ENG4U

FINAL EXAM
Curriculum:
B1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational,
and graphic texts, using a range of strategies to construct meaning;
B2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning;
B3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
B4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for
improvement, and the strategies they found most helpful before, during, and after reading.
C1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for
an intended purpose and audience;
C2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary,
informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
C3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies,
and knowledge of language conventions, to correct errors, refine expression, and present their work
effectively;
C4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for
improvement, and the strategies they found most helpful at different stages in the writing process.

Exam Instructions:
• You have two hours to complete this exam
• The exam must be proctored if being taken off campus
• Raise your hand to ask a question during the exam
• Make sure you check your answers before handing in your exam
• The final exam is written under the supervision of an impartial individual known
as the Proctor.
• When finished wait until your exam is collected by the instructor before leaving
• Your exam will be four parts: 1) Multiple choice (10%); 2) Short answer (20%);
Poetry analysis (30%) and 4) Final Essay (40%)
• The exam will be worth 20% of your final mark
• Good Luck!

Name: ______________________________________________________________

Date: _______________________________________________________________
 Section 1: Multiple Choice

Instructions: Circle the best answer

1) Which is an example of incorrect pronoun agreement?

a. How could she blame you and he for the accident?
b. How could she blame you and him for the accident?

2) Choose the definition that best from the options provided: Imagery
a. when one thing is explicitly compared to another with the use of the words “like” or
“as.”
b. the use of words to create a mental picture of something.
c. when one thing is compared to another without the use of the words “like” or “as.”

3) Which is an example of incorrect pronoun agreement?

a. Her was better suited for the job.
b. She was better suited for the job.

4) Which is an example of subject verb agreement?

a. Each does a good deal of work around the office.
b. Each do a good deal of work around the office.
c. We does a good deal of work around the office.

5) Which is an example of subject verb agreement?

a. Some of the sugar is on the floors
b. Some of the sugar are on the floor
c. Some of the sugar is on the floor

6) Choose the definition that best from the options provided: Metaphor
a. when one thing is explicitly compared to another with the use of the words “like” or
“as.”
b. the use of words to create a mental picture of something.
c. when one thing is compared to another without the use of the words “like” or “as.”

7) Which sentence is an example of Active Voice?

a. The letter wasn't mailed by Marilyn
b. Marilyn mailed the letter.
c. The letter was mailed by Marilyn

8) Choose the definition that best from the options provided: Hyperbole
a. an indirect reference to something else, often a myth or legend or poem or other work
of literature.
b. the attribution of personality to an impersonal thing.
c. an exaggerated or extravagant statement used to make a strong point, but not intended
to be taken literally.

9) Choose the definition that best from the options provided: Alliteration
a. something that intentionally means the exact opposite of what the words actually say.
b. a tauntingly or contemptuously ironic remark.
c. the repeating of consonants at the beginning of words.

10) Choose the definition that best from the options provided: Allusion
a. an indirect reference to something else, often a myth or legend or poem or other work
of literature.
b. the attribution of personality to an impersonal thing.
c. an exaggerated or extravagant statement used to make a strong point, but not intended
to be taken literally.

11) Which sentence is an example of faulty parallelism?

a. He liked to play basketball and riding horses
b. He liked to play basketball and to ride horses
c. He liked playing basketball and riding horses.

12) Which sentence is an example of faulty parallelism?

a. She spent the day visiting all the tourist shops, then she watched the children on the
beach, and then she went back to the hotel for a late lunch
b. She spent the day visiting all the tourist shops and watched the children on the beach,
and then she went back to the hotel for a late lunch
c. She spent the day visiting all the tourist shops and watching the children on the beach,
and then she went back to the hotel for a late lunch

13) Choose the definition that best from the options provided: Paradox
a. the use of one thing to represent something else.
b. the use or formation of words that sound like what they describe.
c. a seemingly contradictory statement which may have some truth to it.

14) Which sentence is an example of Passive Voice?

a. At each concert, at least one tune from a well-known opera was sung by the soprano.
b. The soprano, at each concert, sang at least one tune from a well-known opera.
c. The soprano sang at least one tune from a well-known opera at each concert.

15) Choose the definition that best from the options provided: Irony
a. something that intentionally means the exact opposite of what the words actually say.
b. a tauntingly or contemptuously ironic remark.
c. the repeating of consonants at the beginning of words.

16) Choose the definition that best from the options provided: Sarcasm
a. something that intentionally means the exact opposite of what the words actually say.
b. a tauntingly or contemptuously ironic remark.
c. the repeating of consonants at the beginning of words

17) Choose the definition that best from the options provided: Personification
a. an indirect reference to something else, often a myth or legend or poem or other work
of literature.
b. the attribution of personality to an impersonal thing.
c. an exaggerated or extravagant statement used to make a strong point, but not intended
to be taken literally.

18) Choose the definition that best from the options provided: Onomatopoeia
a. the use of one thing to represent something else.
b. the use or formation of words that sound like what they describe.
c. a seemingly contradictory statement which may have some truth to it.

19) Choose the definition that best from the options provided: Simile
a. when one thing is explicitly compared to another with the use of the words “like” or
“as.”
b. the use of words to create a mental picture of something.
c. when one thing is compared to another without the use of the words “like” or “as.”

20) Choose the definition that best from the options provided: Symbolism
a. the use of one thing to represent something else.
b. the use or formation of words that sound like what they describe.
c. a seemingly contradictory statement which may have some truth to it.
 Section 2: Poetry Analysis

Instructions: You are required to write a Poetry Analysis (350 words in length) of this
poem. Discuss the poetic devices found in the piece and demonstrate how these devices
work together to create an overall effect. Remember: It is not a poetic treasure hunt in
which you simply say, “Here’s a simile! There’s an example of onomatopoeia!” You
have to demonstrate how the poet uses these devices in his or her poem.

A Poison Tree - a poem by William Blake

I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I waterd it in fears,
Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night,
Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole.
When the night had veiled the pole;
In the morning glad I see,
My foe outstretched beneath the tree.
 Poetry Analysis Rubric
Categories Level 1 Level 2 Level 3 Level 4
(50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%)

Knowledge/ -demonstrates a -demonstrates -demonstrates -demonstrates a

Understanding limited some considerable thorough
understanding of understanding of understanding of understanding of
the poetic devices the poetic devices the poetic devices the poetic devices
covered in this covered in this and covered in this and covered in this and
and the previous the previous the previous the previous
activities activities. Needs to activities. Good activities. Examples
show a clearer examples taken and discussion
understanding of from the poetry show a clear
the terms understanding of
the terms

Thinking -uses critical -uses critical -uses critical -uses critical

thinking skills thinking skills with thinking skills with thinking skills with
with limited some effectiveness considerable a high degree of
effectiveness in in discussing effectiveness in effectiveness in
discussing examples from the discussing discussing examples
examples from the poems. More detail examples from the from the poems.
poems. More is needed poems. Shows insight into
detail is needed Demonstrates how the relationship
sound contributes between sound and
to sense in the sense
poem

Communication -communicates -communicates -communicates -communicates

information and information and information and information and
ideas with limited ideas with some ideas with ideas with a high
clarity. Ideas are clarity. Some ideas considerable degree of clarity.
vague and need are vague and need clarity. Develops Ideas are fully
further further ideas well developed and show
development development insight

Application -uses required -uses required -uses required -uses required

language language language language
conventions and conventions and conventions and conventions and
reading strategies reading strategies reading strategies reading strategies
with limited with some with considerable with a high degree
accuracy and accuracy and accuracy and of accuracy and
effectiveness effectiveness effectiveness effectiveness
 Section 3: Short Answer

Instructions: Write a short 200 word analysis for one these questions

1) Of all the characters in the short story The Things They Carried, who could you trust
the most in war? Why do you believe this is so? Use elements from the story to support
your perspective.

2) Could this war story take place in contemporary wars like Iraq or Afghanistan or is its
situation unique to the Vietnam War? Why do you believe this is so? Use elements from
the story to support your perspective.

Short Answer Rubric

Categories Level 1 Level 2 Level 3 Level 4
(50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%)

Knowledge/ -demonstrates -demonstrates -demonstrates -demonstrates

Understanding limited some considerable thorough
understanding of understanding of understanding of understanding of
the material read the material read the material read the material read

Thinking -makes inferences -makes inferences -makes inferences -makes inferences

with limited response with response with response with a
effectiveness some considerable high degree of
effectiveness effectiveness effectiveness

Communication -establishes voice -establishes voice -establishes voice -establishes voice

with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Application -uses proofreading -uses proofreading -uses proofreading -uses proofreading

strategies with strategies with strategies with strategies with a
limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness
-uses sentence -uses sentence -uses sentence craft -uses sentence craft
craft with limited craft with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness
 Section 4: Literary Essay

Instructions: Choose one question and write a 1000 word literary essay on the subject:

Essay Topics:
1) Compare Hamlet’s relationship with Ophelia and Gatsby's relationship with Daisy. Do
the men truly love the women? Do they stop loving each other? What evidence can you
find in the play and story to support your opinion?

2) Analyze the use of descriptions and images in Hamlet and the Great Gatsby. How does
Shakespeare and F. Scott Fitzgerald use descriptive language to enhance the visual
possibilities of their work? How do they use imagery to create a mood of tension,
suspense, fear, and despair?

3) Nick calls Tom and Daisy "careless people"? Do you agree or disagree with Nick's
statement and do you think characters in Hamlet are equally careless or misunderstood?
 Literary Essay Rubric

Categories Level 1 Level 2 Level 3 Level 4

(50 - 59%) (60 - 69%) (70 - 79%) (80 - 100%)

Knowledge/ -demonstrates -demonstrates -demonstrates -demonstrates

Understanding limited some considerable thorough
understanding of understanding of understanding of understanding of
the literary essay the literary essay the literary essay the literary essay

Thinking -explains audience -explains audience -explains audience -explains audience

response with response with response with response with a
limited some effectiveness considerable high degree of
effectiveness -identifies effectiveness effectiveness
-identifies perspective and -identifies -identifies
perspective and bias with some perspective and perspective and
bias with limited effectiveness bias with some bias with some
effectiveness effectiveness effectiveness

Communication -establishes voice -establishes voice -establishes voice -establishes voice

with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness
-uses vocabulary -uses vocabulary -uses vocabulary -uses vocabulary
with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Application -uses proofreading -uses proofreading -uses proofreading -uses proofreading

strategies with strategies with strategies with strategies with a
limited some effectiveness considerable high degree of
effectiveness -uses sentence effectiveness effectiveness
-uses sentence craft with some -uses sentence craft -uses sentence craft
craft with limited effectiveness with considerable with a high degree
effectiveness effectiveness of effectiveness