English II EOC Review Tips

Listed below are the standards that you are going to be tested on when you take the EOC exam. There are also some tips to help you study. YES-YOU SHOULD STUDY FOR THIS TEST! THIS COUNTS FOR 20% OF YOUR GRADE IN MY CLASS!!! YOU CAN DO IT!

Overall Tips:

1. READ ALL THE DIRECTIONS CAREFULLY! Sometimes it will ask to find the choice that DOES

NOT belong, etc. Don’t skip directions! People have not done well on the test just because they

didn’t read directions.

2. When you are given a reading passage, READ IT! Don’t try to look at the questions and then go

through the passage and find the answer. The test is not timed, so you can take as long as you need.

3. Before you choose an answer, even if you are convinced it’s the correct one, READ ALL THE

ANSWER CHOICES ANYWAY. The test will often ask “which answer is best,” which means that

more than one answer could be correct, but one is the best.

4. If you don’t know the answer, skip the question and come back to it later. Later in the test, another

question might trigger your memory, and you can go back and find the correct answer. You can

circle the question in your test booklet. Feel free to write in the booklet whenever you want. It is

allowed.

5. Don’t leave any answers blank! If you don’t answer a question, it counts as a wrong answer. If you

really don’t have a clue what the correct answer is, you still have a 25% chance of getting the

question right even if you just guess. If you have to “guess,” go with your first instinct.

6. Breathe and Think! You KNOW the answer. You ARE smart enough to figure it out. I BELIEVE IN

YOU!

Standard 1: Language

SPI 3002.1.1 Demonstrate an understanding of the eight parts of speech, including their

troublesome aspects, such as how to form the past and past participle of irregular but

commonly used verbs.

Noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection

If it doesn’t sound the way I, your teacher, would speak it, then it’s probably the wrong answer.

SPI 3002.1.2 Identify the patterns of a given set of sentences (i.e., subject-verb, subject action

verb-direct object, subject-action verb-indirect object-direct object, subject-linking

verb-subject complement, subject-action verb-direct object-object complement).

An action verb is a word that expresses an ACTION (running, jumping). A Direct Object CAN ONLY

follow an ACTION verb. D.O.’s answer the question what? or whom?.

An indirect object answers the question to whom? For whom? To what? Or for what? AFTER an

ACTION verb but BEFORE a D.O.

Example of a sentence with a D.O. and an I.O: We gave the students homework. What did we give

them? (D.O.= homework). To whom did we give it? (I.O.- students).

An object complement answers the question what? After a direct object that follows a special action

verb (these verbs mean “make” or “consider”- appoint, choose, elect, prove, etc.). Ex.: Engineers find

plans essential. Engineers find what? Plans (D.O.). What (how) do they find them? Essential (O.C.).

A subject complement follows a LINKING VERB (am, is, are, was, were, be) and identifies or describes

the subject. There are two kinds of subject complements: predicate nominative and predicate adjective.

Ex.: Engineers are scientists. What are they? Scientists (P.N. because it is renaming the subject). Ex.:

Engineers are inventive. What are they? Inventive (P.A. because it is describing the subject).

SPI 3002.1.3 Combine a set of simple sentences into a single compound or complex

sentence.

Use a comma and a conjunction or a semi-colon

SPI 3002.1.4 Use sentence-combining techniques, effectively avoiding problematic comma

splices, run-on sentences, and sentence fragments.

SPI 3002.1.5 Use commas correctly with appositives and introductory words, phrases, or

clauses.

SPI 3002.1.6 Use commas to set off nonessential elements in a sentence.

For 1.4-1.6: Make sure you read these ALOUD (in your head). PAUSE where there is a comma. If the

pause seems out of place, that is a hint!

SPI 3002.1.7 Correct a run-on sentence by using a comma and coordinating conjunction,

subordinate conjunction, or semicolon.

Remember in a RUN-ON situation, the state of TN LOVES semi-colons.

SPI 3002.1.8 Recognize correct subject-verb agreement with intervening elements.

WATCH OUT for prepositional phrases put in to confuse you. Take the prepositional phrase out. Mark

it out in the book if must.

SPI 3002.1.9 Recognize a shift in either verb tense or point of view within a writing sample.

Read the passage thoroughly. Does is start out in past-tense then change to present tense?

SPI 3002.1.10 Select correct pronoun usage in a sentence (e.g., with compound elements

such as between you and me, or following than or as).

IT IS ALWAYS, ALWAYS, ALWAYS, WITH NO EXCEPTION BETWEEN YOU AND ME.

NEVER, NEVER, NEVER BETWEEN YOU AND I.

SPI 3002.1.11 Select correct pronoun-antecedent agreement using collective nouns or

indefinite pronouns.

Is the antecedent singular or plural? Did you take out the prepositional phrase(s)?

SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation

with quotation marks used in dialogue.

Ex.: Mrs. Williams said, “You must past this test.” “I will!” you said.

SPI 3002.1.13 Select the appropriate word from among frequently confused words (i.e.,

to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who,

accept/except, affect/effect, between/among, capitol/capital, principal/principle,

stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight,

counsel/council, coarse/course, farther/further, lose/loose, fewer/less, advice/advise,

precede/proceed, adapt/adopt, eminent/imminent, assure/ensure/insure).

You’re is a contraction meaning YOU ARE. Say the sentence using YOU ARE. If it doesn’t make sense

it’s probably supposed to be YOUR, which is a possessive pronoun (shows ownership): your dog, your

momma

It’s is a contraction meaning IT IS. Say the sentence using IT IS. If it doesn’t make sense, it’s probably

supposed to be ITS, which is a possessive pronoun (shows ownership): its bone, its ear

Their= possessive pronoun (shows ownership): their house, their family

They’re= the contraction THEY ARE. Say the sentence using THEY ARE. If it doesn’t make sense, it’s

not right

There indicates a location: It is over there. There it is.

Cite- when you must list the resources you used for a paper or project, you must CITE your sources.

Sight- when you can see, you have SIGHT.

Site- when you visit a location on the internet, you reach a webSITE.

Assure- I can assure you that I am not angry. (verb meaning to make confident)

Ensure- I can ensure you that you will be punished. (verb meaning to make certain something happens)

Insure- I will insure you against natural disasters with this insurance policy. (verb meaning to provide

insurance)

****These words are NOT interchangeable. They all have different meanings!!!!!! Pay close attention.

Stationary= doesn’t move; stationary front (weather) Stationery= the paper you write letters on; remember

the “e” in this word stands for envelope

Complement=goes together; That scarf complements

that jacket.

Compliment=something nice you say to someone; Your

hair looks nice. That’s a compliment.

Principle=rules or guidelines; I read a book called The

Principles of Good Business.

Principal=person in charge; Mr. Jones is the principal.

Remember PAL is a person.

Accept= to take; I accept your apology. Remember that

A stands for Action because you are doing something.

Except= everything but or without; I will take all of

those things except onions.

Capitol= a building; The Capitol Building in

Washington, DC

Capital= capital letter or very important; The capital

letter of my name is C; The sentence for that crime is

capital punishment.

Affect= when something has influence on something

else; The million-dollar donation from the industrialist

did not affect my vote against the Clean Air Act.

A=Action (verb)

Effect= the result; cause and effect; it is a NOUN;

The effect of not studying is failing. Look at how the

word is used. If it’s a VERB, it’s Affect. If it’s a NOUN,

it’s Effect.

Where = indicates a place; Where are you going? How

much money you have will affect where you can afford

to go.

Were= verb; We were going to the mall.

These words ARE NOT pronounced the same. Read

carefully

To= preposition; to the house, to the store Too= means also; She wants to go, too. Read the

sentence and substitute too with also or as well.

Two is ALWAYS the number 2.

Who= nominative pronoun; It was Thomas Jefferson, I

think, who was the third president of the United States.

Whom- objective pronoun; To Whom it may concern

Rule #1: Substitute “he/him” or “she/her”: If it's either

“he” or “she,” then it's “who;” if it's “him” or “her,”

then it's “whom.”

Rule #2: Every verb with a tense in a sentence must

have a subject. And that word is always in the

nominative case, so it's “who.” For example: In this

sentence, “I decided to vote for whoever called me

first”:

• “I” is the subject of “decided”

• “he” (whoever) is the subject of the verb “called.”

In the sentence, “Give it to whoever deserves

it”:([You] give it to whoever deserves it.)

• “he” (whoever) is the subject of the verb

“deserves.”

This rule supersedes the first rule as it relates to

“who” and “whom.”

Note: Related to this rule is one that says: The

subject of a phrase is always attached to that phrase —

no matter what. For example:

Ask whoever reads that book to answer the

question.

Allusion- literary term; reference to a person, place, thing in the Bible, Greek Mythology, sports, pop culture, history,

etc. Ex.: It rained so hard I thought we were going to need

an ark.

Illusion- when something isn’t there; The magician performed an illusion.

Counsel- a verb; I counseled the student. Council- a noun; I am a member of the Student Council

Coarse- adj; His hair is course. Course- noun; You are in an English II course.

Farther- refers to distance; She ran farther than he. Further- means to a greater degree or to continue; I plan to

further my education by enrolling in a PhD program.

Loose- not tight; The screw was loose. Lose- failing to win; I don’t want to lose the game.

Fewer- used with countable (concrete) nouns such as

chairs, people, etc.; There are fewer people in this class than in the other class.

Less- using with uncountable (abstract) nouns such as

happiness, wisdom, etc.; I am less happy than I used to be.

Advice- noun; She gave me good advice. Advise- verb; She will advise you to stop.

Precede- to come before; George Bush preceded Barack

Obama as president.

Proceed- to go forward; Proceed to the front of the line

Adapt- to make something suitable for a certain situation; When we were assigned a new principal, we all adapted to

new policies.

Adopt- to make something one’s own; We adopted the stray dog that showed up at our house.

Eminent- outstanding or noteworthy; The eminent scientist

received the Noble Prize.

Imminent- impending or about to happen; Because she

graduated with honors, her success seemed imminent.

SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to

determine the meaning of unfamiliar words.

Cognates- is there another word you already know that is similar? Is there a word you know that is

spelled similarly? (this sometimes helps you figure out the root)

Affixes- how does the prefix or suffix change the meaning of the word?

Are there hints in the sentence or reading passage that could help you figure out the meaning of the

word?

SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization

and/or spelling.

Seriously…..you should know this by now!

SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g.,

spelling, part of speech, definition, cognates, etymology, synonyms).

Cognate- words from other languages that have the same root (sequence and sequitur)

Etymology- where did the word come from? L, G, I, F (Latin, Greek, Italian, French, etc.)

SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux

pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E

pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat

emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit,

c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox

populi). http://quizlet.com/9230510/barrett-eng-ii-foreign-words-phrases-flash-cards/

RSVP Please respond

Déjà vu Seen before

Faux pas Social blunder

Du jour Of the day

Bon voyage Have a good trip

Alma mater Home school

Cum laude With honor

Femme fatale Seductive woman

Esprit de corps Morale of the group; team spirit

Verbatim Word for word

E pluribus unum Out of many one

Prima donna Diva

Avant-garde the advance group in any field,

especially in the visual, literary,

or musical arts, whose works

are characterized chiefly by

unorthodox and experimental

methods.

Status quo Current or existing state

Joie de vivre Joy of life

Carte blanche Free range

Caveat emptor Let the buyer beware

Alpha and omega First and last; beginning and

end

Tabula rasa Clean slate

Hoi polloi The masses; the common

people

Ad nausem Arguing to the point of nausea

Carpe diem Seize the day

Tempus fugit Time flies

C’est la vie That’s life

Bona fide Genuine

Savoir faire The ability to say or do the right

things

Non sequitur Out of order

Id est That is; i.e.

Enfant terrible Terrible child

Terra firma Solid earth

Vox populi Voice of the people

Standard 2: Communication

SPI 3002.2.1 Identify the thesis and main points of a challenging speech.

It is usually a single sentence somewhere in your first paragraph that presents your argument to the listener.

SPI 3002.2.2 Distinguish between a summary and a paraphrase.

SPI 3002.2.3 Distinguish between a critique and a summary.

For 2.2 & 2.3:

o Summary- putting the main ideas in your own words (shorter than the original)

o Paraphrase- line by line translation in your own words; includes details in addition to the main

points; can be the same length or longer than the original

o Critique- a critical review of a piece of work; you give your opinion and suggestions

SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem/solution,

comparison-contrast, cause-effect).

Sequential: think sequence; presents information in a specific order; trigger words include first, second, then,

forward, back and finally

Problem/Solution: presents a dilemma or problem and then a solution; trigger words include result and cause

Comparison-contrast: compares two or more people, places, things or ideas; trigger worse include but, yet,

similar to, same as, and different from

Cause-Effect: identifies causes and outcomes of a situation; trigger words include since, so, because and in

order to

SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical

questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).

Rhetorical questions: questions that are asked but aren’t meant to be answered (Do you all think I enjoy

listening to you talk so much today?)

Repetition and Parallelism: repetition is repeating key words or phrases;

Faulty Parallelism Corrected Version

It was both a long ceremony and

very tedious.

The ceremony was both long

and tedious.

A time not for words, but action A time not for words, but for

action

Either you must grant his request

or incur his ill will.

You must either grant his

request or incur his ill will.

My objections are, first, the

injustice of the measure; second,

that it is unconstitutional.

My objections are, first, that the

measure is unjust; second, that it

is unconstitutional.

Analogies: uses comparisons to make a point

Hyperbole: extreme exaggeration

Metaphors: comparisons that don’t use like or as

Similes: comparisons that DO use like or as

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral

presentation (e.g., making eye contact, adjusting speaking rate).

SPI 3002.2.7 Select the most appropriate strategies for participating productively in a team

(e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of

others; identify the needs of the team and sharing various resources to respond to those

needs; establishing clear group agreements and ensuring appropriate individual contributions

are respected by the team).

Standard 3: Writing

SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage.

You should be able to do this in your sleep by now! Go to http://www.wartgames.com/themes/grammar.html

for games that can help you practice.

SPI 3002.3.2 Choose the most effective order of sentences in a paragraph.

Make sure sentences are in logical order and support the thesis statement

SPI 3002.3.3 Choose the transitional device that appropriately connects sentences or

paragraphs within a writing sample.

When choosing a conjuction to connect sentences or paragraphs make sure the conjuction does NOT change the

meaning of the sentence. For example: Hillary’s spirit of exploration was not satisfied. ________, he joined an

expedition to Antarctica and reached the South Pole in 1958. The transitional device here is “consequently”

because the first sentence CAUSED the second. Choosing words like instead, furthermore, or similarly all change

the meaning of the sentences.

SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written

description.

Pick the choice that is the most expressive. Angry is ok. Rage is vivid.

SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer,

more interesting sentence.

You don’t want to have several short sentences in a row.

SPI 3002.3.6 Determine the most effective placement of information using a prewriting

graphic organizer.

Read all the information in provided in the organizer, and read ALL the possible answer choices. Think

about using that organizer to create an essay. Does the answer choice you selected fit inside such a paper?

SPI 3002.3.7 Select the thesis statement in a writing sample or passage.

This is one sentence that sums up the content of the entire paper.

SPI 3002.3.8 Evaluate the relevance of supporting sentences by deleting an irrelevant

sentence in a passage.

Do all the sentences fit? Is there one sentence that is totally off topic?

SPI 3002.3.9 Rearrange the order of supporting paragraphs within a writing sample given a

specified organizational pattern (e.g., comparison-contrast, chronological).

Chronological means occurring in order of time.

If it’s compare/contrast, the supporting paragraphs should show one side of the point, then immediately

be followed with the other. If it’s persuasive, the supporting details should be presented in the same

order as the thesis statement. (Also see 3002.2.4)

SPI 3002.3.10 Identify a statement that reveals the writer’s attitude.

This statement is one that can usually be argued. For instance, if I said, “Achilles was the most glorious

figure in Greek Mythology,” you could infer that Achilles is my favorite mythological character (which is

true). However, someone else could argue against this because their feelings differ. Think of attitude as being

synonymous with opinion.

SPI 3002.3.11 Identify the targeted audience for a selected passage.

Who is the writer trying to speak to? If the topic was retirement benefits, then obviously the target audience

would be people around retirement age (over 50- NOT teenagers).

SPI 3002.3.12 Determine the writer’s purpose in a writing sample.

The most common purposes are to inform, to entertain, and to persuade. There are other examples listed

below.

Narration- tells a story (short story, personal narrative=autobiographical writing)

Description- describes something in detail

Persuasion- tries to get the reader to change his/her opinion on a controversial topic

Exposition- tells about something; EXPOSES a topic; does NOT try to change opinions

Personal- something personal from the writer; usually expresses feelings

Creative Expression- writer expresses his/herself; think poetry

SPI 3002.3.13 Identify sentences that use effective parallelism within a writing sample.

See 3002.2.5

SPI 3002.3.14 Select the proper format to convey a set of work-related information.

Examples of this might be:

o Work order- requesting something be fixed or completed

o Memorandum (Memo)- notice sent out regarding company policy

o Oral presentation- the boss of the company presents information to employees in a large group

setting

o Project Plan- outlines how a company will go about completing a project

o Phone message- for very casual information (you wouldn’t tell someone they’re fired by leaving a

message)

SPI 3002.3.15 Select the most precise word to provide clarity appropriate to audience and

purpose.

Select the word that is the most vivid as well as provides a clearer picture of what the author is trying to say.

SPI 3002.3.16 Identify the mode in which a writing sample is written.

See 3002.3.12

Standard 4: Research

SPI 3002.4.1 Select the research topic with the highest degree of focus.

Baseball would be a topic that is too broad to cover in a five page paper and do the topic justice. Think of

what would have to be included if the topic was simply baseball. The History of the St. Louis Cardinals is a

more appropriate topic for a paper of this size. Remember the Tornado Graphic. Start with a large topic then

narrow it down.

SPI 3002.4.2 Differentiate between primary and secondary sources.

A primary source is a source that is closest to the topic at hand. These are the most reliable sources.

o Diary

o Autobiography

o Journal

o Personal letters

o Eyewitness account of an event

A secondary source is a source that is one (or possibly 2) steps away from the original.

o Biography

o Encyclopedias

o Textbooks

o Articles

SPI 3002.4.3 Evaluate the reliability and credibility of sources for use in research.

Have you heard of the author? What are the author’s credentials? When was it published? Has it been

updated or revised? Check the bibliography to see the author’s research

SPI 3002.4.4 Evaluate the validity of Web pages as sources of information.

Remember the list of importance (in the order that they are valid):

o .gov

o .edu

o .org

o .com

o .net

Remember to READ THE WORDS inside the web address. Don’t just look at the end. This is where the

State of TN tries to trick you.

SPI 3002.4.5 Determine which statement presents an opposing view from those stated on a

Web page.

Read the statement carefully then read all the possible answer choices. You want the answer choice that is

the OPPOSITE or GOES AGAINST the first statement.

SPI 3002.4.6 Identify information that must be cited or attributed within a writing sample.

If it is not an original thought from your own brain or an example that is common knowledge to the entire

planet (Michael Jordan played basketball), you must CITE your source in a works cited page (AKA-

bibliography: Michal Jordan was not selected for his high school varsity team the first time he tried out.

Where did I find that information???).

Standard 5: Logic

SPI 3002.5.1 Make inferences and draw conclusions based on evidence in text.

A conclusion is a decision made based on available facts.

An inference is a conclusion made based on facts combined with experience.

Example:

o Mrs. Williams gave you a big assignment with a CONCRETE due date. She said, “If you don’t turn

the project in on that date, you will receive a 20% point deduction.” On the date it was due, you

didn’t turn it in. Although your project was perfect, you knew you would receive no higher than 80%

of the points. Good conclusion!

o Mrs. Williams was standing in front of the class telling you for the one millionth time that the EOC

test is the most important thing in your life at the present time. One student said aloud, “Well I don’t

care!” You assume that Mrs. Williams will “go ham” at any moment. This is CORRECT inference.

SPI 3002.5.2 Choose a logical word to complete an analogy.

You will be given analogies that can appear two ways:

o Cat is to meow as dog is to __________ (the answer is bark)

o Cat : meow :: Dog :_________

However, remember that the EOC will give you analogies with difficult vocabulary. Don’t be discouraged!

Look at the answer choices and see if three of the words are alike. The one that is different is usually the

answer. Also try to figure out the relationship between the first two words (synonyms, antonyms, cause and

effect, part to whole, etc.). DO NOT just pick the answer with the word that looks “impressive.”

SPI 3002.5.3 Evaluate text for fact and opinion.

If it can’t be argued, then it is a FACT (Barack Obama is the president of the United States).

If it can be argued, then it is OPINION (Barack Obama is the best/worst president we’ve ever had).

SPI 3002.5.4 Analyze cause/effect relationships in text.

What event caused another? Make sure you read the text carefully when you are asked cause and effect

questions.

SPI 3002.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, namecalling,

plain folks, snob appeal, misuse of statistics, transfer).

Bandwagon- everybody’s doing it

Loaded Words- it’s the best, greatest, etc.

Testimonial- a person “testifies” to how wonderful something is (weight loss commercial, sports

equipment). The person MAY or MAY NOT be famous

Namecalling- also known as stereotyping; arouses prejudice; “All those people are criminals!”

Plain folks- appealing to things all of us do; The president walks his dog; makes him seem more

“like us.”

Snob appeal- only the best people have this; Think Fancy Feast cat food and the Mercedes’ Benz

commercials

Misuse of Statistics- 4 out of 5; 99% of people said…..

Transfer- using symbols to help your case; politicians using the American flag back drop in

their commercials

SPI 3002.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem},

false dilemma, false analogy, slippery slope, non sequitur, false authority) within a given

argument.

Slippery slope- “Hire her and soon she’ll have your job!”

False Dilemma- the either/or argument; “Either you give me a raise or I will quit!”

False Analogy- Barry Bonds used steroids. Barry Bonds played baseball. Baseball is a sport. All

people who play sports use steroids.

False authority- using a biased authority to defend an argument

Personal attack- also known as ad hominem; diverting the argument and attacking the person rather

than the issue

Non sequitur- diverting the topic; Does this dress make me look fat? Wow! How about this

weather?

SPI 3002.5.7 Differentiate between the stated and implied evidence of a given argument.

Think about the rules for inferences. It may not be stated outright but there is often implied evidence given

when an argument is presented.

SPI 3002.5.8 Determine whether a given argument employs deductive or inductive

reasoning.

Inductive= specific to general (little to big)

Deductive= general to specific (big to little)

SPI 3002.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions,

or values within a writing sample.

See 3002.3.10

SPI 3002.5.10 Identify a false premise in text.

A person writes a letter to the editor of the newspaper saying that he/she has asked the city to cut down a

tree in his/her front yard that has no leaves. But the city is reluctant to cut down this tree, and the person is

now very angry and wants people to do their jobs. However, is the tree REALLY dead, or is this just an

assumption? Maybe the city is trying to save a sick tree.

SPI 3002.5.11 Identify the main claim, premise(s), evidence, or conclusion of a given

argument.

Think of this as you would a thesis statement. See 3002.3.7

SPI 3002.5.12 Select an additional sentence to add to an argument within a persuasive text.

This sentence should make the argument more believable or convincing.

SPI 3002.5.13 Select a rebuttal statement that best refutes the writer’s viewpoint.

Rebuttal statement- goes against a viewpoint

Refute- when you refute a viewpoint it means you present other evidence that their viewpoint is wrong

SPI 3002.5.14 Distinguish the strongest or weakest point of a given argument.

Does this point strengthen or weaken the argument, or does it is simply not add anything to the argument?

Standard 6: Informational Text

SPI 3002.6.1 Discern the stated or implied main idea and supporting details of informational

and technical passages.

SPI 3002.6.2 Use the graphics of informational and technical passages to answer questions.

SPI 3002.6.3 Determine the appropriateness of a graphic used to support an informational or

technical passage.

SPI 3002.6.4 Identify the organizational structure of an informational or technical text (e.g.,

sequential, problem-solution, comparison-contrast, cause-effect).

SPI 3002.6.5 Synthesize information across two or more informational or technical texts.

For 3002.6.1-3002.6.5: All of these SPI’s build on SPI’s from other reporting categories. You could be asked

to look at a graph or chart and answer questions that include technical information. You might be asked to

choose a graphic that supports the information given in a technical passage. You also might be asked to

determine how the passage is organized (see 3002.2.4 for reminders).

Standard 7: Media

SPI 3002.7.1 Draw an inference from a non-print medium.

Look at the picture. What is the mood? What feelings do you get? What do you think (based on your

experiences) is happening?

SPI 3002.7.2 Select the type of conflict represented in a non-print medium.

Man vs. Man; Man vs. Himself; Man vs. Environment; Man vs. supernatural

SPI 3002.7.3 Choose a visual image that best reinforces a viewpoint.

Which picture strengthens the viewpoint presented?

SPI 3002.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics,

light, camera angle) on a message.

Think of the Greek Mythology newspaper project and the poetry project. How did all the production

elements work together to enhance your project?

SPI 3002.7.5 Match a focused message to an appropriate medium.

Should a drama be read or acted out on stage? What are the advantages of reading something versus seeing it

or vice versa?

SPI 3002.7.6 Infer the mood represented in a non-print medium.

What feelings are you experiencing while viewing the picture?

SPI 3002.7.7 Consider the treatment of a particular subject or event in two or more media

(e.g., newspaper and visual art, narrative and poem, diary and magazine article).

How is the information different when it is presented in different ways? Why are some genres better for

some types of information?

Standard 8: Literature

SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or

pun in poetry or prose.

Simile- comparison that uses like or as; Life is like a rollercoaster

Metaphor- comparison that does not use like or as; Life is a rollercoaster

Personification- giving a non-human thing human characteristics

Idiom- figure of speech that isn’t meant to be taken literally (break a leg)

Hyperbole- extreme exaggeration; Ex.: I tried a thousand times

Pun- play on words; Ex.: I wondered why the baseball was getting bigger. Then it hit me.

SPI 3002.8.2 Differentiate among verbal, situational, and dramatic irony.

Verbal- what is said is the opposite of what’s really meant; Why don’t you go play in the street?

Situational- what you expect to happen doesn’t; The Titanic sank…but it was unsinkable

Dramatic- the reader knows something that is going to happen but the characters do not; Romeo

didn’t know Juliet was really alive but the reader did

SPI 3002.8.3 Identify and analyze an author’s point of view (i.e., first person, third-person

objective, third-person limited, third-person omniscient).

1st person- hints are I, me, mine

3rd

person limited- hints are they, them, etc.; person telling story knows things about other characters,

but does not know everything the other characters think and feel

3rd

person omniscient- similar to limited, but in this case the person telling the story is all knowing;

he/she knows all the characters innermost thoughts and feelings and knows all the details of the

characters’ lives

SPI 3002.8.4 Identify and analyze how the author reveals character (i.e., what the author tells

us, what the other characters say about him or her, what the character does, what the

character says, what the character thinks).

Explanation included in the SPI.

SPI 3002.8.5 Determine the significance/meaning of a symbol in poetry or prose.

Symbol- something that stands for something else: Swoosh stands for Nike; Flag stands for freedom

SPI 3002.8.6 Differentiate between mood and tone in poetry or prose.

Mood- the emotions that a reader gets after reading something

Tone- the attitude a writer writes from

Remember that an author can have a tone of anger but the mood created is sadness. Think about

someone writing a story about a slave. The author could be angry about the treatment of the slave, but

the reader might feel sorrowful.

SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character,

theme, tone).

If you changed the setting of a story to a different place or time, would this change the meaning of the work?

If Achilles had been portrayed as a weakling who just happened to have a lucky day on the battlefield, would

you still admire him?

SPI 3002.8.8 Identify and analyze the common theme in a series of passages.

You might be asked to determine if a short narrative and a poem have the same theme and why. “A series of

passages” doesn’t necessarily mean in the same piece of work.

SPI 3002.8.9 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal,

slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).

Onomatopoeia- words that sound like their meaning; pow, splash

Alliteration- repetition of the consonant sound; whispering wind, bouncing baby boy

Repetition- repeating the same phrase or word over and over

Internal rhyme- line of poetry that rhymes inside the lines (think Tupac)

End rhyme- lines that rhyme at the end

Slant rhyme- can also be called approximate rhyme; when words are “twisted” or said

differently in order to make them sound alike (think Eminem)

Blank verse- poem that has meter but no rhyme

Free verse- poem that has no meter and no rhyme

SPI 3002.8.10 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets,

dramatic poetry, and ballads.

Lyric Poetry- poetry that contains an expression of the poet’s feelings and thoughts and is romantic

or descriptive (elegies, odes, and sonnets are all lyric poems)

Epic- LONG poem that tells about the adventures of a hero (Illiad)

Sonnet- 14 line poem; ABAB CDCD EFEF GG (Shakespearean)

Dramatic- a dramatic poem in which one or more characters speak

Ballad- a narrative poem meant to be sung; usually has a refrain (chorus or “hook”)

SPI 3002.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue,

soliloquy, monologue, aside).

Stage Directions- Stage R, L, etc.

Dialogue- words spoken in a play

Soliloquy- words spoken when a character is ALONE on stage; Antony’s “Dogs of War speech

standing over Caesar’s dead body

Monologue- long speech made by a character who is NOT ALONE; Antony’s “Friends, Romans,

Countrymen” speech

Aside- words spoken to another character or to the audience but not meant to be overheard

by everyone

SPI 3002.8.12 Locate words or phrases in a passage that provide historical or cultural cues.

These are things we’ve talked about that, based on the time period and/or culture portrayed in the work,

affect the plot. For example, most of the men in Julius Caesar don’t kill themselves. They have someone

“help” them because suicide was not acceptable.

SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable,

paradox, parody, satire, foreshadowing, flashback).

Allegory- story that has two meanings; The Wizard of Oz

Parable- story is a fable or a story with a moral lesson; The Tortoise and the Hare

Paradox- a statement that at first seems self-contradictory; Ex.: A little learning is a dangerous

thing.

Satire- a literary work that makes fun of human issues and follies

Foreshadowing- something in the work that gives hints about what is going to happen next

Flashback- moments that go back in time to help the audience understand the plot

SPI 3002.8.14 Identify classical, historical, and literary allusions in context.

An allusion is when an author makes a historical, Biblical, or cultural reference in his/her writing. It can

also be a reference to sports or literature.

An example would be: It rained so hard I thought I was going to need an Ark. (Biblical allusion)

Another example: He is going to be the next Michael Jordan. (Sports allusion)

Another example: He has fallen for her as hard as Romeo did for Juliet. (literary allusion)

SPI 3002.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action,

climax, falling action, resolution/denouement).

Exposition- learn about the characters and the setting

Rising Action- introduces the problems and/or conflicts

Climax- most intense part of the plot

Falling Action- information is given in order to set up for the resolution

Resolution- also called denouement; conflicts are resolved and ending is revealed

Protagonist- main character

Antagonist- character that “goes against” the protagonist; often the “villain”

Dynamic character- also called round character; these characters change throughout the story

Static character- also called flat character; these characters do NOT change

SPI 3002.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper

on the same theme or topic).

See 3002.7.7