English I Final Exam updated 12/20/2022

"Finally, many parents and students rely on cell phones to keep in touch in case plans change after school"

"Is it time schools relax their cell phone hang-ups? Current Events student reporters Peter Brosnan and Akash Bagaria each dialed up a side."

"Some schools have relaxed their mobile technology policies."

"Kids can use cell phones to take pictures, chat, surf the web, and listen to music."

It supports the argument that most teens are not capable of balancing their focus versus distractions.

It contradicts the main idea of teens being able to handle distractions.

It supports the argument that teens are capable of balancing their focus versus distractions.

The survey doesn't lend useful information to the overall argument and should be removed.

They believe cell phones should be allowed in the classroom.

They believe cell phones should not be allowed in the classroom.

They believe cell phones are a top priority.

They are indifferent to cell phone use in the classroom.

“More kids than ever carry cell phones these days, and schools are making tough calls when it comes to regulating the devices.”

“Cell phones have addictive qualities that will impede student engagement and learning.”

“For example, students can use cell phone technology to access online books, newspaper articles, and other materials.”

“If schools incorporate that technology into lessons, students will become more excited about their classes.”

encourage

detour

disrupt

entertain

To help the reader understand the writer’s point of view.

To help the reader understand what each section of the text is about.

To make the article look more scholarly.

To help differentiate the arguments that the author is making.

Romantic crushes and celebrity crushes

Celebrity crushes and material crushes

Identity crushes and celebrity crushes

Romantic crushes and identity crushes

Parents should help their teenager to come to terms with the crush.

Parents should encourage their teenager to act upon the crush immediately.

Parents should prevent their teenager from acting on their crush.

Parents should support their teenager to gossip about the crush.

Parents feel their child will somehow hurt the person they have the crush on.

Parents are afraid that their child’s academic performance will suffer.

Parents fear their child may be led astray based on who they develop a crush on.

Parents want their children to be just like them, but an identity crush threatens that possibility.

Teenagers start experiencing crushes at the same age.

Crushes create too much drama for those who are involved to pursue them.

Girls tend to enter puberty before boys, so it is common for them to develop crushes first.

Boys tend to enter puberty before girls, so it is common for them to develop crushes first.

Teachers

Parents

Psychologists

Teens

very interesting

fascinating

forceful

aggressive

Parents need to keep a close eye on their children to ensure they are making the right friends.

Parents should know that teenage crushes assist adolescents in developing their own identities and be supportive.

Crushes are bad for adolescent development and should be avoided.

Celebrity crushes have a large impact on the growth of teenagers’ identities.

"This is why parents need to respect an adolescent crush and not dismiss or put it down."

"Identity crushes often last longer because the adolescent is focused not so much on pleasing the other person as altering themselves, using the leader whom they admire as a model to shape their own womanly or manly growth."

"Because a romantic crush is a potent mix of idealization and infatuation, it doesn’t require knowing another person well at all."

"Suppose I get talked about and teased, thus increasing the risk of embarrassment."

"What have old ivy leaves got to do with you getting well?"

"I have realized it’s a sin to want to die."

"When the last leaves fall, I will die."

"If she doesn’t want to live, medicines will not help her."

Verbal

Dramatic

Contextual

Situational

Personification

Symbolism

Simile

Metaphor

Fear

Hope

Greenery

Winter

“You have to live for your friends. What would happen to me if you die?”

“She refuses to eat or drink and that worries me a lot.”

“Look, there is still one leaf on the creeper. It looks quite green and healthy. In spite of the storm and the fierce winds, it didn’t fall.”

“What have old ivy leaves to do with your getting well? The doctor is confident that you will get better.”

Character vs. Self

Character vs. Character

Character vs. Society

Character vs. Nature

He is happy that he will soon have new neighbors.

He is caring and sacrificed his own health to help Johnsy.

He is angry at Sue for taking advantage of Johnsy.

He is selfish and wanted to finally create a painting.

Behrman dies of pneumonia.

Sue leaves New York City.

The leaf is green even though it is winter.

Johnsy does not die.

It is a business neighborhood.

It lacks opportunity.

It is a dull city.

It is unique and full of life.

It ain’t over til it’s over.

The last leaf will always fall in the end.

Love conquers all.

Friendship can provide the strength to persevere through life’s obstacles.

death- 1st person point of view

an outsider- 3rd person point of view

the servant- 1st person point of view

the merchant- 1st person point of view

Watched

Bumped

Tripped

Killed

ominous

casual

troubled

uplifting

Death takes the form of a woman in the marketplace.

Death chooses the servant over the merchant.

The servants' efforts to avoid Death lead him straight to Death.

The merchant tricks death by sending the servant to Samarra instead.

The servant is unaware of the appointment with Death.

The servant is not scared of Death.

The servant knows he is supposed to die in Baghdad.

The servant is choosing to sacrifice himself.

Serious

Gloomy

Ironic

Hopeful

It provides the reader with the questions that the students typically ask about the Spanish Inquisition.

It explains the humor in what happened during the Spanish Inquisition.

It glosses over the unsavory events that took place during the Spanish Inquisition.

It teaches the students what happened during the Spanish Inquisition using facts.

The students’ behavior is entirely innocent because they don’t know any better.

The students bully others because their teacher bullies them.

Despite being protected from historical truth, the students do not remain innocent.

The students’ behavior imitates the lessons they learn in history.

It provides background information on the War of the Roses.

It demonstrates his deep understanding of the information he is teaching.

It shows that he understands the difficulty of his students’ home lives.

It suggests that he himself lives a sheltered life with little struggle.

He is a sheltered and ignorant teacher.

He is an uninformed and hateful teacher.

He is a dull and uncreative teacher.

He is a disorganized yet kind teacher.

Humor brings joy to those both young and old.

Teachers sometimes try to protect children from the harsh truths of society to protect their innocence.

Adults do not understand what children experience outside of school.

Teachers need to know what they are teaching.

“I thought that love would last forever: I was wrong.”

“Let the traffic policemen wear black cotton gloves.”

Prevent the dog from barking with a juicy bone.”

“Let aeroplanes circle moaning overhead.”

empathetic

depressing

intimidating

reminiscing

“Stop all the clocks, cut off the telephones.

“Scribbling on the sky the message ‘He is Dead.’”

“I thought that love would last forever; I was wrong."

“My working week and my Sunday rest.”

“He was my North, my South, my East, and my West.”

“Let the traffic policemen wear black cotton gloves.”

“Prevent the dog from barking with a juicy bone.”

“Bring out the coffin, let the mourners come.”

It expresses the author’s lack of empathy for the deceased.

It provides the reader the opportunity to pay tribute and mourn their dead.

It shows the author’s lack of knowledge of who died.

It serves as a reminder of our own inevitable mortality.