8 hours limit, 4 parts with 1 essay
5 definition, 2 passage analysis, 1 reading question, 1 essay
1. the first file is the outline, tell you what should do.
2. the second file is 5 parts questions.
3. the third file is about Part2 and Part3, you can see the full article there.
4. the rest files are about Part5 the essay, all examples.
English100 – Mid-Term Exam (Spring 2020)
Part 1 – Definition Questions (10 points)
Answer FIVE of the following seven questions in short, FULL-SENTENCE responses (approximately 3-5 sentences each).
1. What is involved with thinking about genre?
2. What is an Audience and what are some the ways in which writers must consider their audience?
3. What are some the ways in which academic writers read strategically?
4. What is a writing purpose and what are some the purposes for writing? ?
5. What is expected of academic writing?
6. What is a genre and what are some of the ways in which writers need to think about genres?
7. What are some of the guidelines for writing a textual analysis?
Part 2 – Passage Analysis (20 points)
TWO of the following three passages. In your own words (about 150- 200 words), explain what the passage means based on how the passage appears in the text from which it is taken. In your analysis, quote
some of what is written in the passage.
Passage #1 –
Journal of the Plague Year – Daniel Defoe
It was a common thing to meet People in the Street, that were Strangers, and that we knew nothing at all, of expressing their Suprize. Going one Day thro’ Aldgate, and a pretty many People being passing and repassing, there comes a Man out of the end of the Minories, and looking a little up the Street and down, he throws his Hands abroad, Lord, what an Alteration is here! Why last Week I cam along here, and hardly any Body was to be seen; another Man, I heard him, adds to is Words, ‘tis all wonderful, ‘tis all a Dream: Blessed be God, says a third Man, and let us give Thanks to him, ‘tis all his doing: Human Help and human Skill was at a End. These were all Strangers to one another. But such Salutations as these were frequents in the Street every day; and in Sight of a loose Behaviour, the very common People went along the Streets giving God Thanks for their Deliverance.
If I should enter into the unpeasent Work of reflecting, whatever the Cause there was for it, upon the Unthankfulness and Return of all manner of Wickedness among us, which I was so much an Eye-Witness of myself, I shall conclude the Account of this calamitous Year therefore with a coarse but sincere Stanza of my own, which I plac’d at the End of my ordinary Memorandums, the same Year they were written:
A dreadful Plague in London was,
In the Year of Sixty Five,
Which swept a Hundred Thousan Souls,
Away; yet I alive!
Passage #3 –
Hasting Street and The Vancouver of the Mind — Madeleine Thien
On this side, the Vancouver side, is my elementary school, St. Francis Xavier. When I was a child, I stood at the bus stop on East Hasting and Campbell, ion the edge of the Downtown Eastside, for so long, so often, I felt I lived half my life there. I was seven or eight years old, it was a rough neighbourhood but I was never afraid. People were living up against a wall, they were dealing with alcohol and drug dependencies, poverty and immense loneliness.
Coming to SFU was a truly kind of liberation. I was free of my background, my class, and my ethnicity, which at that time, I couldn’t separate from feelings of poverty and shame. Education promised a new beginning. I was very hungry for knowledge. I literally had never heard of Socrates. I’d had no access to the world of film, books and popular culture that seemed at everyone else’s fingertips. And yet I had grown up in the same city. We had all inhabited it differently.
Passage #3 On Dumpster Diving – Lars Eighner
The area I frequent is inhabited by many affluent college students. I am not here by chance; the Dumpsters in this area are very rich. Students throw out many good things, including food. In particular they tend to throw everything out when they move at the end of a semester, before and after breaks, and around midterm, when many of them despair of college.
My strongest reservation about going through individual garbage cans is that this seems to me a very personal kind of invasion to which I would object if I were a householder. Although many things in Dumpsters are obviously meant never to come to light, a Dumpster is somehow less personal. I avoid trying to draw conclusions about the people who dump in the Dumpsters I frequent. I think it would be unethical to do so, although I know many people will find the idea of scavenger ethics too funny for words.
Dumpsters contain bank statements, correspondence, and other documents, just as anyone might expect. But there are less obvious sources of information. Pill bottles, for example. The labels bear the name of the patient, the name of the doctor, and the name of the drug. AIDS drugs and antipsychotic medicines, to name but two groups, are specific and are seldom prescribed for any other disorders. The plastic compacts for birth-control pills usually have complete label information.
Part 3 – Direct Reading Questions (10 points)
Answer ONE of the following two questions. Connect your answer to our class discussions about these readings. Cite some examples from the text. (about 150-200 words).
1. In her historical text, “This is the End of the World: The Black Death,” historian Barbara Tuchman reports on the causes ands effects of the Bubonic Plague. What kinds of evidence does Tuchman use to convince readers of how terrible the Plague was during the Middle Ages? Cite some examples from the text.
2. In our course reading “Names,” we are introduced to two types of “connotative language.” Offer definitions of both types of connotative language and provide some examples of each.
Part 4 – Rhetorical Analysis (60 points)
Your analysis needs to be a formal essay, organized as a rhetorical analysis (approximately 500-750 words). Your analysis must include an explanation of the rhetorical contexts (i.e. the claims the texts make, their surrounding conversations, purposes, target audiences, etc.), and any rhetorical appeals and rhetorical patterns or anything else you think is relevant.
Choose and analyze two images from the following:
Add drug image
Image #1: Anti-Bullying Image
Image #2: Anti-Drug Image
Image #3: Gambling Promotional Image
Image #4: Anti-Gambling Image
Image #1 – Anti-Bullying Image
Image #2 – Anti-Drugs Image
Image #3 – Gambling Promotional Image
Image #4 – Anti-Gambling Image