EOCTGuide Am Lit B

American Literature and Composition EOCT
TEST CONTENT CONTENT DOMAIN II
The chart below gives an overview of the important movements and periods in American literature. Study the approximate dates and characteristics of each so that you are able to classify a work of literature based on its style and content. Literary Movement Colonial Period Time Period 1620-1800 Characteristics of the Movement Focuses on historical events, daily life, moral attitudes (Puritanism), political unrest Representative Authors and Their Works William Bradford (Of Plymouth Plantation), Anne Bradstreet (To My Dear and Loving Husband, The Author to Her Book), Jonathan Edwards (Sinners in the Hands of an Angry God), Benjamin Franklin (Poor Richards Almanack) Celebrates Washington Irving individualism, (Legend of Sleepy nature, imagination, Hollow), Nathaniel emotions Hawthorne (The Scarlet Letter), Herman Melville (Moby Dick), Walt Whitman (Leaves of Grass), Ralph Waldo Emerson (SelfReliance), Henry David Thoreau (Walden) Examines realities Ambrose Bierce of life, human (Occurrence at Owl Creek frailty; regional Bridge), Stephen Crane culture (local color) (The Red Badge of Courage), Willa Cather (O Pioneers), Emily Dickinson (Because I Could Not Stop for Death), Mark Twain (Huckleberry Finn) Themes of T. S. Eliot (The Waste alienation, Land), William Faulkner disconnectedness; (The Sound and the Fury), experiments with F. Scott Fitzgerald (The new techniques; use Great Gatsby), Ernest of irony and Hemingway (For Whom the understatement Bell Tolls), Langston Hughes (Theme for English B), Zora Neal Hurston (Their Eyes Were Watching God)
Romanticism and Transcendentalism
1800-1855
Realism
1850-1900
Modern Period
1900-present
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Georgia Department of Education Kathy Cox, State Superintendent January 2004 Page 44 of 85 All Rights Reserved
Understand Major Influences on Literature Historical events not only affect peoples daily lives, but literature as well. And as literature responds to these events, it can become a voice for social change and action. This standard asks you to analyze the impact of major events on American literature. The Great Depression, for example, was the motivation for John Steinbecks novel The Grapes of Wrath, which Some Important Historical described the hardships and poor living conditions of Events and Movements migrant workers during the depths of the Depression. Similarly, Stephen Crane told of the horror of the Civil The Civil War (1860-65) War in The Red Badge of Courage, and Tillie Olsen focused on the challenges of being a woman in Tell Me a The Great Depression Riddle, a collection of short stories published in 1961. (1929-late 1930s) Anne Moodys book, Coming of Age in Mississippi, is a World War I (1914-1918) classic narrative of her involvement in the Civil Rights Movement. World War II (1939-1945) Good writers can evoke sympathy for the human condition and call attention to problems by involving readers in the lives of characters living through these important events. Questions may ask you to identify the time period during which a work was written or to identify characteristics that illustrate why a work belongs to a particular time period. The Civil Rights Movement (late 1950s-1960s) The Womens Movement (significant events throughout the 19th and 20th centuries)
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Study Ideas for Content Domain II

To practice many of the standards covered in Content Domain II, you first need to find something to practice on. Find a short story by an American author or an informational article about a literary movement or an important work of American literature that has between 5001000 words. It can be something you have read before, or one that you have never seen. As you read it, do the following tasks. Think of it as an EOCT Scavenger Hunt. Determine where this passage would most likely be found in a library. Determine what the authors purpose was for writing it and the tone of the passage. Determine if the passage reflects a particular literary movement. Find at least three different assumptions the author makes. Write down the denotation and describe the connotation of important words. Find at least one generalization and one specific fact. Recognize a conclusion and its supporting statements. Empathize with one character and understand his or her actions. Create a hypothesis that continues the story. (for a literary passage) Look for examples of literary techniques such as onomatopoeia and metaphor. If you can complete all these items, you will have a good grasp of what many of the Content Domain II questions on the American Literature and Composition EOCT might ask of you.
Sample Questions for Content Domain II

Directions for the Sample Questions: 1. The questions are based on passages found in Appendices AC. For each set of items, find the indicated passage. 2. Answer the questions that go with the passage. 3. Repeat this process for the different sets of questions. 4. After you have answered all of the questions, check your answers in the Answers to Content Domain II Sample Questions section that follows. This section will give you the correct answer to each question, and it will explain why the other answer choices are incorrect. Based on Passage #1 From the Shore
1 The author sets and maintains a tone that can BEST be described as A B C D enthusiastic distrustful lighthearted ominous
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The line Dim-dipping, far-flying uses what literary technique? A B C D irony symbol alliteration personification
Based on Passage #2 To Build a Fire

3 What trait does Tom have that allows him to keep going? A B C D 4 patience arrogance friendliness responsibility
The details in the passage imply that Tom A B C D is well known in the Klondike is apprehensive of challenges thinks little of others advice has had experience with frostbite
Based on Passage #3 Edith Wharton

5 What did the publication of The Decoration of Houses show about Edith Wharton? A B C D 6 She experimented with different topics and writing styles. She did her best writing working on her own. She was tired of writing poems and short stories. She was not ready to undertake writing a novel.
If Edith Wharton had NOT lived a luxurious life in her early years, what would probably have been true? A B C D She would not have married Edward Wharton. The House of Mirth may have lacked some of its insightfulness. Her first novel would have been written later in her life. She would not have been able to establish hostels and schools.
Answers to the Content Domain II Sample Questions

1. Answer: D Standard: Identify writers tone/point of view Choice A implies that the speaker is excited and encouraging; there is no evidence of this in the poem. There is also no evidence for B, distrustful. Choice C is incorrect, 47
although lines 11-12 might mislead you. To answer questions about tone, however, you must take into account the entire poem. Words like tumults, storms, gloom, and great dark world throughout the poem support choice D. 2. Answer: C Standard: Apply knowledge of literary terms to works of literature You must know literary terms to choose the correct answer to this question. Irony, symbol, and personification are all incorrect answers. Since alliteration is the repetition of initial consonant sounds, C is correct. 3. Answer: B Standard: Understand human behavior through literature The question asks you to evaluate Toms character based on known attributes of human behavior. By examining his actionshe sets out alone and he refuses to wear nosetraps for protectionsas well as the narrators commentaryHe was a strapping young fellowwith faith in himself and in the strength of his head and hands and He was a man, a master of thingsyou can see that Tom is self-important to the point of being foolhardy. Therefore B, arrogance, is the correct answer. Standard: Read critically, recognize assumptions, and evaluate ideas You must read all the choices in order to choose the correct answer to this question. There is no evidence to suggest that Tom is well known in the area, so A is incorrect. He seems to look forward to the challenges of the outdoors, so B cannot be correct. Although the story does not say that he has ever had frostbite before, he certainly recognizes it in paragraph 8; this rules out D. Twice, however, the author mentions how Tom shrugs off advice: in the beginning when he does not follow the rule to Never travel alone and later when Tom scorned the nose-straps worn by other seasoned campers. This evidence makes C the correct answer. 5. Answer: A Standard: Defend conclusions rationally This question asks you to decide which answer is the best conclusion that can be drawn about one of Whartons books and her character. Clearly B is not correct, since she wrote a successful book with another author. She continued to write fiction her entire life, so C cannot be correct. Since she wrote a novel at a very young age, D can be ruled out. The fact that she is best known for fiction and poetry is a clue that A is the only logical answer, because The Decoration of Home Design was a nonfiction book about designing houses. 6. Answer: B Standard: Create hypotheses and predict outcomes To answer this question, you have to remember what The House of Mirth is about: wealthy New York society. That would lead you to choose B, since that choice connects the content of the book with Whartons lifestyle. There is no evidence in the passage for either A or C. Choice D is related more to her character than her wealth. 4. Answer: C
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TEST CONTENT CONTENT DOMAIN III
Content Domain III: Information Gathering and Research Skills

A LOOK AT CONTENT DOMAIN III Test questions in this content domain will measure your ability to use different resources, evaluate mass media, and understand the research process. Your answers to the questions will help show how well you can perform on the following standards: Take notes on the main and subordinate ideas Use the research process Evaluate the message and effects of mass media Use and cite sources appropriately
Spotlight on the Standards

As you can see, Content Domain III does not cover as many different standards as Domains I and II. If you enjoy spending time in the library learning about a new subject, then this content domain is for you. Content Domain III focuses on important research skills (like using the index of a book) and information gathering techniques (such as taking good notes). These skills are important for more than just answering questions on the EOCT. You have probably already used them for various research papers, and you will probably continue to use them in the future. Take Notes on the Main and Subordinate Ideas Just as classroom notes help you remember what was covered in class, research notes help you remember what you are learning while you are gathering information. For the EOCT, you will be asked to read a short, informational passage and then determine which set of notes most accurately reflects the information in the passage. In order to be correct, the notes should include the following: All the main points Important supporting information
Stand-alone Questions Unlike Content Domains I and II that asked questions based on long passages, most of the questions for Content Domain III are stand-alone questions or they refer to a short passage.
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Look back at the outline on page 14. In the outline, the main idea is in the thesis statement, and each Roman numeral gives important supporting information, followed by specific examples. Keep this outline format in mind when you are answering these questions. Dont be fooled by a set of notes that only relates specific details, big generalizations, or minor details. Ask yourself, which set of notes would help you remember the important information if you could not look back at the passage? Use the Research Process The Research Process refers to many different steps related to finding information. Roughly speaking, it means going to appropriate resources (e.g., the library, World Wide Web) with a question and finding a way to answer it. The American Literature and Composition EOCT is an English test, so the focus is on the kind of research you would do for an English assignment. This can be broken down into various steps, as seen below. Some Steps in the Research Process 1. Deciding on a Topic. When determining a topic for a paper, be sure to keep the scope in the proper range. Most students pick topics that are too broad to cover in the number of pages they have been assigned. For instance, they might decide to write a three-page paper on American authors of the past hundred years. This topic is just too broad for a three-page paper (or even a three-volume series). It would be better to pick a single author, like Eudora Welty, for your paper. Three pages are enough for a very brief introduction to Weltys life and work. Students can also experience the opposite problema topic that is too narrow in scope. For example, it would probably be a stretch to write three pages about Eudora Weltys favorite animal. The EOCT might ask you to select the best research topic. You would need to consider which answer choices are too broad or too narrow and eliminate those. Dont Always Believe 2. Identifying Key Words. The growing Everything You Read popularity of computers and the Internet has changed the way research is conducted. One of Be careful when doing research online. We the best ways to begin to gather information on a often accept the accuracy of what we read in topic is to go to an Internet search engine and type books because we know that publishers and in some key words. For instance, simply typing in the editors who work for them would not stay Eudora Welty will bring you a lot of links to in business long if they printed books full of different Web sites. factual errors. But people who publish Using additional key words, however, will help you refine your search. If you are interested in writing about Weltys life, entering the key words Eudora Welty and biography or early childhood should lead you to sites that discuss her life. However, if you are interested in one of her works in particular, you would be better off typing in Eudora Welty, The Optimists Daughter (one of her novellas) and then perhaps review or criticism. Using these key words should give you material online dont have the same pressure to be accurate. Practically anyone with a computer and an Internet account can publish material online. It is important that you consider the source of any material you find on the Internet. When you find a Web resource, try to find out what person or organization is publishing it, and then ask yourself if that person or organization is a respectable, trustworthy source for information on the topic you are researching.
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links to sites where people discuss or review The Optimists Daughter. A question on the EOCT may ask you to select the best key words to find information on a particular subject. You would need to think about what you know about finding information to answer the question. You may also be asked to choose the best source for a given topic. 3. Paraphrasing Information. Research papers would be a lot easier if you were allowed to simply copy down, word for word, exactly what your source material said. This is plagiarism, and it is illegal! Instead, you need to take the information you read and rewrite it in your own words. This process is known as paraphrasing. Questions on this aspect of the research process might ask you to select the best example of paraphrasing a given short passage. What is Plagiarism? Plagiarism is taking someone elses words and presenting them as your own. You may only use another persons words (either the exact wording or a paraphrase) if you cite the source (give credit to where you found the information). If you use the exact same wording as the original, you need to put these words in quotation marks.
4. Using Note Cards. Note cards are a way of capturing the information from your research. Systematically recording where you found the information and labeling the card with the kind of information on the card can help organize your research. This will make it easier to use your research when writing your paper. On the EOCT you may be asked questions regarding the best way to write note cards (i.e., what information to include). Note cards typically include the following: topic heading, source title, page number(s), and relevant details on the topic. Evaluate the Message and Effects of Mass Media Even if you never pick up a book, you do a lot of reading every day. Much of this reading appears in the form of advertisements of one kind or another. There are billboards, concert posters, political signs, and even bumper stickers. Advertising also appears during television shows and radio broadcasts, in newspapers and magazines, and on Web sites. What is Mass Media? Radio, television, newspapers, magazines, and Web sites are all different channels through which Americans can receive information. Since some or all of these media are available to the majority of Americans every day, a large mass of people use them as their source for information. Taken together, all these different modes of communicationtelevision, radio, newsprint, etc.are often referred to as mass media.
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Almost always, the message of all this advertising is Buy this product! or something very close to this idea. To get you to Buy this product, advertising employs a wide variety of persuasive techniques. Some ads contain statements from famous or popular people claiming that Product X is the only product they would use. Other ads might try to convince you to see a certain movie because it is Sold out to audiences everywhere! Buy your ticket now! Dont be left out! The idea here is that since everybody else is seeing it, you should, too. No one likes to be left out! Many ads rely on general statements that cannot be proven. For example, an ad for cereal might say, the tastiest cereal on the shelf. Youd have to taste a lot of cereals to know if that was true. Besides, whats tasty for one person is not necessarily tasty for another. Questions for this standard will often test your ability to read a piece of advertising or other mass media message and determine how it is trying to influence you or what techniques it uses to try to convince you. You may also be asked to identify the intended audience for a passage by considering the details of the passage. Use and Cite Sources Appropriately Once you have a research topic, you need to begin your research by consulting a variety of reference materials. These are informative, nonfiction resources such as encyclopedias, dictionaries, atlases, almanacs, and The Readers Guide to Periodical Literature. The Internet is also a valuable resource when used wisely. In order to choose appropriate sources, you need to be familiar with the purpose of these materials and how to use them. The best way to do this is to simply go to the library and take a look at them. In addition to being knowledgeable about reference materials, it is also helpful to know the parts of a book and the function of each part. This information can help you quickly locate information. Take a moment to look over this chart: Helpful Parts of a Book Item Table of Contents Preface Introduction Index Glossary Appendix Bibliography Brief Description Shows outline of book and the starting page for important sections in the book An early statement that explains the scope, intention, or background of the book Serves to give the reader an overview of the book A list that shows where certain topics appear throughout the book A list of definitions for difficult or specialized words Extra information at the back of a book A list of resources used by the author
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Find a book and see if you can find the different parts mentioned in the chart. Familiarize yourself with each part of the book and how it could help in your research efforts. One aspect of the standard Use and Cite Appropriate Sources tests your ability to choose the best written or electronic source to use in researching a topic. A question might look like this: Which is the best source to consult for a research paper on costume making? Or, If Alana is writing a paper about the best opportunities for current jobs, which source would give her the best information? When you use information from another source, you need to give credit where credit is due, or cite where you found the information (See page 51 on plagiarism). At the end of a research paper, you must provide a list of your sources, or a bibliography. Use and Cite Appropriate Sources also tests whether you know how to cite these sources correctly. How much do you know about citation? Heres a little pop quiz: 1. 2. 3. 4. 5. Should you use quotation marks or Italics for titles of books? Does the authors name come before or after the title in a citation? What information needs to be included in a citation of a newspaper article? Where does the date of publication appear in a citation for a book? Do commas or periods separate the major elements of a citation?
(Answers: 1. Italics; 2. before; 3. author, title of article, name of newspaper, date of articles publication, and page number(s) of article; 4. after the name of the publisher; 5. periods) Questions testing citation may give you four citations and ask you to identify which one is correct, as below:
Gina used information from a book about subways in a paper she wrote on modern transportation. How should the citation appear in her bibliography? A B C D The Underground Train. Grandon, Darlene. New York, Parkway Books, 1999. The Underground Train. Grandon, Darlene. New York: Parkway Books, 1999. Grandon, Darlene. The Underground Train. New York: Parkway Books, 1999. Darlene Grandon. The Underground Train, New York: Parkway Books, 1999.
Only choice C uses correct citation order and punctuation. Alternately, you may be given a citation and ask to identify which part of the citation is incorrect or incomplete.
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Study Ideas for Content Domain III

The easiest way to prepare for questions for this content domain is to go to the library and practice researching something. It does not have to be a topic for any class. It should be a topic you are interested in and would like to learn more about. Do not, however, just go to the encyclopedias and start flipping through pages. You want to get experience using a variety of research resources. You may also want to find a variety of reference materials (e.g., almanac, dictionary, thesaurus, atlas). Look them over and compare their contents. How could each be helpful to someone doing research? You should also review how to cite sources. Choose a book, magazine article, and newspaper article, then practice writing a citation for each. Check your English textbook or assigned style guide and become familiar with the order and punctuation of citation for different types of sources. Take a Tour One of the best ways to become a better researcher and better student is to take a guided tour of your library. Ask about a tour at the main desk. Even if you plan to do all your research at the school library, you can usually arrange for a librarian to show you around. You will learn a lot of valuable information that will save you hours of frustration laterthings like how to use the librarys catalog system, where to find microfilm materials and how to use them, where to find reference books, where to find magazines, and more.
If you have questions about resource materials or the research process, ask your English teacher or a librarian to help you. For questions on mass media, you can watch commercials and read ads and try to determine the intended audience (e.g., children, teenagers, adults, women, men) and what approach they are using (e.g., if you use this product you will be popular; a famous athlete likes this product, so you will too).
Sample Questions for Content Domain III

This section has some sample questions for you to try. After you have answered all of the questions, check your answers in the Answers to the Content Domain III Sample Questions section that follows. This section will give you the correct answer to each question, and it will explain why the other answer choices are incorrect.
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Rachel Carson 1) Have you ever found a way to combine two of your interests? 2) Rachel Carson did. 3) As a young child, Carson loved to write, though she did not plan to become a novelist or a poet. 4) As a college student, she discovered a second interest when she took a class in biology that opened her eyes to the beauty of the natural world. 5) Combining these two interests, she wrote about nature in articles and books. 6) Through her work, Carson helped readers become more aware of the environment.
Which BEST summarizes the information in the paragraph above? A B C D Rachel Carsons goal to become a famous writer eventually came true. Rachel Carson became an active environmentalist in college. Rachel Carsons biology class inspired her love of nature. Rachel Carson used her writing skills to educate others about nature.
Rosa is researching whether dolphins talk to each other. If she does an Internet research, which key words would BEST help her narrow her search? A B C D animals and speech mammals and sounds dolphins and communication dolphins and noise
Which comment should NOT be included in an amusement park brochure intended for out-of-town visitors? A B C D Strollers are available for park visitors with children. Save money by buying a year-long pass at half price. Children under 5 years of age admitted free. Rides, games, showssomething for everyone!
While researching Mark Twain, Sam found a book about Twains life as a river pilot. If he uses the book in his paper, how should the entry appear in his bibliography? A B C D Richards, Martha. Pilot of Hannibal. New York: Dutton, 1940. Pilot of Hannibal, Martha Richards. New York: Dutton, 1940. Pilot of Hannibal. Martha Richards. New York 1940, Dutton. Pilot of Hannibal. 1940. Richards, Martha. New York: Dutton.
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Answers to the Content Domain III Sample Questions

1. Answer: D Standard: Take notes on the main and subordinate ideas When you summarize information, it is important to be accurate and take into account all of the information provided. Choice A is inaccurate; the passage says she never set out to be a writer. Choice B does not summarize all the information; it may also be inaccurate. The passage says Carson learned to love nature in college, not that she became an environmentalist. Choice C is too specific; it does not consider the details given about her love of writing. Only choice D accurately summarizes all of the information in the paragraph. 2. Answer: C Standard: Use the research process The question asks what words will help Rosa narrow her search. Both A and B are too broad. Choice D may bring up some helpful information, but noise could mean a lot of different things. Choice C contains the most specific and relevant terms for a narrow search. 3. Answer: B Standard: Evaluate the message and effects of mass media You must consider audience in order to answer this question correctly. The question emphasizes that the brochure will be for out-of-town visitors. Choices A, C, and D could be helpful information to any visitor. Since the information in B suggests that people will visit the park several times during the year, these visitors are likely to come from the local community. Therefore B is the best choice. 4. Answer: A Standard: Use and cite sources appropriately Choices B, C, and D contain errors in order and/or punctuation. Only choice A uses correct citation order and punctuation, so it is the correct answer.
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TEST CONTENT CONTENT DOMAIN IV
Content Domain IV: Content, Organization, and Style

A LOOK AT CONTENT DOMAIN IV Test questions in this content domain will measure your ability to understand the writing process for a variety of purposes and to recognize well-developed paragraphs. Your answers to the questions will help show how well you can perform on the following standards: Use language appropriate to the situation Use the elements of the writing process Write in different styles Write for different purposes Write for different audiences Write well-developed compositions
Learning to become a good writer takes time and practice. Writing is a complex process that involves many different elements. Understanding these elements can help you become a better writer. This is the purpose of Content Domain IV. While it cannot cover every aspect of writing, Content Domain IV does cover many of the major elements of writing. Since the American Literature and Composition EOCT is a multiple-choice test, you will not have to do any actual writing. Instead, many of the questions in this domain will provide you with samples of writing, and your task will be to distinguish the good writing from the poor writing. Some of the questions will have a single sentence at the beginning, but others will have a short passage, with numbered sentences. For these questions, you will have to look over the sentences and then answer questions like: What is the BEST way to revise sentence 5? Sentence 4 is misplaced. The BEST place to put sentence 4 is _________. Which sentence would go BEST at the end of the passage?
When you come across these questions, remind yourself that the key to answering them is to distinguish the good writing traits from the poor writing traits. Overall, you want to make sure the writing in the passage is precise, well organized, and easy to understand.
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Use Language Appropriate to the Situation Using appropriate language means that you choose certain words depending on the situation you are in and the people you are talking to. Lets say you would like an apple. If you are talking to a friend, you might just say, Hey, give me an apple or Let me have that apple, dude. But what if you asked the governor? The governor is a prominent person in government, requiring you to use language that is more formal. Excuse me, Governor, may I please have an apple? is more appropriate than calling the governor dude. Questions for this standard will require you to determine the proper language to use in a certain situation. The audience, or group of people being spoken to, will also play a factor, as you have already seen in the apple example above. Generally speaking, you will have to choose between formal and informal language. Typically, formal language is more grammatically precise, often involves longer sentences and more elaborate words, and is respectful of the audience. In contrast, informal language is not always grammatically accurate, and it may involve slang words and phrases. The following chart compares formal and informal language. Informal Howdy, yall! Whats up? Lets hit the beach. Those are some crazy threads! Formal Greetings, ladies and gentlemen. How are you? We should choose a seaside location for our vacation. Your outfit is very unique.
STRATEGY BOX Who Is Your Audience? Using appropriate language often boils down to deciding on whether formal or informal language should be used. Therefore, consider the situation and audience. If the situation is relaxed and between friends or family, informal language is suitable. If the situation is more official and there are strangers or important people involved, use formal language. The goal is to match the formality of the situation and audience with the formality of the writing.
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Use the Elements of the Writing Process Great works of literature do not flow effortlessly from the pens (or keyboards) of their authors. Most stories, essays, poems, and articles require hard work and revision before they can be considered excellent, or even very good. Even professional writers and famous authors struggle with their words. Drafting, revising, editing, and proofreading your writing are all Elements of the Writing Process. Performing these tasks well is an important part of being a good writer, which is why this standard is tested on the EOCT. The questions for this standard will focus on your ability to recognize the best revisions to poor writing to make the writing clear. You will be asked to consider the best way to rewrite awkwardly worded sentences, misplaced modifiers, and other errors in sentence structure. Steps in the Writing Process Step 1. Prewriting: Gathering ideas, organizing your thoughts Step 2. Drafting: Creating a rough version of the paper, often more than one Step 3. Revising and Editing: Looking at your draft with a critical eye and making improvements Step 4. Proofreading: Polishing your paper to make sure it is free of errors Step 5. Publishing: Sharing your finished paper with others
Here is an example of what a question for this standard might look like:
Which, if any, would be the BEST way to revise the sentence below? To pick daisies, my friends and I went down to the lake later that evening. A B C D My friends and I, later that evening, we went down to the lake to pick daisies. To pick daisies, later that evening my friends and I went down to the lake. Later that evening, my friends and I went down to the lake to pick daisies. Leave as is
Leave as is If a question has an option like choice D, Leave as is, then you have to consider the possibility that the statement is fine as it is written.
The correct answer is C because it rewrites the sentence more clearly. STRATEGY BOX Trust Yourself
If you cant determine the exact problem with the sentence, do not be afraid to trust your ear and make an educated guess. You can often hear a problem even if you cant explain exactly what is wrong with the sentence.
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Write in Different Styles At first glance, most people can tell the difference between a romantic poem and a recipe for apple pie. It is not too hard to distinguish between these two modes, or styles, of writing. Yet because many students are unfamiliar with terms like expository, it would be harder for them to tell whether a poem or recipe is a good example of expository writing. Learning the proper names and definitions of four major writing stylesnarrative, descriptive, persuasive, and expositoryis the key to answering questions for this standard. Common Modes of Writing 1. Narrative. Narrative writing tells a story. This story can be true (like a firsthand account in a magazine article) or completely made up (a short story with talking dragons). Narrative writing usually has a story with a plot, a climax, and a resolution of events in the story. 2. Descriptive. As its name suggests, descriptive writing uses language to describe a person, place, or thing. Descriptive writing is often filled with colorful, precise language, since the goal of good descriptive writing is to make a person, place, or thing come alive in the mind of a reader. A character sketcha picture of a person captured in wordsis one example of descriptive writing. 3. Persuasive. Persuasive writing is designed to influence the readers thoughts in some way. Politicians use persuasive speeches to convince voters to cast their ballots for them. Editorials in local newspapers are written to convince readers that one particular viewpoint is better than the other. 4. Expository. Expository writing is used to provide information on a topic or to explain something. A common encyclopedia entry is a good example of expository writing. Look at the Writing Around People essay on page 61. Try reading the essay and then answer the sample test question that follows.
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Writing Around People 1) Each writer has his or her own composing process. 2) Some writers produce formal outlines before they begin writing a story or novel. 3) Other writers do not even know how a story will end until they actually write the conclusion. 4) Similarly, where authors choose to write also varies. 5) While the image we have of a writer is frequently that of a solitary, isolated individual, poring over sheets of paper, such is rarely the case. 6) Many writers wrote some of their best work with other people nearby. 7) Mark Twain, for example, wrote the novels Adventures of Huckleberry Finn and A Connecticut Yankee in King Arthurs Court while sitting in a small octagonal building with windows on all sides so he could write while his children played in the yard around him. 8) Ernest Hemingway, too, wrote many of his stories and novels sitting at a table in a busy caf in Paris. 9) Kate Chopin wrote on a special lap desk that she could carry with her. 10) As her children played and moved from place to place, she could place her things in the small desk, pack it up, and follow them. 11) Wherever her children stopped, she stopped too; while they played, she worked.
The reader can conclude that this is an expository essay because the writer A B C D explains a subject argues persuasively narrates an anecdote discusses an effect
Based on the definition of expository writing, the best answer is A. Write for Different Purposes and Write for Different Audiences We write for many different purposes and audiences; both purpose and audience help determine the manner in which we write and the words we choose. Much of the writing you do these days is probably academic, or school-related. However, you may find yourself called upon to write for other purposes, such as writing thank-you notes, cover letters for business rsums, and journal entries. Just as the purpose for each type of writing varies, so does the audience. Think of an event you recently participated in, perhaps a sporting event. How would you write about this event in your diary? In a letter to your grandmother? For a school newspaper article? You most probably would use a different writing format and different type of language for each. The questions for the standard Write for Different Purposes will focus on your ability to choose the proper category for a piece of writing. Look at the essay Writing Around People again. Was this passage written for use in a business? Did someone write this passage in a diary? Try answering the sample question on the next page.
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The purpose of this passage would BEST be described as A B C D business academic personal social
The answer is B. Questions for the standard Write for Different Audiences will ask you to determine the appropriate language for a particular audience. Try the sample question below:
The stitching on Martys new shoes began to come apart three days after he began wearing them. He is writing a letter of complaint to the shoe manufacturer. I have purchased several pairs of shoes from your company. I have always been pleased with their quality. They are usually stylish and the construction is usually excellent. However, the last pair of shoes I bought is just plain crummy. The stitching that holds the sole to the leather is already coming apart even though I have only worn them for three days. Which phrase is inappropriate in the paragraph above? A B C D purchased several pairs pleased with their quality usually excellent just plain crummy
Who will be reading this letter? Most likely it will be a customer service representative at the shoe company. A letter of complaint is a business letter and requires formal language. Choices A, B, and C are all appropriate to the audience, but D is slang and therefore inappropriate. Write Well-developed Compositions Think of this standard as an extension of the standard Use the Elements of the Writing Process. This standard tests whether or not you can put together a good composition that reads smoothly and clearly. A well-developed paragraph is one that combines a group of related sentences in a logical, clear manner. Similarly, a well-developed composition combines related paragraphs in a logical, clear manner, with clear controlling ideas and smooth transitions. This allows a reader to more easily understand the topic, and it makes moving from one paragraph to the next an easier task.
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Here are some key terms in developing compositions: Controlling Ideathe single, main idea in a paragraph. Individual paragraphs should support the main idea that focuses the entire composition. Coherencethe flow of a paragraph. Sentences should be arranged in a logical order within a paragraph so that it reads smoothly, and paragraphs should smoothly link together. Transitions are important for providing coherence. Paragraph Unitykeeping to the same topic within a paragraph. Every sentence in the paragraph should support the controlling idea. Transitionswords that help connect one idea to another. Transitions are a sort of glue that holds your writing together and guide the reader along. Transitions fall into several categories, summarized in the chart below: Type of Transition Time Order Comparison/Contrast Cause/Effect Spatial Relationships Emphasis Examples Adding Ideas Examples after, before, eventually, finally, first, next, now, then however, similarly, instead, on the contrary therefore, as a result, consequently, so, because of here, there, beyond, outside, beneath, above in fact, even, especially, in other words for example, also, in particular in addition, also, besides, as well, too
Questions for this standard will often be preceded by a short essay. You can treat these essays like mini-reading passages and use the same approach you would for a regular full-length reading passage. The questions could include: determining the best introductory or concluding paragraph, deciding which paragraph needs more support, determining the best transition to add between paragraphs, deciding the best place to combine or divide paragraphs, and choosing the best way to revise paragraphs to improve unity and coherence. Look over the essay to find the main idea. Then use this information to help you answer the questions.
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Try this on the sample essay that follows:

Phyllis Wheatley 1) Phyllis Wheatley accomplished many amazing feats in her life. 2) She learned to read and write. 3) While that may not sound like an unusual accomplishment, Wheatley lived in the American colonies during the late 1700s, when only a tiny handful of people were actually literate. 4) Moreover, Wheatley studied history, geography, Latin, and many other difficult subjects. 5) In 1767 she published her first poem in a local newspaper. 6) Later, while in London, Wheatley met Selina Hasting, an English countess who helped her to publish a book of poetry. 7) Wheatleys book was the first poetry collection ever published by an African-American writer. 8) She toured England to promote her book, receiving recognition from such noted figures as Benjamin Franklin and the French writer Voltaire. 9) Wheatley even went on to send a poem to George Washington, praising him for his efforts in the American Revolution. 10) Phyllis Wheatleys determination paved the way for the later successes of her life.
1 A B C D 2 A B C D 3 A B C D
Which would be the BEST transition to add to the beginning of sentence 2? First, However, Nevertheless, In addition, If this paragraph were in a history report, which of these would BEST replace the underlined words in sentence 3? a limited collection a small number a little bunch a microscopic sampling Where would be the BEST place to break this paragraph into two separate paragraphs? after sentence 3 after sentence 5 after sentence 6 after sentence 7
For question 1, you need to have a sense of what the whole paragraph is about: the accomplishments of Phyllis Wheatley. You also need to recognize where you are in the paragraph: near the beginning. Both B and C are transitions implying contrast, yet nothing is being contrasted here. Choice D suggests that the author wishes to add to ideas already stated. The paragraph is just introducing the ideas, however, so A is the most logical choice. 64
The second question asks you to consider the writers purpose and audience in order to make the correct word choice. A history report is an academic piece of writing, so the language should be formal. You can rule out C because bunch is too informal. Choice D is formal language, but it doesnt make sense with the subject, a group of people. Choice A is also somewhat formal but the wording is imprecise. Choice B is formal enough to fit the purpose of writing and accurate enough to reflect the idea. Therefore the correct answer is B. The third question asks you to consider where you could logically divide this paragraph. The ideas shift after sentence 5 to focus on the publication of Wheatleys first book of poetry. Therefore B is the correct answer. Choices A, C, and D would not make unified paragraphs.
Study Ideas for Content Domain IV

To do well on the questions for this domain, you must be able to recognize good writing and understand the importance of audience and purpose. As you look at passages for the other content domains, consider them in terms of what mode of writing they represent, the purpose for writing the passage, and how can you tell this from the writers word choice and sentence structure. Basically, to practice for this domain you will analyze the writing you see around you.
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Sample Questions for Content Domain IV

Read the passage below and answer the questions that follow. After you have answered all the questions, check your answers in the Answers to the Content Domain IV Sample Questions section that follows. That section will give you the correct answer to each question, and it will explain why the other answer choices are incorrect.
Our Town Is Coming to Your Town 1) Mark your calendars for next Thursday, for that is the day of the Branscom Valley High School production of Our Town. 2) Written by American playwright Thornton Wilder, Our Town tells the story of Emily Gibbs, a young woman living in the town of Grovers Corners. 3) Since it was first produced in 1938, Our Town has been inspiring audiences across the country and around the world. 4) The play is notable as well for its innovative staging. 5) While many plays feature extensive stage props and scenery, Our Town features little more than chairs for the actors to sit on. 6) Even when Emily and her friends sip sodas at a local store, the actors pretend to hold beverages. 7) Wilder wanted to place the focus directly on the characters themselves, rather than on irrelevant elements. 8) Our Town is sure to entertain and inspire you, as it has so many thousands. 9) Last years production of The Prize sold out early, so plan ahead to obtain your tickets now! 10) The doors open at 7:30 p.m.; the curtain rises at 8:00 p.m. 11) Please plan to attend.
Sentence 11 lets the reader know that this passage is A B C D expository descriptive persuasive narrative
The audience for this passage is BEST described as A B C D teachers of theater and drama members of the local community good friends of the writer students in drama classes
Given the context of the passage, all of the following would be acceptable additions to the passage EXCEPT A B C D Thornton Wilder wrote other stuff and won prizes. The staging of the play shocked the first people to see it. The early reviews of Our Town were quite enthusiastic. Over the years, Our Town has become increasingly popular.
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Which of the following sentences would BEST conclude the passage? A B C D Wilder was also a successful novelist. Wilders Our Town is a great place to visit! It is Wilders most successful play. Wilders work is very convincing.
Which, if any, is the BEST way to write sentence 2? A Written by American playwright Thornton Wilder, Our Town is telling the story of Emily Gibbs, a young woman living in the town of Grovers Corners. B Our Town, written by American playwright Thornton Wilder, the story of Emily Gibbs, a young woman living in the town of Grovers Corners. C The story of Emily Gibbs, telling about a young woman living in the town of Grovers Corners, written by American playwright Thornton Wilder, and is called Our Town. D Leave as is
Answers to the Content Domain IV Sample Questions

1. Answer: C Standard: Write in different styles When you read sentence 11, you realize that the author is trying to get you to come to the play. Other details in the passage support this idea, since the author makes a point of saying that the play is entertaining and inspiring and that it is likely to sell out. Therefore, you can conclude that the style of this passage is choice C, persuasive. 2. Answer: B Standard: Write for different audiences In order to determine audience, you need to look at what kind of information the passage contains and what kinds of words the author uses to convey that information. Choices A and D are too narrow of an audience. The passage would most likely have contained different information if it was meant to appeal only to teachers of drama or drama students. Choice C is unlikely, as the writer probably would have chosen a more casual tone in writing to friends as well as focused on different ideas. It is clear that this is a community play, and the author is hoping for a good turnout; therefore, B is the correct answer. 3. Answer: A Standard: Use language appropriate to the situation The question asks you to consider the context of the passage; that means consider the purpose and the audience as well as the content. When you read the answer choices to this question, one clearly uses more informal language, choice A. Other stuff is vague slang and inappropriate for something that will be read by the general public. Each of the other choices would be appropriate in content and style if added to the passage. 4. Answer: B Standard: Write well-developed compositions A concluding sentence sums up the passage or restates the main idea, maintaining the tone of the passage. Choices A, C, and D all give more information about Wilder and his play. That kind of information came near the beginning of the passage. At the end, the 67
writer has shifted to specifics about when and where the play will be performed and encourages the reader to attend. Choice B sums up the play at the same time it invites readers to come see it. 5. Answer: D Standard: Use elements of the writing process When you are asked to choose the best way to write a sentence, you must read every answer choice as well as the original sentence in the passage. In this case, the original sentence was correct so the answer is D, Leave as is. Both A and C are written unclearly and B is a fragment and grammatically incorrect.
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TEST CONTENT CONTENT DOMAIN V
Content Domain V: Grammar, Usage, and Mechanics

A LOOK AT CONTENT DOMAIN V Test questions in this content domain will measure your ability to recognize and apply Standard American English. Your answers to the questions will help show how well you can perform on the following standard: Write Standard American English correctly Understand the development of American English Understand how language is shaped

Write Standard American English Correctly Content Domain V focuses on your ability to use Standard American English correctly. Questions for this content domain will cover grammar, usage, mechanics, word choice, and manuscript form. The list below identifies some of the topics you can expect to see on the EOCT. Subject-verb agreement Verbs (correct tense, use of irregular verbs) Punctuation marks (end punctuation, commas, colons, semicolons, quotation marks, and apostrophes) Capitalization Plural forms of words Correct word choice Spelling Homonyms Double negatives/comparisons Pronouns Commonly confused words/misused words
If any of these terms are unfamiliar to you, please talk to your teacher or look them up in a grammar handbook. Each of these topics has a number of subtopics and rules associated with it, so it is important that you use resource materials that will give you this information. 69
All questions for this domain will be stand-alone items, which means they will NOT be based on a passage. Questions will look something like this:
How is this sentence BEST written? Teresa studied for an hour, outlined her paper, and then taking a break. A B C D Teresa studied for an hour, outlined her paper, and then had taking a break. Teresa studied for an hour, outlined her paper, and then takes a break. Teresa studied for an hour, outlined her paper, and then took a break. Teresa studied for an hour, outlined her paper, and then will take a break.
For this question, think about how often you hear people say, then had taking. If it sounds odd to you, it is because there is no such verb tense. This means A is wrong. B and D dont seem right either. That is because the verb tense shifts in the sentences. You might not notice this specifically, but you probably sensed there was something strange about saying Teresa studied and then takes or will take a break. Contrast this with answer C, which just uses the verb took. This is the correct answer. This question also tests parallelism, which states that objects linked together have to be similar in tense and number. In this case, the verbs studied, outlined, and taking are series of actions joined together by the conjunction and. However, the sentence in the question is incorrect because the verbsstudied, outlined, and takingare not in the same tense. Changing taking to took corrects this problem because now all the verbs, studied, outlined, and took, are in the past tense. Understand the Development of American English English is a broad mix of words from other languages. The standard Understand the Development of American English tests your knowledge of word origins, especially words with Latin and Anglo-Saxon origins. Can you recognize the Latin origin of a word? Do you know the meaning of specific root words? Can you see the relationship between an Anglo-Saxon prefix and a root word? On the following page is a chart of some common word parts with their origins. Knowing these word parts can help you increase your vocabulary and recognize unfamiliar words.
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Prefix
over- (Anglo Saxon) above; in excess inter- (Latin) between
Root
cap- (Latin) head ped- (Latin) foot scrip- (Latin) write
Suffix
-able (Latin) capable of being -ful (Anglo Saxon) full of; tending to -ish (Anglo Saxon) characteristic of; somewhat -less (Anglo Saxon) without
mis- (Anglo Saxon) wrong vis- (Latin) see pre- (Latin) before semi- (Latin) half, partly un- (Anglo Saxon) not nov- (Latin) new reg- (Latin) rule
-ness (Anglo Saxon) state; condition -ly (Anglo Saxon) in a certain way
Using the chart above, can you see where words like mistaken, pedestrian, foolish, and loveliness came from and what they mean? What is the novice class at a chess tournament? What is a regulation? What does it mean if a jewel is semiprecious? Questions for this standard may ask you to choose the correct meaning of a word part or to apply knowledge of word parts to unfamiliar words. Try this sample question:
The words manual, manuscript, and manufacture all come from the Latin root manu which means A B C D head foot hand back
You may already know the meaning of the Latin root. If you do not, however, think about the meanings of the words in the question. What do they all have in common? Manual means involving the use of the hands or operated by hand. A manuscript is something written by hand. Manufacture means to make things. All of these definitions involve the use of the hand. Therefore, C is the correct answer. The best way to prepare for this part of the test is to review vocabulary words. Look at the word parts and review what they mean. Make a list of common roots and see if you can make new words from them; then look up the words in a dictionary, checking for word origins.
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Understand How Language is Shaped Do you call a frying pan a spider or a skillet? Is your soft drink called soda, pop, or tonic? Do you carry water in a bucket or a pail? Are you sick to your stomach or sick at your stomach? The answers to these questions can indicate what part of the country a person is from. People in different parts of the country use different words for different things. Its all part of what makes our language so rich. Writers often try to imitate the unique features of a language when the setting of their work takes place in a particular culture or region. The combination of special pronunciation, unconventional grammar and spelling, and unique expressions of a region is called dialect. Dialects come about because of geographical location and cultural beliefs or customs. For example, a character may say Ah for I to reflect the speech of his region, or a woman may refer to a baby as a wee bairn if she is Scottish. This is all part of an authors plan to create verisimilitude, or the appearance of truth. This standard also tests your ability to recognize the origins of new words, or neologisms. Language grows as technology advances, new techniques develop, and society changes. For example, before the computer age, vocabulary such as gigabyte and microchip did not exist. Questions for this standard may ask you to accurately interpret phrases or sentences written in dialect or to account for differences in the way a word is used. They may also ask you to identify the origin of unfamiliar words.
Study Ideas for Content Domain V

To study for this domain, you may want to concentrate on the kinds of errors you typically make in your own writing. (Your teacher may be able to help you with this.) If you know what these errors are, look them up in your grammar book and study the samples. Or, you may want to work through a grammar workbook that will allow you to practice in the areas that need improvement. If you are not sure of your weak areas, you may want to take a look at samples of each topic in your grammar book. (See the list of topics on page 69 of this study guide.) If any are not clear to you, work through some practice items in a grammar workbook for those topics. You may also want to refer to your textbook and review information about word origins and dialect.
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Sample Questions for Content Domain V

This section has some sample questions for you to try. Answer the following questions. After you have answered all the questions, check your answers in the Answers to the Content Domain V Sample Questions section that follows. This section will give you the correct answer to each question, and it will explain why the other answer choices are incorrect.
1 Which word or phrase originated as a result of the computer age? A B C D dot com boom box cool radical
How is the sentence below correctly punctuated? While she was in college Mari Sandoz wrote 80 stories, but her most famous works are carefully researched stories about the western United States. A B C D add a comma after college remove the comma after stories add a comma after carefully The sentence is correctly punctuated.
Analyze the sentence below. This week our class will write our essays on Eudora Weltys A Worn Path, one of my favorite short stories. Which part of the sentence contains an error? A B C D This week our class will write our essays on Eudora Weltys A Worn Path, one of my favorite short stories.
The words grade, gradual, and graduate all come from the Latin root grad meaning A B C D type model event step
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Answers to the Content Domain V Sample Questions

1. Answer: A Standard: Understand how language is shaped Choice A refers to Internet businesses known by their web site addresses that end in dot com. Without the computer, this word would not have come into being, so A is the correct answer. Choice B is a relatively new word, but it does not have anything to do with computers. Choices C and D are words that have multiple meanings and are often used as slang. Neither, however, has resulted from the advent of the computer. 2. Answer: A Standard: Write Standard American English correctly While she was in college is an introductory clause that explains when Mari Sandoz wrote her stories. Commas should follow introductory clauses. Therefore, Choice A is correct. Changes described in choices B, C, and D would make the sentence grammatically incorrect. 3. Answer: C Standard: Write Standard American English correctly The sentence explains that A Worn Path is a short story. Titles of short stories should be placed in quotation marks. Therefore, choice C is the correct answer. 4. Answer: D Standard: Understand the development of Modern English To answer this question you must think about what the words grade, gradual, and graduate mean. Grade is a stage or degree or the slope of a road. Gradual means slow or by degrees. Graduate means to reach a certain level or degree of achievement; it also means to mark into degrees or units, as in a measuring cup. Each of these words has the idea of degrees in common. Choice D, step, is the answer choice closest in meaning to degree, so D is the correct answer.
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APPENDIX A: PASSAGE #1
From The Shore

by Carl Sandburg
A lone gray bird, Dim-dipping, far-flying, Alone in the shadows and grandeurs and tumults Of night and the sea And the stars and storms. Out over the darkness it wavers and hovers, Out into the gloom it swings and batters, Out into the wind and the rain and the vast, Out into the pit of a great black world, Where fogs are at battle, sky-driven, sea-blown, Love of mist and rapture of flight, Glories of chance and hazards of death On its eager and palpitant wings. Out into the deep of the great dark world, Beyond the long borders where foam and drift Of the sundering waves are lost and gone On the tides that plunge and rear and crumble.
[Public Domain]
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APPENDIX B: PASSAGE #2
To Build a Fire
By Jack London
1
For land travel or seafaring, the world over, a companion is usually considered desirable. In the Klondike, as Tom Vincent found out, such a companion is absolutely essential. But he found it out, not by precept, but through bitter experience. Never travel alone, is a precept of the north. He had heard it many times and laughed; for he was a strapping young fellow, big-boned and big-muscled, with faith in himself and in the strength of his head and hands. It was on a bleak January day when the experience came that taught him respect for the frost, and for the wisdom of the men who had battled with it. He had left Calumet Camp on the Yukon with a light pack on his back, to go up Paul Creek to the divide between it and Cherry Creek, where his party was prospecting and hunting moose. The frost was sixty degrees below zero, and he had thirty miles of lonely trail to cover, but he did not mind. In fact, he enjoyed it, swinging along through the silence, his blood pounding warmly through his veins, and his mind carefree and happy. For he and his comrades were certain they had struck pay up there on the Cherry Creek Divide; and, further, he was returning to them from Dawson with cheery home letters from the States. At seven oclock, when he turned the heels of his moccasins toward Calumet Camp, it was still black night. And when day broke at half past nine he had made the four-mile cut-off across the flats and was six miles up Paul Creek. The trail, which had seen little travel, followed the bed of the creek, and there was no possibility of his getting lost. He had gone to Dawson by way of Cherry Creek and Indian River, so Paul Creek was new and strange. By half past eleven he was at the forks, which had been described to him, and he knew he had covered fifteen miles, half the distance. He knew that in the nature of things the trail was bound to grow worse from there on, and thought that, considering the good time he had made, he merited lunch. Casting off his pack and taking a seat on a fallen tree, he unmittened his right hand, reached inside his shirt next to the skin, and fished out a couple of biscuits sandwiched with sliced bacon and wrapped in a handkerchiefthe only way they could be carried without freezing solid. He had barely chewed the first mouthful when his numbing fingers warned him to put his mitten on again. This he did, not without surprise at the bitter swiftness with which the frost bit in. Undoubtedly it was the coldest snap he had ever experienced, he thought. He spat upon the snowa favorite northland trickand the sharp crackle of the instantly congealed spittle startled him. The spirit thermometer at Calumet had registered sixty below when he left, but he was certain it had grown much colder, how much colder he could not imagine.
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APPENDIX B: PASSAGE #2
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Half of the first biscuit was yet untouched, but he could feel himself beginning to chilla thing most unusual for him. This would never do, he decided, and slipping the packstraps across his shoulders, he leaped to his feet and ran briskly up the trail. A few minutes of this made him warm again, and he settled down to a steady stride, munching the biscuits as he went along. The moisture that exhaled with his breath crusted his lips and mustache with pendent ice and formed a miniature glacier on his chin. Now and again sensations forsook his nose and checks, and he rubbed them till they burned with the returning blood. Most men wore nose-straps; his partners did, but he had scorned such feminine contraptions, and till now had never felt the need of them. Now he did feel the need, for he was rubbing constantly. Nevertheless he was aware of a thrill of joy, of exultation. He was doing something, achieving something, mastering the elements. Once he laughed aloud in sheer strength of life, and with his clenched fist defied the frost. He was its master. What he did he did in spite of it. It could not stop him. He was going on to the Cherry Creek Divide. Strong as were the elements, he was stronger. At such times animals crawled away into their holes and remained in hiding. But he did not hide. He was out in it, facing it, fighting it. He was a man, a master of things.
[Public Domain]
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13
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APPENDIX C: PASSAGE #3
Edith Wharton
1
Young writers are often advised to write what they know, or, in other words, to allow their writing to mirror their own lives. Well-known literary figure Edith Wharton may have followed this convention when she authored The House of Mirth, a novel that many consider to be her first masterpiece. The book, published in 1905, is set in the affluent New York society in which Edith herself had been raised. Wharton was born Edith Newbold Jones on January 24, 1862, in New York. The only daughter of Lucretia Stevens Rhinelander and George Frederic Jones, she had two older brothers who were considerably older. Whartons grandfather, William Rhinelander, was a multi-millionaire with interests in banking, shipping, and real estate; thus, Wharton and her family were able to live a luxurious life in her early years. But when she was four, economic setbacks caused the family to move to Europe where they could live on less money. For the next six years, they traveled through Germany, France, and Italy. While abroad, Wharton learned to read. Through the efforts of her father and several tutors she became multilingual, learning the language of every country in which they lived. It was while they were living in Paris that she began to create stories and her talent began to flourish. By age ten, she had already read all of Shakespeares plays and many of the poetry of Keats and Shelley. At eleven she started to write her first novel, and when she was only fifteen, she wrote a novella titled Fast and Loose. When she was eighteen, Wharton moved to Italy with her parents, but returned to New York after the death of her father. In 1885 when the blossoming writer was 23, she married 35-year-old Edward (Teddy) Wharton, a man who was accustomed to a life of leisure. Though Edward was wealthy and enjoyed traveling the world, he was not interested in art or literature. Their marriage was not a solid one. After a time Wharton felt lonely, and she began to write again, perhaps to escape her own reality. She sought to have her work published in the highly regarded magazines of her day and was successful. Her poems and short stories appeared in a number of influential publications, including Harpers and Scribners. Wharton also collaborated with a young architect named Ogden Codman, Jr., on a book called The Decoration of Houses, one of the first books about home design to be published in the United States. The book was a rapid success, and Wharton was encouraged to continue writing. She went on to publish The Greater Inclination, her first collection of short stories, which received rave reviews and truly established Wharton as an author. Her career as a writer spanned over forty years and included the publication of more than forty books, although she is remembered not only for her respected literature; she was also a compassionate woman who sincerely cared for others. She established hostels and schools and housed more than 700 World War orphans at her own expense. After the war ended in 1920, Wharton published The Age of Innocence. The novel was both a popular and a critical success, and in 1921, Edith Wharton was the first female to receive the Pulitzer Prize for fiction. Decades later, in 1993, Martin Scorsese directed a film version of The Age of Innocence, allowing modern audiences to appreciate Whartons work in a new way.
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APPENDIX D
Appendix D Basic Literary Elements

To discuss literature effectively, you need to use and understand common literary terms. You may already be familiar with many of the terms explained in this section, but it may be helpful for you to review them as you prepare for the American Literature and Composition EOCT. Most of these literary terms are used when discussing works of fiction. However, some of these terms can be used when talking about nonfiction articles and other pieces of writing. Below are explanations of some common literary terms. Remember, you can also look these words and others up in the dictionary or in your English textbook. Common Literary Terms 1. Plot. Literature commonly follows a specific pattern or plot structure. It often begins with exposition that may introduce the characters, establish the setting, and reveal the problem or conflict. The tension may build through a series of complications (incidents that either help or hinder the protagonist in finding a solution). This is the rising action. The climax is the peak or turning point of the action. The problem is resolved. At this point the reader usually knows the outcome. The denouement or falling action is the part after the climax. It gives any necessary explanation and ends with resolution, the sense that the story is complete. STRATEGY BOX Map It Out Using a plot map can help you better understand a storys development.
Climax Falling Action Exposition -Characters -Setting -Conflict Rising Action Event 2 Event 1 Resolution
While events of the plot are usually narrated chronologically (in the order in which they occur), sometimes authors use techniques called foreshadowing and flashback to help tell a story. These techniques alter the timeframe from which a story is related. With foreshadowing, the author gives hints of what is to come in the future. With flashback, the storyline shifts to the past to give readers important information to help them understand the story better.
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APPENDIX D
2. Conflict. Every plot has a conflict. The conflict is what triggers the action in the story. Here are some common conflicts in literature: person vs. person person vs. nature person vs. self person vs. society person vs. machine
3. Character(s). The plot of a story focuses on the lives of one or more characters. The main character is usually the protagonist, the central character and the one with whom the reader often identifies. The antagonist is a character (or force) that opposes the protagonist. An author may reveal character through the characters thoughts, words, appearance, and actions, or through what other characters say or think. An author may also tell us directly what the character is like. Characters that grow or change throughout the story are dynamic or round; characters that seem to stay the same are static or flat. Understanding the characters is a key element to understanding the piece of literature. Some common questions about characterization include: Who is the main character? Give five traits of this character. Who are the minor characters? How do they affect the plot? How is one character similar to or different from another? Are any of the characters classified as a flat character? A dynamic character? A static character? Describe character A. What are the main characters strengths? What are his or her weaknesses? How is the main character involved in the conflict?
4. Setting. The setting is when and where a story takes place. You may be asked to determine why the setting is important or how the setting affects the characters. The setting can clarify conflict, illuminate character, affect the mood (see #5 below), and act as a symbol. The setting itself can be an antagonist in a person-against-nature conflict. 5. Mood. The mood in a piece of literature is a feeling or emotion created by the words and setting. Some authors create the mood by using imagery along with the setting. The example below shows how the mood of a story can change by making a few alterations: Imagine a group of people in an old, three-story house. The people are whispering and walking very slowly. They are easily startled. Some are visibly shaking. The mood created here is one of scary suspense. A reader will wonder what scared the people and may feel some suspense about the events to come.
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APPENDIX D
Now, change the mood by imagining the people talking loudly. They are gesturing at various rooms in the house and whistling appreciatively. They seem excited about the old, colored-glass windows. A reader could assume that these people are about to move into the old house. The mood is no longer scary and suspenseful. It is now light and optimistic. 6. Tone. The tone is the emotion created by the authors use of language and/or through a characters words and actions. It is also the authors attitude or feeling toward a person, a thing, a place, an event, or a situation. For example the tone may be formal, informal, playful, ironic, optimistic, or pessimistic. Varying the words and punctuation used can change the tone of a characters speech dramatically. Dialogue Will you give me the key? he pleaded. May I please have the key? he asked. Give me the key right now! he screamed. Tone Begging Polite Angry
7. Point of View. The point of view is the perspective from which a story is told. The point of view depends upon who the narrator is and how much he or she knows. The events are told by a character in the story using his or her own words. First-person stories have narrators who use I, me, and my throughout the story. The sentence, I knew it was risky, but I was willing to take that chance, is an example of first-person point of view. The narrator addresses the reader directly using the word you. This perspective is not as common as either the first- or third-person points of view. A speaker outside the action narrates the events using he, she, and they. In third-person omniscient, the narrator may see and know everything, even the thoughts of all the characters. In third-person limited, the narrator tells the events from the perspective of one character, focusing on this characters thoughts and feelings.
First Person Second Person
Third Person
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APPENDIX E
Appendix E EOCT Sample Overall Study Plan Sheet

Here is a sample of what an OVERALL study plan might look like. You can use the Blank Overall Study Plan Sheet in Appendix F or create your own.
Materials/Resources I May Need When I Study: (You can look back at page 2 for ideas.)
1. 2. 3. 4. 5. 6. 7.
This study guide Pens Highlighter Notebook Dictionary Grammar book Literature book
Possible Study Locations: First Choice: The library Second Choice: My room Third Choice: My moms office
Overall Study Goals:
1. 2. 3. 4. 5.
Read and work through the entire study guide Answer the sample questions and study the answers Practice reading and answering the general questions Do additional practice in a grammar workbook Do some additional reading on the literary movements in America 6 weeks 5 days a week
Number of Weeks I Will Study:
Number of Days a Week I Will Study: Best Study Times for Me: Week Days: Saturday: Sunday:
7:00 p.m. 9:00 p.m. 9:00 a.m. 11:00 a.m. 2:00 p.m. 4:00 p.m.
82
APPENDIX F
Appendix F Blank Overall Study Plan Sheet

Materials/Resources I May Need When I Study: (You can look back at page 2 for ideas.)
1. 2. 3. 4. 5. 6. 7.
_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
Possible Study Locations: First Choice: Second Choice: Third Choice:
_______________________________ _______________________________ _______________________________
Overall Study Goals:
1. 2. 3. 4. 5.
_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ___________________________________ _______________________________
Number of Weeks I Will Study:
Number of Days a Week I Will Study: Best Study Times for Me: Week Days: Saturday: Sunday:
_______________________________
_________________________________ _________________________________
83
APPENDIX G
Appendix G EOCT Sample Daily Study Plan Sheet

Here is a sample of what a DAILY study plan might look like. You can use the Blank Daily Study Plan Sheet in Appendix H or create your own.
Materials I May Need Today:
1. Study Guide 2. Pen 3. Notebook

Todays Study Location:
the desk in my room
Study Time Today: From 7:00 p.m. to 8:00 p.m. with a short break at 7:30 p.m. (Be sure to consider how long you can actively study in one sitting. Can you sit for 20 minutes? 30 minutes? An hour? If you say you will study for three hours, but get restless after 40 minutes, anything beyond 40 minutes may not be productiveyou will most likely fidget and daydream your time away. Doing time at your desk doesnt count for real studying.) If I start to get tired or lose focus today, I will:
do some sit-ups.
Todays Study Goals and Accomplishments: (Be specific. Include things like number of pages, sections, or standards. The more specific you are, the better able you will be to tell if you reached your goals. Keep it REALISTIC. You will retain more if you study small chunks or blocks of material at a time.)
Study Task 1. Review what I learned last time 2. Study the first standard in Content Domain I 3. Study the second standard in Content Domain I
What I learned today:
Completed
X X
Needs more work
Needs more information
1. The difference between informational and literary passages 2. What the questions about main and subordinate ideas might look like 3. How to tell the difference between fact and opinion
Todays reward for meeting my study goals:
Eating some popcorn
84
APPENDIX H
Appendix H Blank Daily Study Plan Sheet

Materials I May Need Today:
1. 2. 3. 4. 5.
_____________________________ _____________________________ _____________________________ _____________________________ _____________________________
Todays Study Location: Study Time Today: ________ (Be sure to consider how long you can actively study in one sitting. Can you sit for 20 minutes? 30 minutes? An hour? If you say you will study for three hours, but get restless after 40 minutes, anything beyond 40 minutes may not be productiveyou will most likely fidget and daydream your time away. Doing time at your desk doesnt count for real studying.) If I start to get tired or lose focus today, I will: __________________________
Todays Study Goals and Accomplishments: (Be specific. Include things like number of pages, sections, or standards. The more specific you are, the better able you will be to tell if you reached your goals. Keep it REALISTIC. You will retain more if you study small chunks or blocks of material at a time.)
Study Task 1. 2. 3. 4. 5.
What I learned today:
Completed
Needs More Work
Needs More Information
1. _______________________________ 2. _______________________________ 3. _______________________________

Todays reward for meeting my study goals: ________________________________
85

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Try this on the sample essay that follows:

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_______________ _ _ _ _ _ _________________

_______________ _ _________________

_______________ _ _ _ _ _ _____________

_______________ _ _ _ _______________

1. _______________ 2. _ 3. _________________