Rest your mind; exam essay results, available on TURNITIN, will be posted no sooner than Friday, December 28. The same holds true for exam and semester grades in the school’s grade book. Enjoy the holidays (holy days).
Review exam conditions, wording* and strategies. As time allows, proceed with practice exercises.
*For wording see google doc on Raw Materials page of this blog. This document is a facsimile of the actual exam, minus the questions’ contents.
regular time exams–9:45-12 noon, in the gym; extended time exams 9-12, in Groesbeck
make sure you bring a charged laptop; those without will write in blue books
after completing exam, store closed laptop under your seat
bring only: laptop, Beowulf and Frankenstein texts, reading book for after exam (if you want)
all students remain in testing area until noon dismissal
See exam wording on Raw Materials page of this blog.
Strategies–for review and exam-writing
Review: individually or with others, design and respond to questions you imagine might appear on the exam.
Exam-writing: read the whole exam, before you write anything; decide in what order you want to answer questions; pace yourself; in the essay, pay special attention to transitions between sections; before submitting your exam sections, proofread.
More review of poetry terms–applied to Milton and “The Wanderer”
notes from all three sections’ initial review of poetry terms (with commenting privileges):
Practice exercise (first part of exam will have four such sections–each with a short poem and five corresponding questions)
|That time of year thou mayst in me beholdWhen yellow leaves, or none, or few, do hangUpon those boughs which shake against the cold,
Bare ruined choirs, where late the sweet birds sang.
In me thou see’st the twilight of such day
As after sunset fadeth in the west;
Which by and by black night doth take away,
Death’s second self, that seals up all in rest.
In me thou see’st the glowing of such fire,
That on the ashes of his youth doth lie,
As the deathbed whereon it must expire,
Consumed with that which it was nourished by.
This thou perceiv’st, which makes thy love more strong,
To love that well which thou must leave ere long.
- The quatrains each offer a specific instance of imagery. As precisely as possible, name each instance in sequence.
- Most of these end rhymes are masculine or feminine? Are there any exceptions to this general pattern?
- In two, possibly three, different line openings, the poem breaks its meter. Where do you see this happening, and which of these cases has the most significant impact on the overall poem? Why this instance?
- What three metaphors form the central idea of this poem? How do they cooperate to create this concept?
- To what does “Death’s second self” refer? How do you know? How would you label this figure of speech?
In addition, we started examining, in small groups, two poems about confinement and freedom: Gwendolyn Brooks’s “kitchenette building” and William Wordsworth’s “Nuns Fret Not.” To practice knowledge and skills for the exam, groups addressed these questions: How do the poems’ tones differ? What tools does each poet use to create these tones?
Review of poetry terms, using this particular google doc.
Today, all classes will be held in Malcolm Library
Overall plan for class time
While using the exercises, described below, to review for your exam, you are invited to take time to write a letter to, or on behalf of, someone who struggles for basic human rights. Near where I am sitting, you will find information sheets about several such people. If you accept my invitation, come to the designated table, read the information sheet(s) and write your chosen letter. After handing me your letter and addressed envelope, return to your exam review exercises. In tomorrow’s class, we can address questions that arise during your review.
Letter-Writing Guidance: Four writing stations are set up in the corner of the library, by the yellow poster board. Please use one of these available stations to write your letter. Each station has information sheets and a pen. Paper and envelopes sit on the back table. Please address both the letter and the envelope. If the letter becomes separated from its envelope, which often happens in large institutions, its address will help it reach the intended person.
special note: reviewing with a partner may help you, but please make no group larger than three people because I want to avoid these review sessions’ becoming social hours.
Using the (recently revised) list of poetic terms for review, identify and explain as many of these terms as you can from a page of Coleridge’s “The Rime of he Ancient Mariner” and a page of Milton’s “Paradise Lost”–both of which appear in the supplemental section of our text, called “Contexts” (209 ff.).
Blogging Buddies and 3x2x1
I recommend you at least proof your buddy’s blog post for today; of the third I have read, several clearly need more proofreading. Do your buddy a favor by checking for clarity. If you have time and are inclined, feel free to read other blogs, as we have done most Mondays. Several of you have already commented on how much you enjoy this reading.
In an interview with WordPress staff, a respected photographer answers questions like this.
bring charged laptops to exam on Wed Dec 19
exam essay–unknown question options (2 or 3) based on this matrix:
1. last yr’s Dec Exam
Whereas the epic poem, Beowulf, draws distinct lines between its monsters and the protagonist, Mary Shelley’s novel, Frankenstein, blurs these lines. Do you agree?
If so, what is the most important effect of this blurring on an understanding of the term “monster”?
If not, what important aspect of the term “monster” operates equally in both the poem and the novel?
2. any of the EQs thru lens of one or more of the recent google categories—
3. difference between B and F composition dates that shows diff answers to 3EQs
Referring specifically to the post that explained the rationale for these weekend reflections, please assess the value of these regular writings. For example, from your perspective, have they achieved some of the intended goals? Is this a practice worth continuing? What is your reaction to the grading philosophy I have been using? Does it support or obstruct the intended goals of these regular reflections? These are all sample questions–not a list of required queries. Do refer, however, to specific statements in the September 21st explanatory post. Thank you. Rather than assume this practice is working for you, I want to see respectful, honest assessments of the practice’s value.
p.s. If you are not already doing so, please tag your posts, including past ones, with ideas you find recurring throughout these writings. Adding, or reviewing, these tags will help you consider the actual value of these reflections.
Preview weekend homework and exam info
Finish watching film, Biotechnology: Friend or Foe
In small groups, discuss this question:
How do both films affect the overall meaning (interpretation) you take from Mary Shelley’s novel? For example, how does a modern example of scientific investigation highlight the issues she raises in her story, be those issues scientific or other?
If time allows, small groups report out to whole class.