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[GRADE 12] [ENGLISH] [ENG4U]
FINAL EXAM
INSTRUCTOR: MR. VARISTHA PERSAD TIME LIMIT: _2 hours
DATE: PAGE 1 OF 13
__________________________________________________________________________________________
Instructions:
1. No textbooks, notes or electronic devices are allowed.
2. Students are to WRITE the exam using BLUE/BLACK INK PEN unless otherwise
directed.
3. No soft copy submissions or typed answers unless otherwise directed.
4. Answer all other questions in the spaces provided.
- If you require additional paper, let your proctor know.
-If you do use additional paper, please be sure to label the questions accordingly.
5. Please ensure that all 13 pages are included and returned.
6. Your Proctor must return your exam to your instructor via email or fax immediately
upon completion.
_________________________________________________________________________________________
Mark Breakdown
– Knowledge and Understanding 19 marks
– Thinking and Investigation 25 marks
– Application 18 marks
– Communication 14 marks
Total: 76 Marks](https://image.slidesharecdn.com/eng4ufinalexamovspersad1119-210401141045/85/Eng4-u-final-1-320.jpg)
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Eng4 u final
- 1. 1 [GRADE 12] [ENGLISH] [ENG4U] FINAL EXAM INSTRUCTOR: MR. VARISTHA PERSAD TIME LIMIT: _2 hours DATE: PAGE 1 OF 13 __________________________________________________________________________________________ Instructions: 1. No textbooks, notes or electronic devices are allowed. 2. Students are to WRITE the exam using BLUE/BLACK INK PEN unless otherwise directed. 3. No soft copy submissions or typed answers unless otherwise directed. 4. Answer all other questions in the spaces provided. - If you require additional paper, let your proctor know. -If you do use additional paper, please be sure to label the questions accordingly. 5. Please ensure that all 13 pages are included and returned. 6. Your Proctor must return your exam to your instructor via email or fax immediately upon completion. _________________________________________________________________________________________ Mark Breakdown – Knowledge and Understanding 19 marks – Thinking and Investigation 25 marks – Application 18 marks – Communication 14 marks Total: 76 Marks
- 2. 2 PART A – Literary Analysis Read the following story, and answer the questions that follow. Girl By Jamaica Kincaid Wash the white clothes on Monday and put them on the stone heap; wash the colour clothes on Tuesday and put them on the clothesline to dry; don’t walk bare-head in the hot sun; cook pumpkin fritters in very hot sweet oil; soak your little cloths right after you take them off; when buying cotton to make yourself a nice blouse, be sure that it doesn’t have gum in it, because that way it won’t hold up well after a wash; soak salt fish overnight before you cook it; is it true that you sing benna1 in Sunday school?; always eat your food in such a way that it won’t turn someone else’s stomach; on Sundays try to walk like a lady and not like the slut you are so bent on becoming; don’t sing benna in Sunday school; you mustn’t speak to wharf-rat boys, not even to give directions; don’t eat fruits on the street—flies will follow you; but I don’t sing benna on Sundays at all and never in Sunday school; this is how to sew on a button; this is how to make a buttonhole for the button you have just sewed on; this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming; this is how you iron your father’s khaki shirt so that it doesn’t have a crease; this is how you iron your father’s khaki pants so that they don’t have a crease; this is how you grow okra—far from the house, because okra tree harbours red ants; when you are growing dasheen, make sure it gets plenty of water or else it makes your throat itch when you are eating it; this is
- 3. 3 how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard; this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all; this is how you smile to someone you like completely; this is how you set a table for tea; this is how you set a table for dinner; this is how you set a table for dinner with an important guest; this is how you set a table for lunch; this is how you set a table for breakfast; this is how to behave in the presence of men who don’t know you very well, and this way they won’t recognize immediately the slut I have warned you against becoming; be sure to wash every day, even if it is with your own spit; don’t squat down to play marbles—you are not a boy, you know; don’t pick people’s flowers—you might catch something; don’t throw stones at blackbirds, because it might not be a blackbird at all; this is how to make a bread pudding; this is how to make doukona2 ; this is how to make pepper pot; this is how to make a good medicine for a cold; this is how to make a good medicine to throw away a child before it even becomes a child; this is how to catch a fish; this is how to throw back a fish you don’t like, and that way something bad won’t fall on you; this is how to bully a man; this is how a man bullies you; this is how to love a man, and if this doesn’t work there are other ways, and if they don’t work don’t feel too bad about giving up; this is how to spit up in the air if you feel like it, and this is how to move quick so that it doesn’t fall on you; this is how to make ends meet; always squeeze bread to make sure it’s fresh; but what if the baker won’t let me feel the bread?; you mean to say that after all you are really going to be the kind of woman who the baker won’t let near the bread? 1-Benna is a genre of Antiguan and Barbudan music. Benna is a calypso-like genre, characterized by scandalous gossip and a call-and- response format. 2-Doukona is a variant of "dokunu" in Jamaica, a kind of pudding made from starchy food which is sweetened, spiced, and traditionally wrapped in plantain...or banana leaf
- 4. 4 1. In the chart below, choose TWO different literary lenses to complete an analysis of the excerpt above. You want to ensure that you are using proper terminology associated with the literary lens. [16 Marks – 8 Marks per Literary Lens] Literary Lens Analysis Formalism Feminist Social Criticism
- 5. 5 Psychology & Psychoanalytic Criticism Reader Response
- 6. 6 PART B – Poetry Read the poem below, and answer the questions that follow. An Elementary School Classroom in a Slum By Stephen Spender Far far from gusty waves these children's faces. Like rootless weeds, the hair torn round their pallor: The tall girl with her weighed-down head. The paper- seeming boy, with rat's eyes. The stunted, unlucky heir Of twisted bones, reciting a father's gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream Of squirrel's game, in tree room, other than this. On sour cream walls, donations. Shakespeare's head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley. Open-handed map Awarding the world its world. And yet, for these Children, these windows, not this map, their world, Where all their future's painted with a fog, A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words. Surely, Shakespeare is wicked, the map a bad example. With ships and sun and love tempting them to steal — For lives that slyly turn in their cramped holes From fog to endless night? On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps with slums as big as doom. Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon their lives like catacombs, Break O break open till they break the town And show the children to green fields, and make their world Run azure on gold sands, and let their tongues Run naked into books the white and green leaves open History theirs whose language is the sun.
- 7. 7 1. Identify one example of each of the following literary devices in the poem. [K: 5 Marks - 1 Mark per Literary Device] a. Metaphor: b. Personification: c. Alliteration: d. Imagery: e. Symbolism: 2. What effect do you believe that these literary devices have on the poem? How does it impact how the reader interprets the poem? [T: 2 Marks, A: 2 Marks] 3. The walls of the classroom are decorated with the pictures of Shakespeare, buildings with domes, world maps, and beautiful valleys. How do these seem to contrast with the world of the children? What literary device could this be associated with? [T: 2 Marks, A: 2 Marks] 4. What is an example of a theme that you believe is present in this poem? [T: 2 Marks] [4 Communication Marks – Based on student’s grammar and ability to clearly communicate their thinking and knowledge of the answers to the questions in the poetry section.
- 8. 8 PART C – Essay [K: 10 Marks, T: 15 Marks, C: 6 Marks, A: 10 Marks] Choosing one of the essay topics below, write an analysis essay using supports from the novel, The Wars, that was read in class along with any of the other literary pieces – short stories or poems – that you read throughout the course. You want to avoid summary throughout the essay, and be sure to focus on analysis. Carefully choose one of the following essay prompts: In creating a narrative, authors use a variety of techniques in their writing. In the novel and any choice of short story, are the plot and subplots believable and interesting? In addition, how are the narratives structured? Do they incorporate flashbacks, flash forwards and multiple points of view? Why do you think the author chose to write the book/short story this way? Most importantly, how does the arrangement of the book/short story help or detract from the ideas it contains? Please note: In your thesis statement, you should identify three features you wish to use to discuss the two literary pieces. OR Heroism and the definition of a ‘Hero’ is well defined in many literary circles, texts and narratives. Hero and heroism are words that have long been associated with men because of the popular focus on physical courage and strength. Certain characters do not fit this construct and as a result, readers are forced to analyze their behaviours and attitudes differently. In the literary texts of the course; to what degree, if at all, are the protagonists or main characters challenging the traditional definition of Heroism? In addition, how are they redefining the concept based on their individual circumstances? OR With reference to the novel and short stories studied in this course, analyse the key symbols employed by the authors that were crucial to the reader’s understanding of the text/literary piece. In your response, ensure that you identify the symbols and allusions in relation to their placement in the plot and analyse each for its overall effectiveness. Please note : At least three (3) symbols must be identified in your entire response. --------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------
- 12. 12 Achievement Categories For Essay Weight Assigned Level 4 (80%-100%) Level 3 (70%-80%) Level 2 (60%-70%) Level 1 (50%-60%) Level 0 (below 50%) Knowledge/ Understanding à Thesis, introduction, and conclusion à Structure & Organization (body paragraphs) /5 /5 Thesis clearly and completely delineates the topic of inquiry. Intro grabs attention and anticipates thesis. Reworded thesis, summary, and insight compose conclusion. Topic sentences thoroughly set focus for paragraph. Concluding sentences Thoroughly synthesize and connect ideas to thesis. Well organized arguments overall. Thesis clearly delineates the topic of inquiry. Intro grabs attention and anticipates thesis. Clear reworded thesis and summary compose conclusion. Topic sentences noticeably set focus for paragraph. Concluding sentences noticeably synthesize and connect ideas to thesis. Organized arguments overall. Thesis somewhat delineates the topic of inquiry. Intro somewhat grabs attention and anticipates thesis. Thesis is somewhat reworded in conclusion, which is only a summary. Topic sentences somewhat set focus for paragraph. Concluding sentences somewhat synthesize and connect ideas to thesis. Arguments mostly organized. Essay is poorly introduced. Vague thesis. Thesis is not reworded; conclusion is only a summary. Topic sentences poorly set focus for paragraph. Concluding sentences poorly summarize arguments. Arguments scattered. No trace of unifying thesis; intro is poorly written. Conclusion does not include a reworded thesis, insight, or summation. Topic sentences do not set focus for paragraph. Concluding sentences do not even summarize arguments. Arguments scattered. Thinking and Inquiry à Coherence and Insight à Evidence /10 Strong, solid arguments thoroughly relate to the text and logically follow from each other. Issues/themes are explained with a high degree of effectiveness. Conclusions are thoughtful and thought provoking. Well founded arguments relate considerably to the text and logically follow from each other. Issues/themes are explained with considerable effectiveness. Conclusions are thoughtful and clear. Arguments somewhat relate to the text and somewhat follow from each other. Issues/themes are explained with some effectiveness. Conclusions are somewhat clear. Arguments loosely relate to the text and loosely follow from each other. Issues/themes are explained with limited effectiveness. Conclusions are unclear. Arguments do not relate to the text or follow from each other. Issues/themes are neither explained nor explored. Conclusions are illogical and do not follow from premises. /5 Excellent use of relevant, appropriate quotations and specific references from a variety sources from the course. References are fully explained and closely support ideas and insights. Good use of relevant, appropriate secondary sources and specific references from the course. References are explained and support ideas and insights. References to course material are somewhat irrelevant and vague, and are somewhat explained. References to course material vaguely support argument and are poorly explained. No secondary sources are used. No references to course material are used to support arguments
- 13. 13 Communication à Language Conventions à Tone and diction /3 /3 Applies grammar, spelling, and punctuation with a high degree of accuracy and effectiveness Academic language is appropriate to audience. Sophisticated vocabulary; phrasing that is clear, concise, and purposeful. Applies grammar, spelling, and punctuation with considerable accuracy and effectiveness Academic language is appropriate to audience. Some sophisticated vocabulary; phrasing is acceptable, clear, and purposeful. Applies grammar, spelling, and punctuation with some accuracy and effectiveness Academic language is somewhat appropriate to audience. Vocabulary and use of phrasing is basic. Applies grammar, spelling, and punctuation with limited accuracy and effectiveness . Colloquialisms and contractions abound. Vocabulary and use of phrasing is limited. Applies grammar, spelling, and punctuation with very little accuracy and effectiveness Colloquialisms and contractions abound. Basic vocabulary and use of phrasing is poor. Application à Fluidity à Analysis of Argument /5 /5 References seamlessly integrated into grammar of analysis, transition words help natural flow of phrases and paragraphs. Arguments creatively and effectively answer “because,” “how” or “why?” References well integrated into grammar of analysis, transition words help natural flow of phrases and paragraphs. Arguments effectively answer “because,” “how” or “why”. References somewhat integrated into grammar of analysis, transition words sometimes help natural flow of phrases and paragraphs. Arguments answer “because,” “how” or “why” somewhat effectively. References dropped. Few transition words used. Little sentence variety. Arguments ineffectively address “because,” “how” or “why”. No use of references nor any use of transition words to aid transitions and flow of ideas Arguments do not address “because”, “how”, or “why”. Mark /41