ENGLISH FINAL- 2nd Semester

Must have specific, detailed thesis statement that reveals your perspective, an evaluative judgment, or at least is valid

Reveals perspective and must be debatable
Ex. (BAD) Shakespeare’s Hamlet is a play about a young man who seeks revenge. —just a summary and not debatable
Ex. (GOOD) Hamlet experiences internal conflict because he is in love with his mother.—-debatable bc/ can use evidence HOW Hamlet is in love with his mother , WHY he’s in love her, and WHAT implications there are for reading the play in this manner

Title of books, plays, or works published singularly
UNDERLINE ONLY if it handwritten

Title of poems, short stories, or works published in an anthology

Swaying feelings, opinions, and actions— can enhance strong arguments or disguise the flaws in week ones

Expresses a point of view of an issue and supports the position with reasons and evidence

Writer’s or speakers position on an issue
The support- valid reason and revel ant and sufficient evidence
-strong arguments can anticipate objections that opponents might raise and counter those objects with evidence

Uses the same word or words more than once for emphasis

Uses similar grammatical construction to express ideas that are related or equal in importance — creates rhythm

Makes a comparison between two subjects that are alike in some ways

Credibility “believe me”

Emotion (arms of an angel- dog commercial)

Logic-facts- “8 out of 10”

Taps into people’s desire to belong

Ordinary people on “our side,” and candidate like an ordinary person (J. Law)

Relieves on endorsement for well-known people or satisfied customers –Usain Bolt and Gatorade

Connects a product, candidate, or cause with a positive image or idea

Annotating and discussing

Changing diction, tone, mood,and pictures

Third person POV b/c 3rd person pronouns (he, him, she, her, they, them) are used to tell the story

The author can enter the minds of all the characters
Purpose: allows great freedom in that the narrator knows all there is to know about the characters, external and internally

Presents inner life of two
-one may be more dominant than others in extent or importance
-the 2 POV may be tightly interwoven or alternated in long sections

Limits his omniscient to the minds of a few of the characters or to the mind of a single character
-author knows everything about 1-2 particular characters
-portrayed through the eye of one character and sense of distance from the other characters

Author does not enter a single mind, but instead records what can be seen and heard. It’s like a camera or fly on the wall
-readers are not directly influenced by the author’s statements –influenced by the author’s selection of direction and detail
-doesn’t present inner life @ all, @ least not directly
Ex/ fairy tales, legends, and maths
-like a reporter

Literary work where special intensity is a given to the expressions of feelings and ideas by the use of distinctive style and rhythm

Written language in its ordinary form without metrical structure

Haemon and Creon
Antigone and Ismene

Repetition of a certain sound
First consonant in the BEGINNING

Doesn’t have to happen at end of line
Middle of sentence

Repetition of vowel sounds

“Pop” or “bang”
Sounds like an action

Use of words to create a picture in the mind; based on 5 senses

Comparing two things directly

Using like or as to compare two things

Repetition of consonant sounds anywhere in the way

Giving an inanimate object human-like characteristics

A reference to another piece of literature

Repetition of a line or phrase of a poem at regular intervals, especially at the end of each stanza

Something (such as a situation) that is made up of two opposite things and that seems impossible but is is actually true or possible/ make sense
Ex/ the more I know the more I know I don’t know

Using a word or phrase to mean the opposite of its literal meaning

Reader/audience understands/knows what’s going to happen

Character says something but means the opposite
Example: “this meatloaf is great!” Then John spits the food out into his napkin.

Something happens and is opposite of what is expected
Example: You laugh at someone falling, but then end up falling yourself

A story in which people, things, and actions represent an idea or generalization about life; often have a moral or lesson

-debatable thesis statement

Comparison of two similar objects, suggesting that if they are alike in certain respects, they will probably be alike in other ways

Short summary of humorous event used to make a point

An author’s choice of words based on their correctness and clearness

Language used to create a special effect or feeling

A literary device used to create a special effect or feeling by making SOme type of comparison

An exaggeration

Giving hints of what’s a is to come later in the story

A term for an often repeating theme in literature

Statement about life that a writer is trying to get across in a piece of writing

A category in which a work of literature is classified as
-Nonfiction
-poetry
-fiction
-drama

Prose wiring that is based on facts, events, or people

Story of a hero or heroine who experiences a reversal of fortune set in motion by the gods or a person

-protagonist/central character
-usually fails/dies due to one flaw or twist of faith
-usually high ranked

Antigone
-she is the central character (book about her/has her name)
-she dies because of her flaw which is that she is stubborn/rash and acts on feeling
-she is high ranked for a woman (princess)

Is the problem in which human errors or problems appear funny. Comedies end on a happy note

-Octave (8 lines ABBAABBA) and then Sestet (6 lines CDCCDC or CDCDCD, or CDECDE)

Quatrain (4 lines ABAB) then Quatrain 3x then ends with Couplet (2 lines GG)

Lines 8-9 (Volta)

Lines 9-12
Couplet is commentary on previous quatrains

The word “sonneto” meaning “little song/sound”

When there’s two people on stage and the third person shows up and the first two people talk about something that the third can’t hear
-1 and 2 gossip on stage while 3 can’t hear

Rhyming at end of a line

Using same words again for emphasis

Uses similar grammatical constructions to express ideas that are of equal importance
-creates rhyme

Appeals to pity,vanity, or fear
-uses strong words and pathos

Ethical appeal
-taps into people’s values or moral standards

Something the author sues to describe something that is not there
-oh tiger!– there is not tiger
-cats– not actually a cat but cats are a representation of humans

Uses words with strongly positive or negative connotations to stir people’s emotions

HONOR HER FAMILY
-gender equality not existent in text but as readers we see her demonstrating those actions

Perseverance

Death, old traditions

Impurity, death

Emotions

Tradition
Family
Rules

Hopelessness

-blind prophet (Tiresias)
Sees future but can’t actually see things
*blindness motif- Creon is unaware and ignorant

-foil Creon
-offer reason and balances even with Antigone
-link between the destruction of Antigone, himself, his mother, and Creon

a leader must be wise and listen to other people’s opinions ad be flexible.

Fear

Emotion

Emotion

-foil
-show how women were supposed to act back then
-carried out plot to make Antigone seem more rebellious

Light: Antiogne’s hope
Dark: Creon trying to kill her slowly and by doing so, he is slowly killing her hope.

DICTATORSHIP

Democracy

Act. Scene. Line
” (5.3.7-10).

Unstress then stress and 10 syllables in a line
-5 are stressed and 5 are not
-MUST BEGIN WITH UNSTRESSED

When one person one the stage is talking to them self while the audience listens in

—Despair—
-IHAD: despair of the black people
-Antigone: everyone is in despair since it’s a tragedy plus all of her family is dad and dies mostly by suicide
-H.D.M: despair of the holdout and how neighbors did nothing to help out
—HOPE—
-H.D.M: reference to anecdote= hope
-Antigone: her hope for better life in the after life
-IHAD: hope for the black peoples to become free
—MEMORY—
-Antigone: memory of her family which gives her hope about death
-IHAD: memory of how African American people have suffered in the past= incites them and empowers them
-H.D.M: writing the memory of the past down, the memory of the good and bad, and memory to live but remembering may bring death

Slavery
Freedom
Suffering/despair
Equality/human dignity
Hope
Memory
Religion: Christianity

Hope
Despair
Memory
Hatred
Equality/human dignity
Religion:Judaism

Sisters
Bravery
Equality/human dignity
Honor
Despair/suffering
Gender dynamics
Hope -for afterlife with family and seeing her parents
Religion: Greco-Roman

-youth
-nothingness in life
-maturation
-growing up

“Sans teeth, sans eyes, sans taste, sans everything.” (28)

SYMBOLS
-black
The footsteps of people NOT walking along the pathway(needed
Wear
-yellow
Represent nature and wariness of its color

MOTIFS
-nature
-hasty/unsure
Which road but realizes both are the same

1. Infant that is “mulling” and “puking”
2. School boy “whining”
3. The “lover”
4. Soldier
5. Judge “justice”
6.Old man in slipper’d pantaloon
Thinks he’s still young
7.Very old man without teeth, eyes, or taste (back to a baby)
*LIFE IS VERY CYCLICAL

SYMBOLS
-spring
*brings new life and new perspective towards one’s emotion.

MOTIF
-syntax
Not paying to the structure of life
-love
1. Showing someone that your smart
2. Fluttering your eyes
(REFER TO LINES 11-2)
-emotions
*feeling and emotions come first

SYMBOLS
-steamboat
*perseverance
-instruments
*emotion

MOTIF
-feelings
-emotions

MOTIF
-nature
-beauty
-eternal vs. temporary

SYMBOL
-summer
Represents beauty and youth

Love interest is so lovely and that she will last forever because he wrote the poem, which will last forever since she will die.

He loves her for she is as rare as the false comparisons.
Saying none of the comparisons describe her and that she is beautiful because she has all of these qualities
Goddess
Rose
White

MOTIF
-beauty
-nature

SYMBOLS
-sun

SYMBOLS
-box
-black dot
-black (color)

MOTIF
-tradition
-family
-rules

The The reference to the cats and dogs
-there aren’t any actual acts or dogs but they portray humans

F.O.S
Alliteration:
-“SOME are good SOME are bad” (10)
Assonance:
-“(I know A cAt, who mAkes A hAbit/” (60)
Consonance
-“He’S Sure to have hiS perSonal taSte.” (59)

LITERARY DEVICES
End Rhyme:
-entire poem has AABBCCDDEEFF
(Look at the end of any line and you’ll find an example)
Personification:
-“he’s such an easy-going lout,/ He’ll answer any hail or shout” [dog] (34-5).
-“For some are sabe and some are mad/ and some are good and some are bad.” (9-10) [cats]
Repetition
– lines (9-11)

LITERARY DEVICES
-Imagery
Taking about how she is dull, has black wires, her breath reeks, and treads
-Mood
1st: denouncing lover
2nd:Loving/heartwarming
-Tone
Grateful, gratifying
-End Rhyme
End at quatrain ABABCDCDEFEF

F.O.S
-Consonance
“CoRal is faR moRe Red than heR bReasts aRe dun:” (2)
– Assonance
“But no roses sEE i in her chEEks;” (6)
“I love to hEAr her spEAk, yet well I know/ That music hat a far more plEAsing sound;” (9-10)
-Simile
“My mistress’ eyes are nothing LIKE the sun;” (1)
-Alliteration
“I grant I never saw a GOdess GO;” (11)

LITERARY DEVICES
-Diction
“Thou” “thee” “art” “ow’st” “hath”
-Imagery
“Rough winds do shake the darling buds of May,” (3).
“And often is his gold complexion dimmed,/ And every fair from fair sometime declines,” (7-8)
-Mood
Optimistic
-Tone
1st: light and airy
2nd: frustrated that can’t be beautiful forever

F.O.S
-Alliteration
“By CHance, or nature’s CHanging course untrimmed:” (8).
-Consonance
“So Long Lives this, and this give Life to thee.” (14).
“And every Fair From Fair thou ow’st,” (10).
-Assonance
“So long as mEn can brEathE, or EyEs can sEE,” (13). (E sound)

LITERARY DEVICES
-Diction
In using “syntax” and “parenthesis,” it makes us look
At the words and how they have
A deeper meaning
-Mood
Honest, sincere
-Tone
Truthful
*Theme
-One must not get caught up in the technicality of life because one may lose sigh of what is going on

F.O.S
-Alliteration
“WHolly to be a fool/ WHile Spring is in the world” (5-6).
-Consonance
“Laugh, leaning back in my arms” (14).
-Assonance
“Who pAys Any Attention” (2).
-Metaphor
“For life’s not a paragraph” (15).

LITERARY DEVICES
-Refrain
“Go to it, O jazzmen.” (3).
-theme:
One needs to push through obstacles in order to obtain happiness
-tone
1st stanza: sad
2nd stanza: hurt/pain
3rd stanza: lonesome
4th stanza: peace,calmness, tranquility
-mood
Sad, happy, peaceful, angry, lonesome
-allegory
There are many obstacles in life that one will have to face in order to obtain peace/happiness
-onomatopoeia
“Bang-bang”
“Hoo-hoo-hoo-oo…”
-allusion
“…a red moon rides” (16).
Alluding to a red moon harvest that happens in October (setting)

F.O.S
-Alliteration
“Drum on your Drum, Batter on your Banjoes,” (1).
-personification
“Happy tin pans” (4-5).
“Lonesome treetops,” (7).
-Metaphor
“High soft stars” (16).
-Similes
“Moan like an autumn wind high in the lonesome treetops,” (7).
-enjambment
“Cry like a/ racing car.” (8-9).

LITERARY DEVICES
-Allegory
Life is full of choices
-Imagery
“Two roads diverged in a yellow wood,” (1).
“Because it was grassy and wanted wear;” (8).
-Mood
Lighthearted
-Tone
Happy and

LITERARY DEVICES
-Allegory
Life is without meaning
-Tone:
Harsh, negative,
-Mood
remorseful and pessimistic
-Repetition
“Sans” (28)
-simile
“Sighing LIKE a furnace”

F.O.S
-Consonance
” HiS actS being Seven ageS. At firSt the infant,” (5).
-Assonance
“And shinIng mornIng face, creepIng like snail” (8).
-Onomatopoeia
“Mulling and puking in the nurse’s arms.” (6).
-Metaphor
“All the world’s a stage,” (1).

LITERARY DEVICES
-Parallelism
“It would be ENOUGH to find the right word … We though it would be ENOUGH to read the world a poem” (Paragraph 19)
-Irony
“And then too, the people around us refused to listen; and even those who listened refused to believe; and even those who believed could not comprehend.”
*memory alone isn’t enough to change the future*
-Allegory
We need memory of the past in order to better our future in order to live (sorry, still semi confused on this)
-Allusion
Biblical allusion
Historical allusion to the Holocaust

F.O.S
-Simile
“Without memory, our existence would be barren and opaque, like a prison cell into which no light penetrates; like a tomb which rejected the living.” (Paragraph 3).
-Mood
Serious, sad, disappointed, hopeful
-Tone
Serious, angry, frustrated, disappointed

Because we forget events, we can live, but because we forget, it lead to our death

Non fiction/ Senate Bill

Nonfiction/ Speech

Nonfiction/ Lecture or Essay

Nonfiction/ Argumentative Essay

Nonfiction/ information text

Fiction/ drama/ Tragedy

Fiction/ Short story

Fiction/ dramatic monologue

Fiction/ Poem

Fiction/ poem

Fiction/ poem

Fiction/ poem

Fiction/ poem

-Creon was a king and on top of everyone (earth)
-but not as high as the gods
-Antigone and Ismene were up there but still below men
-Creon treated his servants and sentry badly
– “double time” (directing towards servants)
-was very rude/mean toward sentry