MOCK+EXAM+STUDY+GUIDE

=PAPER 2 STUFF!!! =

= Examiners comments =


 * PAPER 2 [[file:A1 Lang and Lit Essay P2 Criteria HL.doc|RUBRIC]]**
 * //THINGS THEY CARRIED// AND //MACBETH//**


 * __Paper 2__**

You will have a choice of __6 questions__. You must refer to TWO works (SL: **Godot and** TTTC **or** Macbeth, HL: ANY TWO)


 * IF YOU USE part 4 works, you will not score well**

THE QUESTIONS WILL BE ABOUT: Context of reception 3; Context of production 1; Theme 2; Author's technique (structure) 1

THE QUESTIONS FOR THE MOCK EXAM WILL BE:


 * 1) Analyze how justice is represented and understood in **at least two** works studied
 * 2) What impact does setting have on your understanding of the central ideas or themes presented in **at least two** works studied?
 * 3) Literature is said to be timeless. To what extent is this true of **at least** two works you have studied?
 * 4) It is said that history “can not be unlived, but if faced with courage, need not be lived again.” To what extent do **at least two works** studied “face” history in order to ensure that its wrongs “need not be lived again”?
 * 5) Looking closely at least **two works studied**, show that more than one interpretation could be made of those works.

Read the questions and decide which one you want to answer MAKE SURE you understand what the question is asking (subject) Think deeply about the meaning
 * 1) **Critical Thinking**


 * Subject**


 * Theme Books**

Think about universal themes from the books Guilt Justice Ambition Violence Power Fate and Free will Versions of Reality Gender Society’s effect on people Death Dreams Loneliness Influence of the Past


 * 1) Choose //TWO// texts that you will relate to the question
 * 2) Make an outline


 * Writing Tips**

// DON’T DO THIS: //

“to explain better” “to make more descriptive” “for making people understand the message clear” “to make the reader understand better”
 * Author`s PURPOSE **// : MORE THAN //

// DO THIS: //

“to reveal theme” “to serve as a symbol” “contributes to mood” “highlights the tone… “shows a paradox..”
 * POSSIBLE PURPOSES/ EFFECTS ** : (of lit. devices)

Don’t **//summarize//** the plot or content of the text too much

A text does not “//say//” nor “//TALK//”, it explains, describes, asserts, claims, states, persuades, convinces.

** BE SPECIFIC – ADD DETAILS (to make your writing BETTER) ** Texts don’t “//call// the attention” in English, they “//catch// the readers attention” – this purpose is not complete… Also, you need to EXPLAIN //which part of the text// is the reader drawn to, and //why//? BE more specific, if the ONLY purpose an author has is to entertain the reader, then all texts would be pretty short, and maybe one or two words, like “society” --- **ADD MODIFIERS! –** which society? Ecuador? USA? modern? ancient? 20th century? 1920s? WHAT ERA!?!?!? “**there** are many techniques…” - where ? what are they? who uses them? explain explain explain explain “the author is trying to say” -- remember modal verbs!?!?! he is **not //trying// he is…..**


 * AVOID RIP Words** / phrases (in a formal essay):

No “I”, “you”, “we”, “us” Use 3rd person The reader, people, society Don’t say “we can see”…say “it is evident” or “the author proves” Write in present tense about literature Spell proper names correctly/underline titles American Dream, Great Depression, Jazz Age, Dust Bowl “In” the book, not “on” the book Avoid rhetorical questions Pursuit of happiness and pursue


 * Outline**


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WHAT THROUGH EFFECT


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 * __Introduction__**

// “the Funnel” //



Possible topics Characterization Symbols Motifs Conflict Setting Imagery Tone Foreshadowing Diction/Syntax
 * __Body Paragraphs__**
 * Define the term
 * Organize to write about each literary device in each example before starting the next
 * You can talk about two books in one paragraph
 * **__You MUST incorporate specific examples or quotes!!!!!!!!!!!!!!!!!__**
 * 1-3 SPECIFIC examples for each term in each book
 * Use impersonal language and formal verbs to discuss texts.
 * Text A demonstrates, illustrates, suggests, implies, uses, emphasizes, shows, proves
 * Refer back to your argument each paragraph. What is the effect of the device? How do we know? Take your time to explain! Don’t just make a claim without evidence!

**__Conclusion__** Restate Thesis Discuss topic/subject again Possibly relate it to the future

** TIPS AND USEFUL LISTS TO IMPROVE YOUR WRITING IN ENGLISH **


 * USEFUL VERBS FOR LITERARY ANALYSIS **

Analyzes, demonstrates, explains, reveals, suggests, depicts, explores, asserts, states, argues, reflects, porTRAYS, reflects, illustrates, contributes to


 * DO __NOT__ USE QUOTES LIKE THIS: **

ORIGINAL “Better Piggy than Fatty,” he said at last, with the drectness of genuine leadership, “and anyway, I’m sorry if you feel like that. Now go back, Piggy, and take your names. That’s your job. So long.” (Golding 25)

INCORRECT USE OF QUOTE Ralph dismisses Piggy’s complaint that he has betrayed him by telling the other boys his nickname. “Better Piggy than Fatty” (Golding 25).

CORRECT USE OF QUOTE Ralph dismisses Piggy’s complaint that he betrayed his trust by telling the other boys his nickname, “Better Piggy than Fatty” (Golding 25).
 * __ DO __**** INCORPORATE QUOTES INTO YOUR WRITING **


 * SPANGLISH TO AVOID **

INSTEAD OF… USE… Actual modern, current, today… (Actual is used in English to emphasize the truth of a thing, situation etc. Actually, it was true.) Conducts… inspires, causes, produces, results in Impulses inspires, produces, causes, leads to Incentivate inspires, motivates, provides incentives Pretends attempts to, aims at, proposes Desperate… become distraught, panics Actual current, now, at the present time Didn´t care or give something importance did not pay attention to, ignored Bothering annoying, frustrating, teasing A strong personality aggressive, difficult, strong- willed,belligerent, stubborn, persistent Embellished (language) descriptive, ornate, florid Inconvients conflicts, problems, dificulties Solucionate resolve, solve Experiment experience Exposes presents, explains, describes Expectatives expectations, standards Impacting impressive, significant Interested greedy, self-centered, selfish, egotistical, avaricious, acquisitive Overpass overcome, triumph over, transcend Stand out distinguish (himself or herself), characterized by Recuperate recover (most commonly after an illness) Passed spent, had, stayed Stay with kept Comprehensive understanding Sensible sensitive Rare strange, odd, unusual Serve work, function Presion(ate) to pressure or to feel pressure Conflictive, complicated (personality) difficult, aggressive, troublesome, intractable, troublesome, unmanageable, inflexible Resume summary or summaries Planted presented, outlined, explained Inconformity Disagreement, opposition Impacting (as an adj.) shocking, striking, impressive, surprising, influential (It) impressed me shocked, surprised, struck me, made an impression support it formal--bear it colloquial—stand it, take it I passed a good time had a good time, enjoyed the experience I passed through formal: experienced colloquial: go through theme topic, subject


 * WEAK WORDS TO AVOID **

INSTEAD OF … USE… Good excellent, outstanding, acceptable, virtuous, honest, Bad evil, malicious, poor, unacceptable, weak, unacceptable, dishonest Big large, significant, important crucial small insignificant, miniscule, tiny, petite strong intense, powerful, harsh,


 * INAPPROPRIATE REGISTER **

INSTEAD OF… USE… Kid children, boys, girls Guy man A lot a great deal, many, much, several Grown-ups adults Stuff situations, circumstances, the word for a specific thing or things Nowadays Now, today, in modern times, currently


 * PHRASES TO AVOID **

INSTEAD OF… USE…

The book talks about Throughout the novel In the book In __Lord of the Flies__ An example is when 1) For example, 2) State the example Piggy demonstrates cowardice by refusing to acknowledge his involvement in Simon’s death. In text A, This proves This suggests, supports the idea, demonstrates, contributes to In the other hand ON the other hand
 * On** the book **IN __One Flew Over the Cuckoo’s Nest__,**


 * TRANSITIONS and DANGER WORDS (Use to make connections.) **

As a result Consequently Similarly Thus On the other hand Therefore
 * To show relationships **

But however nevertheless on the contrary Even though although yet in contrast
 * To show difference **

Likewise Similarly Equally Comparably
 * To show similarity**

Again moreover furthermore in addition Additionally indeed
 * To emphasize a point **

Also again for example as well Additionally in additon moreover furthermore
 * To add information **

In conclusion Finally Thus
 * To conclude**

Do (hacer) Though Even though Beginning ATTITUDE Escape reBel McMurphy rebelled against the Big Nurse. reVEAL It was revealed that McMurphy was committed. Loss=NOUN (perdida) The **LOSS** of languages is disturning to linguists. Lose=VERB (perder) Watch out! You might **LOSE** your language! Loose= ADJECTIVE (flojo) My pants were **loose.** Lost=past participle Once a language is **LOST**, a history is **LOST**. Save=VERB Hold on. I will **SAVE** you! She **SAVES** her money. Safe=ADJECTIVE The boys felt **SAFE** in their shelter. Save=NOUN Put your money in a **SAFE**, not under your mattress Life=NOUN **LIFE** is beautiful. Cats have nine **LIVES**. Live-VERB It’s my life. Let me **LIVE** it. Live=adjective I love **LIVE** performances. Death=NOUN Simon’s **DEATH** was a shock. Deaths= PLURAL There were three **DEATHS** on the island. Dead-adjective Once a language is **DEAD**, it’s lost. Where=location **Where** were you? Were=verb Where **were** you? Here=location I was **here** the whole time. HEAR=escuchar with your EAR There=location THEIR=possessive like the HEIR to the throne They’re=they are
 * SPELLING LIST **