eng10 lit

✨ English 10 Final Exam Study Sheet ✨

📚 Works Covered

  • And Then There Were None

  • The Scarlet Pimpernel

  • Loyalties Quiz

  • Antigone

  • Macbeth

  • Poetry Analysis Slideshow

  • Annabel Lee

  • I Dwell in Possibility

  • Sonnet 116

  • Sonnet XXX

📝 Grammar Week Cheat Sheet

Commas + Subordinating Conjunctions

Used when attaching a dependent clause to an independent clause.

Example:

  • Because Macbeth was ambitious, he killed Duncan.

If the dependent clause comes FIRST → comma.
If it comes SECOND → usually no comma.

FANBOYS = Coordinating Conjunctions

FANBOYS: For, And, Nor, But, Or, Yet, So

Used to join TWO independent clauses.

Example:

  • Lady Macbeth wanted power, so she pushed Macbeth to kill Duncan.

Parallel Structure

Items in a list should match grammatically.

❌ She liked singing, to dance, and painting.
✅ She liked singing, dancing, and painting.

Subject/Verb Agreement

Singular subject = singular verb
Plural subject = plural verb

Example:

  • Macbeth is guilty.

  • The witches are mysterious.

Quotation Marks + Punctuation

Periods and commas go INSIDE quotation marks.

Example:

  • “Out, damned spot!” cried Lady Macbeth.

Italics vs. Quotation Marks

  • Books/plays: Macbeth, Antigone

  • Poems/short stories: “Annabel Lee”

Colons vs. Semicolons

Colon (:)

Introduces a list or explanation.

Example:

  • Macbeth fears three things: Banquo, Macduff, and guilt.

Semicolon (;)

Connects closely related independent clauses.

Example:

  • Macbeth wanted power; Lady Macbeth encouraged him.

🔪 And Then There Were None

Main Ideas

A group of people are trapped on an island and murdered one by one based on past crimes.

Common Characters People Wrote About

  • Vera Claythorne

  • Judge Wargrave

  • Dr. Armstrong

  • Lombard
    (Depends on your assessment)

Themes

  • Justice

  • Guilt

  • Revenge

  • Morality

Guilty → Least Guilty (common opinion)

  1. Judge Wargrave

  2. Lombard

  3. Vera

  4. Dr. Armstrong

  5. Blore

  6. Emily Brent
    etc.

🎭 The Scarlet Pimpernel

Author Background

Baroness Orczy

  • Hungarian-born British author

  • Supported aristocrats and British imperialism

  • Wrote the novel about 100 years after the French Revolution

Historical Fiction

A fictional story set during a real historical event.

This story happens during the French Revolution. French Revolution

Main Characters

Sir Percy Blakeney

  • Secretly the Scarlet Pimpernel

  • Pretends to be foolish

  • Brave and clever

  • Early superhero trope

Marguerite Blakeney

  • Percy’s wife

  • French actress

  • Intelligent and emotional

  • Learns loyalty and trust

Chauvelin

  • Main antagonist

  • French agent hunting the Pimpernel

Armand

  • Marguerite’s brother

Andrew & Anthony

  • Percy’s helpers/allies

Jellyband

  • Innkeeper

Suzanne

  • Armand’s love interest

Percy + Marguerite Relationship Arc

  • Start distant and distrustful

  • Marguerite suspects Percy is weak

  • She discovers his secret identity

  • They reconcile and trust each other again

POV

Third-person POV that shifts between characters.

Superhero Tropes

  • Secret identity

  • Disguise

  • Double life

  • Clever escapes

  • Symbol/calling card (scarlet flower)

Context Clues/Roots

Use:

  • Similar words

  • Tone

  • Prefixes/suffixes

  • Situation/context

⚖ Antigone

Backstory

Oedipus had two sons:

  • Polyneices

  • Eteocles

They fought over the throne of Thebes and killed each other.

King Creon allowed Eteocles to be buried but banned burial for Polyneices.

Antigone breaks the law to bury her brother.

Main Characters

Antigone

  • Loyal to family and God

  • Rebellious and determined

Ismene

  • Obedient and cautious

Creon

  • King of Thebes

  • Values law/order

Haemon

  • Creon’s son

  • Antigone’s fiancé

Tiresias

  • Blind prophet with wisdom

Loyalties in the Play

  • Family → Antigone

  • God/religion → Antigone

  • Law/country → Creon

  • Reputation/dignity → both

Chorus

A group commenting on events/themes and guiding audience reactions.

Tragedy Tropes

  • Tragic hero

  • Fatal flaw (hubris/pride)

  • Warnings ignored

  • Suffering/death

  • Final moral lesson

  • Wise outsider character (Tiresias)

Tragic Hero + Flaw

Most people say:

  • Creon = tragic hero

  • Tragic flaw = pride/stubbornness (hubris)

🗡 Macbeth

Soliloquy vs. Aside

Soliloquy

Long speech alone on stage revealing thoughts.

Aside

Short comment audience hears but other characters do not.

Blank Verse

Unrhymed iambic pentameter.

da-DUM da-DUM da-DUM da-DUM da-DUMda\text{-}DUM\ da\text{-}DUM\ da\text{-}DUM\ da\text{-}DUM\ da\text{-}DUMda-DUM da-DUM da-DUM da-DUM da-DUM

Main Characters

Macbeth

  • Brave soldier turned tyrant

  • Consumed by ambition

Lady Macbeth

  • Manipulative at first

  • Later destroyed by guilt

Duncan

  • Good king

Banquo

  • Macbeth’s friend

  • Represents honor

Malcolm

  • Duncan’s son

  • Restores order

Macduff

  • Defeats Macbeth

Witches

  • Give prophecies

  • Represent fate/supernatural evil

Supernatural Elements

  • Floating dagger

  • Banquo’s ghost

  • Witch prophecies

  • Apparitions

Emotion Through Text

Shown using:

  • Tone

  • Repetition

  • Word choice

  • Exclamations

  • Pauses/emphasis

Emotion Through Visuals

Shown using:

  • Facial expressions

  • Blocking/stage positions

  • Actions

  • Lighting

Macbeth + Lady Macbeth Arcs

Macbeth

Hero → paranoid murderer → hopeless tyrant

Lady Macbeth

Powerful/confident → guilty → mentally destroyed

Great Chain of Being

Belief that society/nature had a divine order.

Macbeth killing Duncan disrupts nature/order:

  • Storms

  • Darkness

  • Chaos

“Tomorrow” Soliloquy

Macbeth feels life is meaningless and empty after all his violence.

Themes:

  • Despair

  • Meaninglessness

  • Death

Macbeth’s Tragic Flaw

Usually:

  • Ambition
    OR

  • Pride

✨ Poetry Unit

Definition of Poetry

Writing that creates imagery/emotion rhythmically.

Literary Devices

Consonance

Repeated consonant sounds.

Example:

  • The lump jumped past the camp.

Assonance

Repeated vowel sounds.

Example:

  • The rAI n in SpAI n.

End Stop

Sentence ends at end of line.

Enjambment

Sentence continues into next line.

Extended Metaphor

A metaphor carried throughout a poem/work.

Juxtaposition

Placing opposites side by side for contrast.

“Annabel Lee”

Edgar Allan Poe

Basic Theme

Love continues even after death.

Basic Summary

The speaker deeply loved Annabel Lee, but she died. He still obsesses over her memory.

“I Dwell in Possibility”

Emily Dickinson

Extended Metaphor

Dickinson compares:

  • Poetry = a beautiful house

  • Prose = an ordinary house

Poetry gives more freedom and imagination.

Lyric Poem Requirements

  1. Expresses emotion/personal feelings

  2. Short

  3. Musical/rhythmic

Sonnet Requirements

  1. 14 lines

  2. Iambic pentameter

  3. Specific rhyme scheme

Shakespearean Sonnet Extra Requirement

3 quatrains + 1 rhyming couplet

Rhyme scheme:
ABAB CDCD EFEF GG

Iamb

One unstressed syllable followed by a stressed syllable.

Example:
be-LIEVE

Iambic Pentameter

5 iambs per line.

unstressed stressed ×5\text{unstressed stressed }\times 5unstressed stressed ×5

Blank Verse vs. Sonnet

Blank Verse

Sonnet

Unrhymed iambic pentameter

Rhymed iambic pentameter

Sonnet Themes

“Sonnet 116”

Real love is constant and never changes.

“Sonnet XXX”

Love improved and completed the speaker’s life.

Traditional Ballad Requirements

  1. Narrative/story

  2. Repetition/refrain

  3. Dialogue

  4. Simple language

  5. Rhythm/rhyme

Blues History

  • African American musical tradition

  • Focuses on struggle/emotion

  • Influenced modern music

  • Often repetitive and emotional

Melisma

Singing multiple notes on one syllable.

Poetry Analysis Steps

  1. Read literally

  2. Identify speaker/theme

  3. Find literary devices

  4. Analyze tone/mood

  5. Explain meaning/effect

Literary Devices to Know

Repetition

Repeating words/phrases for emphasis.

Metaphor

Direct comparison.

Simile

Comparison using “like” or “as.”

Alliteration

Repeated beginning consonant sounds.

Hyperbole

Extreme exaggeration.

Personification

Giving human traits to nonhuman things.

2ND SEMSTER 


Formatting - MLA 

  1. Numbers on essay - spell it out if one to two words (ex. One hundred, three thousand) 

    1. Three or more words, use digits (ex. 1793) 

  2. Always talk about literature in present tense

    1. Past tense - history (non-fiction, true story), something that happened before the events of the book 

  3. Stay in 3rd person unless its an opinion piece 

  4. Punctuation almost always in quotation marks (ex. She said “I like carrots.”) 

    1. Exceptions: if there's sources. (ex. shakespeare said “I like carrots” (smith 22). ) 

    2. Quote is within a sentence thats a question/exclamation (ex. Did she really say “I like carrots”? (bro ms seymours obsession w carrots lolol)) 

  5. Italics (underline) vs quotations  

    1.  Big things (books, underline title, book of poems, book of short stories, movies/plays, newspaper, album) (italicized/underlines) 

    2. small things (chapters, poems, short stories, scenes, acts, articles, songs) (quotations) 

  6. Commas - offset info, offset quotation/introductory, offset extra info, offset a direct address 


DONT SAY 

  1. This paper will show 

  2. In this essay

  3. In conclusion

  4. Sums: many, most, some, a lot. Don't generalize 

  5. Don't use slashes /  WRONG: him/her RIGHT: him or her 

  6. Don't use dashes (not a hyphen), use commas instead 

  7. Don't use parenthesis, again, use commas instead 


Participle - verb + ed or ing = adjective 

Adverb - describe verbs, adjectives and other adverbs 

Preposition - shows your position. When where? Objective adverb 

Hyphen - joins a multi part word (ex. six-year-old)


NEW UNIT: TRAGEDIES 

Value 

  • an idea you hold highly

  • worth you hold something 

  • Defines your behavior  

  • In tragedies: Conflict = different values crashing into each other

  • Example:

    • Antigone → God / morality

    • Creon → power / order


Tragedies

  • Started w/ the greeks 

  • Patterns followed by shakespeare 


Pattern 

  1. Nature motifs (weather, animals) acting up to signal something is wrong Nature = reacting to human sin

  2. Outcased (disabled, witch, etc) with special insights, you SHOULD listen but they never do (voice of reason) 

  3. Final statement summing up the moral of the story, usually by secondary character or chorus because everyone else is DEAD.. fun!!!  

  4. Chorus in greek tragedy, elders from the city who give commentary on situation 

  5. Tragic hero - otherwise heroic character with one tragic flaw 


  1. Tropes 

    1.  tragic hero who falls because of a tragic flaw 

    2. Insightful outcast, disabled

    3. Nature acting up 

    4. Last line sums up moral, typically said by a secondary character because all the main characters are dead 

    5. Comic relief 

  2. Macbeth 

    1. Shortest shakespeare play 

    2. Based on true stories 

    3. Shakespeare changed things in his plays to appease to the monarchs (james i in macbeth) 

    4. James i was into witchcraft 

    5. Scotland = cold, dark, wet 

    6. Legends, clans

    7. Superstitions, dont say macbeth in a theatre, say “the scottish play”


Fear is the main motivator in macbeth  Macbeth is not just ambitious
 he’s terrified

  • fear of losing power

  • fear of prophecy

  • fear of being weak

 fear → bad decisions → more fear → spiral


How emotion is conveyed through the tone 

Tone 

  • Author trying to convey 

  • In writing word choice setting description punctuation reactions of characters 

Subtext 

Stressing 


Traditional masculinity

  • Strong 

  • Leader

  • Independent 

  • Responsible 

  • Short hair 

  • Leads the house 

  • No emotion 

  • Fighter 

  • Protect the family 


Traditional femininity 

  • Neat 

  • Petite 

  • Clean 

  • Kids 

  • Not as smart 

  • Lets emotions dictate 

  • high  maintenance 

Dramatic irony - we know what characters dont


Apparitions in macbeth 

Symbolism 

Remember the prophecies 

The apparitions in Macbeth are supernatural visions summoned by the witches in Act IV, Scene I. They present Macbeth with a series of prophecies about his future. While their statements are technically true, they are deliberately ambiguous and misleading, encouraging Macbeth to develop a false sense of security.

  • To influence and manipulate Macbeth’s decisions

  • To reinforce the theme of fate versus free will

  • To illustrate how unchecked ambition and fear can distort judgment

  • To demonstrate the deceptive nature of the supernatural

1. Armed Head

  • Message: “Beware Macduff”

  • Meaning: Macbeth should be cautious of Macduff, who poses a real threat to him

  • Effect on Macbeth: Confirms his fears and leads him to act violently against Macduff’s family

2. Bloody Child

  • Message: “None of woman born shall harm Macbeth”

  • Meaning: No man born through natural childbirth will be able to kill Macbeth

  • Reality: Macduff was born by cesarean section, so he does not fit this condition

  • Effect on Macbeth: Gives him a false sense of invincibility

3. Crowned Child with a Tree

  • Message: Macbeth will not be defeated until Birnam Wood comes to Dunsinane Hill

  • Meaning: This seems impossible, suggesting Macbeth’s rule is secure

  • Reality: Soldiers use branches from Birnam Wood as camouflage, making it appear as though the forest is moving

  • Effect on Macbeth: Strengthens his overconfidence


NEW UNIT: POETRY 


Consonance: similar to consonant sounds repeated but in the middle or the end of words “get that kite out of the cat litter”

Assonance: similar vowel sounds repeated “annabel lee waas loved by me in the kingdom by the sea”

End stop: the sentence ends at the end of the line 

Enjambment 

The sentence carries on psast the end of the line with no punctuation 

Extended metaphor a metaphor that carries on for 

Juxtaposition: two or more seemingly contrasted images, phrases, or concepts placed together in order to create an interesting comparison 


Haiku 

  • 3 lines 

  • 5 syllables in the first line, 7 in second, 5 in 3rd 

  • Describes a moment in time 

  • Typically there is a juxtaposition