IT’S A 2–DAY TEST! : IT’S A 2–DAY TEST! DON’T MISS A SECTION!
Session 1
Thursday, June 15, 2006
9:15 AM Session 2
Friday, June 16, 2006
9:15 AM
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THE RUBRIC : THE RUBRIC Your test is scored on five QUALITIES MEANING
DEVELOPMENT
ORGANIZATION
LANGUAGE
CONVENTIONS Each quality receives a SCORE from 1–6
A FORMULA translates the score (+ score on Multiple Choice) into a GRADE
THE RUBRIC : THE RUBRIC MEANING
Did you do what they asked?
Did you show that you understood the text(s)?
Did you discuss the text, not just summarize it?
THE RUBRIC : THE RUBRIC DEVELOPMENT
Did you use specific details from the text?
Did the details support your main idea?
THE RUBRIC : THE RUBRIC ORGANIZATION
Did you write an introduction that states your point?
Did you write a conclusion that restates your point?
Did you keep restating your point throughout?
Did you use transitional words andamp; phrases?
THE RUBRIC : THE RUBRIC LANGUAGE USE
Did you write for the intended audience?
Did you vary sentences for good rhythm?
Did you use appropriate vocabulary?
THE RUBRIC : THE RUBRIC CONVENTIONS
Did you spell words correctly?
Did you use correct punctuation?
Did you use correct grammar?
OLYMPIC SCORING : OLYMPIC SCORING Each quality is assigned a score from 1 (yucky) to 6 (great). Graders use a chart to figure out your grade. MEANING
DEVELOPMENT
ORGANIZATION
LANGUAGE USE
CONVENTIONS 1–6
SESSION 1, PART A—LISTENING : OVERVIEW (WHAT YOU WILL HEAR andamp; DO) Overview: For this part of the test, you will listen to a speech about medical doctors, answer some multiple-choice questions, and write a response based on the situation described below. You will hear the speech twice. You may take notes anytime you wish during the readings SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SITUATION ('LET’S PRETEND') The Situation: Your health class has been studying the roles of health-care workers. For a class project, you have decided to write a report in which you discuss the obligations of doctors toward their patients. In preparation for writing your report, listen to a speech by Dr. Margaret C. Heagarty to a new class of medical students. Then use relevant information from the speech to write your report. SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : HERE IS THE SPEECH, SO READ IT CAREFULLY: SORRY, BOYS AND GIRLS!
YOU NEVER SEE THE SPEECH!
YOU HAVE ONLY YOUR NOTES! SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING What They Don’t Want You To Know Since the speech is ALREADY ORGANIZED WITH SUPPORTING DETAILS, your ESSAY will be ALREADY ORGANIZED WITH SUPPORTING DETAILS! All you have to do is WRITE THEM DOWN!
SESSION 1, PART A—LISTENING : THE QUESTIONS ('SCAFFOLDING') SESSION 1, PART A—LISTENING According to the speaker, in addition to skills in
diagnosing diseases and prescribing therapies, a
physician also needs skill in
(1) teaching techniques to colleagues
(2) researching causes of diseases
(3) reducing the number of injuries
(4) providing comfort to patients
SESSION 1, PART A—LISTENING : FACT QUESTION: Find the evidence in the text. SESSION 1, PART A—LISTENING According to the speaker, in addition to skills in
diagnosing diseases and prescribing therapies, a
physician also needs skill in
(1) teaching techniques to colleagues
(2) researching causes of diseases
(3) reducing the number of injuries
(4) providing comfort to patients 'I would expect you to have learned how to comfort me, to relieve my terror'.
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING According to the speaker, 'an awareness of one’s
limitations' is required in order for a physician to
know
(1) how to set reasonable fees
(2) where to establish an office
(3) when to seek assistance
(4) why to become a doctor
SESSION 1, PART A—LISTENING : INFERENCE QUESTION: draw a conclusion from evidence in the text SESSION 1, PART A—LISTENING 'to know when to ask for help or consultation from colleagues' According to the speaker, 'an awareness of one’s
limitations' is required in order for a physician to
know
(1) how to set reasonable fees
(2) where to establish an office
(3) when to seek assistance
(4) why to become a doctor
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING What technique does the speaker use to develop
her ideas about the obligations of doctors?
(1) She pictures herself as a patient of the listeners.
(2) She analyzes common misperceptions about doctors.
(3) She provides anecdotes about some of her patients.
(4) She reminds the listeners of their childhood illnesses.
SESSION 1, PART A—LISTENING : STRUCTURE QUESTION: Can you tell how the speaker constructs her speech? SESSION 1, PART A—LISTENING 'I wondered what would I want from you, when I come to see you with my pain …' (1) She pictures herself as a patient of the listeners.
(2) She analyzes common misperceptions about doctors.
(3) She provides anecdotes about some of her patients.
(4) She reminds the listeners of their childhood illnesses.
Slide20 : TASK TELLS YOU WHAT TO DO Your Task: Write a report for your health class in which you use relevant information from the speech to discuss the obligations of doctors toward their patients. SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING GUIDELINES remind you of the five standards! Tell your audience what they need to know about the obligations of doctors toward their patients (MEANING)
Use specific, accurate, and relevant information from the speech to support your discussion (DETAILS)
Organize your ideas in a logical and coherent manner (ORGANIZATION)
Use a tone and level of language appropriate for a report for a health class (LANGUAGE)
Follow the conventions of standard written English (CONVENTIONS)
Slide22 : STUDENT INTRODUCTION Doctors hold a unique position in the healthcare system. The responsibilities they accept are an awesome burden. In addition to maintaining knowledge of recent technological advances, they must never lose sight of the altruistic motives which have led them to this great profession. Dr. Margaret C. Heagarty spoke to a group of medical students about obligations that doctors owe their patients. SESSION 1, PART A—LISTENING
Slide23 : STUDENT BODY ¶ As modern science continues to expand health-care options, it will be critical for doctors to understand their own limitations. In the words of Heagarty, 'Know what you don’t know.' Doctors must know the limits of their own medical training and consult with other physicians who may be more knowledgeable in certain specialized fields. At the same time, Dr. Heagarty makes the point that patients want their primary care physician to retain control of their care and advise the patients on health decisions. As she says, 'I do not want my medical care to be provided by a committee.' SESSION 1, PART A—LISTENING
Slide24 : STUDENT CONCLUSION The obligations of doctors toward their patients are never-ending. Doctors must always keep in mind their responsibilities to both the physical and emotional well-being of their patients. While medical advances create an ever-changing profession, the selfless impulses at the core of a doctor’s vocation must never be ignored. SESSION 1, PART A—LISTENING
Slide25 : Session 1 Part B Begins here…
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : DIRECTIONS: WHAT YOU WILL READ andamp; DO SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING Directions: Read the text and study the table on the following pages, answer the multiple-choice questions, and write a response based on the situation described below.You may use the margins to take notes as you read and scrap paper to plan your response
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : The Situation: Your environmental science class is studying efforts to save endangered species. The class is creating a guide to effective methods used to save endangered species. You have chosen to contribute a chapter on the Florida manatee explaining why the Florida manatee is endangered and discussing effective methods used to save the Florida manatee. SITUATION ('LET’S PRETEND') SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : READ THE TEXT FOR IDEAS Although manatees have been listed as endangered by the U.S. Fish and Wildlife Service since 1972, their numbers have continued to decline. Today there are fewer than 2,000 manatees remaining in the United States. Unfortunately, the blame lies largely with us; with the possible exception of sharks, manatees have no predators. In fact, humans are responsible for about 30 percent of all manatee deaths. SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : READ THE TEXT FOR FACTS It’s estimated that 90 percent of Florida’s manatees bear scars from boat strikes; nearly 300 are killed each year … Cold weather also kills many manatees, who are susceptible to pneumonia. According to the Department of Environmental Protection, 175 manatees died between January and June 2001—about one every day. SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING INTERPRET THE TABLE, CHART, OR MAP
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING Use the article for main idea and support points (plus details)
Use data from the chart for additional support SECRETS OF PART B
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING Highlight or underline ideas Although manatees have been listed as endangered by the U.S. Fish and Wildlife Service since 1972, their numbers have continued to decline. Today there are fewer than 2,000 manatees remaining in the United States. Unfortunately, the blame lies largely with us; with the possible exception of sharks, manatees have no predators. In fact, humans are responsible for about 30 percent of all manatee deaths.
SESSION 1—PART BREADING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING It’s estimated that 90 percent of Florida’s manatees bear scars from boat strikes; nearly 300 are killed each year … Cold weather also kills many manatees, who are susceptible to pneumonia. According to the Department of Environmental Protection, 175 manatees died between January and June 2001—about one every day. Highlight or underline facts
Slide34 : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING Draw conclusions from table Watercraft collisions are the #2 cause of manatee deaths (1060/4332)
Collisions are increasing each year
Slide35 : THE QUESTIONS ('SCAFFOLDING') SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING One factor that contributes to the accidental death
and injury of manatees is that they
(1) dart in front of swimmers
(2) blend in with their surroundings
(3) resemble animals that people hunt
(4) eat fish that have been rejected by fishermen
Slide36 : FACT QUESTION: Did you read accurately? 'The water … tends to be dark, which camouflages the manatees and makes them practically invisible to approaching boaters.' SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING One factor that contributes to the accidental death
and injury of manatees is that they
(1) dart in front of swimmers
(2) blend in with their surroundings
(3) resemble animals that people hunt
(4) eat fish that have been rejected by
fishermen
Slide37 : TABLE QUESTION! SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING According to the table, during what year were deaths due to watercraft collisions the highest?
(1) 1984
(2) 1990
(3) 1999
(4) 2001
Slide38 : You need to find and interpret data! SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING According to the table, during what year were deaths due to watercraft collisions the highest?
(1) 1984
(2) 1990
(3) 1999
(4) 2001
Slide39 : SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING The article suggests that manatees are susceptible to injury by boats because manatees
(1) are poor swimmers
(2) follow fishing boats
(3) cannot hear motors
(4) are too large to avoid
Slide40 : The article suggests that manatees are susceptible to injury by boats because manatees
(1) are poor swimmers
(2) follow fishing boats
(3) cannot hear motors
(4) are too large to avoid
INFERENCE QUESTION: Can you draw a conclusion from the text? 'they can’t hear the frequency of outboard motors very well' SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
Slide41 : Your Task: Using relevant information from both documents, write a chapter for a guide for your environmental science class in which you explain why the Florida manatee is endangered and discuss effective methods used to save the Florida manatee. THE TASK TELLS YOU WHAT TO DO SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
Slide42 : STUDENT INTRODUCTION Every day, more and more wildlife on this planet is being destroyed. Of the endangered species dotting the earth, the Florida manatee is one of the oldest listed, having been endangered since 1972. In most cases, humans said in bringing the population of an endangered species back to a safer number. With the Florida manatee, however, this has yet to happen.
SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
Slide43 : STUDENT BODY ¶ There are many factors, some natural and some human, that endanger the health of manatees in the wild. According to a text written by J. Phillips, manatees are susceptible to diseases, such an pneumonia, caused by cold weather. A table from savethemanatee.org shows that in 1989, 32 manatee deaths resulted from 'other natural causes,' including a prolonged cold front in December of that year. However, while diseases, prenatal deaths and other natural occurrences account for many manatee deaths, humans are a leading cause, sometimes out of ignorance. SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
Slide44 : STUDENT CONCLUSION Without safety, prevention, and education plans, manatees may become extinct. Manatees face enough environmental threats to their lives. We humans must make sure to reduce the dangers that we pose, before it is too late. If speed zones, docking restrictions, and greater public awareness are increased, I believe we can slowly restore the manatee population and save an endangered species. SESSION 1—PART B READING andamp; WRITING FOR UNDERSTANDING
Session 2 part A : Session 2 part A Reading andamp; Writing For
Literary Response
SESSION 2—PART AREADING & WRITING FOR LITERARY RESPONSE : DIRECTIONS: WHAT YOU WILL READ andamp; DO (THERE IS NO 'SITUATION') SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE Directions: Read the passages on the following pages (an essay and an excerpt from a novel). Write the number of the answer to each multiple-choice question on your answer sheet. Then write the essay in your essay booklet as described in Your Task. You may use the margins to take notes as you read and scrap paper to plan your response.
SESSION 2—PART AREADING & WRITING FOR LITERARY RESPONSE : READ BOTH PASSAGES FIRST I am a displaced person. I sit here on a swing on the deck of my house in Northern California admiring how the fog has turned the valley below into a lake. For hours nothing will be visible below me except this large expanse of vapor; then slowly, as the sun rises and gains in intensity, the fog will start to curl up and begin its slow rolling drift toward the ocean. People here call it the dragon; and, indeed, a dragon is what it looks like, puffing and coiling, winged, flaring and in places thin and discreet, as it races before the sun, back to its ocean coast den. Alice Walker excerpted from 'My Heart Has Reopened To You: The Place Where I Was Born,' Her Blue Body Everything We Know, 1991 Harcourt Brace Jovanovich SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
SESSION 2—PART AREADING & WRITING FOR LITERARY RESPONSE : READ BOTH PASSAGES FIRST The scenes of the farm were not as fantastic to John as he’d hoped they would be. The barn, its neat white trim picked out by moonlight, still looked obstinately like the barn, and the nocturnal knockings of the horses within were familiar, flat, and uninteresting. The air, though, clear and now cool, bearing the sweet, alluring scent of clover, invigorated him, and when he rounded the corner of the orchard, the way the pasture lay thick as thick as fur fitted his sense of what this adventure, this first night abroad, ever, should be.
Jane Smiley, excerpted from Barn Blind, 1980 Harper andamp; Row SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
SESSION 2—PART AREADING & WRITING FOR LITERARY RESPONSE : Highlight or underline important details SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE I am a displaced person. I sit here on a swing on the deck of my house in Northern California admiring how the fog has turned the valley below into a lake. For hours nothing will be visible below me except this large expanse of vapor; then slowly, as the sun rises and gains in intensity, the fog will start to curl up and begin its slow rolling drift toward the ocean. People here call it the dragon; and, indeed, a dragon is what it looks like, puffing and coiling, winged, flaring and in places thin and discreet, as it races before the sun, back to its ocean coast den.
SESSION 2—PART AREADING & WRITING FOR LITERARY RESPONSE : SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE Write ideas in the margin Farm is ordinary, not exciting
But some things about the farm please him The scenes of the farm were not as fantastic to John as he’d hoped they would be. The barn, its neat white trim picked out by moonlight, still looked obstinately like the barn, and the nocturnal knockings of the horses within were familiar, flat, and uninteresting. The air, though, clear and now cool, bearing the sweet, alluring scent of clover, invigorated him, and when he rounded the corner of the orchard, the way the pasture lay thick as thick as fur fitted his sense of what this adventure, this first night abroad, ever, should be.
Slide51 : QUESTIONS ('SCAFFOLDING') SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE What sensation triggers the author’s memory of a childhood place?
(1) looking at a Chinese painting of forests
(2) hearing sounds from the valley below
(3) smelling the ocean on the breeze
(4) viewing the landscape near her present home
Slide52 : What sensation triggers the author’s memory of a childhood place?
(1) looking at a Chinese painting of forests
(2) hearing sounds from the valley below
(3) smelling the ocean on the breeze
(4) viewing the landscape near her present home FACT QUESTION: Find the evidence (1st paragraph) SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
Slide53 : SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE At first John finds the scene of the farm at night
(1) disappointing
(2) exciting
(3) attractive
(4) frightening
Slide54 : At first John finds the scene of the farm at night
(1) disappointing
(2) exciting
(3) attractive
(4) frightening
'The scenes of the farm were not as fantastic to John as he’d hoped they would be' INFERENCE: Draw a conclusion from the evidence SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
Slide55 : SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE When Alice Walker compares herself to Brer Rabbit, hero of a southern folktale, she is using the literary device known as
(1) allusion
(2) euphemism
(3) foreshadowing
(4) onomatopoeia
Slide56 : When Alice Walker compares herself to Brer Rabbit, hero of a southern folktale, she is using the literary device known as
(1) allusion
(2) euphemism
(3) foreshadowing
(4) onomatopoeia LITERARY TERMS: make sure you study them! SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE Br'er Rabbit is a fictional character, the hero of the Uncle Remus stories derived from African American folktales of the Southern United States.
Slide57 : Your Task: After you have read the passages and answered the multiple-choice questions, write a unified essay about a childhood place as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about a childhood place. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea. THE TASK TELLS YOU WHAT TO DO SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
Slide58 : Regents Speak Translations A 'CONTROLLING IDEA' is the same as a thesis statement or main idea. It’s the point you’re making. You use details from the passages to help you make this point
LITERARY ELEMENTS: specific examples of theme, characterization, setting, point of view
LITERARY TECHNIQUES: such as symbolism, irony, simile (you don’t have to NAME the technique, just show how it’s used)
A 'UNIFIED ESSAY' means that you use evidence from BOTH passages to support and develop ONE controlling idea
Slide59 : SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE STUDENT INTRODUCTION The places where we live as children are often full of memories and discovery. To the Alice Walker and Jane Smiley, experiences encountered in the haunts of their childhoods had a profound impact on the way they view life. In both passages, the idea that childhood places can form a person’s view of life is conveyed through the use of point of view, theme, and setting. establishes controlling idea
Slide60 : STUDENT BODY ¶ Details of setting help to show why the authors felt as they did about these childhood places, In the passage by Jane Smiley, John M. at first sees the farm as bland and boring, since he has not yet come to see the excitement of his experience. As John’s opinion of his surroundings changes, so do the setting details. No longer is the farm 'familiar, flat, and uninteresting,' but a place to make John feel 'delightfully orphaned and mute, about to discover something.' For Alice Walker, whose southern home was filled with 'the pain of racist oppression and economic impoverishment,' there was comfort in the watchful old tree and 'magical fog' of her youth. develops controlling idea with details andamp; reference to literary technique SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
Slide61 : STUDENT CONCLUSION Childhood places can play an important role in the development of an adult’s ideas. Through the words of Alice Walker and Jane Smiley, we are given a glimpse of someone else’s experiences and insight into the importance of our own memories. Our childhood places can have a significant impact on our identities and our futures. SESSION 2—PART A READING andamp; WRITING FOR LITERARY RESPONSE
Session 2 Part B : Session 2 Part B Reading and Writing
For Critical Analysis
SESSION 2—PART BREADING & WRITING FOR CRITICAL ANALYSIS : TASK: TELLS YOU WHAT TO DO SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response.
SESSION 2—PART BREADING & WRITING FOR CRITICAL ANALYSIS : THE 'CRITICAL LENS' IS A QUOTE THAT GIVES YOU THE TOPIC OF THE ESSAY SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS 'All that is literature seeks to communicate power…'
Thomas De Quincey The Collected Writings of Thomas De Quincey, 1897
Slide65 : HOW TO USE THE CRITICAL LENS 'All that is literature seeks to communicate power…' 1. INTERPRET THE STATEMENT (PARAPHRASE) Every work of literature has the ability to communicate a powerful theme. 2. AGREE OR DISAGREE SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS You may agree totally, disagree totally, or agree AND disagree (using one work for each opinion)
Slide66 : Write in the main ideas and indicate details SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS Ethan trapped in a miserable life
He wants to leave his wife for Mattie
Imagery of Mattie conveys the power of love Hester Prynne forced to wear a badge of shame
Dimmesdale struggles with his fear of telling the truth
Novel conveys the power of conscience Ethan Frome
Edith Wharton The Scarlet Letter
Nathaniel Hawthorne
Slide67 : STUDENT INTRODUCTION Thomas De Quincey’s statement, 'All that is literature seeks to communicate power' suggests that a work of literature has the purpose to transmit a powerful message or theme to the reader. The novels Ethan Frome by Edith Wharton and The Scarlet Letter by Nathaniel Hawthorne are literary works that communicate powerful ideas. SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS
Slide68 : STUDENT BODY ¶ Nathaniel Hawthorne’s novel, The Scarlet Letter communicates the powerful theme of conscience. In Puritan Boston, Hester Prynne has had a child out of wedlock and is sentenced to wear an 'A' on her dress as a badge of shame. The child’s father is, ironically, the town’s reverend, Arthur Dimmesdale. Dimmesdale attempts to keep his involvement a secret, but his conscience finally forces him to reveal the truth. On several occasions, he inflicted physical pain on himself as a sign of his emotional trauma. It is the powerful characterization of Dimmesdale that makes Hawthorne’s message so clear. SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS interprets the lens with detail
Slide69 : STUDENT CONCLUSION A powerful message is conveyed in both Ethan Frome and The Scarlet Letter. Both works of literature definitely support Thomas De Quincey’s statement that 'All that is literature seeks to communicate power.' The power communicated by literature is crucial for the purpose of teaching the audience and for provoking thought. SESSION 2—PART B READING andamp; WRITING FOR CRITICAL ANALYSIS
End : End See You Next Year!