Midterm Examination
First off, because this is a sophomore-level English course, I have certain expectations of your abilities. For example, written answers should be in complete, grammatically sound sentences of appropriate diction, correctly punctuated, with the words spelled accurately—things you learned in the coursework that is prerequisite for this course. Further, I anticipate that you have read all the texts we have studied and that you have listened attentively to the lectures—i.e., that you are capable of knowledgeably and intelligently answering the questions that will be asked. To prepare for this exercise, you should carefully reread the texts and review your class notes.
Matching (10 pts.). Not much explanation of this frequently used questioning method is needed. Most, if not all, of these questions will be literary terms that I have defined in lecture and that have been discussed in class.
Short Answer (15 pts.). These questions can be answered in a sentence or two, three at the most. The items you will have to define or identify may come from your readings, like characters and places, or from lectures, like literary terms. Here are the instructions from the test:
II. SHORT ANSWER [3 points each, 5 min.] For five (and only five) of the following words, phrases, or names, define (or explain, or identify) the item correctly. (Correct answers for foreign language items require more than simple translation: they must explain the term for full credit. Likewise, more than an undefined example is needed.) Use the space provided and continue on the back if necessary.
Please be aware that I will consider only the first five you answer: you will not get additional credit for answering more than five and I will not pick through your answers to find the best five. If you begin to answer a question, but change your mind, scratch out your answer. Again, the first five that you answer--or attempt to answer--are the five that count.
Identifications (50 pts.). Section III of the midterm examination will be identifications, a type of question that allows you to exhibit your familiarity with the works and your understanding of the text’s structure. Because the bulk of your score will come from this section, your performance here is quite important to your grade.
In the identification section of the test, I will give quotations from our readings so far this semester. You cannot study for one element, per se, because that part asks you to recognize a passage from the readings so far. Only previous acts--careful reading of the assigned texts and attentive listening to classroom lectures--will help with your recognition of literary works. When you are taking the test, you should read the passages and think about what they say and in what type of language; then think about how such a passage might relate to one of the readings. You can study for the other elements simply by reviewing the titles of the works we read, their authors, and the main characters, and by reviewing your class notes.
For each of the items to which you choose to respond, you will answer three questions. Here are the instructions from the test:
II. IDENTIFY [10 points each, 25 min.] For five (and only five) of the following quotations, identify the work (2 pts.), the author (2 pts.), and the quotation’s significance within the text (6 pts.). The significance is not a restatement of what the quotation says: paraphrasing is not the same as answering the question. To answer the significance portion of each question, offer an explanation of what the quoted material tells us about the work or how the larger work revolves around or pivots upon the quotation--i.e., why the work needs that bit, why the writer put it in, what we know from it, etc. Answer this part of the question as directly and completely as possible, showing literary interpretation. In addition, if the quotation contains dialogue (marked by quotation marks), full credit will be given only to answers that, as part of the larger answer, name the character who is speaking. You probably have enough room for your answers, depending on your handwriting, but use the back of the page if necessary.
Assume that the following quotation is for one of these questions:
“The better to hear you with, my dear.”
You would need to recognize the quotation and thereby be able to place the lines within the works read. Now consider answers like the two samples given here:
Work: __Little Red Riding Hood____ Author: ___The Brothers Grimm_____
Significance:
The Big Bad Wolf makes this response in answer to Little Red Riding Hood’s observation about her supposed grandmother’s ears: “My, what big ears you have, grandmother!” The wolf-in-disguise is answering with a remark that has a double meaning: The wolf intends Red to interpret an affectionate compliment stemming from grandmotherly sweetness, but the audience sees the underlying truth of a predator telling his prey that acute hearing--and sight, in another such exchange--are hunting skills.
This answer is very good, factually correct and fully explained. Yes, more could be said, but the response certainly indicates that the examinee has learned something about the work. On the other hand, the following is a bad answer, one that does not indicate an acceptable level of either knowledge of the specific quotation or of general knowledge of the story itself.
Work: _one about the girl & wolf__ Author: ___german brothers_______
Significance:
Its saying he can hear good.
To begin with, there are mechanical and grammatical errors: German should begin with a capital letter, as should the initial letter of the sentence answering the significance portion; its is a third-person singular pronoun; good is an adjective, not an adverb; etc.
But beyond those problems, the response shows no knowledge. It is a non-answer.
For example, the work is not named, only described. The quotations will be distinct enough that if you have been reading the works and listening to the lectures, you should be able to tell from which specific work the quotation is taken. Equally as problematic in the second sample is listing the author as “german brothers,” which indicates that the student has not learned the material.
The most points missed on the second answer will be from the significance element. All the response does is paraphrase the quotation. I can read, and you can read. We both know what the quotation says. Tell me what is significant--as detailed in the section instructions--about the particular lines. Note also that this quotation is a character speaking, not the narrator, and that in the response the character is not named; the author is hardly ever the speaker. For instance, if I were asking a similar question about The Lord of the Rings and gave you “My Precious!,” the answer would not be J. R. R. Tolkien, but rather, Gollum. (And yes, I do expect you to keep works, authors, and characters in your head, as I suspect you can do for the names of movies and television shows, actors, and characters.)
Perhaps you feel confident that you can give a better answer than the second response, yet you feel as if your reply to the significance portion would not be as full as the first example. Rest assured that I understand your answer might not be as detailed--in fact, almost certainly will not be--and that I will give credit--at least partial, if not full--for an answer that touches on most of the important points. Additionally, the quotations I give will be more pointedly aimed at matter we have gone over in class, seeking to probe your knowledge of such things as the particulars of a character’s motivation or personality, a theme, or other such element.
As with the sort answer questions, choose to identify from the given quotations only the required number. I will count only the first five, and you will not receive bonus points for answering more than five.
Essay (25 pts.) The test will offer two topics; you must choose one on which to write an essay. You thus have the option to choose the one to which you can best respond. Again, here are the instructions from the test:
IV. SHORT ESSAYS [25 points] Below are two topics; write a coherent, well-organized, well-developed essay in response to one (and only one). Refer to specific examples from the texts as much as possible. Use this page, then the back, then the additional blank page attached. Although I should be able to tell by your answer, indicate the topic number on which you are responding.
For your response, full credit will be given only to a well-developed essay--i.e., something that has an introductory paragraph containing a thesis statement, supporting paragraphs that use specific textual evidence to support your argument, and a conclusion. Be as detailed as possible, referring to specific passages from the texts in your response.
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Last modified: March 6, 2006