Overall structure of the final exam . . .
At the end of this web page is a tentative outline of the final exam. In a number of
ways, the final exam follows the general pattern of the midterm, though now you
will be called on to analyze texts that you may not have seen before or (if seen) that
weren’t discussed extensively in class. That said, be sure to study the texts that we
have examined together: for one thing, parts of some of these texts certainly will
appear on the final; for another, careful review of the familiar passages should help
prepare you to analyze the unfamiliar passages. As you review for the final exam,
make sure that you've first carefully studied the sample answers to the midterm exam
(originally posted immediately after the exam). A few of the questions that appeared
on the midterm may reappear on the final exam. More importantly, the posted answers
provide examples of clear, complete, concise, and accurate responses.
In Part A (Stylistic Identifications), note
that you will be asked to "point out the specific stylistic devices and
rhetorical strategies that helped you to identify the authors." In other
words, if you suspect that a passage employing irony, hyperbole, clipped parataxis,
tricolons, and a comically self-denigrating persona is by Kinky Friedman, briefly identify
examples of those devices and recall how they were also exhibited in the essay examined in
class. Don’t, of course, bother telling me what the passage is about. If a
passage concerns chickens, for instance, don’t waste time explaining that it was
probably written by E. B. White because he sometimes wrote about animals. In short, though
I may provide subject clues to help steer you in the right direction, be sure that your
answer focuses on rhetorical strategies and stylistic devices .
Part B asks you to compose concise rhetorical analyses
of two short texts--essentially the same thing that you were asked to do on the
midterm re. the passage from Dr. King's "I Have a Dream" speech. This
time, however, I'll have significantly higher expectations. And this time not all of
the passages will be familiar ones. Recall the guidelines that I gave you for the
midterm. The effort you’re putting into your final project should help you
greatly with part B of the final. Please make sure that you save a few minutes to
edit your work. (Again, go to the projects page and review the editing tips.) Please know
how to punctuate quotations correctly.
Part C (Short Answers) will be roughly similar
to the comparable section on the midterm: some questions will ask you to remember facts
drawn primarily though not exclusively from chapters assigned after the midterm in our
textbooks, in supplementary handouts, and in our online NOTES; others will ask you to
conduct brief stylistic and/or rhetorical analyses of one kind or another (some passages
will be familiar, many will not). Although most of the factual questions will
draw on material assigned after the midterm, I will refer to information studied earlier
in the course as well--particularly if it has appeared in different contexts at different
times in the course. I may also recycle a couple of questions from the midterm exam.
. . . and general study tips
So, in brief, how would I study for this final exam? First, if I had struggled
on parts of the midterm exam because I didn’t have a thorough knowledge of rhetorical
terms, I’d work especially hard to learn them now (http://grammar.about.com/od/rhetorictoolkit/Tool_Kit_for_Rhetorical_Analysis.htm).
Then I’d review the notes I took when we analyzed passages in class, and I’d
review the midterm exam itself (which was returned on March 27), making sure that now
I could answer every question. Of course, I'd also review all of our NOTES and other online
resources, particularly (but not exclusively) those posted since the midterm. In
addition, I’d practice my critical skills on "less familiar passages" by
reviewing texts that were handed out in class, whether or not they were discussed
extensively. For instance, if one week I assigned five passages to read, and in
class we discussed only three of them, I'd make a point of studying the other two as well.
I’d also review all of the assigned pages in our texts, paying particular (but not
exclusive) attention to names and movements and concepts and strategies that were
highlighted in previews and postscripts at NOTES. But then, to work effectively on your
final project, you’ve already done much of this reviewing recently, so you should be
in your rhetorical prime.
Finally, I’d simply plan on showing up for the final exam well rested, sober, on time
(4:00 p.m.), brimming with confidence, and equipped with a couple of pens and a pad of
paper. Here’s the tentative outline. Metaphors be with you.
A. Stylistic Identifications [24 points]
Of the following seven passages below, one was written by ------, another by
------, a third by ------, and a fourth by -------. Identify the passages written by
these four writers, and (in several concise, revealing sentences for each) point out the specific
stylistic devices and rhetorical strategies that helped you to identify the authors.
(The remaining passages, if you're curious, were written by ------, -------, and ------.)
Please place your answer sheets (stapled to this exam booklet) on the front desk.
