Canadian International Matriculation Programme
Sunway College
ENGLISH – ENG4U
FINAL EXAMINATION
Date: December 04, 2015
Time: 11:30 a.m. – 1:30 p.m.
Length: 2 hours
Lecturer:
Ms. Disha Garcha / Mr. Mark Auger
Student Name: _________________________________ Period: 01 / 02 / 03 / 04 / 05 / 06
(Circle where appropriate)
Please read the following instructions carefully before you begin the examination:
1. This examination paper has four (4) printed pages.
2. This examination consists of four (4) sections and carries a total of 64 marks.
SECTION
1
2
3
4
CONTENT
Short Answer – Graphic
Novel
Short Answer – Novel
Short Answer - Play
Essay
MARKS
8
8
8
40
3. The examination is worth twenty percent (20%) of your final mark.
4. All work is to be done in the answer booklets provided.
5. Please make sure you hand in this examination paper before leaving the hall. Make sure you
have written your name, and circled your teacher’s name and the appropriate class period.
6. Answers must be written in standard English format for an academic audience.
7. All answers must be written in black or blue pen only.
For office use only:
Section 1
Section 2
Section 3
Section 4
Total
SECTION 1: Short Answer – Persepolis
(Knowledge & Understanding
/6 points) (Communication
/2points)
Answer one (1) of the following questions:
1. Identify three acts of rebellion in Persepolis. What is the overriding
purpose of rebellion in the novel?
2. Persepolis can be read as a coming-of-age story. What three things does
Marjane Satrapi learn throughout the text and how does she learn
them?
SECTION 2: Short Answer – The Great Gatsby
(Thinking and Inquiry
/6 points) (Communication
/2 points)
1. Select one (1) of the following poems and answer the question stated
below.
How does this poem relate to The Great Gatsby? Use three specific examples
from The Great Gatsby to support your answer.
Richard Cory
We Wear the Mask
By Paul Laurence Dunbar
By Edwin Arlington Robinson
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
C lean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
" Good-morning," and he glittered when he
walked.
And he was rich—yes, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
to make us wish that we were in his place.
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,—
T his debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
So on we worked, and waited for the light,
And went without the meat, and cursed the
bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head
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SECTION 3: Short Answer – Much Ado About Nothing
(Application
/6 points) (Communication
/2 points)
Answer one (1) of the following questions:
1. Compare William Shakespeare’s and Marjane Satrapi’s stance on
romantic relationships in Much Ado About Nothing and Persepolis. In
other words, what is each author suggesting about the nature of
romantic relationships? How is this suggestion similar and how is it
different?
2. Compare and contrast F. Scott Fitzgerald and William Shakespeare’s
perceptions of deceit. What are these two authors suggesting about the
nature and purpose of deceit?
SECTION 4: Essay
Write a well-structured and fully developed essay with a clearly stated thesis
on one (1) of the following topics from the texts studied in class. You must
include specific references to these works to support your ideas. Please
review the rubric on the next page for the assessment breakdown.
It is recommended you make an outline.
Topics:
a) F. Scott Fitzgerald and William Shakespeare depict gender inequality.
Do you agree or disagree? Use examples from both texts, The Great
Gatsby and Much Ado About Nothing, to support your answer.
b) In The Great Gatsby and Much Ado About Nothing, the characters get
what they deserve in the end. Do you agree or disagree? Use examples
from both texts to support your answer.
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Level 1
52
Categories
55
Level 2
57
62
65
Level 3
67
72
75
Level 4
77
85
90
95
KNOWLEDGE/UNDERSTANDING
Knowledge of selected
texts (plot, characters,
setting, conflict, etc…)
demonstrates limited
knowledge of content
Knowledge and
identifies underlying
understanding of the
themes with limited
underlying themes within effectiveness
the texts
demonstrates some
knowledge of content
demonstrates
considerable knowledge
of content
demonstrates thorough
knowledge of content
identifies underlying
themes with some
effectiveness
identifies underlying
identifies underlying
themes with considerable themes to a high degree
effectiveness
of effectiveness
THINKING/INQUIRY
Thesis Statement clearly
addresses the selected
task
Thesis is identifiable but is Thesis expresses a
undemanding or unclear sufficient & purposeful
argument
utilizes evidence to
support arguments with
Utilizes appropriate
evidence from both texts limited effectiveness
to support arguments
Thesis is clear, concise & Thesis expresses an
expresses well-structured insightful & thoughtful
& appropriate argument argument
utilizes evidence to
support arguments with
some effectiveness
utilizes evidence to
utilizes evidence to
support arguments with support arguments to a
considerable effectiveness high degree of
effectiveness
Expresses & organizes
ideas with some clarity
expresses & organizes
ideas with considerable
clarity
COMMUNICATION
Clarity of ideas &
organization of ideas
expresses & organizes
ideas with limited clarity
expresses & organizes
ideas to a high degree of
effectiveness
Language Conventions
(word choice, sentence
structures)
uses language
uses language
conventions with limited conventions with some
effectiveness
effectiveness
uses language
uses language
conventions with
conventions to a high
considerable effectiveness degree of effectiveness
Grammar Conventions
uses grammar
uses grammar
(appropriate punctuation, conventions with limited conventions with some
capitalization, complete effectiveness
effectiveness
sentences)
uses grammar
uses grammar
conventions with
conventions to a high
considerable effectiveness degree of effectiveness
APPLICATION
Applies knowledge of
theme to address
question
applies knowledge of
theme with limited
effectiveness
applies knowledge of
theme with some
effectiveness
Makes text to text
connections
makes text to text
makes text to text
connections with limited connections with some
effectiveness
effectiveness
applies knowledge of
applies knowledge of
theme with considerable theme to a high degree of
effectiveness
effectiveness
makes text to text
makes text to text
connections with
connections to a high
considerable effectiveness degree of effectiveness
— End of Paper —
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