Question
Answered

1.) Which maintains the tone established in these three sentences?...

1.) Which maintains the tone established in these three sentences?


Few people or animals were awake at this hour. It was Peter's favorite time of day. He moved quietly down a path, noticing the sun peeking through the branches overhead and the soft, moist ground underfoot.


A) Peter shook his head in disgust when he discovered piles of trash on the trail. B) Peter tried to remain calm when he heard a frightening shriek behind some bushes. C) Peter yawned with boredom and wondered how anyone could like being outside so much.

D) He and his thoughts continued to wander as he smiled and breathed in the fragrant morning air.


2.)Excerpt from The Invisible Man (#2)

H. G. Wells

Passage below:

He held a white cloth—it was a serviette he had brought with him—over the lower part of his face, so that his mouth and jaws were completely hidden, and that was the reason of his muffled voice. But it was not that which startled Mrs. Hall. It was the fact that all his forehead above his blue glasses was covered by a white bandage, and that another covered his ears, leaving not a scrap of his face exposed excepting only his pink, peaked nose.

2.) What was the guest holding in front of his face?


A) glasses B) his overcoat C) a gloved hand D) a white cloth


Wuthering Heights

Emily Bronte



CHAPTER I


1 3.) 1801. - I have just returned from a visit to my landlord - the solitary neighbour that I shall be troubled with. This is certainly a beautiful country! In all England, I do not believe that I could have fixed on a situation so completely removed from the stir of society. A perfect misanthropist's heaven: and Mr. Heathcliff and I are such a suitable pair to divide the desolation between us. A capital fellow! He little imagined how my heart warmed towards him when I beheld his black eyes withdraw so suspiciously under their brows, as I rode up, and when his fingers sheltered themselves, with a jealous resolution, still further in his waistcoat, as I announced my name.


2 'Mr. Heathcliff?' I said.


3 A nod was the answer.


4 'Mr. Lockwood, your new tenant, sir. I done myself the honour of calling as soon as possible after my arrival, to express the hope that I have not inconvenienced you by my perseverance in soliciting the occupation of Thrushcross Grange: I heard yesterday you had had some thoughts - '


5 'Thrushcross Grange is my own, sir,' he interrupted, wincing. 'I should not allow any one to inconvenience me, if I could hinder it - walk in!'


6 The 'walk in' was uttered with closed teeth, and expressed the sentiment, 'Go to the Deuce:' even the gate over which he leant manifested no sympathising movement to the words; and I think that circumstance determined me to accept the invitation: I felt interested in a man who seemed more exaggeratedly reserved than myself.


7 When he saw my horse's breast fairly pushing the barrier, he did put out his hand to unchain it, and then sullenly preceded me up the causeway, calling, as we entered the court, - 'Joseph, take Mr. Lockwood's horse; and bring up some wine.'


8 'Here we have the whole establishment of domestics, I suppose,' was the reflection suggested by this compound order. 'No wonder the grass grows up between the flags, and cattle are the only hedge- cutters.'


9 Joseph was an elderly, nay, an old man: very old, perhaps, though hale and sinewy. 'The Lord help us!' he soliloquised in an undertone of peevish displeasure, while relieving me of my horse: looking, meantime, in my face so sourly that I charitably conjectured he must have need of divine aid to digest his dinner, and his pious ejaculation had no reference to my unexpected advent.


10 Wuthering Heights is the name of Mr. Heathcliff's dwelling. 'Wuthering' being a significant provincial adjective, descriptive of the atmospheric tumult to which its station is exposed in stormy weather. Pure, bracing ventilation they must have up there at all times, indeed: one may guess the power of the north wind blowing over the edge, by the excessive slant of a few stunted firs at the end of the house; and by a range of gaunt thorns all stretching their limbs one way, as if craving alms of the sun. Happily, the architect had foresight to build it strong: the narrow windows are deeply set in the wall, and the corners defended with large jutting stones.


11 Before passing the threshold, I paused to admire a quantity of grotesque carving lavished over the front, and especially about the principal door; above which, among a wilderness of crumbling griffins and shameless little boys, I detected the date '1500,' and the name 'Hareton Earnshaw.' I would have made a few comments, and requested a short history of the place from the surly owner; but his attitude at the door appeared to demand my speedy entrance, or complete departure, and I had no desire to aggravate his impatience previous to inspecting the penetralium.


12 One stop brought us into the family sitting-room, without any introductory lobby or passage: they call it here 'the house' pre- eminently. It includes kitchen and parlour, generally; but I believe at Wuthering Heights the kitchen is forced to retreat altogether into another quarter: at least I distinguished a chatter of tongues, and a clatter of culinary utensils, deep within; and I observed no signs of roasting, boiling, or baking, about the huge fireplace; nor any glitter of copper saucepans and tin cullenders on the walls. One end, indeed, reflected splendidly both light and heat from ranks of immense pewter dishes, interspersed with silver jugs and tankards, towering row after row, on a vast oak dresser, to the very roof.


'Mr. Lockwood, your new tenant, sir. I done myself the honour of calling as soon as possible after my arrival, to express the hope that I have not inconvenienced you by my perseverance in soliciting the occupation of Thrushcross Grange: I heard yesterday you had had some thoughts - '


3.) What does the term tenant mean in this passage?


A) colleague B) friend C) neighbor D) renter


4.)What does the term 'surly' mean?

A) cross B) gentle C) hilarious D) pleasant


Joseph was an elderly, nay, an old man: very old, perhaps, though hale and sinewy.


5.) What does the term sinewy MOST closely mean?

A) athletic B) feeble C) frail D) weak


6.)What does the term soliciting mean?


A) beg B) borrow C) demand D) request


Lincoln's Second Inaugural Address

Abraham Lincoln

passage below:



1 Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.


2 On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it—all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.


3 One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it.


4 Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each invokes his aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces; but let us judge not, that we be not judged. The prayers of both could not be answered—that of neither has been answered fully.


5 The Almighty has his own purposes. 'Woe unto the world because of offenses! for it must needs be that offenses come; but woe to that man by whom the offense cometh.' If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through his appointed time, he now wills to remove, and that he gives to both North and South this terrible war, as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to him? Fondly do we hope—fervently do we pray—that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn by the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said, 'The judgments of the Lord are true and righteous altogether.'


6 With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan—to do which may achieve and cherish a just and lasting peace among ourselves, and with all nations.


7.) What is the primary rhetorical device Lincoln uses in paragraph six to unify and heal the nation?

A) Allusion B) Logical Appeal C) Ethical Appeal D) Emotional Appeal


8) Lincoln MOST LIKELY chose to end the speech with an emotional appeal

A) to persuade people not to own slaves. B) to show how angry he is about the war. C) to leave a strong impression on his audience.

D) to make people feel guilty for creating a war.


9. "Fondly do we hope--fervently do we pray."


"With malice toward none; with charity for all."


9.) Which rhetorical device does President Lincoln employ in these two lines?

A) allusion B) hyperbole C) oxymoron D) parallelism


10) On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it—all sought to avert it.


10.) What is the meaning of the word avert as it is used in this context?

A) fight B) dislike C) prevent D) talk about


11.)2 On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it—all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.


11.) Which word would BEST replace and keep the same meaning as the word avert as it is used in paragraph two?


A) dodge B) encourage C) motivate D) prevent


12.)On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war."


12.) What is the meaning of the term impending as it is used in the second paragraph?


A) dangerous B) distant C) remote D) threatening


Excerpt from Incredible Oceans

Roberto Barerra


passage below:


1 The world's oceans are truly amazing. Roughly seventy one percent of the Earth is covered by oceans, and they are the home to countless fish, crustaceans, and other marine animals. The five major oceans—the Arctic, the Atlantic, the Indian, the Pacific, and the Southern, which are then broken down into smaller seas—provide food for humans and animals, entice explores, enable trade, and affect the climate and environment the world over.

13.) The author uses paragraph 1 to


A) point out that explorers were drawn to the ocean. B) contrast the different oceans of the world. C) describe what the passage will be about.

D) come to a conclusion about the topic.



Excerpt from I Have a Dream (2)

Martin Luther King, Jr.


9) As we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.

14.) How does Dr. King defend the claim he makes in paragraph 9?


A) He warns people against bitterness and hatred. B) He states that 1963 is a beginning, not an end. C) He gives examples of denied citizenship rights.

D) He states that people should not be guilty of wrongful deeds.


The Good, the Bad, and the Ugly: Questioning the "Greatness" of William Shakespeare

Dilbert Terrell


passage below:

I. Introduction:

A. William Shakespeare is almost universally proclaimed to be "the greatest poet who ever lived." And of course it is true that Shakespeare is an incredible writer—38 five-act plays (all written in iambic pentameter), 154 perfect sonnets, and two epic poems—but sometimes, in our desire to celebrate our greatest artists, we have a tendency to forget that these almost god-like people were first and foremost human beings too. They too struggled, often failed, and made mistakes. We shouldn't shy away from discussing our literary heroes' flaws. If nothing else, the knowledge of their failures help us appreciate what success and greatness these authors did achieve. Often our hero-worship keeps us from truly seeing the complexity of a great author. Thus, I would argue, nothing would be better for high school students than to take Shakespeare down a peg or two.


II. A General Overview of Shakespeare's Entire Career:

Throughout high school, students are exposed only to Shakespeare's greatest and most successful plays, so students naturally assume that everything Shakespeare wrote was perfect. What students don't realize is that Shakespeare definitely had "off days" as a playwright. Shakespeare began his career writing dreadful almost unreadable tragedies and histories. It wasn't until after completing his early play, Richard III, that Shakespeare began his ascent to greatness and composed his most perfect comedies and (the crown of all his work) the great tragedies. Soon after writing his tragedy King Lear, Shakespeare began to write his last or "late" plays. These plays show a clear falling off from the great tragedies. In fact, they are so different from Shakespeare's great plays that critics commonly call them the "problem plays." In other words, unbeknownst to most students, Shakespeare's career, rather than being an instant attainment of perfection, follows a basic success-story arc—beginning in struggle, attaining a high point of greatness, and then weakening right at the end.


III. Starting Out Rough: Shakespeare's Early Plays:

Shakespeare's early plays were marked by a crude—almost vulgar—style that is so far from what we think of as "Shakespeare" that most people have never even heard of the plays, much less seen them performed. His early tragedy Titus Andronicus is as bloody (and stupid) as any gory horror movie now seen at the Cineplex. His early history plays (like Henry IV Parts 1, 2, and 3) are most aptly called "rant-fests" by critic Harold Bloom and would put any modern audience straight to sleep. Shakespeare's early comedies (like The Comedy or Errors aren't bad, really, but they are silly, derivative of other Roman playwrights' work, and often more than a little obscene.


IV. The Peak of His Career—As Great as It Gets:

Shortly after his blockbuster success with the early history/tragedy Richard III, Shakespeare wrote his greatest plays, the ones everyone knows, at least by title: Julius Caesar, Hamlet, Othello, Macbeth, and King Lear. But great as these plays are, they too often have weak spots. Hamlet, as any director will tell you, is far too long—the longest play Shakespeare wrote and is full of digressions and long topical speeches that are incomprehensible to anyone but a person of Shakespeare's day and age. Julius Caesar loses all its plot momentum in the third act after its title character is killed. Pick any traditionally "great" Shakespeare play, and you'll run across some stumbling block to its greatness somewhere.


V. A Falling Off: The Late Plays

Sometime after composing King Lear, Shakespeare's poetic powers began to weaken. He grew tired of all the genres he'd triumphed over—comedy, history, and tragedy—and tried to experiment with new forms of theatre. Some critics call them "tragicomedies"; others "romances," and still others just call them "problem plays" because they are, for lack of a better word, just plain "weird." These plays are so strange that most people don't even recognize the titles as something Shakespeare wrote: Timon of Athens, Pericles, Cymbeline, Coriolanus, and others.


VI. Conclusion: A Modest Proposal

It seems strange to advocate teaching Shakespeare's "bad" or "weak" plays, but studying a play that isn't entirely successful from one of our greatest playwrights can be a very valuable experience. Of course students should still read the "great" plays, but sometimes just knowing something is "great" makes it automatically boring and difficult to truly appreciate. A more balanced approach to Shakespeare, a humanizing approach, could help students truly appreciate what makes the playwright so well-known. Too often students say that Hamlet is famous simply because "Shakespeare wrote it." Wouldn't it be better for students to take Shakespeare off his cultural pedestal and recognize the play as great because of its successful content? Perhaps teaching a bad Shakespeare play or two would make the famous plays' greatness truly understood and deserved.


15.) If the author wrote another article entitled The Five Worst Plays that Shakespeare Wrote, what kind of information would you expect to be in that article?


A) explanations of the worst ways to teach Shakespeare's plays B) a detailed examination of several of Shakespeare's unsuccessful plays

C) a biographical sketch that focuses on the saddest parts of Shakespeare's life D) an article examining the use of death and decay imagery in several of Shakespeare's

plays


16.) If this article had a heading for a section entitled "The Opposite View: Defending Shakespeare's Greatness," what could one expect to see in that section?

A) a section that disagrees with the thesis of the article B) more criticism of how Shakespeare is over-praised and over-rated

C) a historical survey of other great playwrights from Shakespeare's time period D) a list of all the greatest actors of Shakespearean drama from the nineteenth century


17) Based on the tone and content of this passage, what conclusion can be drawn about the author of this passage?

A) The author has never really understood the appeal of Shakespeare.

B) The author knows very little about Shakespeare's life and works and thus has no authority as a speaker.

C) The author clearly hates and detests Shakespeare and wishes that his plays weren't taught to high school students.

D) The author loves teaching Shakespeare, but wants to soften some of the "worship" of Shakespeare that goes on in English classrooms


18.) If this article had a heading for a section entitled Ridiculously Unrealistic Moments in Shakespeare's Early Tragedies, what could you expect to see in that section?

A) a list of all the funniest lines and moments that Shakespeare wrote

B) interviews with directors on some of the difficulties of producing Shakespeare today

C) a critique of how Shakespeare's tragedies are currently taught in high schools across America

D) a discussion of some absurd and unbelievable moments in a few of Shakespeare's early tragedies


19) If this article had a heading for a section entitled A Weakening of Poetic Powers: Shakespeare's Late Plays, what would you expect to see in that section?

A) A celebration of the end of Shakespeare's career and his last few plays B) Examples and descriptions of a few of Shakespeare's less successful later works

C) An argument for why Shakespeare's later sonnets should be taught to ninth-graders

D) A detailed literary analysis of some of the flower imagery used in Shakespeare's plays


The Thoughts of an Ornithologist

William Princeton


passage below:


(1) I've spotted a young female Peregrine Falcon, but cannot read the two-digit code on her vid band. Because the Peregrine travel up to 15,000 miles each year, these colored leg bands are essential to identifying and tracking the birds. This bird has fantastic markings—through my binoculars, I can clearly make out the black mustache mark common to this species. I calculate the bird's speed to be twenty-five miles per hour—she merely coasts while monitoring the mountainside for a tasty meal. Once the predator has focused in on her prey, she dramatically descends into that spectacular hunting stoop. At this moment, she's the fastest animal on the planet—scientists have clocked Peregrines at speeds of 200 miles per hour during this hunting dive. I'm on cloud nine as I silently observe the bird's victory.


(2) As a child, I was obsessed with the study of birds, known as ornithology. I spent every opportunity observing the birds that lived around my family's home. Ornithology drew me in like a moth to a flame. After completing high school, I was accepted at the Cornell Lab of Ornithology where I became involved in species conservation. I spent several years color banding a wide variety of birds in California with the Fish and Wildlife Service. The banding systems allowed us to study the birds' annual survivorship, fidelity to territory and mate, and migratory status. Years later, an acquaintance of mine from Cornell offered me a position on a team that works for the conservation of Peregrine Falcons. I've been fascinated by these birds ever since.


(3) The Peregrine population crashed between 1950 and 1970 due to pesticides like DDT. The future of these magnificent birds remained uncertain for nearly two decades. Thanks to the diligent work of conservationists like Tom Cade, officials removed the Peregrine from the endangered species list in 1999.


(4) Of course, these birds still aren't entirely self-sufficient. The major concern is that the falcons tend to nest in urban areas because of a phenomenon called "imprinting." Falcons often reside in habitats similar to their natal nests, or the nests where they were born. For birds bred in captivity, the site of their release is often imprinted in their brains. Early recovery efforts used skyscrapers in urban areas as release sites for the Peregrine, causing the birds to return to large cities later in life.


(5) Our program has chosen to get back to nature by releasing the birds along the rock faces of the Mississippi River Valley. We are optimistic that the difference in the imprinting will encourage more falcons to nest in the wilderness. Fledgling falcons are raised in cliff-like nests constructed of real and fabricated rock, with no man-made structures in sight. When we release the birds from the bluffs of Effigy Mounds National Park, they recognize the craggy cliffs as their home.


(6) Back along the cliff side, after some careful scrutiny, I've identified the female falcon as B/6. She has returned to her cliff nest with her prey held tightly in her talons. There appear to be young in the nest—a successful natural mating here on the rock face! This is what makes all our hard work worthwhile. The Peregrine Falcons are staging a real comeback!


20.) What inference can be made from the punctuation in section (6)?

A) Exclamation marks are used to indicate serious danger. B) Exclamation marks are used to indicate happy excitement.

C) Exclamation marks are used to indicate a sense of urgency. D) Exclamation marks are used to indicate the narrator's fear.


21) Choose the BEST inference from this sentence in section 1: I'm on cloud nine as I silently observe the bird's victory

A) The Peregrine Falcon is searching desperately. B) The Peregrine Falcon has found a suitable mate. C) The Peregrine Falcon has caught something to eat. D) The narrator is anxious because the weather is about to change.


22.)Years later, an acquaintance of mine from Cornell offered me a position on a team that works for the conservation of Peregrine Falcons. I've been fascinated by these birds ever since.


22.)What inference can be made from these two selected sentences?

A) The narrator accepted the position on the conservation team. B) The narrator declined the position on the conservation team.

C) The narrator is no longer friendly with this old acquaintance. D) The narrator tried to have someone else appointed to the team.


23) What inference can BEST be made from section (6)?

A) The narrator thinks that the Peregrine falcon is no longer to be worried about.

B) The narrator is sure that the Peregrine falcon will remain off the endangered species list.

C) The narrator is worried that the Peregrine falcon will return to the endangered species list.

D) The narrator is optimistic that the Peregrine falcon will remain off the endangered species list.


24.)Excerpt from The Pet Cloning Controversy

Sean Putman


6 Cloning also brings many pet owners great joy. Nicky was a beloved Maine Coon cat owned by a woman in Texas named Julie. Nicky's owner was devastated when he passed away in 2004. Thanks to cloning, Julie has a new special friend. She says that Little Nicky is healthy and happy. Besides looking just like the first Nicky, Little Nicky shares some of his distinctive behaviors—proving the wonders of cloning. This includes an unusual fascination with water.


7 There is also the well-documented story of Missy, the Border collie-husky mix. Missy's owner missed her so much that he founded a company that helps private citizens clone their pets. Fifteen years after Missy's passing, Mira was born. Mira bears a striking resemblance to Missy and behaves just like her as well. Two additional Missy clones, Chingu and Sarang, live with family members and often visit their "twin sister" Mira.

24.) Which idea is BEST supported by the information in sections six and seven?


A) Cloning results cannot be predicted. B) Cloning promotes scientific research. C) Cloning should be available to all pet lovers.

D) Emotions motivate pet lovers to clone their pets.


25.)Advertisement posted on the school bulletin board:


Kelly's Boarding and Pet Camp is looking for student "Pet Camp Counselors" for our busy season, June through August. Applicants should be at least 16-years-old, have their own transportation, and love pets. Our counselors are responsible for feeding and cleaning-up after campers, going on long walks with dogs, and having play sessions with cats. Counselors can work between 15 and 20 hours per week and can make up to $8/hr. Please e-mail <[email protected] with your name, phone number, experience, and references so that we may contact you. No phone calls to us, please.


25.) Why would June through August be a busy time for Kelly's business?


A) Pets need more care in the June than they do in the December. B) Pets will need to be cared for when their owners go on summer vacation.

C) Kelly does not have enough workers during the summer. D) Owners often send their pets to camp even though they are home during summer vacation.


26.)Excerpt from Freedom's Ferment

Jon Reese


One of the reform movements that arose during the "freedom's ferment" of the early nineteenth century was a drive for greater rights for women, especially in the political area. Women were heavily involved in many of the reform movements of this time, but they discovered that while they did much of the drudge work, with few exceptions (such as Dorothea Dix) they could not take leadership roles or lobby openly for their goals. Politically, women were to be neither seen nor heard. The drudgery of daily housework and its deadening impact on the mind also struck some women as unfair.

26.) What can you infer about Dorothea Dix?


A) She was a public leader of a reform movement. B) She was an opponent of the Suffrage Movement.

C) She did not participate in the Seneca Falls Convention. D) She refused to take a public role in lobbying for reforms.


Old Ironsides

Oliver Wendell Holmes


poem:


Ay, tear her tattered ensign down!

Long has it waved on high,

And many an eye has danced to see

That banner in the sky;

Beneath it rung the battle shout,5

And burst the cannon's roar; --

The meteor of the ocean air

Shall sweep the clouds no more.


Her deck, once red with heroes' blood,

Where knelt the vanquished foe,10

When winds were hurrying o'er the flood,

And waves were white below,

No more shall feel the victor's tread,

Or know the conquered knee; --

The harpies of the shore shall pluck15

The eagle of the sea!


Oh, better that her shattered hulk

Should sink beneath the wave;

Her thunders shook the mighty deep,

And there should be her grave;20

Nail to the mast her holy flag,

Set every threadbare sail,

And give her to the god of storms,

The lightning and the gale.


Ay, tear her tattered ensign down!

Long has it waved on high,

And many an eye has danced to see

That banner in the sky;

Beneath it rung the battle shout,


27.) How is imagery used in the first five lines of this poem?


A) The image of a proud but worn flag is established. B) The image of an exciting adventure is established.

C) The image of a storm that has ended is established.

D) The image of a proud and victorious warrior is established.


28.) What effect is the poet MOST LIKELY trying to achieve through the use of a rhyme scheme, the formal diction, and the set meter?

A) These elements allow the poet a greater sense of freedom. B) These elements provide intellectual depth and philosophical scope.

C) The form of the poem adds a sense of dignity and grandeur to the occasion. D) The form shows how old the boat is and reflects the style of the time period.


29) In stanza two, how does the poet enhance the imagery of the wind?

A) The diction is reminiscent of the imagery of wind. B) The formal rhyme scheme imitates a swirling motion.

C) The allusion to the harpies conjures up an image of a storm. D) The alliteration of the letter 'w' echoes the sound of the rushing wind.


30.)What is the speaker's attitude toward the ship?

A) reverent and reflective B) passionate and poignant

C) threatening and cynical D) ecstatic and challenging


31) Which of these BEST describes a theme of this poem?

A) loss of innocence B) nature's fury and power C) pride in battle and death D) romantic love lost in battle


32.) Who is the speaker?


A) The captain who guided her through all the battles B) Someone with a deep and abiding admiration for the ship

C) A patriot who is proud of his country and its defenders

D) An old ship builder who cannot bear to see his work destroyed


Lending a Helping Hand

Elizabeth Mohn


passage below:


1Jackson sat by the window and started his reading assignment for English class. Although Jackson's synopsis of Willa Cather's O Pioneers! wasn't due for another month, he decided to start the assignment early since it was a gloomy day. As Jackson leafed through the thick volume, he heard his younger sister Trisha talking to their mother.


2"Mom, I don't know how I could've misplaced my lucky necklace—it just vanished!"


3Leaning back in his chair, Jackson sighed and rolled his eyes. Trisha—who was three years younger than Jackson—was always misplacing things. Jackson prided himself on being organized and efficient. Trisha, however, was extremely absentminded; their mother liked to call her a free spirit. So, Jackson wasn't shocked to hear that his sister misplaced her lucky necklace. Trisha's scatterbrained ways sometimes irritated Jackson. He thought about helping search for the missing jewelry, but decided that Trisha needed to become more independent and locate it on her own.


4Jackson began reading the novel, and was immediately interested in the story. In the opening scene, a boy's kitten climbs a pole, and won't come down. The boy weeps until he glimpses his older sister, Alexandra, walking toward him.


5[Alexandra] did not notice the little boy until he pulled her by the coat. Then she stopped short and stooped down to wipe his wet face.

6"Why, Emil! . . . What is the matter with you?"

7"My kitten, sister, my kitten! . . ."

8"Oh, Emil! Didn't I tell you she'd get us into trouble of some kind, if you brought her? . . ." She went to the foot of the pole . . . , "Kitty, kitty, kitty," but the kitten only mewed and faintly waved its tail. Alexandra turned away decidedly. "No, she won't come down. Somebody will have to go up after her. . . . . I'll go and see if I can find Carl [Linstrum]. Maybe he can do something. Only you must stop crying, or I won't go a step. Where's your comforter? Did you leave it in the store? Never mind. Hold still, till I put this on you."

9She unwound the brown veil from her head and tied it about his throat.



10Jackson paused his reading for a moment and thought about the ordeal in the story. Although Alexandra was irked by her younger brother, she consoled him and found a solution to his problem. Jackson thought about all the times other people helped him in his life and the ways he benefited from their aide. Jackson realized that Alexandra acted admirably by helping her brother—even though she didn't have to. With that, Jackson closed his book, donned his socks and shoes, and walked toward the door.


11"Trisha," Jackson yelled from his bedroom door. "Let's go search for your lucky necklace together!"


33.) What similar idea or theme is present in both the life of Jackson and Trish and the story Jackson is reading from O Pioneers?

A) Both stories involve siblings who need to be taught the importance of caring for animals properly.

B) Both Jackson and Alexandra have to learn about how to stop picking on their younger siblings for no reason.

C) Both stories involve siblings who need to be taught about the importance of keeping up with their possessions.

D) Jackson's sister Trisha lost her necklace just as Emil has lost a kitten--and both need an older sibling's help.


34) How was Jackson different from Alexandra at the beginning of the passage?

A) Jackson wasn't mature or organized. B) Jackson thought Emil was being childish. C) Jackson didn't want to help his sibling.

D) Jackson puts family before everything else.


35.) What aspect of the opening scene from O Pioneers! inspires Jackson to help his sister Trisha find her necklace?

A) the extreme weeping of the little boy named Emil B) the way Emil generously helps his sad older sister

C) the way Alexandra generously helps her sad little brother D) the indifferent callous nature of Emil's sister, Alexandra


36) Which two words BEST describe both Jackson and Alexandra?

A) overbearing, rude B) gleeful, generous C) determined, competent D) forgetful, distracted


37.) Which of these characters is MOST like Trisha?


A) Alexandra B) Carl C) Emil D) Jackson

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