• American Journey Exams
    The heights by great men reached and kept

    Were not attained by sudden flight,

    But they, while their companions slept,

    Were toiling upward in the night.


    Henry Wadsworth Longfellow
    Here you will find information regarding your exams.  This includes resources to use to study as well as what materials to prepare.  This is not just a resource for English.  Try these strategies for all of your lessons!

    FINAL 2018
    Check out our pages
     - See the vocab page for other helpful review activities!
    I hope you take Longfellow's words to heart (though don't stay up too late!) 


    - 1 text to read closely, annotate, and answer critical reading questions
    - 1 text to read closely, annotate and compose a short essay demonstrating close reading and analytical abilities
    - 50 MC vocabulary questions
    You have an hour and 40 minutes to complete these tasks.
    Texts covered:

    The Great Gatsby by F. Scott Fitzgerald

    The Catcher in the Rye by J.D. Salinger

    Various articles supplementing each novel
    Major learnings and Essential questions (the gold sheet we've been responding to in our Article readings)



     Vocab Prep   



      How to Study for a Literature/Essay Exam
    This is different from other types of exams since it relies entirely on how well you've been honing your reading and writing abilities throughout the year.  You will need to read a new text and then construct meaningful, unique, tenable positions on the topic given. 
    A good thing to do is to look at the poems we have already done, and try to write longer selections on those.  Then, you can practice with other poems (the extras in the packet or others you find) and continue to practice the analysis skills we've been using in class.  Use these resources to help!


    Things to consider when writing:  Specifics are Important!


    NOT Specific:  The poem's purpose is a call to action because the ending talks about making a change in the nation.


    SPECIFIC:  The poem's purpose is a call to action as seen in the language and imagery in the final section. Here, the pronoun usage shifts from predominantly "I" to "we," indicating a collective, unified effort at change. Alluding to the Constitution of the United States, he cries that "We, the people, must redeem" (line 82) the land. Further, in the ending lines, Hughes calls for "All, all the stretch" (line 85) of the states to be changed, speaking to the desire for all to participate and all to be affected by the participation.  Finally, the progression of the "America" described from past to present in the final four stanzas conveys the expectation of progress:  those "who made America" (line 66) must "take back" (line 73).  This promises that "America will be" (line 79) so that all can be equal " and make America again!" (line 86).


    Great.  Now, what do I "write" to study!?!

    The most important part of studying is CREATING connections for yourself.  It is NOT about memorization but seeing how things RELATE to one another. 
    To do that, think about your learning style.  Are you a visual learner?  Kinesthetic (movement) learner?  Auditory (hearing/listening) learner?  Tactile (using the hands) learner?
    Pen/Paper Process: (Works well for visual/tactile learners) 

    There"s nothing wrong with some straightforward pencil to paper studying.  In fact, I still say it"s the best way to guarantee you know the information.  Below are some things you may want to try!

    • With your study guide or notes in hand,  look for what you DO NOT know or are unsure of.
      • Mark it in some way, either with a circle or a star.
      • Take out notes on THOSE topics and review the information.
    • REWRITE the notes, create a graphic organizer, organize the material in some way.
    **The key is to be ACTIVE while studying,
    not just "looking over" the notes.**
    Ideas for how to be active/create connections between material:
    • Visual/Tactile Learner Ideas
      • Venn diagrams, t-charts, maps, timelines, picture summary, picture timeline,
      • Create icons/images for tough vocab words
      • LINCs cards
      • **The more images you create, the better**
    • Musicians/Poets (auditory learners)
      • Create a song/tune/rap connecting the ideas together in a way that makes sense.
      • Biography PoemsIf you like writing poetry and want to find a way to better remember the characters' traits and personalities, check out this activity.  You may want to try it just for those you are most unsure of; this should help sear the information in your brain!!
      • Auditory Learners:  Use Audacity or Garageband or just an old fashioned tape recorder to RECORD yourself saying the notes aloud.  Play them back and write notes while re-listening to yourself.
    • Relational Learners:  Connect ideas to people you know. 
      • Can't remember anaphora?  It's essentially repetition in some way.  I see the name "Anna" in there, and I know quite a few of them.  So it's a bit repetitive for me to have Anna-for-a friend. 
      • What is the vocab word "mordant"?  It means biting or mean, and it sounds to me like mortal, which connects to that old school video game Mortal Kombat, which had some pretty mordant characters in it!
    • Computer/Tech learners:
      • Seek online resources to help you go over what you just did with your pencil and paper.  Use these to help, but do not rely on them as your sole method of preparation.
    AFTER all that:
    • Read over again and highlight information you are STILL unsure of.
    • REWRITE/draw those sections AGAIN.


    See the vocab page for other helpful review activities!
    I hope you take Longfellow"s words to heart (though don"t stay up too late!)