Module 6 Exam Flashcards
How does the note taker make his living?
He makes his living teaching people to speak properly.
Read the following excerpt from Harry Potter and the Cursed Child and answer the questions that follow.
AMOS: There’s plenty you’re responsible for.
HARRY: Sorry?
AMOS: My son, Cedric, you do remember Cedric, don’t you?
HARRY: (remembering Cedric hurts him) Yes, I remember your son. His loss-
AMOS: Voldemort wanted you! Not my son! You told me yourself, the words he said were, “Kill the spare.” The spare. My son, my beautiful son, was a spare.
HARRY: Mr. Diggory, as you know, I sympathize with your efforts to memorialize Cedric, but-
AMOS: A memorial? I am not interested in a memorial-not anymore. I am an old man-an old dying man-and I am here to ask you-beg you-to help him back.
HARRY: (looks up astonished)
HARRY: Get him back? Amos, that’s not possible….
HARRY: Amos, playing with Time? You know we can’t do that.
AMOS: How many people have died for the Boy Who Lived? I’m asking you to save one of them
Describe how the interaction between Amos and Harry reveals a conflict in their beliefs.
The conflict here is that Amos thinks that Harry here is responsible for cedric’s death.
Describe what questions you should ask yourself during the prewriting process in order to learn about the audience for which you are writing. Explain how these questions help you adjust and adapt your writing to match your audience.
You should ask yourself what the audience likes the best about that certain topic. This helps you by narrowing down on a topic to stick to what the people want.
Which of the following is an example of explicit information provided in Pygmalion?
Doolittle is poor and likes to drink
Write a paragraph or short poem in which you play with conventions to create a feeling of suspense and nervousness. After writing your paragraph explain how the conventions you use create the feeling for the reader.
It was the first day of school Jimmy had know clue what school would be like. He packed his bag and sat at the door step with his heart pounding wait for the bus. The bus came 2 minutes later and Jimmy saw a whole bunch of kids his age and sat in the front row next to a boy his age. They were both scared of what would come next because they have never been to school before. They both got off at the school and started to walk in to the class room when. THE END The only conventions i used where to make the reader feel what they were feeling on the first day of school.
Read the following excerpt from Mark Twain’s short story “The Celebrated Jumping Frog of Calavares County,” and answer the question that follows.
Smiley ketched a frog one day, and took him home, and said he cal’klated to edercate him; and so he never done nothing for three months but set in his back yard and learn that frog to jump. And you bet you he did learn him too. He’d give him a little punch behind, and the next minute you’d see that frog whirling in the air like a doughnut–see him turn one summerset, or maybe a couple, if he got a good start, and come down flat-footed and all right, like a cat.
What tone is created by Twain’s use of dialect?
humor
Explain why an author uses connotation in his/her writing.
They use connotiains to make the passage more exciting and vibrinht for the readers. It can also be a secondary reason.
A bystander defends the notetaker by saying, “it’s aw rawt: e’s a gentleman: look at his boots.” What does this quote say about Victorian beliefs regarding Social Class and crime?
This means he doesn’t really look put together but he is and everybody doesn’t think so which makes him stand out and is different from the rest of the people.
Describe the significance of Mrs. Pearce warning Higgins about his manners and dress in relation to Shaw’s message (theme) about social class.
Those people mdon’t really take that as there class and don’t really respect how those people dress.
Read the following excerpt from Harry Potter and the Cursed Child and answer the questions that follow.
AMOS: There’s plenty you’re responsible for.
HARRY: Sorry?
AMOS: My son, Cedric, you do remember Cedric, don’t you?
HARRY: (remembering Cedric hurts him) Yes, I remember your son. His loss-
AMOS: Voldemort wanted you! Not my son! You told me yourself, the words he said were, “Kill the spare.” The spare. My son, my beautiful son, was a spare.
HARRY: Mr. Diggory, as you know, I sympathize with your efforts to memorialize Cedric, but-
AMOS: A memorial? I am not interested in a memorial-not anymore. I am an old man-an old dying man-and I am here to ask you-beg you-to help him back.
HARRY: (looks up astonished)
HARRY: Get him back? Amos, that’s not possible….
HARRY: Amos, playing with Time? You know we can’t do that.
AMOS: How many people have died for the Boy Who Lived? I’m asking you to save one of them
What does this scene reveal about Harry’s views of the situation?
Harry is remorseful but believes Cedric’s death should be left in the past.
Which of the following best explains what it means to “write for an audience”?
Varying the content and style of your writing.
Throughout Act 2 it is implied that Eliza values herself and has self-respect. All of the following provides evidence for that conclusion except…
she stays when Higgins offers her chocolate and taxi rides
Which of the following is most appropriate when writing a research report?
The famous French photographer Henri Cartier-Bresson was known for his photographs of ordinary daily life.
Read the following excerpt and answer the question that follows.
I creep up to a window to have a look outside Only thing I can make out is something buring in the distance, organge flames roiling like a thing alive. Doesn’t seem right that a house half-submerged in water can burn, but burn it does, and nobody to stop it.
“No fire department,” Mr. Tru points out. “No police.”
“How come?” I ask. “Where is everybody?”
He shrugs. “They ‘vacuated with the rest, or don’t care to enter this particular neighborhood, or ain’t got here yet, or maybe all three. Whatever the reason, we on our own and that’s the troot. Nobody look out for us but us.”
Describe how this passage might be different if written from the perspective of the police or other rescuer’s.
It might be different becasue the would be outside trying to rescue them and they are inside trying to survive.
Read the following excerpt from The Story of My Life by Helen Keller.
The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name. I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because I saw everything with the strange, new sight that had come to me.
Read the following excerpt from Narrative of the Life of Fredrick Douglass, by Fredrick Douglass.
The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by doing one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country.
Using the excerpts from the Story of My Life by Helen Keller and Narrative of the Life of Frederick Douglass, compare and contrast the themes presented by the authors. Using the excerpts from the Story of My Life by Helen Keller and Narrative of the Life of Frederick Douglass, compare and contrast the themes presented by the authors.
Some themes that are related here are the fact that they are both trying to learn to read. They are trying to lean new things that they should know for when they grow up. The diffecnces are how they are able to learn it in the first one its by a teacher and the second one is by kids in exchange for food to eat.
