English 1101A Study Guide - Newfoundland and · PDF fileTo the Student English 1101A Study Guide Page 5 The following questions and answers should help you use this Study Guide. Who

Adult Basic Education

English Language Arts

English 1101A

Study GuidePrerequisites: None

Credit Value: 1

Degree and Technical Profile and Business-Related College Profile Required EnglishCourses

English 1101A

English 1101B

English 1101C

English 2101A

English 2101B

English 2101C

English 3101A

English 3101B

English 3101C

Table of Contents

English 1101A Study Guide Page 3

To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit 1Short Story and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit 2 Poetry and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Unit 3 Written Communications and Writing Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Anthologies: Sightlines 10 Land, Sea, and Time, Book One

Reference Books: Resource Lines 9/10Reading and Writing for Success

To the Student


The following questions and answers should help you use this Study Guide.

Who should do English 1101A?English 1101A is intended for those who are studying in the Degree and Technical Profile orthe Business-Related College Profile of Adult Basic Education.

What is in the English 1101A Study Guide?The English 1101A Study Guide describes all the work that is required for the completion of thiscourse. There are 3 separate Units in this course - they are listed in the Table of Contents above(page 2).

How Should I Use the Study Guide?Before beginning to do the work in this Study Guide, you will need to talk to your instructorabout the course and the resources you will need to complete the work for the course.

The Study Guide provides important information and guidance which you will need to completeEnglish 1101A. You should work through the Study Guide page by page, consulting with yourinstructor as you go.

How is the Study Guide organized?The Study Guide is organized in two columns, as follows:

Required Work

This column provides a numbered list of allthe work you are required to do for thecourse.

You should note that there are 3 separateUnits in the course and the Required Workfor each Unit starts with the number 1.

Guidelines and Suggest ions

This column gives you important informationand guidelines to help you complete theRequired Work in the left-hand column. You should always read this column beforebeginning the Required Work.

Important NoteThis Study Guide is intended to make it possible for you to work independently in the AdultBasic Education class. If you use the Guide correctly, you may be able to work on your own forcertain periods of time. You should always make sure that your instructor is aware of what youdoing, however, and you should feel free to ask your instructor for help and guidance at all times.

Unit 1 Short Story and Related Writing


Required Work

Learning About Short Stories1. In preparation for reading short stories andwriting about them, you should study pages41- 46 of Resource Lines 9/10, “Short Story”,including the sample short story, “Mr. Blink”.

2. Study the “Terms and Techniques” sectionon page 37 of Resource Lines 9/10.

Guidelines and Suggestions

You should make notes on the assignedreading material as you study it. These noteswill be useful to you as you read and analyzeshort stories from the anthologies. Thematerial provides information on thecharacteristics and structure of a short storyand gives guidance on how to read and analyzeshort stories.

You will need to discuss the terms andtechniques on page 37 with your instructor. You may also be required to discuss them in asmall group. You should re-read the shortstory, “Mr. Blink”, after you have studied theterms and techniques and note the techniquesthe author uses.


Page 8 Study Guide English 1101A

Required Work

Glossary of Literary Terms3. Compile a personal glossary of literaryterms, beginning with the following fictiondevices and terminology:

3.1 fiction3.2 plot (rising action, climax,resolution)3.3 conflict3.4 setting3.5 character (protagonist, antagonist)3.6 theme3.7 atmosphere3.8 point of view3.9 foreshadowing3.10 flashback


A glossary is a kind of dictionary. Many ofyour textbooks have glossaries at the backwhich list special words from the book andgive definitions for them.

You should begin to make your own glossaryof words (literary terms)which you will learnas you study the literature parts of your Englishcourses.

The terms listed here are all related to fiction -short stories and novels. Some of them alsoapply to other types of literature as well.

It is recommended that you use a new exercisebook or a small note book for your glossary. Start by entering the fiction terms listed hereand writing a definition for each term in yourown words. You may need to ask yourinstructor for help with understanding someterms before you write your definition.

You will add new terms to your glossary asyou do other Units of this course and otherEnglish courses.

You are not required to memorize thedefinitions of terms in your personal glossary,but rather to understand and apply them as youanalyze literature.



Required Work

Listen4. Listen to the recorded short story, “TheNinny”, by Anton Chekhov (Sightlines 10 CDSet, Disk 1, Track 3).

Read, Discuss and Write5. Read the short story, “TheNinny”(Sightlines 10, pages 43-45).

5.1 Read the short biographical entry onAnton Chekhov on page 393 of Sightlines 10.

5.2 Answer question 3 on page 45.

5.3 Answer other questions on “The Ninny”,assigned by your instructor.


You should listen to “The Ninny” and read itat least twice to make sure that you understandthe author’s purpose and his message aboutproblems in his society.

The short biographical entry on the author,Anton Chekhov, will help you betterunderstand the time in which he lived and hisconcerns for Russian society at that time.

You may wish to discuss the story with yourinstructor or others who are reading it beforebeginning to answer question 3 on page 45. Your instructor will give you other questionson this story as well.

You should make sure that you have answeredthe question that was asked of you and thatthere are no mistakes in grammar, punctuationor spelling. Your answers should be written incomplete sentences in your own words. Youshould make reference to the story wherenecessary to support your point.



Required Work

Learning About Viewing 6. In preparation for viewing and analyzing apainting, you should study pages 197-200 ofResource Lines 9/10, “Still Images”.

View and Write7. View the painting which accompanies “TheNinny”, The Governess, by Richard Redgrave(Sightlines 10, page 43) and answer thefollowing questions:

7.1 How does the placement of people in thepicture help to explain their relationships?

7.2 How does the artist establish a differencein role or status between the governess and theother people in the painting?

7.3 How does the author create a distinction inmood between the different people in thepainting?

7.4 Write a paragraph explaining how you feelthis painting is related to the short story, “TheNinny”.


Still images include paintings, photographs,posters and collages. They may be interestingto look at and they often communicate amessage to the viewer. The study materialfrom Resource Lines 9/10 will help you tounderstand the characteristics of still imagesand the techniques used to create messages. Italso gives guidelines for viewing still images. You should take notes on this material. Theywill be useful to you as you analyze thepainting in Required Work 7.1 to 7.4 and asyou analyze other visuals in future Englishcourses.

You may need to refer back to the studymaterial and your notes as you complete thesequestions.

Your answers should be written in shortparagraph form. You should check yourwriting to ensure that you have answered thequestion that was asked of you and that thereare no errors in spelling, grammar orpunctuation.



Required Work

Select, Read and Write8. Select and read at least 3 other short storiesfrom Sightlines 10.

8.1 Answer questions, assigned by yourinstructor, on each story selected.


You should choose stories that you think youwill enjoy. You may want to skim severalstories before making your final decision. Your instructor may also help by suggestingsome stories for you.

You should note that the Sightlines 10anthology has two Tables of Contents. Thesecond of those, “Contents by Genre” lists allthe short stories together. You will find thislist on page x.

Sightlines 10 also has a section at the backwhere you can find information on the authorsof all the selections - “Biographies ofContributors”, pages 392- 400. All the authorsare listed in alphabetical order on these pages.You should read the biographical entry for theauthor of each short story you select.

You should read each story you select at leasttwice to help you better understand all thedifferent elements of narrative fiction. Askyour instructor to arrange for you to discusseach story before you answer the questions.



Required Work

Select, Read and Write (continued)9. Read a minimum of 1 short fiction text fromLand, Sea and Time, Book One.

9.1 Answer questions, provided by yourinstructor, on the short fiction text selected.


The Land, Sea and Time books providereading material, including short fiction, aboutthe Newfoundland and Labrador heritage andculture. You should skim the whole of BookOne to find a short fiction text that is ofinterest or special significance to you. You willneed to decide whether a particular text isfiction or non-fiction before making yourselection, since the Land, Sea and Time booksare not organized by genre. You may ask yourinstructor for guidance with your selection.

As with the stories from Sightlines 10, youshould read the story from Land, Sea, andTime Book One at least twice to be sure thatyou grasp the different levels of meaning. Italso helps to discuss the stories with otherreaders or with your instructor.

There are no questions provided in the textitself. You should ask your instructor forquestions for the story you select.

Your answers to all questions should bewritten in short essay style and revised forclearness and accuracy.

Unit 2 Poetry and Related Writing


Required Work

Learning About Poetry1. In preparation for reading and writing aboutpoetry, you should study pages 47-52 ofResource Lines 9/10, “Poetry”.

2. Define and discuss the following poeticdevices and terminology and add to yourpersonal glossary of literary terms:

2.1 ballad2.2 lyric2.3 imagery2.4 simile2.5 metaphor2.6 personification2.7 rhythm2.8 rhyme2.9 alliteration


Many people find poetry challenging to readand understand. For this reason, they may tendto avoid reading poems. Good poetry,however, can touch your emotions and causeyou to reflect on experiences and feelings thatare personally meaningful to you.

The assigned study material from ResourceLines 9/10 gives an explanation of the variousforms that poetry takes and theircharacteristics. It explains how to read poetryfor the greatest understanding and enjoymentand how to analyze poems.

All of the terms listed in Required Work 2.1to 2.9 are defined in the Resource Lines 9/10study material. You may find it helpful todiscuss the terms with your instructor beforegoing on to read and analyze poems.

When you put these terms into your personalglossary of literary terms, you will need to starta new section called “Poetry”.

Remember, you are not required to memorizethe definitions of terms in your personalglossary, but rather to understand and applythem as you analyze literature.



Required Work

Listen3. Listen to the recorded poem, “David” byEarle Birney (Sightlines 10 CD Set, Disk 2,Track 2).

Read and Discuss 4. Read the poem, “David” (Sightlines 10,pages118-124).

4.1 Discuss the poem with others who arereading it at the same time or with yourinstructor.


Listen to the recorded poem, “David”, at leasttwice. Unlike prose, poems take much of theirmeaning from the sound of the words, therhyme, and the rhythm so listening isespecially useful to understanding poetry.

“David” is a narrative poem, which meansthat, unlike many poems, it tells a story. Asyou listen, try to imagine the setting, thecharacters, and the events as they occur. Youshould practice reading this poem aloud afteryou have listened to it.

You will already have listened to this poemtwice and read it aloud. You should read itagain silently in preparation for answering thequestions. Resource Lines 9/10 suggests thatyou read a poem at least three times (pages 49-50). You may wish to refer back to thesepages for guidance on reading this poem.

Your instructor will arrange for you to discussthe poem. If there are others reading the poemat the same time, you may be required toparticipate in a small group discussion. If not,you may discuss the poem with your instructor.Discussing the poem with others who haveread it will give you a better understanding ofthe story and the theme. It will also give youan opportunity to discuss your personalresponse to the events in this poem.



Required Work

Write5. Answer the following questions on thepoem, “David”:

5.1 Compare the narrative structure of thispoem with that of a short story (initial incident,rising action, climax, and resolution). Identifywhich parts of the poem correspond to each ofthese narrative elements.

5.2 Identify and explain an example offoreshadowing in this poem.

5.3 How are both internal and externalconflict involved in this poem?

5.4 Find and explain at least one example ofeach of the following:•alliteration•metaphor•personification•simile

5.5 What do you consider to be the main themeof this poem? What is your personal responseto the theme and the issues raised in the poem?


You should discuss these questions with yourinstructor before beginning to write youranswers. You may also need to refer back topage 41 of the study material on short storiesin Resource Lines 9/10 for Required Work5.1.

You should remember, when you are writingyour personal response to a poem, that there isno right or wrong answer. You should expressas clearly as you can how you felt after readingthe poem and give reasons for your statements.

Your answers should be written clearly andyou should use examples from the poem tosupport your answers, where needed. Makesure you have answered the question that wasasked of you.



Required Work

Select, Read and Write6. Select and read at least three other poemsfrom Sightlines 10.

6.1 Answer questions, assigned by yourinstructor, on each poem selected.


You should choose poems that you think youwill enjoy. You may want to skim severalpoems before making your final decision. Your instructor may also help by suggestingsome poems for you.

There are 4 poems, in addition to “David”,recorded on the Sightlines 10 CD Set. If youfind listening to a poem to be helpful, you maywish to choose one or more of these.

You should note that the Sightlines 10anthology has two Tables of Contents. Thesecond of those, “Contents by Genre” lists allthe poetry together. You will find this list onpages x-xi.

You should read each poem you select severaltimes for complete understanding andappreciation.

Sightlines 10 also has a section at the backwhere you can find information on the authorsof all the selections - “Biographies ofContributors”, pages 392- 400. All the authorsare listed in alphabetical order on these pages.You should read the biographical entry for theauthor of each poem you select.

Your answers should be written clearly andyou should use examples from the poem tosupport your answers, where needed. Makesure you have answered the question that wasasked of you. Your answers to all questionsshould be written in short essay style andrevised for clearness and accuracy.



Required Work

7. Select and read at least 2 poems from Land,Sea and Time, Book One.

7.1 Answer questions, assigned by yourinstructor, on each poem selected.


Land, Sea and Time, Book One contains manypoems and songs from which you may selecttwo. You should choose poems based on yourpersonal interest. Skim a number of poemsand/or songs to see which ones appeal to you. Your instructor may be able to help youchoose poems and give you backgroundinformation on those that you choose.

The following are possible choices forRequired Work 7:

• “Independence” by Richard Greene (Page 13)• “Grandmother Figure I” by Scott Fillier(Page 29)• “Looking Back” by Enos Watts (Page 44)• “The Road Home” by Michael Crummy(Page 75)• “Any Mummers Allowed In” by BudDavidge (Page 150)

You should read each poem you select severaltimes for complete understanding andappreciation.

Your answers should be written clearly andyou should use examples from the poem tosupport your answers, where needed. Makesure you have answered the question that wasasked of you.

Your answers to all questions should bewritten in short essay style and revised forclearness and accuracy.

Unit 3 Written Communications and Writing Conventions


Required Work

Learning About Essay Writing1. In preparation for writing essays, you shouldstudy pages 111-114 of Resource Lines 9/10,“How to Write an Essay”.

2. Re-read the sample essay, “Heroes IAdmire” (pages 112-114), and complete thefollowing exercises:

2.1 What is the thesis statement of this essay?

2.2 The thesis statement is in the introductoryparagraph. There are eight ‘body’ paragraphsthat support this thesis statement. State, inyour own words, how each of these eightparagraphs supports the thesis statement.

Guidelines and Suggestion

Before you begin to practice writing your ownessays, it is important that you understand howan essay is constructed and what steps youshould take in preparing to write an essay.

The study material in Resource Lines 9/10explains how to write an essay. It alsoprovides a very good example of the essayformat, “Heroes I Admire”, that has a clearlydefined introduction, body and conclusion.

The assigned exercises on “Heroes I Admire”guide you to look at specific parts of the essayand to examine how the writer uses thesupporting paragraphs in the body of the essayto support his thesis statement. You shouldalso examine how the last paragraph (theconcluding paragraph) re-states and supportsthe thesis of the essay.

In order to complete these exercises, you mayneed to re-read the essay several times. Youmay also want to discuss it with yourinstructor.



Required Work

Practicing Essay Writing3. The basic structure of an essay outline isprovided below and on the next page. Theessay topic and thesis statement are provided. The topic sentence (main idea) of each of threesupporting paragraphs is also provided.Complete the essay outline as follows:

3.1 Write three points that would developand support the topic sentence in each of thesupporting paragraphs.

3.2 Write a topic sentence for the concludingparagraph.

Essay Topic: Why People Should Not SmokeThesis Statement: While there are manyarguments against smoking, the followingthree are the most important: it pollutes theenvironment, it is costly, and it is injurious tothe health of the smoker.

First Supporting Paragraph TopicSentence:Cigarette smoke is one of the main polluters ofindoor space.

(Continued on next page.)


As you prepare to write an essay, you shouldorganize your information and thoughts into anoutline. The outline is the skeleton of theessay that you will fill out as you create thefirst draft. The outline exercise in RequiredWork 3.1 and 3.2 requires you to complete thedevelopment of an outline for an essay onSmoking. The thesis statement (the entireintroductory paragraph in this example) hasbeen written for you. The topic sentences, ormain ideas, of the next three paragraphs arealso provided. For each of these paragraphs,you should carefully consider the topicsentence and think about what you would writeto support it. You need to make at least 3different points in support of each topicsentence.

1. Cigarette smoke is one of the main pollutersof indoor space.

1.1 ________________________________

1.2 ________________________________

1.3 ________________________________

(Continued on next page.)



Required Work

Practicing Essay Writing (continued)

Second Supporting Paragraph TopicSentence: Cigarettes are very expensive to buy.

Third Supporting Paragraph TopicSentence:Many of today’s health problems can bedirectly linked to smoking.

Concluding Paragraph Topic Sentence:


2. Cigarettes are very expensive to buy.

2.1 ________________________________

2.2 ________________________________

2.3 ________________________________

3. Many of today’s health problems can bedirectly linked to smoking.

3.1 _______________________________

3.2 _______________________________

3.3 _______________________________

4. Concluding Paragraph Topic Sentence

________________________________

________________________________



Required Work

Develop an Outline4. Select a topic from the following list or atopic of your choice and develop an outlinebased on the model in Required Work 3.

•The Importance of Education•The Benefits of Television or TheDisadvantages of Television•Restrictions on New Drivers•Smoking Ban in Public Places•Health Care Waiting Lists


You should choose a topic that you areinterested in for your outline and essay. Remember that it will be easier for you towrite if you know quite a lot about the topicalready. The list of suggested topics isintended to get you thinking about possibletopics. You may choose to write on a topicfrom the list if you are interested in it and if itis already familiar to you. You may alsochange the suggested topics to suit yourinterests.

The outline you filled in for Required Work 3may be used as the model for this outline. Youwill need to develop a thesis statement, at least3 supporting paragraphs, and a concludingparagraph.

Each of your supporting paragraphs shouldhave at least three points.



Required Work

Write an Essay5. Write a short essay based on the outlinedeveloped in Required Work 4. The essayshould include:

•An introductory paragraph with a clear thesisstatement•At least 3 supporting paragraphs•A concluding paragraph


When you have completed your outline, youshould use it to write an essay on the topic. Asyou write, fill out your sentences with wordsthat emphasize and describe. Try to write in away that will capture the interest of the readeras well as give information.

Your concluding paragraph should do one ormore of the following:

•re-state your thesis •summarize your main points

•state a final message, suggestion orinsight.

You should write several drafts of your essay. Show each draft to your instructor and discusshow possible improvements can be made.

The final draft of your essay should be clearlywritten and each paragraph should lead intothe next one. You should make sure that thereare no errors in spelling, punctuation orgrammar.

You may neatly write or type the final draft ofyour essay.



Required Work

Learning About Writing Formal Letters6. In preparation for writing a letter ofapplication, you should study the followingmaterial on writing formal letters:

• “Writing a Letter of Application”, Readingand Writing for Success, pages 174-176

• “The Business Letter”, Resource Lines 9/10,pages 129-130

Writing a Letter of Application7. Write a letter of application in response toan employment advertisement in thecommunity or from a list supplied by yourinstructor.


The study of the assigned pages from Readingand Writing for Success and Resource Lines9/10 will prepare you for writing a letter ofapplication. Both books teach about theformat and parts of a formal “business letter”. When you have learned how a formal letter isconstructed, you can use the same format forall your business letters. Both books use aletter of application as an example of a formalletter. These can be used as a model when youwrite your letter of application.

Your letter of application should be written inresponse to a job ad. The ad may be found ona community bulletin board, in the window ofa local business, or in a local newspaper. Ifyou have difficulty finding an ad for a job thatyou are qualified for, you should ask yourinstructor for suggestions.

Your letter of application should include all ofthe information about your qualifications andexperience that an employer would need toknow. Most job ads would specify whatqualifications and experience are required. You will need to decide if your qualificationsand experience match those in the job ad.

You should write several drafts of your letterof application until you feel it is good enoughto be sent to an employer. Your instructor willadvise you on this. You should type your letterof application, if possible. Most employersexpect typewritten letters of application.



Required Work

Writing Conventions8. Review sentences and sentence fragments.

8.1 Complete practice exercises on sentencesand sentence fragments, as assigned by yourinstructor.

9. Review subject-verb agreement.

9.1 Complete practice exercises on subject-verb agreement, as assigned by your instructor.

10. Review end punctuation.

10.1 Complete practice exercises on endpunctuation, as assigned by your instructor.


Your instructor will provide you withinformation about each element of WritingConventions to be studied in this Unit. Youshould be sure that you understand how eachof the elements studied relates to your ownwriting.

Your instructor will give you practiceexercises for each of Required Work 8.1, 9.1and 10.1. Your performance on the practiceexercises will be counted for a small part ofyour grade for this course. More weight willbe given to your ability to demonstrate that youhave understood these Writing Conventions byusing them correctly in your essays and othercompositions, answers to questions onliterature, and formal correspondence.

Documents

English 1101A Study Guide - Newfoundland and · PDF fileTo the Student English 1101A Study Guide Page 5 The following questions and answers should help you use this Study Guide. Who