Read the directions carefully.
This is an open-book, open-lecture exam. Feel free to use your copy of the Norton Anthology of American Literature or my recorded lectures as you write your answers. You’re more than welcome to email me with questions about the exam. You may not, under any circumstances, collaborate with anyone else on this exam. This includes but is not limited to consulting with other students on answers, having a friend proof-read your exam, and consulting the Internet for any reason. It is also forbidden to post any part of this exam online in any format. Violators of these policies will receive an F in the course. I will pursue a sanction of expulsion from the University if the offense is significant enough. You have several days to complete the exam—do not wait until the last second to complete it and turn it in. I will not provide an extension for any reason. Please submit your exam as a Microsoft Word file to Canvas, and please name your file “lastname_final,” e.g. “doty_final.” Please note that both parts of the exam give you the option to select from a list of questions. You don’t get any extra credit for answering all of them, and you can’t answer all of them and have only the “correct” ones count.
Part 1: Short Answer (15 points each)
Chose four of the following questions and write brief (four to six sentence) responses to them. Be as specific as you can, referring to and citing concrete examples throughout. Do not summarize plot.
- How does Sandra Cisneros’ “Woman Hollering Creek” speak to Gloria Anzaldúa’s analysis of life on the Texas-Mexico border?
- Explain the racial tensions embodied by the “Blue Vein Society” of Charles Chesnutt’s “The Wife of His Youth.”
- How does Harriet Jacobs’ Incidents in the Life of a Slave Girl explore not only what it means to be an enslaved person, but an enslaved woman?
- Anne Sexton is, among other things, a premier confessional poet. Is Gwendolyn Brooks also a confessional poet? Why or why not?
- Of the four authors featured in Unit 5, Contemporary Literature: Focus on the Great State of Texas, which would you select to be taught (or taught more often) in Texas middle schools or high schools? Why?