English Essay Help Rip Van Winkle

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Graded Assignment ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

Graded Assignment “Rip Van Winkle” and the Emergence of an American Mythology This document provides an overview of the tasks and time line for completing this assignment.

Assignment Instructions As you have learned, the stories that make up a nation’s mythology share several characteristics:

• They are set in the past, often in remote or exciting places and times. • They are filled with remarkable, strange, or exaggerated characters. • They feature incredible, heroic, impressive, magical, or mysterious events and their consequences. • They convey a positive message about a nation or its people.

After reading Washington Irving’s “Rip Van Winkle,” consider it as a story that helped create an American mythology. Then answer the following question in the form of a short essay. Your essay should consist of at least five paragraphs: an introductory paragraph, three body paragraphs, and a concluding paragraph. How does Irving incorporate at least three of the above characteristics into “Rip Van Winkle”? What is the impact of these characteristics on the story or on the reader’s experience of the story? Be sure to cite specific examples from the text in your response. Process You should always use a process for your writing that includes planning and drafting. To complete this assignment, you will do the following: • Review the assignment instructions and grading criteria thoroughly. The writing assignment you complete in

this unit will be graded against a rubric that assesses the essay in a number of categories. These categories focus both on the essay’s contents and its clarity.

o Read the rubric on the last page of this document. Keep the criteria listed on the rubric in mind as you complete the writing assignment.

o Remember to write in standard formal English and use the third person (no personal opinions) and the present tense.

• Read and study “Rip Van Winkle” by Washington Irving. As you study the work, you will gather information and

start to plan your approach to the essay. • Complete a plan for your essay. • Begin drafting your paper, using your plan as a guide. • Review and revise your first draft. You should try to have another person read your work and give you

feedback as part of your revision process. • Write the final draft of your project. Be sure to follow these requirements and recommendations when

completing your draft: Open a new Microsoft Word document. Type your name, your teacher’s name, your school name, and the date at the top of your document. To help your teacher know from whom the project came, save the file as: ENG303A/ENG304A_04_01_Rip_Van_Winkle_Essay_FirstInitial_LastName.doc

Example: ENG303A/ENG304A_04_01_Rip_Van_Winkle_Essay_M_Smith.doc

Type your project in the document you create.

Copying or distributing without K12’s written consent is prohibited.

Graded Assignment ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

Time Line You will complete this project over the course of eight school days.

Task Start Complete Print and review assignment instructions. Day 26 Day 26

Read and study “Rip Van Winkle.” Day 26 Day 28

Complete a plan for your essay. Day 28 Day 29

Draft and revise your essay. Confer with your teacher if necessary.

Day 29 Day 33

Submit final draft for a grade. Day 33

Grading/Point Values Assignment Point Value: 200

Required Final Draft Length Pages: 1–2

Word Count: 250–500

Graded Assignment Answer Key ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

“Rip Van Winkle” and the Emergence of an American Mythology Grading Rubric 5 4 3 2 1 Criterion

Purpose The literary essay fulfills its purpose of explaining how “Rip Van Winkle” reflects the emergence of an American mythology. The essay contains a complete analysis of the characteristics and explains how these characteristics affect the story and the reader’s experience of the story.

The literary essay explains how “Rip Van Winkle” reflects the emergence of an American mythology, but the analysis of the characteristics is not complete. The essay presents more summary than analysis. The writer’s appreciation of how the characteristics affect the story and the reader’s experience is not always clear.

The purpose of the literary essay about “Rip Van Winkle” and the emergence of an American mythology is not entirely clear. The essay provides some analysis of the characteristics, but there are significant gaps that leave the reader questioning. The writer may or may not explain how the characteristics affect the story and the reader’s experience. The essay contains irrelevant information, which makes the reader question the main purpose of the essay.

The literary essay about “Rip Van Winkle” and the emergence of an American mythology does not fulfill its purpose because it lacks significant analysis of the characteristics, or contains irrelevant information, or is mostly a summary of the story.

This essay is not a literary essay about “Rip Van Winkle” and the emergence of an American mythology. It does not contain an analysis of the story’s characteristics, and it does not convey the writer’s understanding of the story, the characteristics, and the effect of those characteristics on the reader.

Graded Assignment Answer Key ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

5 4 3 2 1 Criterion Ideas and Content

The literary essay presents a valid thesis and contains examples of three of the four characteristics of stories that participate in a nation’s mythology:

The literary essay does not present a valid thesis, and the writer discusses only one of the specified characteristics. The writer is unable to make convincing connections between the analysis of the characteristics and the emergence of an American mythology. The writer does not use paraphrases, examples from the story, or quotations to support his or her analysis. The writer draws conclusions for which he or she offers no evidence. The writer does not explain the effect of the characteristics on the story or the reader, and the essay presents more summary than analysis.

The literary essay does not have a valid thesis, and the writer does not discuss the characteristics. The essay shows no insight into the story and its contribution to an American mythology and does not use any paraphrases, quotations, or examples from the story to support an analysis of the story’s effect on the reader and its contribution to an American mythology.

The literary essay presents a valid thesis and contains examples of three of the four characteristics of stories that participate in a nation’s mythology:

The literary essay presents a valid thesis and contains examples of fewer than three of the four characteristics of stories that participate in a nation’s mythology:

• They are set in the past, often in remote or exciting places and times.

• They are filled with remarkable, strange, or exaggerated characters.

• They feature incredible, heroic, impressive, magical, or mysterious events and their consequences.

• They convey a positive message about a nation or its people.

The three chosen characteristics are clearly supported by evidence in the form of relevant paraphrases, quotations, and examples from the story. The writer explains the connections between the evidence and the creation of an American mythology. The writer concludes by explaining the effect of the characteristics on the story and on the reader.

The three characteristics are mostly supported by relevant paraphrases and quotations from the story. The writer explains the connections between the evidence and the creation of an American mythology, but some points remain unsupported, or the writer does not make a convincing connection between evidence presented and conclusions drawn. The writer concludes by explaining the effect of the characteristics on the story and on the reader.

The characteristics are sometimes, but not always, supported by relevant paraphrases and quotations from the story. The essay includes some irrelevant or tangential content. The writer does not always explain the connections between the evidence presented and the creation of an American mythology. The writer may fail to conclude by explaining the effect of the characteristics on the story and on the reader, or the essay may offer more summary than analysis.

Graded Assignment Answer Key ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

5 4 3 2 1 Criterion

Structure and Organization

The essay identifies the title of the story and the name of the author and presents a thesis in the introductory paragraph, and ends with a concluding paragraph that summarizes the main points or restates the thesis of the essay. The body of the essay contains paragraphs that support the essay’s thesis. The essay consistently follows an organizational pattern such as order of importance. Transitions are well placed and make meaningful connections between ideas and paragraphs.

The essay identifies the title of the story and name of the author, presents a thesis in the introductory paragraph, and ends with a concluding paragraph that restates the thesis of the essay. The body of the essay contains paragraphs that support the essay’s thesis. The essay usually follows an appropriate organizational pattern, but a few details or ideas may be out of place. Transitions are generally used effectively.

The essay identifies the title of the story and name of the author, but may not do so in the introductory paragraph. The essay presents a thesis, but it may not be in the introductory paragraph, or the essay may have a concluding paragraph that does not restate the thesis. The body of the essay contains paragraphs that support the essay’s thesis, but there may be irrelevant or tangential content. The essay sometimes follows an appropriate organizational pattern, but not consistently. Transitions are occasionally used.

The essay might not identify the title of the story or the name of the author. The essay does not have a clear thesis that is identified in the introductory paragraph or it may lack an introductory paragraph altogether. The conclusion, if present, does not restate the essay’s thesis. The essay does not follow a clear organizational pattern, and the writer tends to jump around without connecting ideas. Minimal transitions are used.

The essay identifies neither the title of the story nor the name of the author. The essay lacks a clear thesis and a clear conclusion. The structure of the literary essay is non-existent. The essay consists of only one long paragraph, and there are no transitions between ideas.

Language, Word Choice, and Style

The writer uses effective, compelling language to express key ideas. He or she considers purpose, audience, and tone in language and word choice. The essay uses present tense when referring to the story. The essay incorporates literary terms and contains no colloquialisms or slang expressions. The essay is written in the third-person point of view without first- person expressions of opinion. The literary essay is written in a formal style.

The writer uses effective language to express key ideas. He or she usually considers purpose, audience, and tone in language and word choice. The essay usually uses formal language, incorporates some literary terms, and does not contain colloquialisms or slang expressions. The literary essay is usually written in the third-person point of view, is mostly objective, and typically does not contain first-person expressions of opinion.

The writer’s language is occasionally compelling. The writer attempts to consider purpose, audience, and tone, but sometimes loses sight of one of these aspects and includes inappropriate language or wording. Few appropriate literary terms are employed, and the writer sometimes incorporates slang, colloquialisms, or other informal language. The literary essay is not consistently objective, and third-person language sometimes lapses into first- person expressions of opinion.

The essay lacks compelling language. The writer does not consider purpose, audience, or tone, and uses inappropriate language or wording. Literary terms are not used, and the language is informal. The literary essay is not objective or is not written in the third-person point of view. The writer includes many first-person expressions of opinion.

The essay’s language is often incoherent. The writer does not consider purpose, audience, or tone. The literary essay contains personal opinions, comments, and exclamations. The essay contains informal language, including slang and other inappropriate expressions.

Graded Assignment Answer Key ENG303A/ENG304A: American Literature | Unit 4 | Lesson 1: Creating an American Mythology – Introduction

Criterion 5 4 3 2 1 Sentences and Mechanics

Each sentence expresses a complete thought. The title of the story and the name of the author are capitalized correctly. Quotation marks are used around the title of the story, and quotations within the essay contain the exact words from the story and are punctuated correctly. There are extremely few errors in grammar, usage, and mechanics, and those that exist do not impede understanding.

Most sentences contain complete thoughts. The title of the story and the name of the author are capitalized correctly. The title of the story is enclosed in quotation marks. Quotations from the story include the correct words, but they are sometimes not punctuated correctly. There are few errors in grammar, usage, and mechanics, and they rarely interfere with a reader’s ability to understand.

The title of the story and name of the author might not be capitalized correctly, or the title of the story is not enclosed in quotation marks. Sentences do not all contain complete thoughts. There are several unintentional fragments and run-ons. Quotations do not contain all of the correct words or are not punctuated correctly. There are errors in grammar, usage, and mechanics that sometimes interfere with the reader’s ability to understand.

The title of the story and name of the author, if present, might not be capitalized correctly. Many sentences are incomplete, and it is difficult to recognize quotations from the story. There are errors in grammar, usage, and mechanics that make the essay difficult to understand.

Most sentences contain errors in structure. Quotations, if used, are incorrectly transcribed and punctuated. Multiple errors in grammar, usage, and mechanics

Movie 10 Pages

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Option A

Provide an auteurist analysis of one film from a filmmaker of your choice. You should argue how this particular film fits (or deviates from) this filmmaker’s typical style. How do the elements of film we’ve studied combine to produce a certain visual and aural style in this film? Are these stylistic effects typical in this filmmaker’s work?

Note that this will not be a comparative essay where you analyze multiple films—instead, you’re focusing deeply on just one film. However, you will need to provide some context for what this filmmaker’s typical style actually is. To do so, you should consult at least two reputable sources to lay the foundation for your argument. These sources may come from academic film studies journals or reputable journals of film criticism (Cinema Journal, Film Quarterly, The Velvet Light Trap, etc.) or scholarly books from the library. You will need to identify a filmmaker who you can find some existing research on, so keep that in mind as you select the film and filmmaker you want to analyze. I’m happy to discuss options with you, help you brainstorm, and guide you as you research your filmmaker.

Option B

Choose one of the films from our syllabus and identify its genre. There are a wide range of different types of film genres: detective, action/adventure, mystery, science fiction, horror, gangster, romance, comedy, musical, comedy, animation, detective, or spy thriller. Often, a movie may contain elements reflecting different genres. In this paper, you should argue how this particular film fits (or deviates from) its genres. How do the elements of film we’ve studied combine to produce a certain visual and aural style in this film? Are these stylistic effects typically used in this genre? How may this film be subverting expected generic traits to produce something new? Bring in outside research as needed to help support or contextualize your claims.

Helpful Tips:

Watch the movie. Then watch it again. Take notes during the first viewing and, if you are analyzing a movie that is available on DVD, be ready with your remote control to pause and rewind. Writing an effective film analysis is best accomplished if you don’t have to rely on your memory of events, dialogue or cinematic techniques.

Critically engage with the movie so that you can effectively produce a strong essay. Focus on a single thematic concept related to the film. Ideas for essays taking this route could include an analysis of how the film is photographed, how the movie relates a historical event in a dramatic way without compromising the facts or how a single sequence within the film relates to larger cinematic concepts, like overlapping dialogue or the utilization of dramatic irony.

Introduce the film and its major participants, such as the actors and director. Include the name of another technician on the film if your analysis will be focusing on that aspect. For instance, cite the name of the cinematographer if you are going to be writing about the importance of shadows to film noir, or include the name of the composer of the movie’s score if you are writing about the importance of background music to the emotional tone of the film.

Provide a brief overview of the story, but avoid the temptation to pad your word count by writing what amounts to a synopsis of the story rather than analysis. Reveal plots twists or the ending of the film only if they relate directly to your analysis.

Familiarize yourself with technical jargon related to the art of filmmaking. Learn the difference between a cut and a dissolve. Write about subjective camera work if the analysis is dealing with a part of the movie shot from the point of view of one of the characters. Properly utilizing filmmaking terms will strengthen the authority of your essay.

Writing Tips:

Mechanics

For any formal essay, you should follow the formatting guidelines of the profession style in the field – in this case MLA style . That means you should have

· a heading (your name, the course, &c.),

· a “header” (your last name & the page number, which you can add using functions under the Insert tab in your word‐processing program), and

· an original, relevant title.

Use italics for the title of any feature‐length film.

Essay Rubric

	Excellent (A)	Good (B)	Fair (C)	Poor (D)	Failing (F)
*Content:*
Topic	Highly relevant & original.	Very relevant w/ personal touches.	Marginally impor‐tant or original.	Somewhat insig‐ nificant; derivative	Not relevant or original.
Thesis	Exceptionally complex.	Very complex.	Some complexity, but fairly straightfwd.	Not very complex.	Very simplistic.
Body	Lots of detail; ex‐ tensive development	Good detail, examples, coverage.	Some detail and effort on developm.	Speaking mainly in generalizations.	Too short; no concrete detail.
Logic	Airtight reasoning.	Sound reasoning; few lapses.	Okay, but wavering on a few points.	Pattern of faulty logic & emotional appeals.	Illogical; off track.
Research	Vast effort on finding sources.	Good sources; interesting variety.	Some sources; lacking in variety.	Little effort on sources; sloppy bibliography.	Virtually no citations.
*Form:*
Organization	Seamless flow of information	Good structure; major components in place.	Basic structure in place, but bland presentation.	Components out of place or transitions hard to follow.	Seriously lacking in structure.
Style	Vital, original, energetic prose.	Good, sound English expression.	Somewhat bland.	Awkward, incon‐sistent language.	No energy.
Grammar, Punctu‐ ation, mechanics	Essentially free of errors.	Free of major sentence errors, but some minor ones.	A smattering of sentence infractions.	Significant major sentence errors.	Variety of errors.
Manuscript form (or spoken delivery)	Following Server documents; con‐ fidently delivered.	Most guidelines, followed; good presence.	Some lapses in form; good humor.	Disregards fomat rules; lackluster performance.	No knowledge of required formats; poor attitude.

WRITE: 200-Word RESPONSE (BLACK WORLD HISTORY)

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WRITE: 200-Word RESPONSE: Reflect on the reading “The Negro Digs Up His Past” by Harlem Renaissance intellectual Arturo Schomburg and the TEDx talk by contemporary black intellectual and political activist Bryan Stevenson. What is each author’s/ speaker’s main argument? Do you agree or disagree with their main points? Imagine a conversation between 1920s black intellectual Arturo Schomburg and current-day lawyer and civil rights activist Bryan Stevenson. What advice might Schomburg give to Stevenson? You must use at least TWO direct quotes from the source materials.

Read: “The Negro Digs up his Past” by Arturo Schomburg (in The New Negro, 1925)

Watch: TEDx Talk, “We Need to Talk about an Injustice” by Bryan Stevenson: (链接到外部网站。)链接到外部网站。

https://www.youtube.com/watch?v=8cKfCmSqZ5s

This is a guideline. You may exceed the word count in the guideline below; however, if you choose to exceed the word count you must be sure that you are adding meaningful, concisely written insights.

Ten-Point Discussion POST Rubric

Up to 5 points for original thought / contribution (Word Count 200; perspective not previously posted)
Up to 5 points for development of thought ( full explanation, reference specific quotes in reading, pose a new question)

Ten-Point Discussion RESPONSE Rubric

Up to 5 points for responding to posting of others, which includes timeliness of response, response includes 100 words, response fully engages with previous post by providing specific details about why you agree OR disagree with previous post
Up to 5 points for response that includes another, original idea and a question

Literacy Quiz 25 Quiestions

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Read the statement from a paper on The Importance of Being Earnest .

The Importance of Being Earnest contains the features of a comedy of manners.

Which excerpt from the play best supports the statement?

Merriman. Mr. Ernest Worthing has just driven over from the station.

Algernon. It is much pleasanter being here with you.

Miss Prism. No married man is ever attractive except to his wife.

Chasuble. Mr. Worthing, I offer you my sincere condolence.

Read the passage from The Importance of Being Earnest .

Lady Bracknell. . . . [Turns to Jack.] Apprised, sir, of my daughter’s sudden flight by her trusty maid, whose confidence I purchased by means of a small coin, I followed her at once by a luggage train. Her unhappy father is, I am glad to say, under the impression that she is attending a more than usually lengthy lecture by the University Extension Scheme on the Influence of a permanent income on Thought. I do not propose to undeceive him. Indeed I have never undeceived him on any question. I would consider it wrong. But of course, you will clearly understand that all communication between yourself and my daughter must cease immediately from this moment.

How does Wilde poke fun at Victorian society in the passage? Check all that apply.

Lady Bracknell says her maid is trustworthy but has to bribe her to get help.

The names of the college and class seem reasonable to Gwendolen’s father.

Gwendolen’s father appears to be an unhappy man.

Lady Bracknell says it is wrong to be honest with her husband.

Lady Bracknell does not approve of Gwendolen dating Jack.

Miss Prism. . . . The good ended happily, and the bad unhappily. That is what Fiction means.

How does the epigram affect this scene?

It suggests the serious idea that tidy endings are uncommon in real life.

It explains the humorous idea that bad endings are usually happy.

It introduces the pessimistic idea that happy endings only happen in stories.

It reveals the optimistic idea that most endings are a good thing.

Read the beginning of The Importance of Being Earnest .

Title: The Importance of Being Earnest by Oscar Wilde

The Persons in the Play John Worthing, J.P. Algernon Moncrieff Rev. Canon Chasuble, D.D. Merriman, Butler Lane, Manservant Lady Bracknell Hon. Gwendolen Fairfax Cecily Cardew Miss Prism, Governess

First Act SCENE Morning-room in Algernon’s flat in Half-Moon Street. The room is luxuriously and artistically furnished. The sound of a piano is heard in the adjoining room.

[Lane is arranging afternoon tea on the table, and after the music has ceased, Algernon enters.]

Algernon. Did you hear what I was playing, Lane?

Lane. I didn’t think it polite to listen, sir.

Which analysis of the beginning of The Importance of Being Earnest is the most accurate?

The setting at the opening of the play makes a comment on the benefits of being married.

The names of the characters in the play help Wilde illustrate the differences between social classes.

The title is helpful in establishing the play as a comedy of manners because it makes use of witty wordplay.

The first line of dialogue in the play helps Wilde emphasize a contrast between city and country life

Read the passage from The Importance of Being Earnest .

Lady Bracknell. . . . I think some preliminary inquiry on my part would not be out of place. Mr. Worthing, is Miss Cardew at all connected with any of the larger railway stations in London? I merely desire information. Until yesterday I had no idea that there were any families or persons whose origin was a Terminus.

Which excerpt from the passage contains a paradox and a pun?

“my part would not be out of place.”

“larger railway stations in London.”

“I merely desire information.”

“whose origin was a Terminus.”

What literary device does Oscar Wilde use in the title of his play The Importance of Being Earnest ?

epigram

understatement

pun

paradox

Read the excerpt from H. G. Wells’s The War of the Worlds .

The peculiar V-shaped mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin beneath the wedgelike lower lip, the incessant quivering of this mouth, the Gorgon groups of tentacles, the tumultuous breathing of the lungs in a strange atmosphere, the evident heaviness and painfulness of movement due to the greater gravitational energy of the earth—above all, the extraordinary intensity of the immense eyes—were at once vital, intense, inhuman, crippled and monstrous. There was something fungoid in the oily brown skin, something in the clumsy deliberation of the tedious movements unspeakably nasty.

Which statement best describes how Wells conveys his purpose with this excerpt?

He provides quotes from experts.

He shares data about the creature.

He appeals to the reader’s beliefs.

He uses detailed physical description

Which statement best explains the aesthetic elements of a literary work?

Aesthetic elements establish background.

Aesthetic elements distinguish characters.

Aesthetic elements impart an artistic quality.

Aesthetic elements offer a thematic message.

How do authors impart aesthetic elements? Check all that apply.

through their word choice

through persuasive argument

through their tone

through facts and data

through the story’s mood

Which excerpt from Act I of The Importance of Being Earnest . is an understatement?

“I am always telling that to your poor uncle, but he never seems to take much notice . . . as far as any improvement in his ailment goes.”

“Well, really, Gwendolen, I must say that I think there are lots of other much nicer names.”

“Gwendolen, I must get christened at once—I mean we must get married at once. There is no time to be lost.”

“You know that I love you, and you led me to believe, Miss Fairfax, that you were not absolutely indifferent to me.”

Read the excerpt from Act II of The Importance of Being Earnest .

Cecily. [Rather shy and confidingly.] Dearest Gwendolen, there is no reason why I should make a secret of it to you. Our little county newspaper is sure to chronicle the fact next week. Mr. Ernest Worthing and I are engaged to be married.

Gwendolen. [Quite politely, rising.] My darling Cecily, I think there must be some slight error. Mr. Ernest Worthing is engaged to me. The announcement will appear in the Morning Post on Saturday at the latest.

Part of this excerpt would be considered an understatement because

when Cecily says, “There is no reason why I should make a secret of it to you,” she actually does have a reason to keep it a secret.

when Cecily says, “Mr. Ernest Worthing and I are engaged to be married,” she is actually making a joke.

when Gwendolen says, “I think there must be some slight error,” she is actually referring to the large error of Cecily saying she is engaged to Ernest.

when Gwendolen says, “The announcement will appear in the Morning Post on Saturday,” she is not telling the truth.

Read the excerpt from Act I of The Importance of Being Earnest .

Algernon. Well, we might trot round to the Empire at ten?

Jack. Oh, no! I can’t bear looking at things. It is so silly.

Algernon. Well, what shall we do?

Jack. Nothing!

Algernon. It is awfully hard work doing nothing. However, I don’t mind hard work where there is no definite object of any kind.

What effect does the paradox in this excerpt have on the reader?

It causes the reader to think about the multiple meanings of the word bear in the play.

It causes the reader to think about how doing nothing should be easy, but in fact can be quite hard.

It causes the reader to realize that doing nothing is never hard work and that Algernon is wrong.

It causes the reader to realize that Jack thinks doing something is always better than doing nothing

Which excerpt from The War of the Worlds uses a sensory detail for aesthetic impact?

“Henderson stood up with his spade in his hand.”

“Ogilvy told him all that he had seen.”

“The two men hurried back at once to the common, and found the cylinder still lying in the same position.”

“Air was either entering or escaping at the rim with a thin, sizzling sound.”

Read the excerpt from Act II of The Importance of Being Earnest .

Jack. Oh! I don’t see much fun in being christened along with other babies. It would be childish. Would half-past five do?

Chasuble. Admirably! Admirably! [Takes out watch.] And now, dear Mr. Worthing, I will not intrude any longer into a house of sorrow. I would merely beg you not to be too much bowed down by grief. What seem to us bitter trials are often blessings in disguise.

Miss Prism. This seems to me a blessing of an extremely obvious kind.

Which two definitions of the word blessing does the pun in this excerpt rely on?

approval from someone in charge

a religious ceremony called a christening

encouragement from a friend

grace said at a meal

something that brings one happiness

Read the excerpt from Act I of The Importance of Being Earnest .

Jack. My dear Algy, you talk exactly as if you were a dentist. It is very vulgar to talk like a dentist when one isn’t a dentist. It produces a false impression.

The main effect of the pun in the excerpt is that it

confuses the reader.

creates a funny moment.

creates a serious moment.

explains something to the reader.

Read the passage from The Importance of Being Earnest .

Gwendolen. [To Jack.] Darling!

Algernon. [To Cecily.] Darling! [They fall into each other’s arms.]

[Enter Merriman. When he enters he coughs loudly, seeing the situation.]

Merriman. Ahem! Ahem! Lady Bracknell!

Jack. Good heavens!

[Enter Lady Bracknell. The couples separate in alarm. Exit Merriman.]

Lady Bracknell. Gwendolen! What does this mean?

In contrast to reading the scene, seeing the staged version of the scene would improve its aesthetic impact by allowing the audience to

see a single narrator, thereby adding to the drama.

watch the actors’ reactions, thereby adding to the humor.

witness different characters, thereby adding more tension.

view it being told in the past tense, thereby adding excitement.

Read the passage from The Importance of Being Earnest .

Gwendolen. Let us preserve a dignified silence.

Cecily. Certainly. It’s the only thing to do now. [Enter Jack followed by Algernon. They whistle some dreadful popular air from a British Opera.]

Gwendolen. This dignified silence seems to produce an unpleasant effect.

Cecily. A most distasteful one.

Gwendolen. But we will not be the first to speak.

Cecily. Certainly not.

Gwendolen. Mr. Worthing, I have something very particular to ask you. Much depends on your reply.

Wilde uses the exchange between Gwendolen and Cecily to

praise the strict social codes of Victorian society.

show the superiority of women in Victorian society.

mock the formal courtship rules of Victorian society.

explain the importance of romance in Victorian society.

Read the excerpt from Act III of The Importance of Being Earnest .

Lady Bracknell. That does not seem to me to be a grave objection. Thirty-five is a very attractive age. London society is full of women of the very highest birth who have, of their own free choice, remained thirty-five for years. Lady Dumbleton is an instance in point. To my own knowledge she has been thirty-five ever since she arrived at the age of forty, which was many years ago now. I see no reason why our dear Cecily should not be even still more attractive at the age you mention than she is at present. There will be a large accumulation of property.

Which Victorian social codes are reflected in this excerpt? Check all that apply.

the equality among the different social classes

the significance of being polite and mannerly

the emphasis on importance of appearances

the stress on etiquette in formal courtships

the importance of wealth and social ranking

Read the excerpt from Act III of The Importance of Being Earnest .

Lady Bracknell. [With a shiver, crossing to the sofa and sitting down.] I do not know whether there is anything peculiarly exciting in the air of this particular part of Hertfordshire, but the number of engagements that go on seems to me considerably above the proper average that statistics have laid down for our guidance.

What Victorian social code is reflected in Lady Bracknell’s disapproval of the number of engagements?

the belief that romance should play a large role in engagements

the perception that quick engagements go against religious beliefs

the belief that engagements and marriages should follow social rules

the perception that it is important to marry within one’s social class

Read the excerpt from Act III of The Importance of Being Earnest .

Jack. [In a pathetic voice.] Miss Prism, more is restored to you than this hand-bag. I was the baby you placed in it.

Miss Prism. [Amazed.] You?

Jack. [Embracing her.] Yes . . . mother!

Miss Prism. [Recoiling in indignant astonishment.] Mr. Worthing! I am unmarried!

What do you learn about Miss Prism from this excerpt?

She believes in strict adherence to religion.

She believes in the division of social classes.

She believes in adherence to societal expectations.

She believes in morality over outward appearances

Read the passage from The Importance of Being Earnest .

Algernon. I really don’t see anything romantic in proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal. Why, one may be accepted. One usually is, I believe. Then the excitement is all over. The very essence of romance is uncertainty. If ever I get married, I’ll certainly try to forget the fact.

In the passage, Wilde uses to achieve an aesthetic impact.

Read the passage from The Importance of Being Earnest .

Jack. . . . Old Mr. Thomas Cardew, who adopted me when I was a little boy, made me in his will guardian to his grand-daughter, Miss Cecily Cardew. Cecily, who addresses me as her uncle from motives of respect that you could not possibly appreciate, lives at my place in the country under the charge of her admirable governess, Miss Prism. Algernon. Where is that place in the country, by the way? Jack. That is nothing to you, dear boy. You are not going to be invited . . .

By refusing to let Algernon meet Cecily, what character trait does Jack display?

protectiveness

mischievousness

jealousy

compassion

Read the passage from an essay on The Importance of Being Earnest .

Chasuble. . . . Your brother was, I believe, unmarried, was he not?

Jack. Oh yes.

Miss Prism. [Bitterly.] People who live entirely for pleasure usually are.

How is the passage an example of Wilde achieving his overall purpose in writing the play?

Wilde uses realism to instruct the audience so they approve of the marriage.

Wilde uses sarcasm to shame the audience into embracing the social code.

Wilde uses humor to entertain the audience while he comments on marriage.

Wilde uses criticism to instruct the audience about the importance of morality.

Read the passage from The Importance of Being Earnest .

Cecily. [Coming over very slowly.] But I don’t like German. It isn’t at all a becoming language. I know perfectly well that I look quite plain after my German lesson. Miss Prism. Child, you know how anxious your guardian is that you should improve yourself in every way. He laid particular stress on your German, as he was leaving for town yesterday. Indeed, he always lays stress on your German when he is leaving for town. Cecily. Dear Uncle Jack is so very serious! Sometimes he is so serious that I think he cannot be quite well.

From the passage, the reader can conclude that Cecily

plans on traveling abroad.

wishes she were smarter.

values looks over knowledge.

wants to be more responsible.

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