PICKERING HIGH SCHOOL
ENL 1W1/G FINAL EXAM REVIEW
Time: 1.5 hours
Total Marks: /60
Exam Instructions:
Multiple Choice answers for Parts 1 & 2 are to be recorded in the exam booklet.
Paragraph Response for Part 3 is to be completed within the exam booklet and in full and complete sentences.
The examination is worth 10% of your mark.
When you are finished please review your exam and sit quietly for the remainder of exam time.
No cell phones, earbuds, headphones, smart watches, or technology of any kind are allowed (unless previously arranged).
Use the following to assist with your exam preparation.
Please note, this may not be an exhaustive list. Provide an example as applicable.
Literary Devices & Course Terminology
Term | Definition | Example |
Alliteration | 2 or more words with the same beginning sound | …four fork … |
Allusion | something that brings to mind something else without explicitly mentioning. | …Chocolate was her achilles heel… |
Assonance | When a sentence has a relation of a vowel sound in multiple words. | Go slow over the road |
Couplet | A pair of lines in a poem | Double, Double, Toil and trouble; Fire burns and cauldron bubble. |
Hyperbole | An exaggeration of the truth | The weekend is in a thousand days . |
Imagery | A visual description of something | The wave came in so loud that you could hear it from the south. |
Irony: Dramatic Situational Verbal | when something is said or done that is the opposite of the situation. Dramatic: when the reader knows something the characters don’t to create tension. Situational: When the opposite of is escaped to happen to create hurmour. Verbal: someone says something but means to complete the opposite. | Dramatic: the viewers see a trap laid and watch the animal walk right into it. Situational: people talking about a murder in a cafe. Verbal: “My socks are drenched, just great” |
Metaphor | Compare two things without like or as | I’m a cheetah in track and field. |
Onomatopoeia | Words that are a sound | pop, smash, crack… |
Oxymoron | Placing two opposite words together | Awfully good, deafening silence |
Paradox | a sentence that contradicts itself | everything I say is a lie |
Personification | Giving a human or living treat to things that are not human. | the trees dance in the wind |
Pun | When wordplay is used to make the audience amused | what did the house wear to prom, an address |
Rhyme Scheme | The pattern of each rhyming word at the end of a line in a poem. | …ends …night …friends …light |
Simile | comparing to words using like or as | I fight like a tiger |
Stanza | A set of lines in a poem usually 4 lines, but it the poems version of a paragraph. | |
Enjambment | Running a line of a poem to the next with no type of punctuation. | |
Free Verse | Free verse is a poem that has no rules to it. ( meter or rhyme scheme) | |
Meter | The rhythm or pattern of he beat in poetry. | |
Ode | A poem that gives ode (thanks or appreciation) to something. Usually with dramatic words. | |
Limerick | poem with five lines, meter AABBA. A’s go da dum da da dum da da dum, and B’s go da dum da da dum | |
Haiku | A poem that has 5 syllables in the first line, 7 in the second and 5 in the last. | |
Paragraph Types: Descriptive Argumentative Narrative Expository | Descriptive: describing something with the five senses. Argumentative: Arguming point or opinion against something else. Narrative: Telling a story of some sorts. Expository: giving some kind of information or intuition | |
Morphology | ||
Methods of Presenting: Causal Topical Spatial Chronological | Causal: Order in a cause to effect series, where everything is in a specific order. Topical: Ordering in categories or class. (dog breeds) Spatial: Ordering it to where it is space in relation to something else. Chronological: Order to how the events played out in time. | |
Presentations: Introduction & Concluding Strategies | Introduction: The start of the presentation, there to get the attention and create contact. As well as to tell them what the presentation is about. Concluding: The end of your presentation, and the time to summarize, reinforce the purpose, to get the audience opponents of purpose, as well to have a lasting impression. | Quotation, Starling statement, question, humor, etc. Appropriate punch line, quotation, personal example of the value of the information, etc. |
Speech Delivery: Volume Rate Pitch Stress Gestures | Volum: the strengthening in your voice. Rate: The speed of your speech. Pitch: The frequency of your voice. Stress: putting emphasis on a word or group of words using volume, rate, or pitch. Gestures: movement mostly using your out body to emphasize your idea or emotions. | how loud or quiet. How fast or slow you talk. how high or low. saying “me” louder Lifting my hands close to the audience when I am asking they a question. |
Short Story - Literary Elements
Term | Definition/Example |
Plot | The plot is the meat or the story part of the story. |
Plot: Introduction | Introduction is the first part of plot and is when information like character and setting are introduced |
Plot: Rising Action | when the story gets more interesting and the conflict is revealed. |
Plot: Climax | The highest point of interest and action. As well as the turning point, it leaves the audience wondering what is going to happen next. |
Plot: Falling Action | The events begin to resolve itself and the reader knows if the conflict has been resolved. |
Plot: Conclusion | This is the final outcome of the story. All events have been untangled. |
Conflict | The problem in the story and the part that makes the story interesting. There 2 types of conflict Internal (conflit with themself person vs themself) and External (conflict with an outside forces, person vs person, person vs nature, etc) |
Character | 2 meanings:
|
Setting | Setting is the place/location, time, weather conductions, social condition, and mood/atmosphere of the story. |
Theme | The main point or idea of the story. |
Point of View: First Person Third Person Limited Third Person Omniscient | first person: A character in the story use only me, my, I , our and we pronouns Third person limited: you know the thoughts and feelings of one character, narration is only in third person. Third person omniscient: The reader can know the feelings and thoughts of all characters from the all know narrator, this narrator can tell you the the past, present and future, also can use the pronouns she, he, and they. |
Parts of Speech & Sentence Structure
Term | Definition | Example |
Noun | A person, place, thing or Idea | Aaliyah, Canada, poodle, etc |
Pronoun | A way of addressing something or someone, and usually comes before a noun. | She, they, his, etc |
Verb | An action words | running, laughing, talk, etc |
Adverb | A word to describe a verb. | Fast, loud , repeatedly, etc |
Adjective | A word to despicable a noun. | Big, short, blue (technically blue can also be a noun), etc |
Preposition | A word used before a noun, pronoun or noun phase to show direction, time, place, spatial relationship, or to introduce an object. | In, at, on, of, to… etc |
Conjunction | A word that connects 2 causes or 2 coordinating words of these same clauses. | for, and, nor, but, or, yet, so |
Simple | A sentence with one clause, a verb/ predicate and a noun/ subject | The boy walked. |
Complex | A complex sentences is a sentence with one independent clause and one dependent clause | The boy walked, then stopped. |
Compound | A compound sentence is a sentence with 2 or more independent clauses that are joined by coordinating conjunction. | He went on a walk and she walked on a walk. |
Compound - Complex | A compound- complex sentence is a sentence with 2 or more independent clauses and one or more dependent clauses. | He walked, and she walked to the store. |
Dependent Clause | A clause that cannot stand alone as its own sentence. (They don’t have both a subject and a verb) | …to the store… |
Independent Clause | A cause that can stand alone as its own sentence.( it has a subject and a verb) | She walked. |
PART C Metacognitive Open Response Preparation:
review argumentative paragraph structure (with 2 points)
review feedback from paragraph and essay
define “metacognitive” The ability to think about your own thoughts
consider your English class as a whole - what have you learned, what skills have you developed etc.
metacognitive is and what it means.
I learned what a clause was a ( a grouping of words to make or help make a sentence)
I learn what a depentant and independent clause was and i learned the different types of sentences.
I learned that you eed to put a comma before a conjunction, and I learned what a conjunction was.I learned what a preposition was.
I learn the different point of views and the methodes of presenting.
I learned a new word for informational, Expository,
I learned the different types of poetry and I now can say that I know what a Stanza and Enjambment are.
Plus now I know all the literary devices, and not just 5.