ENGLISH 10

Exam Reviewer
2nd Quarter | S.Y. 2023-2024

I. READING TOPICS
Analysis

THE RAVEN
● The raven symbolizes the persona’s
inner consciousness
Background ○ The raven repeating
“Nevermore” is an echo of the
persona’s voice when he was
Edgar Allan Poe shouting “Lenore! Lenore!” at the
- “Master of Macabre” first part of the poem
● Macabre = grotesque ● The story represents the process of
- A central figure of Dark Romanticism grieving over losing a loved one, and
- Originators of the horror and detective eventually going crazy
fiction genre
- A forerunner to the “art for art’s sake “
Form
movement

Summary Rhyming Scheme

- ABCBBB

● The persona is mourning his lost lover, Rhymes

Lenore - Internal
● When someone knocked on his door, - Beginning
the persona was thrilled, hoping that it - End
was Lenore - Identical
○ Unfortunately, no one was at the
door Sound Devices
○ This happened twice - Consonance (starting sounds)
● On the second time that he opened the - Assonance (ending sounds)
door, a raven flew into the persona’s - Euphony (words that sound nice
house and perched on the Bust of
Athena (a statue in the persona’s house) Meter
● The persona asked the raven for its - Trochaic octometer
name and it said “Nevermore” ● Eight counts
● After a few moments, the persona asked
the raven where Lenore was and the Diction
raven answered “Nevermore” - Choice of words
○ Because of the raven’s - Ex:
response, the persona thinks ● “Chamber” instead of “bedroom”
that the raven is a thing of evil ● “Dreary” “sorrow” “gloomy”
○ The persona got angry at the instead of “sad
raven and told it to return to
where it came from
Symbols
● The raven did not leave and just stayed
on the Bust of Athena with its shadow
covering the persona Raven
- Death, evil, supernatural
- Messengers

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Bust of Athena ● The servant was hopeless. He had two
- Knowledge and reason choices: starve and die or become a
- The raven on top of the Bust of Athena thief
means that the raven is above reason ○ He decided on the latter
● As he was going up the stairs of the
gate, he noticed movement at the very
Figurative Language
top
○ He found an old woman stealing
Allusion the hair of a dead young lady
- Refers to a person, place, or event ■ The woman said that she
external to the text was doing this to make a
- Ex: wig
● Pallas of Athena ● “Indeed, making wigs out of the hair of
● Night’s Plutonian Shore the dead may seem a great evil to you,
● Balm of Gilead but these that are here deserve no
better. This woman, whose beautiful
black hair I was pulling, used to sell cut
Element and dried snake flesh at the guard
barracks, saying that it was dried fish….”
Imagery ● After the woman explained, the servant
- A vivid and vibrant form of description stole the old woman’s clothes
that appeals to readers’ senses and ○ His reason was that the woman
imagination was stealing the girl’s hair in
order to make money and
survive so it would make sense if
RASHOMON he stole her clothes so that he
can survive as well
Background
Analysis

Ryunosuka Akutagawa
- “Father of Modern Japanese Literature” ● The setting of this story was during the
- Japan’s most prestigious literary decay and decline of Japan in the 12th
accolade — the Akutagawa Prize — is century
named after him ○ Decline of the Rashomon Gate
○ Decline of Kyoto
Rajomon/Rashomon ○ Decline of the integrity of the
- Signified the dignity of the city to people
ambassadors from foreign countries
- Same size as the Suzakumon Gate Signals/Signs of Decay in the Story
- Peeling paint
- Natural disasters
Summary - Neglect of religion
- Crows
- Weeds
● A servant was sitting at the steps of the
Rashomon waiting for the rain to stop Internal Conflict
● The servant was just dimissed by his - The pimple symbolizes the servant’s
master because of the decline of the morality
society in Kyoto ● The pimple trying to pop =
○ He was at the Rashomon servant’s morality trying to burt
because he didn’t know where to out
go

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A ROOM OF ONE’S OWN
Background
Virginia Woolf
● The narrator attends a lavish luncheon
- One of the key figures of the modernist
literary movement
- She was denied the systematized
public-school and Oxbridge intellectual
training
Bloomsbury Group
- Comprised of artists and intellectuals
who lived and worked in Bloomsbury,
London
- Founded by Virginia and her sister
- Refused conservative and patriarchal
ideals
- Supported the integration of women in
the world of arts
A Room of One’s Own (1929)
- Extended essay derived from Virginia’s
1928 lectures on women and fiction
- One of the most important early test of
feminist theory
“For most of history, anonymous was a woman”
Summary
● After the lavish luncheon at Oxbridge,
● The narrator sits by the river at
Oxbridge, pondering the relationship
between women and fiction. Her mind
wanders like a fishing line cast into the
stream, seeking the tug of an insightful
thought. However, her peaceful
contemplation is interrupted by the
imposing presence of the Beadle, a
symbol of societal norms that hinder
women's intellectual freedom.
● Seeking inspiration from Charles Lamb's
essay, the narrator attempts to access
the library at Oxbridge, only to be denied
entry due to gender restrictions. This
encounter highlights the rigid structure
of the academic world, which excludes
women from its intellectual pursuits. The
narrator observes the university
community's gathering for a service,
further emphasizing the insularity of their
world and the sense of exclusion she
feels as an outsider
at Oxbridge, where the abundance and
camaraderie create a sense of
optimism. However, a glimpse of a
tailless cat prompts her to question the
depth of the conversations and the
meaning of postwar poetry. She
contrasts the new poetry's raw emotions
with the romanticism of the pre-war era
(poetry made by Tennyson and Rosetti),
attributing the difficulty of modern poetry
to its disillusionment with the world (it’s
harder to understand post-war poetry
than pre-war poetry). As she ponders
these thoughts, she misses her turn to
Fernham, a symbol of the emerging
women's college.
○ During Word War 1, Women
needed to replace men to do
their work for them but then they
got replaced and they realized
"Why shouldn’t they be part of
the workforce?”
the narrator experiences a stark contrast
at Fernham, where the meal is humble
and the atmosphere is lacking in
intellectual stimulation. The narrator
ponders the challenges faced by
women's colleges in securing funding
and recognition, comparing them to the
centuries-long tradition of support for
male universities. She reflects on the
societal norms that have historically
prevented women from accumulating
wealth and the resulting impact on their
opportunities for education and
intellectual pursuits
○ “Lacking of intellectual
stimulation” - Fernham had plain
plates without patterns because
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 they were poor (because it was a
woman’s college)
○ “comparing them to the
centuries-long tradition of
support for male universities” -
Women had to stick up for
themselves and had to grovel for
food but Men had donations
○ “societal norms that have
historically prevented women
from accumulating wealth” -
What stopped mothers from
earning wealth- women can earn
wealth but can't handle money
why? Because the bank doesn't
allow them to. They can't have
property because men were the
only people who handled money.
Women are tied to their men
(husbands, siblings, etc..)
Women only bear and care for
children so they do not have time
because of their domestic duties
and society doesn't allow them to
have a legacy and earn money.
Analysis
● Virginia Woolf used narration/writing in
order to prove her point
● Main point: A woman must have money
and a room of her own if she is to write
fiction
A MODEST PROPOSAL
Background
Jonathan Swift
- An Anglo-Irish poet, satirist, Essayist,
and political pamphleteer
Satire
- A genre of literature that aims to ridicule
to achieve a societal change
- Horatian: funny satire
- Juvenalian: angry/offensive satire
- Menippean: political/ideological satire
Poverty in Ireland
- When Britain invaded Ireland, the
country was devastated, its population
decimated and the economic
infrastructure was destroyed
- To solve this, the English sought to
project a new plantation society
● Irish families were forced to work
in farms and only collect rent.
They weren’t allowed to own
lands because they were Roman
Catholic
- Landlords would force multiple families
to live on one piece of property, which
resulted in hunger
Great Famine
- Aka Irish Potato Famine, Great Irish
Famine, Famine of 1845-1849
- Potato crops failed because of late blight
(a disease that destroys the leaves,
roots, or tubers of potatoes)
Summary
● Children in Ireland who come from poor
families either become thieves or leave
their native country to become a
Pretender in Spain or sell themselves to
Barbadoes
○ Pretender in Spain – James
Edward Stuard, and English
person, was Roman Catholic so
the Irish were loyal to him
○ Barbadoes – agreeing to work in
servitude on plantations
● Swift presents the situation of poverty in
Ireland and suggests that his proposal
will solve the problem
● He describes the large number of poor
families in Ireland who struggle to
provide for themselves
● Swift introduces his shocking proposal
– poor Irish families should rear their
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 children as food for the wealthy – saying
that it is a way to alleviate poverty and
benefit the economy
● Benefits: economic benefits, lessen
burden on poor families, provide income
● He argued that this is a logical and
practical solution to a severe problem,
regardless of moral and ethical
objections
● Economic Advantages: reduce
overpopulation, enhancement of
Ireland’s economy
● Swift offers specific details on the sale
process:
○ Ideal age for selling: infants
○ Estimated number of children: “...
of the hundred and twenty
thousand children already
computed, twenty thousand may
be reserved for breed, whereof
only one fourth part to be
males…”
● He dismissed other alternative options,
calling them inadequate compared to his
proposal
● Swift addresses his potential critics,
asserting that his intentions is purely for
the public good
Analysis
● The proposal is written in a serious yet
satirical tone
● Swift used words such as “drop”, “dam”,
and “breed” — words associated with
animals — to show that children are
treated as livestock
Lines that has satire in it
- Greed of the Wealthy
● “I grant this food will be
somewhat dear and therefore
very proper for landlords, who,
as they have already devoured
most of their parents, seem to
have the best title to the
children.”
- Tyranny of the English Government
● The markets will be more glutted
than usual because the number
of infants is at least three to one
in this kingdom, and therefore it
will have collateral advantage by
lessening the number of Papist
among us.”
● “Therefore let no man talk to me
of other expedients: of taxing our
absentees at five shillings a
pound: of using neither clothes,
nor household furniture, except
what is of our own growth and
manufacture: of utterly rejecting
the materials and instruments
that promote foreign luxury.
- Squalor of Degradation
● “These mothers, instead of being
able to work for their honest
livelihood, are forced to employ
all their time in strolling to beg
sustenance for their helpless
infants who as they grow up,
either turn thieves for want of
work or leave their native country
to fight for the Pretender in Spain
or sell themselves to
Barbadoes.”
- Fragility of the Family
● “Men would become as fond of
their wives during the time of
their pregnancy as they are now
of their mares in foal, their cows
in calf, their sows when they are
ready to farrow; nor offer to beat
or kick them (as is too frequent a
practice) for fear of a
miscarriage.”
- Economic Utilitarianism and
Commodification of Humans
● “I have already computed the
charge of nursing a beggar's
child (in which list I reckon all
cottagers, laborers, and
four-fifths of the farmers) to be
about two shillings per annum,
rags included.”
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II. WRITING/RESEARCH TOPICS
METHODOLOGY
Background
Research Method
- Identify, select, process, and analyze
information
- Allows the reader to critically evaluate a
study’s reliability and validity
Reliability
- Quality of being trustworthy
- Performing consistently well
- The result can be reproduced under the
same conditions
- Consistency of the results across time,
different observers, and across parts of
the test
- A reliable measurement is not always
valid
- Praxis:
● create/choose a standard
procedure
● Give participants the same
information
● Collect data in the same
conditions
Validity
- Quality of being logically/factually sound
- The results really measure what they
are supposed to measure
- The results correspond to established
theories
- A valid measurement is generally
reliable
- Praxis:
● create/choose an instrument that
measures the intended content
● Use theories/concepts or
standardized questions
● Target the content you aim to
discover
● Choose the appropriate sample
group
Structure: Research Design Overview
● Explain why mixed method research is
appropriate
● Identify the type of mixed methods
design use and define it
Mix Methods Research
- Combines quantitative and qualitative
- Why we use it:
● Generalizability
● Contextualization
● Credibility
Types
- Convergent parallel design
- Explanatory sequential design
Key Tasks
- Indicate the quantitative and qualitative
approach
- Provide a justification for using mix
methods
Inductive Action Research
- Action research: investigate and solve
an issue
- Inductive: explore the issue and plan
strategic actions to address it
Structure 2: Participant Recruitment
Key Tasks
- Report major demographic characterists
and important-topic specific
characteristics
Participants
- Sample group that participates in the
study
Probability Sampling Methods
- Simple Random Sampling
● Use a random generator
- Stratified Sampling
● Randomly select based on
certain characteristics
- Cluster Sampling
● Randomly select from
randomly-selected subgrounds
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Non-Probability Sampling Methods
- Convenience Sampling
● Sample that is most accessible
to the researcher
- Voluntary Response Sampling
● Distribute a public online survey
- Purposive Sampling
● Sample that is most useful to the
research
Structure 3: Data Collection
Key Tasks
- State the form of data collected
- Describe any alterations of
data-collection
- Describe the data-selection or
data-collection process
- Indicate the mean and range of the time
duration in the data collection process
- Describe questions asked in data
collection
- Identify recording methods used
Instrument
- A tool used to collect, measure, and
analyze data
Questionnaires
- Self-report data collection that each
participant fills out
- When to use: to understand the general
characteristics or opinions of a group
- How to collect: distribute a list of
questions
- Close-ended Questionnaires
● Has pre-determined responses
● Example: multiple choice
questions
- Open-ended Questionnaires
● Answers are freely written
● For qualitative data
- Mixed Questionnaires
● Combination of close-ended and
open-ended questionnaires
Principals of Questionnaires
- Items must match research objects
- Use natural/familiar language
- Items are clear, precise, and relatively
short
- Do not use leading or loaded questions
● Leading questions: questions
that suggest an answer
● Loaded questions: questions
with emotionally charged words
- Consider different types of response
categories
- Make the questionnaires presentable,
readable and clear
- Create sections and give them titles
- Provide clear instructions
- Always pilot test your questionnaires
Interview
- When to use: to gain an in-depth
understanding
- How to collect: verbally ask participants
open-ended questions
- Structured
● Relies on asking questions in a
set order
- Unstructured
● Questions are not arranged in
advance
- Semi-structures
● Asking questions within a
predetermined thematic
framework
● Few questions are
predetermined, the others aren’t
planned
Steps for Interview
- Decide on the type of interview and the
research questions to be answered
- At least two interviewees who can best
answer the question
- Use adequate recording procedures
● Inform the interviewee
beforehand
- Send an invitation for an interview and a
request for the interviewee’s consent to
participate in the study
Structure 4: Analysis
● Systematically applying statistical and/or
logical techniques to describe and
illustrate, condense and recap, and
evaluate data
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Key Tasks
- Describe the methods and procedures
used and for what purposes
Quantitative Research Analysis
- Descriptive Statistics (bar graphs)
Qualitative Research Analysis
- Thematic Analysis
● Identify common themes in
numerical data
● When to use: whn you’re trying
to find out people’s views,
opinions, knowledge, etc.
- approaches
● Inductive and Deductive
Steps
- Transcribe, read, and take initials of the
data
- Highlight the important details
- Identify common contents or ideas
- Check if the themes are distinct and
inclusive
- Ensure names for themes are accurate
EDITING FOR APPROPRIATE LANGUAGE,
ACCURACY, AND STYLE
Non-standard English
- Informal English
- Not encouraged in professional and
academic settings
- Slang
● Type of non-standard english
● Informal, playful, and
unprofessional
● Can be localized to a specific
area and cause confusion to
readers
- Pretentious
● Does not impress readers
● Keep it simple
- Biased
● May be prejudiced, offensive, or
even hurtful
● Involves stereotypes and
insensitive words
- Jargon
● Technical terms of specific
professions
● Most readers won’t understand
Editing for Style
- Simple and direct
- Avoid wordy construction
- Use active voice
AUTHOR’S ATTITUDE AND TONE
● Implicit
● Different from mood which is the
emotion the writer makes the reader
feel, however, the two are interrelated
How to Identify Tone
- Read the background information about
the text
- Analyze the word choice
● Example:
1. Sit in the sunshine and smile
in the brilliant rays. Discover your
giggle.
2. Sit in the hot sun and smirk,
recline in the glaring rays. Hunt
for that snicker.
III. GRAMMAR TOPICS
USES OF DASHES AND HYPHENS
Dashes
- Indicates range or pause
- Longer than a hyphen
- En Dash ( – )
● Range of numbers (time, page,
score)
- Em Dash ( — )
● Draw attention to parenthetical
information
● Prepare for a change in tone
● Introduces or emphasizes
information
● Signals a sudden interruption in
dialogue
Hyphens ( - )
- Joins words or parts of words
- Uses:
● To indicate the end of line where
a word has split
○ Never divide one-syllable
words
● To join compound words
● Spelling out compound numbers
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 ● When a number forms part of a
compound adjective
○ Ex: 15-hour shift
USES OF PARENTHESES AND
BRACKETS
Parenthesis ()
- Is put around a word/phrase/sentence to
indicate that it is separated from the
main part
- Uses:
● Introduces acronyms
○ In succeeding
paragraphs, acronym
does not require
parentheses
● To separate digressions
○ Digressions = leaving the
main subject temporarily
● To make distinct afterthoughts
● To set off dates and numbers
Brackets []
- Used to enclose words or figures
- Uses:
● To enclose words added to a
direct quote
● If an error is found in the original
quote, add [sic] after the
incorrect word
○ “Sic” = Latin (“sic erat
scriptum”) meaning “thus
was it written”
USES OF ELLPISES AND SLASHES
Ellipses …
- 3 periods
- Indicates that there is a missing material
- Uses:
● To indicate a material has been
omitted from a direct quote
○ Insert a space before and
after the ellipses
● Indicates a pause, hesitation, or
unfinished thought
○ Insert a space before and
after the ellipses
● To indicate the end of a partial
quote
○ Use a period after the
ellipses; four-period
ellipses (....)
Slashes /
- Shows partition between paired terms or
lines of poetry
- One of the least used punctuation
- Uses:
● To group multiple related terms
○ Do not use slash to
replace FANBOYS
■ “and/or” are
exceptions
● To show break in line when
quoting poetry
○ A capital letter will
indicate the need of a
slash
VERB TENSES
Simple Tenses
Simple Present Tense
- Singular: verb + s/es
- Plural: base form of the verb
- General uses:
● Describes a current action or one
that occurs regularly
● Describes a fact or general truth
● Describes or interprets events in
a work of literary fiction
- Research uses:
● To make general statements
about the findings of other
researchers
● Describes the implications of
research results relevant in the
present
● To present any graphics used
Simple Past Tense
- Verb + d/ed
- General Uses:
● Describes an action that
happened in the past
● Describes facts that are no
longer valid
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 - Research uses:
● Used to write the Methodology
● To present the results of your
research
Simple Future Tense
- will/would + verb
- General uses:
● Describes an action that will take
place in the future
- Research uses:
● To write assumptions or
predictions in the analysis
Progressive Tenses
Present Progressive Tense
- is/are + verb + ing
- Describes an ongoing action
Past Progressive Tense
- was/were + verb + ing
- Describes a past action that was
happened when another action occurred
Future Progressive Tense
- will/would + be + verb + ing
- Describes the duration of a specific
action that will take place in the future
Perfect Tenses
Present Perfect Tense
- has/have + past participle of the verb
- General uses:
● Describes action that begin in
the past and continues until the
present
● Talks about a past experience
● Talks about a change or new
situation
- Research uses:
● To make statements about
ongoing research that started int
he past
Past Perfect Tense
- Had + past participle of verb
- General uses:
● Describes a past action that
happened before another past
action
Future Perfect Tense
- Will have + past participle of verb
- Conditional (something needs to happen
in order for this to happen)
- General uses:
● Describes a state or
accomplishment that will be
completed in the future before
another time
Perfect Progressive Tenses
Present Perfect Progressive Tense
- have/has + been + verb + ing
- Needs to have two events happening
- General uses:
● Describes an action that is
continuing up to now
Past Perfect Progressive Tense
- Had + been + verb + ing
- General Uses:
● Describes a past action that was
interrupted by another past
action
Future Perfect Progressive Tense
- Will have + been + verb + ing
- General uses:
● Describes an action that is
happening in the present and will
continue to happen in the future
Additional Notes:
● Perfect tenses use have/has/had + past
participle of the verb
○ If have/has/had is present but
not the participle, it is simple
perfect tense
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