOTES)
● Riddles & Poetic Devices (​alliteration, kennings, similes, personification, metaphors, hyperbole, onomatopoeia,
imagery, caesura) (NOTES & HANDOUTS)
(CONTINUED ON BACK)
Victorian Literature (1832-1901)
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“Mystery of Heroism” by Stephen Crane - Know the main idea of the story, the three types of irony, and the effect
of the irony on the author’s main idea about war, heroism, and the natural world. (NOTES & story text)
Social issues within Victorian society and their effect upon Robert Louis Stevenson’s writing in ​The Strange Case
of Dr. Jekyll and Mr. Hyde. (NOTES)
Robert Louis Stevenson- background and effect upon writing (HANDOUT)
The Strange Case of Dr. Jekyll and Mr. Hyde.- characters, themes, synopsis (DISCUSSION QUESTIONS,
Quizzes, themes and comparisons to other texts)
Literary Devices -gothic Victorian, novella, suspense, irony (NOTES)
NOTE: A large portion of the exam will be dedicated to this work, since you will not have a separate test
about it.
Argumentative Writing
Know the definition of argumentation or argumentative writing - An argument is a reasoned, logical way of demonstrating
that the writer’s position, belief, or conclusion is valid. It is a piece of writing in which a main idea (often called a “claim”
or “thesis statement”) is backed up with evidence that supports the idea.
Be able to recognize and identify elements of argumentative writing:
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Claim ​– The author’s basic belief about a particular topic, issue, event, or idea; The assertion or main point or
statement being made and supported with evidence
Counterclaim ​– A solid and reasonable argument that opposes or disagrees with the claim
Rebuttal ​– A written or verbal response to a counterclaim. The object of the rebuttal is to take into account the
ideas presented in the counterclaim and explain why they aren’t persuasive enough, valid enough, or important
enough to outweigh the claim.
Evidence / Support / Grounds​– Proof provided or specific facts used to strengthen and prove why the claim is
true
Refute ​– To argue against a position or prove it to be wrong
Qualify / Qualifier ​– A “partly-agree” stance in which one agrees (in part) with another person’s argument or
position but also disagrees with part​ of it; A word, or phrase, that ​limits​ the scope of a claim: (​Probably, u​sually,
maybe, somewhat, sometimes, to an extent, in most cases, etc.)
Know the difference between a persuasive piece of writing and an argumentative piece of writing. Be
able to identify a new text and recognize whether the element above are present in the writing and, if so,
where. Be able to choose a proper claim for a text and identify the best supportive evidence.
Vocabularv & Spelling Lists
You should study your vocabulary from the ACT list (first list) and from Jekyll & Hyde (most recent list). You
should also be familiar with any literary terms we have covered, both in notes, handouts, and in reading from
the textbook. Be able to recognize definitions and examples of all literary devices and genres!