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Information about Exam This exam will be written online, and you will have three hours in which to write it. It is a “closed book” exam: you will not be permitted to use any texts or instructional aids. The final exam is worth 40% of your total grade and consists of three parts: Part A: Identification and Analysis This part resembles the Self-Test Reviews. You will be asked to identify three of five excerpts, to comment on styles and themes, and to show their significance in the context of the works as a whole. Part B Short-Answer Questions The questions for Part B are taken from the Study Questions in the Study Guide. You are asked to answer two of four questions. Write a paragraph of about ten sentences for each question, supporting your answer with references to the appropriate work. Part C Comparative Essay You are asked to compare two or three works in terms of a topic in a short essay of about 500 words. Support your thesis with specific references to the appropriate works. Aswithyouressayassignments,accuracyinwritingisimportantintheexam.Planto               spendatleastfifteenminutesneartheendofthethreehoursproofingyourpaperfor                errors in sentence structure and spelling. CUS 1 Sell Sample Exam Part A Sample Question In me thou see’st the glowing of such fire That on the ashes of his youth doth lie, As the death-bed whereon it must eicire, Consumed with that which it was nourish’d by. This thou perceiv’st, which makes thy love more strong, To love that well which thou must leave ere long. Sample Answer This excerpt is the third quatrain and closing couplet of Shakespeare’s Sonnet 73, “That time of year thou mayst in me behold.” The sonnet follows the typical English or Shakespearean sonnet form: three quatrains and a couplet, with an abab, cdcd, efef, gg rhyme scheme, and the metre is primarily iambic pentameter. This excerpt presents the last of three images of aging and impending death; here, the image is of the dy;ng embers of a fire, which suggests the winding down of the poet’s life. The couplet concludes 

the poem with a described: the statement of the consequences that must follow from the situation person to whom this poem is addressed loves the aging speaker all me more oecause he is not inmortal. lne monosyllaolc woras, me regular iambic pentameter, and the balanced alliteration of the last line convey a sense of both conviction and finality. Organizing Your Analysis A detailed analysis of a passage of poetry should include the following: 1. identification-title of poem, author’s name, genre (type of poem; e.g., sonnet, narrative poem, free verse) 2. context-the particular situation or occasion suggested by the excerpt and its relationship to the rest of the poem. 3. theme-the main idea in the exceipt and the poem 4. mood-the atmosphere that pervades the passage, which evokes a specific emotional response 5. metre (or rhythmic patterns, in case of free verse)-comment on the effect of the metre ar rhythm 6. rhyme scheme (if applicable)-the effect of the rhyme 7. line length-such as end-stopped lines, enjambment, and caesura 8. sound devices-such as alliteration, assonance, and onomatopoeia, consonance, and repetition 9. imagery-pictures in the imagination (visual, olfactory, auditory, tactile, kinesthetic) 10.figurative devices such as metaphors, similes, and personification Not all of the stylistic elements will be present in each excerpt. Emphasize those elements that you consider to be the most important. Part B Sample Question How does Goodnight Desdemona (Good Morning Juliet) subvert Shakespeare’s portraits of Desdemona and Juliet? Sample Answer Anne Marie MacDonald undermines assumptions about gender relationships and political and social power in her play Goodnight Desdemona (Good Morning Juliet) by subverting Shakespeare’s portraits of Desdemona and Juliet. MacDonald’s Desdemona and Juliet are complete inversions of Shakespeare’s characters. Desdemona, passive and innocent in Othello, isaggressive and warlike. Juliet, pure and faithful in Romeo and Juliet, is sexually liberated and an aggressive lover of men and women in MacDonald’s play. The characters also change lines in the play. Desdemona is given lines that were Othello’s, and Juliet is given lines that were Romeo’s in the original plays. These changes in roles and lines transform Desdemona and Juliet from helpless female victims to active agents in their own fates. This subversion of Desdemona and Juliet results in the subversion of
Shakespeare’s tragedies into comedies. Organizing Your Short-Answer Response 1. Vfiite this answer as a complete paragraph. 2. Develop your topic sentence out of the question. 3. Use specific references to the literature being discussed. 4. Proofread your answer for eitors in grammar, punctuation, and spelling. Part C Sample Questions 1. Compare the representation of death in two of the following poems: “Holy Sonnet X (Death be not proud)” “Sonnet B (That time of year thou mayst in me behold)”Shakespeare’s tragedies into comedies. Organizing Your Short-Answer Response 1. Vfiite this answer as a complete paragraph. 2. Develop your topic sentence out of the question. 3. Use specific references to the literature being discussed. 4. Proofread your answer for eitors in grammar, punctuation, and spelling. Part C Sample Questions 1. Compare the representation of death in two of the following poems: “Holy Sonnet X (Death be not proud)” “Sonnet B (That time of year thou mayst in me

 
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