1. 10th Grade
EOC TIPS

2. Objective
You will be able to form a concise, analytical response to a text.

3. EOC Essays
From ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii-eoc
1. There will be 3-5 short Constructed Responses on the EOC.
2. They are worth anywhere from 25-36% of your overall EOC Score.
3. The content will make up half of your score.

4. EOC Essays
From ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii-eoc
4. The other half of the points you will receive are language (correct grammar) points. You MUST check for errors (capitalization, punctuation, spelling, grammar, usage, etc.).
5. Even though the directions will state that you can use bullet points, I strongly recommend that you use complete sentences to avoid errors.

5. EOC Essays
From ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii-eoc
6. Use complete sentences when answering the constructed responses and address all items in the question. For example, if the question asks how the author's use of rhetorical devices enhances the theme, you need to state what the theme is AND provide specific examples (2!) from the text of rhetorical devices that enhance the theme. Do not simply say, "He uses similes to..." Specifically reference the simile used using quoted material from the text. You MUST include textual evidence to receive credit. Check for mistakes (capitalization, punctuation, subject/verb agreement, correct usage, etc).

6. EOC Essays 7. Use the ACE Constructed Response model
From ish-ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii- eoc
7. Use the ACE Constructed Response model

7. EOC Essays
From ish-ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii- eoc
-Address the question by restating the prompt and making a claim (Be a Momma bird and regurgitate the prompt; use the words and phrases provided in the prompt to make a claim).

8. EOC Essays
From ish-ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii- eoc
-Cite evidence from the text (provide 2 strong examples from the text that support your analysis)

9. EOC Essays
From ii/nc-english-ii-eoc-test-prep/constructed-responses-nc-english-ii-eoc
-Explain/Elaborate how the text evidence supports your answer. (Provide 2 examples of evidence; I recommend using "Peanut Butter/Jelly approach." Address the topic, Cite 1st evidence (using specific terms and quotes from text...For example,), elaborate how that evidence ties into your claim (Peanut Butter). Cite 2nd evidence (using specific terms and quotes from text...For instance, To illustrate), elaborate how this evidence ties into your claim (Jelly).

10. EOC ESSAYS From http://www.lordalford.com/engiieoc/:
It appears, according to the rubric given for the released test, that these basic elements are looked for in the student's response:
Answer the question specifically - if it asks for the theme throughout the poem, stick to one theme that runs throughout the entire poem.
Identify the literary term in question - make sure that the student specifically says what that simile or personification is. There is no indication that the definition of the literary term need be given, but it couldn't hurt.
Use at least two examples from the text, if possible - test graders love their supporting details.
Add analysis- make sure they know this means going beyond summary.

11. EOC ESSAYS
Other things that are not specifically mentioned in the rubric, but certainly could not hurt, would be:
Include the title of the work, properly punctuated.
Work in the author's name.
Look for archetypes - they are easy to manipulate to help explain the point. Symbols can be made to mean anything, as long as there is a good reason behind it.
Make a comparison to some other book. Allusions make the writer look smarter because they are looking at this on a larger scale.
Have good grammar and spelling. While these are not specifically mentioned in the rubric, mistakes may bias the grader into a lower grade.

12. ACE example
Example: From chapter 3, how does Amy Tan use language to develop her point of view?

13. ACE A= Address the question (Restate and make a claim).
1. What is her point of view?
2. What language devices are used to help advance the theme?

14. ACE A= Address the question (Restate and make a claim).
1. What is her point of view?
--Amy Tan shows that personal sacrifice can help overcome relationship barriers.

15. ACE 2. What language devices are used to help advance the theme?
Language devices can include:
Allusion
Diction (word choice)
POV (1st person, 2nd person, 3rd person, etc.)
Tone
Repetition
Hyperbole
Figurative language (simile, metaphor, personification, etc.)
Imagery
Facts/opinions

16. ACE 2. What language devices are used to help advance the theme?
From chapter 2:
Metaphor (mother as a ghost)
1st person perspective/POV
Imagery/vivid descriptions

17. ACE A= Address the question (Restate and make a claim).
Amy Tan uses 1st person perspective and vivid imagery to advance her point of view that personal sacrifice can help overcome relationship barriers.

18. ACE
-Cite evidence from the text (provide 2 strong examples from the text that support your analysis)
Amy Tan uses 1st person perspective and vivid imagery to advance her point of view that personal sacrifice can help overcome relationship barriers. On page 48, Tan says, “Even though I was young, I could see the pain of the flesh and the worth of the pain.”

19. ACE -Explain/elaborate (beyond summary)
Amy Tan uses 1st person perspective and vivid imagery to advance her point of view that personal sacrifice can help overcome relationship barriers. Near the beginning of the chapter, Tan describes a barrier between An-mei and her mother. On page 47, Tan says, “Every night I cried so that both my eyes and my neck burned.” This use of 1st person point of view allows the reader to feel the depth of loss that An-mei feels on being separated both physically and emotionally from her mother. On page 48, Tan says “And then my mother cut a piece of meat from her arm. Tears poured from her face and blood spilled to the floor.” The vivid imagery that is shown here is both visual and kinesthetic, as the words allow the reader to both see and feel the traumatic event that An-mei witnessed. In the text, Tan is explaining how An-mei’s mother sacrificed a part of herself to try to save An-mei’s grandmother’s life. This sacrificial act proved effective in overcoming the relationship barrier An-mei had with her mother.