Name ________________________________
Honors Junior English
Spring Semester 2011
Final Exam Study Guide
Unit I - British Literature from 1625 – 1789
Early Seventeenth Century (1600 – 1660) / Enlightenment
Please review the reading in your textbook p. 380 – 387
Pay special attention to the political unrest at this time.
Study any quizzes given on this material.
Key Terms
conceit
metaphor
simile
personification
paradox
epigram
sonnet
epic poetry
“carpe diem” theme
The Restoration
The Glorious Revolution
The Enlightenment/Age of Reason/Neoclassical Period
Metaphysical poetry
British writers of the Early Seventeenth Century (1600 – 1660)
Three “Schools” of Poetry
1.
Metaphysical Poetry p. 506 - 507
John Donne (1572 – 1631)
“Meditation 17”
“A Valediction: Forbidding Mourning”
“Holy Sonnet 10”
Key terms: conceit; paradox
2. “Sons of Ben”
Ben Jonson (1572 – 1637)
“On My First Son”
“Song: To Celia”
Key terms: epitaph; epigram
Cavalier Poets
Robert Herrick (1591 – 1674)
“To the Virgins, to Make Much of Time”
Sir John Suckling (1609 – 1642)
“Song”
Richard Lovelace (1618 – 1657)
“To Althea, from Prison”
Key terms – carpe diem; theme; hyperbole
Andrew Marvell (1621 – 1678)
“To His Coy Mistress” p. 414
**Shares commonalities with Sons of Ben and Puritan poets
3. Puritan Poetry
John Milton (1608 – 1674)
“How Soon Hath Time”
“When I consider how my time is spent”
Paradise Lost p. 485
John Bunyan- The Pilgrim’s Progress
Allegory; Vanity Fair
The Restoration and the 18th Century
Review textbook reading p. 550 – 561
Age of Reason/Enlightenment/Neoclassical period/Augustan Age
Samuel Pepys “Diary”
Primary sources; the Great Fire of London
Daniel Defoe Robinson Crusoe – 1st novel
Journal of the Plague Year (1665)
verisimilitude
Jonathon Swift Gulliver’s Travels “Voyage to Lilliput” “A Voyage to Brobdingnag”
“A Modest Proposal
Satire – Horatian, Juvenalian; verbal irony
Alexander Pope – “Rape of the Lock”
Mock Epic; heroic couplet, iambic pentameter
Samuel Johnson – Preface to the Dictionary p. 502 – 509 in text
Dictionary; author’s voice
James Boswell
Biography of Samuel Johnson
Joseph Addison – “Aims of the Spectator”
Neoclassicism; newspaper/periodical writing
Thomas Gray – “An Elegy Written in a Country Churchyard” p. 518 – 525 in text
Elegy
Pre-Romantic Poetry
Epitaph
Mary Wollstonecraft – “A Vindication of the Rights of Woman”
Unit II. Romantic Period (1798 – 1832)
Please review the reading in the text p. 738 – 749 in your text for historical context and refer to all handouts.
Key terms from the unit
Romanticism
Typical Settings/Subjects for Romantic Poetry
Lyric Poetry
Ode
Sonnet
Gothic Literature
Symbols/symbolism
Byronic hero
Epitaph
Dialect
Imagery
Irony
Simile
Metaphor
Personification
Alliteration
Assonance
Consonance
Internal Rhyme
Apostrophe
Mock Epic
Theme
Symbols/symbolism
French Revolution/Storming of the Bastille Prison
*Know what events mark the beginning and end of the Romantic Period
Enjambment
alexandrine
types of stanzas (couple, tercet, etc)
apostrophe
Pre-Romantics
Robert Burns (1759 – 1796)
“Auld Lang Syne“
"To a Mouse" and “To a Louse“
dialect;
William Blake (1757 – 1827)
Songs of Innocence - "The Chimney Sweeper," "The Lamb" “The Little Boy Lost” “The Little Boy Found”
Songs of Experience - "The Tyger"; “The Chimney Sweeper”; “The Sick Rose”
Symbolism in poetry; Dualistic philosophy of life
Artist as well as poet
Social Commentary/Novel of Manners
Jane Austen (1775 – 1817) p. 714;
Pride and Prejudice movie - Novel of Manners
First Generation Romantics
William Wordsworth (1770 – 1850)
- "Lines Composed a Few Miles Above Tintern Abbey"
- “The World is Too Much with Us"
- “I Wandered Lonely as a Cloud”
Background; pioneer of Romanticism; Lyric Poetry; French Revolution; collaborated with Coleridge
Samuel Taylor Coleridge (1772 – 1834) - "The Rime of the Ancient Mariner"
Themes of guilt and isolation; the supernatural; poetic devices
Lyrical Ballads written with Wordsworth;
Second Generation Romantics
George Gordon, Lord Byron
"Childe Harold’s Pilgrimage"
“She Walks in Beauty”
“When We Two Parted”
Background on author; apostrophe; Byronic Hero; figurative language (simile, metaphor; personification);
politics
Percy Bysshe Shelley –
"Ozymandias"
"Ode to the West Wind"
“To a Skylark"
Background on author; imagery; irony; tone; figurative language; theme; politics
Rhythmic patterns of poetry (p. 847 in text)
John Keats - (1795-1821) p. 682 – 692 in textbook
"When I Have Fears that I May Cease to Be"
"Ode to a Nightengale"
"Ode on a Grecian Urn"
“To Autumn”
Background on author; Ode; imagery; synesthesia
Mary Shelley – Frankenstein (1797 – 1851)
Study all handouts related to the novel.
Major themes/Questions from quizzes
III. The Victorian Period (1837 – 1901)
Please review the reading in the text p. 894 – 903 for historical context and refer to the handouts on the period.
Key Terms
Queen Victoria
Invention - Imperialism
Social Reform
The Second British Renaissance
Euphemisms
Realism
Naturalism
Aestheticism
Alfred, Lord Tennyson
“The Lady of Shalott”
“Crossing the Bar”
Robert Browning
“My Last Duchess” – dramatic monologue
Elizabeth Barrett Browning
“Sonnet 43”
Emily Bronte
“Remembrance”
Pygmalion by George Bernard Shaw
Be familiar with some of the Victorian novel writers and poets: Charles Dickens,
Charlotte and Emily Bronte, Thomas Hardy, George Eliot
On the test, you will be asked to read and answer questions based on a new selection
from a Victorian author we studied.
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The exam will include both objective questions and 1 essay question:
Part One: Scantron – Objective Questions
- Be able to identify the use of key terminology in literary selections
- Be able to identify themes, symbols, irony, etc. in selections we read.
- Be able to identify in which literary period a certain person lived/event
happened/literary piece was written, etc.
Part Two: Essay
Be ready to discuss several pieces of literature related to a general topic, except for the Pygmalion
question. Show me that you have a command of the material that we’ve been studying this
semester. Your essay will be graded on such command of material, on the wealth of ideas and
information, and on persuasiveness in general.
Possible essay topics:
1. In Pygmalion, what is middle class morality? How is middle class morality responsible
for thrusting both Liza and her father into the middle class, and why is each not
comfortable in it? What does Shaw seem to be saying about class distinctions?
2. Using examples that we have read, explain the relationship between the history/politics
of a time period and the literature of the time.
3. Analyze the changing face of the British literary hero. Last semester we studied the epic
hero (Beowulf), the chivalrous hero (Arthurian legend) and the tragic hero (Macbeth).
How has the concept of the British literary hero changed, given the selections
you’ve read this semester? Refer to the Neoclassical, Romantic, Victorian idea of a
hero. (Think: Who exemplifies a literary hero in the neoclassical period? In the Romantic
period? In the Victorian period? The contemporary period? (Harry Potter)
4. We began the year discussing the 7 basic plot lines of literature. Using any selections
we’ve read this year as examples, explain whether you agree or disagree with
Christopher Booker’s assertion that all literary plots are variations of these seven basic
plot lines.