8th Grade LANGUAGE ARTS 2016 Midterm Study Guide
I.
Writing Skills:
A. Types of Introductions
1.
Funnel Introductions
a.
Begins broad and leads to thesis statement
b.
Beginning sentences is background information
leading into the thesis statement
2.
Pyramid Introductions
a.
Begins with thesis statement
b.
Topic becomes more broad with details and
information supporting the thesis
3.
Hourglass Introductions
a.
Background information first
b.
Thesis statement in the middle
c.
More background information leading into the
body paragraphs
B. Sentence Formation For Introductions and
the Body Paragraphs:
1.
Thesis Statement
a.
“Road map” of the paper
b.
Disputed and controversial opinionated sentence
c.
Interpretation of questions or subject
d.
Hypothetical statement (sometimes)
e.
You prove throughout your paper
2.
Topic Sentences
a.
“What is this paragraph about?”
b.
Gives information regarding the question above
3.
Clinchers
a.
Sentence at end of paragraph wrapping it up
(transition to next paragraph)
4.
Transitions
a.
Sentence that moves out of one subjects and into
another but interconnecting the information
b.
Relates information between topics
5.
To Quote versus a Quotation
a.
To quote: “I quote…” (verb, action)
b.
Quotation: popular phrase that is often quoted
C. MLA Format
1.
Parenthetical Citations
a.
In text
b.
Refers reader to work cited pages for full
citations
c.
Book: (Author Year Published)
d.
Website: (Author Year You Accessed The Page)
2. Work Cited List
|
Last Name Page
Number
Work Cited (12
Point Font, Times New Roman, Centered)
Alphabetical by last name. The second and subsequent
lines need to be indented in by one tab
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3.
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First Name Last Name
Teacher’s Name (if multiple, arrange by last name)
Class (if multiple, arrange to correspond with teacher
last name)
Day Month Year (date the paper was last revised)
Title. Centered.
Paragraphs begin here. Papers in MLA format must be
in size 12 point font, Times New Roman. There are no extra spaces between
paragraphs. The entire paper is double spaced, minus the heading. There are
one inch margins on all sides of the paper and throughout the paper. The
beginning of each paragraph is indented one tab or eight spaces.
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Last Name Page
Number
Every
page throughout your paper has your last name and page number except the first page.
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D. Plagiarism
1.
“Dumb
Plagiarism”
a.
Copy,
pasting test from another source
b.
Changing
a source (Wikipedia à anything else)
c.
Find
a legit source to verify information
d.
Utilize
Wikipedia footnotes
2.
“Clever
Plagiarism”
a.
Cut
a paragraph and paste it and change five to ten words, with or without source
b.
Copied
à legit source, summarize everything in your own words or
block quote it
E.
Grammar
for Writing (Review Grammar workbook pages
9-47)
Chapter 1: (Review
from 7th grade.)
1.
The
Writing Process
2.
Prewriting
3.
Drafting
4.
Revising
5.
Editing
& proofreading
6.
MLA
format
7.
Publishing
Chapter 5: Writing an Essay
1.
Parts
of an Essay
2.
Thesis
Statements
3.
Introductions
4.
Body
Paragraphs
5.
Conclusions
Parts of Speech:
1.
Adjective
2.
Adverb
3.
Noun
(+6 types)
4.
Pronoun
5.
Verb
6.
Interjections
7.
Conjunctions
8.
Prepositions
Chapter 7: Nouns and Pronouns
1.
Nouns
2.
Plural
and Possessive nouns
3.
Pronouns
4.
Subject
and object pronouns
5.
Pronoun
agreement
6.
Clear
pronoun referencing
II.
Alice
In Wonderland by Lewis Carroll
A. About
The Author
1.
Pseudonym:
a “pen” name, fake name, alias
2.
Real
name: Charles Lutwidge Dodgson (1832 – 1898)
3.
Wrote
under influence of opium (opiate drug – cases dreamlike/ nightmares)
B.
Plot,
Settings, Characters, Themes, Climax, Resolution
1. Three
bad choices that Alice made:
a. Jumping
down the unfathomable rabbit hole
b. Drinking
the unknown substance
c. Eating
the unknown substance
2. Three
examples when Alice uses her proper manners:
a. Page
51 – when talking to the garden cards: “would you tell me, please, why are you
painting those roses?”
b. Page
53 – when first meeting the Queen of Hearts
c. Page
79 – after treading over the jury in the court case she apologizes
3. Character
of the Caterpillar (Who, Why, How, Where, What)
a. Smokes
hookah
b. Watery
daze
c. Dreaming
d. Sits
on a mushroom
e. Asks
Alice the iconic questions of the book (page 28); who are you?
f. Explains
that she will mature into adulthood
g. He
says not to listen to others about who
you are
4. What
characters or places represent a dream and a nightmare?
a. Wonderland
is mad
b. Dreamlike
– floating down the rabbit hole, shrinking, talking creatures, etc.
c. Nightmare
– being attacked by pack of cards during the trial, then waking up
5. What
does the “White Rabbit” represent?
a. Anxiety
b. Worry
6. What
does Alice learn about risk taking?
Alice learns that there are consequences to taking risks.
They can be either positive or negative. A positive consequence would be
learning who she is while a negative consequence would be being immersed in
this long nightmare.
7. What
does Alice learn about manners and proper etiquette?
She learns that being mannerly and making a good first
impression is crucial when meeting new people. She learns that there are
consequences for not showing manners such as being attacked by a pack of cards
at the end of the trial.
8. How
does Alice mature as a person?
She matures by going from an arrogant person to defending
the Knave of Hearts at the trial where he is accused of stealing the Queens
tarts. This also shows growth and change as a person.
9. How
does Alice differ as a person from the beginning to the end of the book?
Alice differs from the beginning to the end of the book by
changing from a judgmental and rude figure to a brave and conscious person. She
doesn’t care just about herself at the trial but defends the Knave.
10. Who
or what influences Alice the most in her journey in Wonderland?
Alice’s curiosity influences Alice the most in her journey.
The thrill of seeking adventure also influences. Alice is under the influence
of many unknown substances she tries throughout the book so she is in different
states of mind throughout the book.
III.
Chasing Lincoln’s
Killer (Tabulate
1.
Define
the following Major Participants:
Abraham Lincoln, Mary Todd Lincoln, Robert & Tad
Lincoln, Major Henry Rathbone, Clara Harris, Edwin Stanton, William Seward, Dr.
Leale, Dr. Mudd, John Wilkes Booth, Devid Herold, Lewis Powell, George
Atzerdolt, Mary Surratt, John Surratt, Thomas Jones, Captain Cox, Boston
Corbett.
2.
The
Lincoln Assassination Plot
3.
The
Seward Assassination Attempt Plot
4.
The
Booth/Accomplice Escape and Capture Timeline
5. Label Following Major
parts of Map (last pages of book): Washington DC,
Ford’s Theater, Navy Yard Bridge, Mudd Farm, Potomac River, Garrett Farm.
Etymology Latin Roots and Vocabulary:
|
Latin/Greek Phrases:
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Definitions:
|
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Nolo contendre.
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I do not wish to contend.
|
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Sub rosa.
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Under the rose, secretly.
|
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Nihil legebat quod non
excerperet.
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He read nothing from which he did not pluck (gain) something.
|
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In media res.
|
In the middle of things.
|
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Modus vivendi.
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A way of living and getting along.
|
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Jungere dextras.
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To join (shake) hands.
|
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Latin/Greek Roots:
|
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PER
|
Through
|
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FERO/FERRE/TULI/LATUM
|
To bring/to bear/to carry
|
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TENDO/TENDERE/TETENDI/TENSUM
|
To stretch
|
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SUB
|
Under
|
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TORQUEO/TORQUERE/TORSI/TORTUM
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To twist/bend/turn around
|
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VERSO/VERSARE/VERSAVI/VERSATUM
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To turn/to turn around
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EX
|
From/out of
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PONO/PONERE/POSUI/POSITUM
|
To place/to put
|
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EXTRA
|
On the outside
|
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MEDIUS
|
Middle
|
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SEQUOR/SEQUI/SECUTUM
|
To follow
|
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CUM
|
With/together with
|
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TENEO/TENERE/TENUI/TENTUM
|
To hold/to keep
|
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APO/APERE/EPI/APTUM
|
To fasten/to attach
|
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JUNGO/JUNGERE/JUNXI/JUNCTUM
|
To join
|
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STRINGO/STRINGERE/STRINXI/STRICTUM
|
To draw together tightly, to tie
|
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Vocabulary
|
|
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Percussion
|
Sharp striking of one thing against another
|
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Perennial
|
Lasting for an indefinitely long time
|
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Permeate
|
To penetrate through space, spread throughout (like rain through a
fabric)
|
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Persevere
|
To hold fast to a task or purpose despite handicaps or obstacles
|
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Defer
|
To postpone, delay or yield respectfully
|
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Dilatory
|
Tending to delay or postpone
|
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Elation
|
Excited feelings of pride, triumph or happiness
|
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Infer
|
To use available evidence to forma
conclusion, to guess
|
|
Contend
|
To engage in a quarrel, a struggle or rivalry
|
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Intent
|
Purpose, dedicated to an idea
|
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Subvert
|
To upset, overthrow or ruin
|
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Subservient
|
Excessively willing to yield, submissive
|
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Contort
|
To twist or bend out of shape
|
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Distort
|
To change something to make it false
|
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Retort
|
To reply quickly, sharply, rudely
|
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Tortuous
|
Having many twists and turns, tricky
|
|
adversity
|
Hardship or misfortune
|
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Avert
|
To turn away (one’s eyes); to prevent
|
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Introvert
|
A person whose thoughts and interest are directed inward(ly)
|
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Perverse
|
Stubbornly doing something other than what is reasonable or required
|
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Prose
|
Ordinary speech, NOT poetry
|
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Excerpt
|
A passage from a book/play/piece of music
|
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Exhilarate
|
To cheer or enliven
|
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Exonerate
|
(1) to free from blame; (2) to relieve from a task
|
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Exorbitant
|
Excessive
|
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Compound
|
To mix together; a combination of elements, parts or substances
|
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Exposition
|
(1) a precise statement or explanation, (2) a public exhibit or show
|
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Expound
|
To set forth an explanation or view of something in detail
|
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Impose
|
(1) to set up, or force something (or oneself) on others; (2) to take
advantage of someone unfairly
|
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Imposter
|
One who deceives by using a false identity
|
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Proponent
|
One who argues in support of something
|
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Extraneous
|
Coming from outside; foreign
|
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Extraterrestrial
|
Outside of the Earth’s atmosphere
|
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Extrovert
|
A person chiefly interested in things outside of self; directing
thoughts outward(ly)
|
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Mediate
|
To act as a negotiator between opposing sides
|
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Mediocrity
|
Being commonplace or ordinary
|
|
Medium
|
(1) a person who transmits communications from the dead (2) a size in-between
large and small
|
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Non sequitur
|
A statement that does not follow logically from evidence
|
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Obsequious
|
Excessively willing to yield
|
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Subsequent
|
Coming after or later
|
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Sequester
|
To go into hiding or seek solitude; to isolate
|
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Coherent
|
(1) Showing an orderly relation of parts; (2) sticking together; (3)
being able to communicate clearly
|
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Colloquial
|
Ordinary conversation
|
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Commiserate
|
To feel sorrow or pity
|
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Condone
|
(1) To forgive, disregard an offense (2) to approve or sanction
|
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Commodious
|
Spacious or roomy
|
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Contrite
|
To be very remorseful and repentant
|
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Abstain
|
To refrain from something by choice
|
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Impertinent
|
Impudent, rude
|
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Pertinacious
|
Holding firmly, even stubbornly
|
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Tenacity
|
Hanging on to something persistently or stubbornly
|
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Aptitude
|
A natural talent or ability quickness in learning
|
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Inept
|
(1) Without skill; (2) inappropriate, absurd or foolish
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Adjunct
|
An added part not essential to the whole
|
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Conjugate
|
To give the forms of verbs in a fixed order
|
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Injunction
|
An authoritative command or order
|
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Juncture
|
A serious state of affairs
|
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Subjugate
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To conquer, dominate completely
|
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Astringent
|
Harsh, severe
|
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Strait
|
(1) A narrow passage of water connecting two larger bodies; (2)
difficulty or bad position (to be in “dire straits”)
|
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Stringent
|
(1) Severe, constricted, tight. (2) scarcity of money
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