Please note that the questions are numbered incorrectly. The numbers will be changed and questions rearranged for the actual exam. STUDY!
English III Final Exam
K. Alley
A. Matching Part I (2 Points each)
Match the following characters with the correct dream.
1. Mama Younger __________ a. She dreams about having a garden of her own.
2. Walter Younger __________ b. He dreams of bringing independence to the Yoruba tribe.
3. Ruth Younger __________ c. She dreams of leaving “this rat trap.”
4. Beneatha Younger __________ d. He wants to own his own business.
5. Joseph Asagai __________ e. She wants to be a doctor.
B. Matching Part II (2 Points Each)
Match the following characters with the appropriate quotations.
6. Mama Younger __________ a. “Here I am a giant - surrounded by ants!”
7. Walter Younger __________ b. “It’s simple. You read books - to learn facts - to get grades - to pass the course - to get a degree. That’s all - it has nothing to do with thoughts.”
8. Karl Lindner __________ c. “Ain’t nobody in my family never let nobody pay ‘em no money that was a way of telling us we wasn’t fit to walk the earth. We ain’t never been that poor.”
9. Beneatha Younger __________ d. “I tell you that race prejudice simply doesn’t enter into it. It is a matter of the people of Clybourne Park believing, rightly or wrongly, as I say, that for the happiness of all concerned that our Negro families are happier when they live in their own communities.”
10. George Murchison __________ e. “It’s all a matter of ideas, and God is just one idea I don’t accept. It’s not important.”
19. When was the A Raisin in the Sun first performed?
a. 1929 c. 1979
b. 1959 d. 1989
20. What is the title of the poem in the beginning of A Raisin in the Sun?
a. “Harlem” c. “A Raisin in the Sun”
b. “Chicago” d. “Love Comes”
21. What is the first question Langston Hughes asks in the opening poem?
a. Does it dry up c. “Does it stink like rotten meat?
Like a raisin in the sun?
b. “It’s been rough, ain’t it, baby?” d. “What happens to a dream deferred?”
22. Where does the play take place?
a. An apartment in Harlem c. 406 Clybourne Street, Chicago
b. An apartment in Chicago’s South Side d. 406 Clybourne Street, Harlem
23. When does the play take place?
a. During the 1920’s c. Between World War I and World War II
b. During the 1980’s d. Between World War II and the present
24. On which two days of the week do the events in the play always occur?
a. Thursday and Friday c. Saturday and Sunday
b. Friday and Saturday d. Sunday and Monday
25. Which of the following statements is not true about the apartment?
a. It has three rooms. c. It has a small bathroom.
b. It has one window. d. The carpet is worn.
26. What does Walter Younger do for a living?
a. Bus driver c. Business man
b. Chauffeur d. Doctor
27. What does Ruth do for a living?
a. Bus driver c. Nurse
b. Maid d. Doctor
28. What does Travis want to be when he grows up?
a. Bus driver c. Business man
b. Chauffeur d. Doctor
29. Which of the following examples best exemplifies the term “afro-centricism?”
a. Cuban refugee Elian Gonzalez changes his name to John Smith.
b. Children on a Nike commercial sing “I want to be like Mike.”
c. James Brown sings “I’m Black, and I’m Proud.”
d. A Nigerian wears a suit to work in order to fit in with American businessmen.
30.. Which of the following examples best exemplifies the term “assimilation?”
a. A Mexican immigrant refuses to learn English.
b. A Chinese American establishes her own restaurant known for its authentic Chinese food.
c. James Brown sings “Papa’s Got a Brand New Bag.”
d. A German business man learns English and adapts to American customs in order to communicate better with American businessmen.
31. Who best exemplifies afro-centrism?
a. Mama Younger c. George Murchison
b. Joseph Asagai d. Walter Younger
32. Who best exemplifies assimilation?
a. Mama Younger c. George Murchison
b. Joseph Asagai d. Walter Younger
33. Which of the following statements best exemplifies afro-centrism?
a. “All anyone seems to know about when it comes to Africa is Tarzan”
b. “Why should I know anything about Africa?”
c. Oh, dear, dear, dear! Here we go! A lecture on the African past! On Our Great African Heritage!”
d. “The Ashanti were performing surgical operations when the English were still tattooing themselves with blue dragons”
34. Which of the following statements best exemplifies assimilation?
a. “We all tied up in a race of people that don’t know how to do nothing but moan, pray, and have babies!”
b. “I know ain’t nothing in this world as busy as you black college boys with your fraternity pins and white shoes.”
c. “Ain’t nobody in my family never let nobody pay ‘em no money that was a way of telling us we wasn’t fit to walk the earth.”
d. “Three hundred years later the African Prince rose up out of the seas and swept the maiden back across the middle passage over which her ancestors had come.”
35. Which of the following describes Mama?
a. “We can see that she was a pretty girl, even exceptionally so, but now it is apparent that life has been little that she has expected.”
b. “Her lean, almost intellectual face has a handsomeness of its own.”
c. “Being a woman who has adjusted to many things in life and overcome many more, her face is full of strength.”
d. None of the above
36. Why is the plant significant?
a. It represents the Younger family. Even though, it lives in a cramped area where it receives little light, the plant continues to grow.
b. It represents Mama’s desire to have a garden.
c. It represents the desire for freedom.
d. All of the above.
37. How much money does Mama receive from her husband’s life insurance check?
a. $5000 c. $10,000
b. $6,500 d. $15,000
38. When does Mama receive the check?
a. Before Act I c. Act II
b. Act I d. Act III
39. How do we know that Ruth is thinking about aborting her baby?
a. She refers to Old Doctor Jones as “she”
b. She makes a five dollar down payment.
c. She is very secretive about who she went to see Saturday morning.
d. All of the above.
40. Which of the following best describes Walter during the beginning of Act 2?
a. He is depressed.
b. He is hopeful about the future.
c. He and Ruth make up.
d. He is drunk.
41. What does Asagai mean when he calls Beneatha “Alaiyo?”
a. “Little Idiot” c. “One for Whom Food is Not Enough”
b. “Beloved One” d. “One for Whom Money is Not Enough”
42. What does Asagai say about Beneatha’s hair?
a. It reminds him of an African queen.
b. It is mutilated.
c. It needs to be cut.
d. None of the above
43. Which of the following quotations best describes George Murchison’s attitude when he sees Beneatha in her African robes?
a. “You’re all wacked out with bitterness.”
b. “I hate assimilationist Negroes!”
c. “We’re going to the theatre - we’re not going to be in it.”
d. “How can something that’s natural be eccentric?”
44. What does George mean when he refers to Walter as “Prometheus?”
a. He admires Walter because of his ambition.
b. He admires Walter because of his willingness to assimilate in order to achieve a dream.
c. He says this sarcastically, considering his ambition to be foolish.
d. He says this sarcastically. Murchison looks down on Walter for being an assimilationist.
45. What do Ruth, Beneatha, and Walter give Mama in Act 2?
a. A plant. c. A tacky gardening hat
b. A check. d. Gardening tools
46. Who steals the money?
a. Karl Lindner c. Bobo
b. George Murchison d. Willy
47. How are Walter’s dreams deferred throughout the play?
a. Ruth would not listen to him in Act 1.
b. Mama would not give him control of the money in Act 2, scene 1.
c. The money is stolen in Act 2, scene 3.
d. All of the above.
48. How are Beneatha’s dreams deferred throughout the play?
a. Ruth would not listen to her in Act 1.
b. Mama would not give Walter control of the money in Act 2, scene 1.
c. The money is stolen in Act 2, scene 3.
d. All of the above.
49. Why does Mama tell Travis to stay in the room when Walter confronts Lindner in Act Three?
a. She wants Travis to understand that Walter was willing to take the money from Lindner in order to insure his family’s financial security.
b. She wants Travis to see that Lindner is a racist.
c. She wants Travis to see Walter stand up against Lindner.
d. None of the above.
50. Who is the last character on stage during the play?
a. Mama c. Ruth
b. Walter d. Travis
Monday, May 14, 2012
Tuesday, April 24, 2012
Monday, April 16, 2012
Research Paper Documents and Resources
Outline generator: http://www.crlsresearchguide.org/outlineinput.asp
Example outline:
http://bcs.bedfordstmartins.com/pdfs/Hacker-Levi-MLA-Out.pdf
Annotated bibliography instructions and example:
To create your annotated bibliography, simply open a Word document on your computer and keep it open as you search the TEL and other sources online. When you find a useful source, copy and paste ALL of the citation information you will need (in the TEL, use the citation tools box to create an MLA citation and then copy and paste it into your bibliography. Under the citation information, copy and paste any chunk of the text you think will be useful in writing your paper. You won’t end up using all of the information word-for-word, but the bibliography will put all possibly useful information in one place and make it easier for you to write the paper. The day you bring the bibliography to class, we will spend time highlighting and making notes to further process the information and decide what might go into the paper.
Example: This is what your annotated bibliography should look like. For my example, I found sources for a paper on possible causes of the Salem witch trials.
Annotated Bibliography
Possible Causes of the Salem Witch Trials
“The body, for its part, also entangled women. Puritans believed that Satanattacked the soul by assaulting the body, and that because women's bodies wereweaker, the devil could each women's souls more easily, breaching these "weakervessels" with greater frequency. Not only was the body the means towardpossessing the soul, it was the very expression of the devil's attack. Amongwitches, the body clearly manifested the soul's acceptance of the diabolicalcovenant. Women were in a double bind during witchcraft episodes. Their souls, strictlyspeaking, were no more evil than those of men, but the representation of thevulnerable, unsatisfied, and yearning female soul, passively waiting for Christ butalways ready to succumb to the devil, inadvertently implicated corporeal womenthemselves.(2) The representation of the soul in terms of worldly genderarrangements, and the understanding of women in terms of the characteristics ofthe feminine soul, in a circular fashion led Puritans to imagine that women weremore likely than men to submit to Satan. A woman's feminine soul, jeopardized ina woman's feminine body, was frail, submissive, and passive-qualities that mostNew Englanders thought would allow her to become either a wife to Christ or adrudge to Satan.
2. Salem Witchcraft Trials 1692. (n.d.) University of Missouri Kansas City school of Law. Retrieved November 1, 2011 http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm
Chronology: January 20, 1692: Eleven-year old Abigail Williams and nine-year-old Elizabeth Parris begin behaving much as the Goodwin children acted four years earlier. Soon Ann Putnam Jr. and other Salem girls begin acting similarly.
3. Misogyny, ergot, or envy? The Salem witch-trials. (1992, May 16). The Economist [US], 323(7759), A31. Retrieved November 1, 2011 from http://go.galegroup.com/ps/i.do?&id=GALE%7CA12246559&v=2.1&u=tel_s_tsla&it=r&p=GPS&sw=w
“Feminists see the frenzy as part of the misogyny of Puritan culture, and the witch-hunts as a backlash against unconventional women--or those climbing the economic ladder. Carol Karlsen's "The Devil in the Shape of a Woman" finds that most of those accused in New England's witch-hunts also stood to inherit property. Racial interpretations see in Salem a colonial outpost where the slave Tituba embodied white fears of alien peoples in an unconquered continent. Religious and political historians are having their say, too. The two of Salem was becoming prosperous (and secular) more quickly than the surrounding rural areas. Rivalries had developed, and the charges of witchcraft, which came first from the poorer, more devout countryside, helped to feed the tension. Massachusetts had lost its charter in 1684, and the next eight years were marked by political uncertainty. As hysteria mounted in the first months of 1692, the colony was still waiting for a new administration and the Salem magistrates had no authority to prosecute the accused. The climate was ripe for an emotional eruption, and here medical science steps in. Some physicians suspect that the outbursts of the stricken girls were symptoms of "post-traumatic stress syndrome", induced by the drudgery of daily life or perhaps by abuse from stern parents.
4. Baker, J. P. (2011). A grain to blame? Calliope, 21(9), July/August. Retrieved November 1. 2011 from http://go.galegroup.com/ps/i.do?&id=GALE%7CA267032566&v=2.1&u=tel_s_tsla&it=r&p=GPS&sw=w
“Why did this event occur, and why were the people of Salem so ready to believe what now seems to be such an absurd story of witchcraft? Today, many believe that the accused were targeted for financial reasons. Many of them were generally better off than their accusers and. in many cases, families that accused individuals of being witches stood to inherit property from those charged with the crime. There is also a belief that many of the accusers were upset about the new preacher, Samuel Parris, and sought revenge for his moving to the village. In 1976, historian Linnda Caporael suggested that perhaps a naturally occurring hallucinogen could be an explanation for this dark moment of history. Her theory maintains that something called ergot poisoning may have caused the hysteria. The plant disease ergot is the result of a mold that grows on grain. For centuries, farmers knew of this toxic mold but assumed it was harmless.”
Topics, instructions, and deadlines
Due Date: Friday, May 4
Example outline:
http://bcs.bedfordstmartins.com/pdfs/Hacker-Levi-MLA-Out.pdf
Annotated bibliography instructions and example:
To create your annotated bibliography, simply open a Word document on your computer and keep it open as you search the TEL and other sources online. When you find a useful source, copy and paste ALL of the citation information you will need (in the TEL, use the citation tools box to create an MLA citation and then copy and paste it into your bibliography. Under the citation information, copy and paste any chunk of the text you think will be useful in writing your paper. You won’t end up using all of the information word-for-word, but the bibliography will put all possibly useful information in one place and make it easier for you to write the paper. The day you bring the bibliography to class, we will spend time highlighting and making notes to further process the information and decide what might go into the paper.
Example: This is what your annotated bibliography should look like. For my example, I found sources for a paper on possible causes of the Salem witch trials.
Annotated Bibliography
Possible Causes of the Salem Witch Trials
1. Reis, Elizabeth. (1995). The devil, the body, and the feminine soul in puritan New England. The Journal of American History. Retrieved November 1, 2011 from http://lonestar.texas.net/~mseifert/devil.html
“The body, for its part, also entangled women. Puritans believed that Satanattacked the soul by assaulting the body, and that because women's bodies wereweaker, the devil could each women's souls more easily, breaching these "weakervessels" with greater frequency. Not only was the body the means towardpossessing the soul, it was the very expression of the devil's attack. Amongwitches, the body clearly manifested the soul's acceptance of the diabolicalcovenant. Women were in a double bind during witchcraft episodes. Their souls, strictlyspeaking, were no more evil than those of men, but the representation of thevulnerable, unsatisfied, and yearning female soul, passively waiting for Christ butalways ready to succumb to the devil, inadvertently implicated corporeal womenthemselves.(2) The representation of the soul in terms of worldly genderarrangements, and the understanding of women in terms of the characteristics ofthe feminine soul, in a circular fashion led Puritans to imagine that women weremore likely than men to submit to Satan. A woman's feminine soul, jeopardized ina woman's feminine body, was frail, submissive, and passive-qualities that mostNew Englanders thought would allow her to become either a wife to Christ or adrudge to Satan.
2. Salem Witchcraft Trials 1692. (n.d.) University of Missouri Kansas City school of Law. Retrieved November 1, 2011 http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm
Chronology: January 20, 1692: Eleven-year old Abigail Williams and nine-year-old Elizabeth Parris begin behaving much as the Goodwin children acted four years earlier. Soon Ann Putnam Jr. and other Salem girls begin acting similarly.
Mid-February, 1692: Doctor Griggs, who attends to the "afflicted" girls, suggests that witchcraft may be the cause of their strange behavior.
February 25, 1692: Tituba, at the request of neighbor Mary Sibley, bakes a "witch cake" and feeds it to a dog. According to an English folk remedy, feeding a dog this kind of cake, which contained the urine of the afflicted, would counteract the spell put on Elizabeth and Abigail. The reason the cake is fed to a dog is because the dog is believed a "familiar" of the Devil.
Late-February, 1692: Pressured by ministers and townspeople to say who caused her odd behavior, Elizabeth identifies Tituba. The girls later accuse Sarah Good and Sarah Osborne of witchcraft.
February 29, 1692: Arrest warrants are issued for Tituba, Sarah Good and Sarah Osborne.
February 25, 1692: Tituba, at the request of neighbor Mary Sibley, bakes a "witch cake" and feeds it to a dog. According to an English folk remedy, feeding a dog this kind of cake, which contained the urine of the afflicted, would counteract the spell put on Elizabeth and Abigail. The reason the cake is fed to a dog is because the dog is believed a "familiar" of the Devil.
Late-February, 1692: Pressured by ministers and townspeople to say who caused her odd behavior, Elizabeth identifies Tituba. The girls later accuse Sarah Good and Sarah Osborne of witchcraft.
February 29, 1692: Arrest warrants are issued for Tituba, Sarah Good and Sarah Osborne.
3. Misogyny, ergot, or envy? The Salem witch-trials. (1992, May 16). The Economist [US], 323(7759), A31. Retrieved November 1, 2011 from http://go.galegroup.com/ps/i.do?&id=GALE%7CA12246559&v=2.1&u=tel_s_tsla&it=r&p=GPS&sw=w
“Feminists see the frenzy as part of the misogyny of Puritan culture, and the witch-hunts as a backlash against unconventional women--or those climbing the economic ladder. Carol Karlsen's "The Devil in the Shape of a Woman" finds that most of those accused in New England's witch-hunts also stood to inherit property. Racial interpretations see in Salem a colonial outpost where the slave Tituba embodied white fears of alien peoples in an unconquered continent. Religious and political historians are having their say, too. The two of Salem was becoming prosperous (and secular) more quickly than the surrounding rural areas. Rivalries had developed, and the charges of witchcraft, which came first from the poorer, more devout countryside, helped to feed the tension. Massachusetts had lost its charter in 1684, and the next eight years were marked by political uncertainty. As hysteria mounted in the first months of 1692, the colony was still waiting for a new administration and the Salem magistrates had no authority to prosecute the accused. The climate was ripe for an emotional eruption, and here medical science steps in. Some physicians suspect that the outbursts of the stricken girls were symptoms of "post-traumatic stress syndrome", induced by the drudgery of daily life or perhaps by abuse from stern parents.
4. Baker, J. P. (2011). A grain to blame? Calliope, 21(9), July/August. Retrieved November 1. 2011 from http://go.galegroup.com/ps/i.do?&id=GALE%7CA267032566&v=2.1&u=tel_s_tsla&it=r&p=GPS&sw=w
“Why did this event occur, and why were the people of Salem so ready to believe what now seems to be such an absurd story of witchcraft? Today, many believe that the accused were targeted for financial reasons. Many of them were generally better off than their accusers and. in many cases, families that accused individuals of being witches stood to inherit property from those charged with the crime. There is also a belief that many of the accusers were upset about the new preacher, Samuel Parris, and sought revenge for his moving to the village. In 1976, historian Linnda Caporael suggested that perhaps a naturally occurring hallucinogen could be an explanation for this dark moment of history. Her theory maintains that something called ergot poisoning may have caused the hysteria. The plant disease ergot is the result of a mold that grows on grain. For centuries, farmers knew of this toxic mold but assumed it was harmless.”
Topics, instructions, and deadlines
Due Date: Friday, May 4
**NO LATE PAPERS WILL BE ACCEPTED!!** If you are absent, your paper is STILL DUE! Email it to alleykm@mcsk12.net if necessary.
Your research paper this year will address a debatable topic. You will need to move beyond simple reporting and summarizing of information and begin to explore more complex questions as you assert your argument and then support it.
Below is a list of suggested topics. You may choose your own topic not on this list, but ONLY with my prior approval. I will not accept a paper on a non-approved topic. Your paper must be at least 6 pages long in MLA style (double spaced, 12-point font).
You will be required to use a minimum of four sources, three of which must be a book or academic journal. No more than one source can be a website (material that has been first published in a book or magazine but is also available on-line will be considered in its original form). The Tennessee Electronic Library is an excellent source of material and I strongly suggest that you use it to find sources. Plagiarism will result in a zero! Cite all sources correctly!
Topics:
1. When Zora Neale Hurston first published her novel Their Eyes Were Watching God, many black writers of the day (Harlem Renaissance) criticized and hated the book because they said it made black people look uneducated and embarrassing. Explore these criticisms and the people they came from as well as those who supported Hurston, then argue either that the novel does or does not offer a valid perspective on the experience of at least some African-Americans during that time.
2. Bullying is a hot topic in educational law these days. Several states have passed legislation that helps prevent bullying, but a few have passed laws that actually protect the bullies in some circumstances. Explore this issue by researching recent legislation across the country and some of the outcomes, then write a paper in which you support a specific approach to the bullying problem in schools. (Recommended reading: “One Town’s War on Gay Teens,” Rolling Stone magazine, available at http://www.rollingstone.com/politics/news/one-towns-war-on-gay-teens-20120202)
3. What do you think is the number one issue facing young people in America today? Write a paper in which you assert that this is the most important problem, support this assertion with researched source material, and discuss solutions for the problems: both those proposed by others and your own ideas.
4. A Raisin in the Sun addresses the issue of racial integration in previously all-white areas. Is this still an issue today in some areas of the country? In your own city? Research this issue and write a paper in which you argue that integration is or is not an ongoing issue in America, supporting your position with your research. Discuss possible solutions if you argue that it is still an issue.
Research Paper Deadlines
Each of these deadlines represents an assignment that will count as a grade. Meeting deadlines means turning things in ON TIME.
1. Thursday, April 6: Topic confirmation. Write one paragraph about the topic you have chosen, explaining the position you plan to take on the topic (what your argument will be). Explain the types of sources you hope to find and where you will look for them. We will write this in class, but come in knowing what your topic will be.
2. Monday, April 16: Annotated bibliography. This is a list of your sources, along with copied and pasted text and/or notes from each source that you think will be useful in your paper. All copied and pasted text must be highlighted, underlined, annotated, etc. to show that you have read and thought about the information and how it applies to your topic. We will spend one class period going over the annotated bibliography method.
3. Monday, April 23: Rough draft of introductory paragraph with thesis statement plus complete outline. Go ahead and write your introductory paragraph, the last sentence of which is your thesis statement. Remember, your thesis should clearly state your position/argument on the topic. Then completely outline the rest of the paper. In order to fill six pages, you really need to plan what you will talk about in each paragraph. Make a note of each place you plan to include material from your sources.
4. Friday, May 4: Final Paper Due!! Paper must be a minimum of six pages typed, double-spaced, in 12-point font. You must follow MLA style guidelines (see additional handout). You must use in-text citations each time you use source material, regardless of whether you quote it directly or paraphrase. Each source you include on your works cited page must also appear as an in-text citation at least once in the paper.
Late papers will not be accepted, period. No exceptions. If you are absent May 4, your paper is still due. Email to alleykm@mcsk12.net if neces
Your research paper this year will address a debatable topic. You will need to move beyond simple reporting and summarizing of information and begin to explore more complex questions as you assert your argument and then support it.
Below is a list of suggested topics. You may choose your own topic not on this list, but ONLY with my prior approval. I will not accept a paper on a non-approved topic. Your paper must be at least 6 pages long in MLA style (double spaced, 12-point font).
You will be required to use a minimum of four sources, three of which must be a book or academic journal. No more than one source can be a website (material that has been first published in a book or magazine but is also available on-line will be considered in its original form). The Tennessee Electronic Library is an excellent source of material and I strongly suggest that you use it to find sources. Plagiarism will result in a zero! Cite all sources correctly!
Topics:
1. When Zora Neale Hurston first published her novel Their Eyes Were Watching God, many black writers of the day (Harlem Renaissance) criticized and hated the book because they said it made black people look uneducated and embarrassing. Explore these criticisms and the people they came from as well as those who supported Hurston, then argue either that the novel does or does not offer a valid perspective on the experience of at least some African-Americans during that time.
2. Bullying is a hot topic in educational law these days. Several states have passed legislation that helps prevent bullying, but a few have passed laws that actually protect the bullies in some circumstances. Explore this issue by researching recent legislation across the country and some of the outcomes, then write a paper in which you support a specific approach to the bullying problem in schools. (Recommended reading: “One Town’s War on Gay Teens,” Rolling Stone magazine, available at http://www.rollingstone.com/politics/news/one-towns-war-on-gay-teens-20120202)
3. What do you think is the number one issue facing young people in America today? Write a paper in which you assert that this is the most important problem, support this assertion with researched source material, and discuss solutions for the problems: both those proposed by others and your own ideas.
4. A Raisin in the Sun addresses the issue of racial integration in previously all-white areas. Is this still an issue today in some areas of the country? In your own city? Research this issue and write a paper in which you argue that integration is or is not an ongoing issue in America, supporting your position with your research. Discuss possible solutions if you argue that it is still an issue.
Research Paper Deadlines
Each of these deadlines represents an assignment that will count as a grade. Meeting deadlines means turning things in ON TIME.
1. Thursday, April 6: Topic confirmation. Write one paragraph about the topic you have chosen, explaining the position you plan to take on the topic (what your argument will be). Explain the types of sources you hope to find and where you will look for them. We will write this in class, but come in knowing what your topic will be.
2. Monday, April 16: Annotated bibliography. This is a list of your sources, along with copied and pasted text and/or notes from each source that you think will be useful in your paper. All copied and pasted text must be highlighted, underlined, annotated, etc. to show that you have read and thought about the information and how it applies to your topic. We will spend one class period going over the annotated bibliography method.
3. Monday, April 23: Rough draft of introductory paragraph with thesis statement plus complete outline. Go ahead and write your introductory paragraph, the last sentence of which is your thesis statement. Remember, your thesis should clearly state your position/argument on the topic. Then completely outline the rest of the paper. In order to fill six pages, you really need to plan what you will talk about in each paragraph. Make a note of each place you plan to include material from your sources.
4. Friday, May 4: Final Paper Due!! Paper must be a minimum of six pages typed, double-spaced, in 12-point font. You must follow MLA style guidelines (see additional handout). You must use in-text citations each time you use source material, regardless of whether you quote it directly or paraphrase. Each source you include on your works cited page must also appear as an in-text citation at least once in the paper.
Late papers will not be accepted, period. No exceptions. If you are absent May 4, your paper is still due. Email to alleykm@mcsk12.net if neces
Monday, March 5, 2012
3rd Quarter Nine-Weeks Study Guide
3rd quarter 2012
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
Comprehension
The questions below refer to the selections “A Rose for Emily”; “Nobel Prize Acceptance Speech, 1950.”
____ 1. The emotions a reader might be expected to feel toward Emily include —
a. amusement and gratitude c. contempt and disappointment
b. pity and horror d. approval and satisfaction
____ 2. After her father dies, Emily —
a. moves to another town c. becomes a supporter of the arts
b. sees many suitors d. refuses to acknowledge his death
____ 3. The last time the townspeople see Homer Barron alive, he is —
a. buying a suit of clothes c. proposing marriage to Emily
b. drinking with other men d. entering Emily’s house
____ 4. The strand of gray hair discovered at the end of the story implies that —
a. Emily has lain beside the skeleton
b. Homer Barron had gray hair
c. Homer Barron kept a lock of Emily’s hair
d. Emily was much older than Homer
____ 5. Colonel Sartoris influences Emily by making her —
a. think about future suitors c. feel as if the world is ending
b. feel as if she is above the law d. think about military matters
____ 6. To influence the development of her character, Emily’s father —
a. drives off suitors and prevents her from marrying
b. refuses to allow her to use the family name
c. forces her to work in the family business
d. forgets to leave anything to her in his will
____ 7. Which of Homer Barron’s actions has the greatest effect on the development of Emily’s character?
a. Taking her to visit the North
b. Sometimes going drinking without her
c. Returning to town after an absence
d. Enraging her by rejecting her
____ 8. The narrator generalizes about people by saying that “we knew that with nothing left, she would have to cling to that which had robbed her, as people will.” Miss Emily’s behavior supports this generalization because she —
a. refuses to pay her taxes
b. gains a lot of weight
c. goes out with Homer Barron
d. refuses to admit that her father is dead
____ 9. Judging from William Faulkner’s Nobel Prize acceptance speech, what aspect of Miss Emily would he have admired most?
a. Her love for Homer Barron
b. Being out of touch with reality
c. Having an “inexhaustible voice”
d. Her enduring from generation to generation
____ 10. In his speech, Faulkner says that “the human heart in conflict with itself” is the only thing worth writing is about. “A Rose for Emily” portrays the human heart in conflict with itself by showing that Emily —
a. felt both love and hate for Homer Barron
b. performed all her actions with an aristocratic sense of sureness
c. kept the same black servant throughout her life
d. was a Grierson through and through
Literary Focus: Setting
The questions below refer to the selection “A Rose for Emily.”
____ 11. The small-town setting of the story helps the reader understand —
a. why the thwarting of Emily’s desire to marry mattered so much
b. the history of the Civil War
c. why Emily’s father did not let her marry
d. the tolerant attitudes of the townspeople toward African Americans
____ 12. The town described in the story is a(n) —
a. idealized view of Southern society
b. unnecessary backdrop to the action
c. distraction from more important things
d. crucial part of the story’s plot
____ 13. All of the following factors are important aspects of this story’s setting except —
a. Colonel Sartoris’s death c. customs for treating the upper classes
b. the old, decaying house d. attitudes toward African Americans
Reading Skills: Making Inferences About Characters
The question below refers to the selection “A Rose for Emily.”
____ 14. All of the following details help you make the inference that Miss Emily is a murderer except the —
a. smell in the house c. arsenic she buys
b. disappearance of Homer Barron d. market basket
Comprehension
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 15. Which of the following statements best reflects Prufrock’s view of himself?
a. I am a victim of bad luck. c. Women have always admired me.
b. I am unable to take risks. d. I am an adventurous youth.
____ 16. Prufrock seems to be a man who has —
a. suffered a hard life in working-class London
b. had a happy home and family
c. avoided opportunities for change
d. treated others cruelly and has withheld forgiveness
____ 17. The epigraph to the poem can be found —
a. before the first line c. in the biography of T. S. Eliot
b. at the end d. in the repeated lines
____ 18. When the speaker compares the evening to “a patient etherized upon a table,” he is emphasizing the —
a. excitement that lies ahead
b. human quality of the evening and the patient
c. lifelessness of the night
d. doctor-patient relationship
____ 19. To which of the following works does the poem not make an allusion?
a. The Bible c. A poem by Walt Whitman
b. A play by Shakespeare d. A great Italian artist
____ 20. Which of the following phrases or lines is not repeated in the poem?
a. “Scuttling across the floors of silent seas.”
b. “And would it have been worth it, after all . . .”
c. “That is not what I meant, at all.”
d. “There will be time. . . .”
____ 21. Which of the following lines is repeated in the poem to poetic effect?
a. “Do I dare?”
b. “In a minute there is time. . . .”
c. “Of restless nights in one-night cheap hotels . . .”
d. “In the room the women come and go . . .”
____ 22. Prufrock thinks of the frolicking mermaids as creatures who —
a. know that the ocean is safer than land c. laugh at Romanticism
b. crawl on the bottom of the sea d. live in a world of freedom and beauty
____ 23. Which image most clearly shows Prufrock’s timidity and his inability to make a decision?
a. “After the novels, after the teacups, after the skirts that trail along the floor — . . .”
b. “Shall I part my hair behind? Do I dare to eat a peach?”
c. “Human voices wake us, and we drown.”
d. “To have squeezed the universe into a ball . . .”
____ 24. What does Prufrock mean when he says, “I am not Prince Hamlet, nor was meant to be; / Am an attendant lord . . .”?
a. I am a villain, not a hero.
b. I am no hero, but just a minor character on the stage of my own life.
c. The mermaids will never sing to me.
d. I am the lord of all around me.
Literary Focus: Dramatic Monologue
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 25. Prufrock’s dramatic monologue enables the reader to —
a. see logical, sequential connections between ideas
b. understand the lives of many characters at once
c. witness the key events of Prufrock’s childhood
d. follow the stream of Prufrock’s rambling thoughts
____ 26. Which line immediately tells the reader that “The Love Song of J. Alfred Prufrock” is a dramatic monologue?
a. “Let us go then, you and I . . .”
b. “To lead you to an overwhelming question . . .”
c. “Like a patient etherized upon a table . . .”
d. “The yellow fog that rubs its back upon the window-panes . . .”
____ 27. Like all dramatic monologues, “The Love Song of J. Alfred Prufrock” —
a. contains allusions c. relies heavily on images
b. uses figures of speech d. is told in the first person
Reading Skills: Identifying the Main Idea and Supporting Details
The question below refers to the selection “The Love Song of J. Alfred Prufrock.”
____ 28. Which of the following sentences best states the main idea of the poem?
a. Love is impossible to find. c. People no longer yearn for heroes.
b. Modern life is spiritually empty. d. Modern people are generous and kind.
Comprehension
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 29. One river that is not mentioned in “The Negro Speaks of Rivers” is the —
a. Rio Grande c. Nile
b. Congo d. Mississippi
____ 30. What do the rivers named in “The Negro Speaks of Rivers” have in common?
a. They are in Africa.
b. They are historically important to the speaker.
c. They have yearly floods.
d. Famous dams have been built on them.
____ 31. According to the speaker, his soul is like a river because it —
a. flows gently wherever it can
b. dries up at times or rushes in torrents at others
c. has grown deep over time
d. is hard to contain
____ 32. What aspect of human biology does the speaker compare to rivers?
a. Digestion c. Respiration
b. Reproduction d. Circulation
____ 33. The line “I looked upon the Nile and raised the pyramids above it” shows that the speaker —
a. identifies himself with his cultural ancestors
b. lived thousands of years ago
c. could not possibly have also seen Abe Lincoln on the Mississippi
d. is Egyptian
____ 34. The words muddy, golden, dusky, and dawns evoke images of —
a. sight c. smell
b. hearing d. ouch
____ 35. What form is “The Negro Speaks of Rivers” written in?
a. Sonnet c. Free verse
b. Ballad d. Blank verse
____ 36. In “the mississippi river empties into the gulf,” some people “mistakenly” —
a. go sailing in bad weather c. live solely in the present
b. trust too much in the future d. are afraid to risk entering the water
____ 37. What quality of rivers is examined in both “The Negro Speaks of Rivers” and “the mississippi river empties into the gulf”?
a. Unpredictability c. Danger
b. Timeless flow d. Economic importance
____ 38. The first line of “the mississippi river empties into the gulf,” “and the gulf enters the sea and so forth,” shows you that Lucille Clifton’s poem —
a. is a narrative
b. describes the experiences of African Americans
c. was written earlier than “The Negro Speaks of Rivers”
d. uses the rhythms of colloquial speech
Literary Focus: Repetition
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 39. One type of repetition is a refrain, which is a(n) —
a. event that recurs in several parts of a ballad
b. repeated consonant sound at the beginnings of words
c. repeated pattern of stressed syllables
d. repeated line or lines in a poem or song
____ 40. What is one refrain in “The Negro Speaks of Rivers”?
a. “ancient as the world and older than the flow”
b. “I built my hut near the Congo and it lulled me to sleep.”
c. “I’ve known rivers.”
d. “Ancient, dusky rivers.”
____ 41. What is another refrain in “The Negro Speaks of Rivers”?
a. “I’ve seen its muddy bosom turn all golden in the sunset.”
b. “I bathed in the Euphrates.”
c. “I heard the singing of the Mississippi.”
d. “My soul has grown deep like rivers.”
____ 42. Which of the following statements describes another type of repetition in the second stanza of “The Negro Speaks of Rivers”?
a. A different river is named in each of the first four lines.
b. It has four lines that begin with the pronoun I and a past-tense verb.
c. The first three lines each end with a period.
d. The speaker talks about Abe Lincoln.
Comprehension
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 43. The song performed in “The Weary Blues” addresses —
a. all people who are unhappy c. the musician’s poor health
b. the plight of underpaid musicians d. men without children
____ 44. Who utters lines 25–26, “‘I got the Weary Blues / And I can’t be satisfied’”?
a. The speaker of the poem c. The musician
b. Langston Hughes d. A man in the audience
____ 45. The lines in quotation marks in the poem come from —
a. dialogue between the speaker and the musician
b. the lyrics of the song the speaker hears
c. the title “The Weary Blues”
d. a conversation between members of the audience
____ 46. At the end of “The Weary Blues,” the musician —
a. sleeps like the dead c. smiles at the audience
b. meets the poet d. passes a hat around for money
____ 47. Which of the following elements does the poem “The Weary Blues” not have in common with blues songs?
a. Emotionally powerful words c. Instrumental accompaniment
b. Rhythmic lines d. Clever use of repetition
____ 48. In the poem “Harlem” the speaker uses the pronoun we to refer to —
a. residents of New York
b. poets and other artists
c. people who remember the Depression
d. African Americans in Harlem
____ 49. In “Harlem” the phrase “what / We remember” in lines 22–23 does not refer to —
a. dishonest acts committed against African Americans
b. the end of legal segregation in the United States
c. delays in achieving equality and justice
d. increasing hardship during the Depression
____ 50. What solution does the speaker of the poem offer for the problems of Harlem?
a. Violent rebellion c. Hard work and ambition
b. Peaceful protest against unjust laws d. No clear solution
____ 51. “Heyday in Harlem” accomplishes all of the following purposes except to —
a. describe Harlem during the period of its renaissance
b. sketch how blacks and whites interacted, or did not interact, at that time
c. explain house-rent parties
d. state why Langston Hughes came to Harlem and why he left
____ 52. Both “Harlem” and “Heyday in Harlem” —
a. offer optimistic views of Harlem
b. show a realistic understanding of Harlem life
c. are cheerful in the face of prejudice
d. are written in free verse
Literary Focus: Rhythm and Mood
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 53. In poetry, rhythm refers to —
a. the rise and fall of stressed and unstressed syllables
b. vowel sounds repeated at the ends of words
c. free (unmetered) verse as opposed to formal verse
d. formal verse as opposed to free verse
____ 54. Rhythms in “The Weary Blues” —
a. are unvarying from line to line
b. reflect the rhythms of song and speech
c. require a piano accompaniment in order to really be felt
d. are those of the traditional sonnet
____ 55. The mood of a work is the —
a. way in which the writer uses language
b. author’s emotional state
c. attitude of the poet
d. atmosphere or dominant feeling
____ 56. The mood of “Harlem” does not include —
a. an ominous sense of future conflict c. anger about present conditions
b. simple joy in being alive d. bitterness about the past
Answer Section
MULTIPLE CHOICE
1. ANS: B OBJ: 11.1.2 (setting and mood / atmosphere)
2. ANS: D OBJ: 11.1.3.1 (characterization)
3. ANS: D OBJ: 11.1.1 (plot)
4. ANS: A OBJ: 11.1.1 (plot)
5. ANS: B OBJ: 11.1.3.2 (character interactions)
6. ANS: A OBJ: 11.1.3.2 (character interactions)
7. ANS: D OBJ: 11.1.3.2 (character interactions)
8. ANS: D OBJ: 11.1.3.1 (characterization), 11.2.1.6 (making generalizations)
9. ANS: D
OBJ: 11.2.1.25 (synthesizing sources), 11.1.3.1 (characterization), 11.2.1.28 (drawing conclusions)
10. ANS: A
OBJ: 11.2.1.25 (synthesizing sources), 11.1.3.2 (character interactions), 11.2.1.28 (drawing conclusions)
11. ANS: A OBJ: 11.1.2 (setting and mood / atmosphere), 11.1.3.2 (character interactions)
12. ANS: D OBJ: 11.1.2 (setting and mood / atmosphere), 11.1.1 (plot)
13. ANS: A OBJ: 11.1.2 (setting and mood / atmosphere)
14. ANS: D OBJ: 11.1.3.1 (characterization)
15. ANS: B OBJ: 11.1.3.1 (characterization)
16. ANS: C OBJ: 11.1.3.1 (characterization)
17. ANS: A OBJ: 11.2.1.10 (monitoring your reading / comprehension)
18. ANS: C OBJ: 11.1.9.13 (figurative language / figures of speech), 11.1.9.33 (simile)
19. ANS: C OBJ: 11.1.9.1 (allusion)
20. ANS: A OBJ: 11.1.9.29 (repetition / refrain)
21. ANS: A OBJ: 11.1.9.29 (repetition / refrain), 11.1.9.36 (style)
22. ANS: D OBJ: 11.1.9.18 (imagery)
23. ANS: B OBJ: 11.1.9.18 (imagery)
24. ANS: B OBJ: 11.2.1.13 (paraphrasing)
25. ANS: D OBJ: 11.1.11.4 (dramatic monologue)
26. ANS: A OBJ: 11.1.11.4 (dramatic monologue), 11.1.4 (point of view)
27. ANS: D OBJ: 11.1.11.4 (dramatic monologue), 11.1.4 (point of view)
28. ANS: B OBJ: 11.2.1.9 (identifying the main idea), 11.2.2.10 (supporting details)
29. ANS: B OBJ: 11.2.1.10 (monitoring your reading / comprehension)
30. ANS: A OBJ: 11.2.1.28 (drawing conclusions)
31. ANS: C OBJ: 11.1.9.13 (figurative language / figures of speech), 11.1.9.33 (simile)
32. ANS: B OBJ: 11.2.1.8 (making inferences)
33. ANS: C OBJ: 11.2.1.8 (making inferences)
34. ANS: D OBJ: 11.1.9.18 (imagery)
35. ANS: A OBJ: 11.1.11.7 (free verse)
36. ANS: D OBJ: 11.2.1.8 (making inferences)
37. ANS: A OBJ: 11.2.1.25 (synthesizing sources)
38. ANS: A OBJ: 11.1.9.36 (style)
39. ANS: D OBJ: 11.1.9.29 (repetition / refrain)
40. ANS: C OBJ: 11.1.9.29 (repetition / refrain)
41. ANS: D OBJ: 11.1.9.29 (repetition / refrain)
42. ANS: B OBJ: 11.1.9.29 (repetition / refrain)
43. ANS: A OBJ: 11.2.1.8 (making inferences)
44. ANS: C OBJ: 11.2.1.10 (monitoring your reading / comprehension)
45. ANS: B OBJ: 11.2.1.10 (monitoring your reading / comprehension)
46. ANS: A OBJ: 11.2.1.10 (monitoring your reading / comprehension)
47. ANS: C
OBJ: 11.1.9.10 (diction), 11.1.9.32 (rhythm / cadence and meter), 11.1.9.29 (repetition / refrain)
48. ANS: D OBJ: 11.2.1.8 (making inferences)
49. ANS: B OBJ: 11.2.1.8 (making inferences)
50. ANS: D OBJ: 11.2.1.10 (monitoring your reading / comprehension)
51. ANS: D OBJ: 11.2.1.23 (summarizing)
52. ANS: B OBJ: 11.2.1.25 (synthesizing sources)
53. ANS: A OBJ: 11.1.9.32 (rhythm / cadence and meter)
54. ANS: B OBJ: 11.1.9.32 (rhythm / cadence and meter)
55. ANS: D OBJ: 11.1.2 (setting and mood / atmosphere)
56. ANS: B OBJ: 11.1.2 (setting and mood / atmosphere)
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
Comprehension
The questions below refer to the selections “A Rose for Emily”; “Nobel Prize Acceptance Speech, 1950.”
____ 1. The emotions a reader might be expected to feel toward Emily include —
a. amusement and gratitude c. contempt and disappointment
b. pity and horror d. approval and satisfaction
____ 2. After her father dies, Emily —
a. moves to another town c. becomes a supporter of the arts
b. sees many suitors d. refuses to acknowledge his death
____ 3. The last time the townspeople see Homer Barron alive, he is —
a. buying a suit of clothes c. proposing marriage to Emily
b. drinking with other men d. entering Emily’s house
____ 4. The strand of gray hair discovered at the end of the story implies that —
a. Emily has lain beside the skeleton
b. Homer Barron had gray hair
c. Homer Barron kept a lock of Emily’s hair
d. Emily was much older than Homer
____ 5. Colonel Sartoris influences Emily by making her —
a. think about future suitors c. feel as if the world is ending
b. feel as if she is above the law d. think about military matters
____ 6. To influence the development of her character, Emily’s father —
a. drives off suitors and prevents her from marrying
b. refuses to allow her to use the family name
c. forces her to work in the family business
d. forgets to leave anything to her in his will
____ 7. Which of Homer Barron’s actions has the greatest effect on the development of Emily’s character?
a. Taking her to visit the North
b. Sometimes going drinking without her
c. Returning to town after an absence
d. Enraging her by rejecting her
____ 8. The narrator generalizes about people by saying that “we knew that with nothing left, she would have to cling to that which had robbed her, as people will.” Miss Emily’s behavior supports this generalization because she —
a. refuses to pay her taxes
b. gains a lot of weight
c. goes out with Homer Barron
d. refuses to admit that her father is dead
____ 9. Judging from William Faulkner’s Nobel Prize acceptance speech, what aspect of Miss Emily would he have admired most?
a. Her love for Homer Barron
b. Being out of touch with reality
c. Having an “inexhaustible voice”
d. Her enduring from generation to generation
____ 10. In his speech, Faulkner says that “the human heart in conflict with itself” is the only thing worth writing is about. “A Rose for Emily” portrays the human heart in conflict with itself by showing that Emily —
a. felt both love and hate for Homer Barron
b. performed all her actions with an aristocratic sense of sureness
c. kept the same black servant throughout her life
d. was a Grierson through and through
Literary Focus: Setting
The questions below refer to the selection “A Rose for Emily.”
____ 11. The small-town setting of the story helps the reader understand —
a. why the thwarting of Emily’s desire to marry mattered so much
b. the history of the Civil War
c. why Emily’s father did not let her marry
d. the tolerant attitudes of the townspeople toward African Americans
____ 12. The town described in the story is a(n) —
a. idealized view of Southern society
b. unnecessary backdrop to the action
c. distraction from more important things
d. crucial part of the story’s plot
____ 13. All of the following factors are important aspects of this story’s setting except —
a. Colonel Sartoris’s death c. customs for treating the upper classes
b. the old, decaying house d. attitudes toward African Americans
Reading Skills: Making Inferences About Characters
The question below refers to the selection “A Rose for Emily.”
____ 14. All of the following details help you make the inference that Miss Emily is a murderer except the —
a. smell in the house c. arsenic she buys
b. disappearance of Homer Barron d. market basket
Comprehension
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 15. Which of the following statements best reflects Prufrock’s view of himself?
a. I am a victim of bad luck. c. Women have always admired me.
b. I am unable to take risks. d. I am an adventurous youth.
____ 16. Prufrock seems to be a man who has —
a. suffered a hard life in working-class London
b. had a happy home and family
c. avoided opportunities for change
d. treated others cruelly and has withheld forgiveness
____ 17. The epigraph to the poem can be found —
a. before the first line c. in the biography of T. S. Eliot
b. at the end d. in the repeated lines
____ 18. When the speaker compares the evening to “a patient etherized upon a table,” he is emphasizing the —
a. excitement that lies ahead
b. human quality of the evening and the patient
c. lifelessness of the night
d. doctor-patient relationship
____ 19. To which of the following works does the poem not make an allusion?
a. The Bible c. A poem by Walt Whitman
b. A play by Shakespeare d. A great Italian artist
____ 20. Which of the following phrases or lines is not repeated in the poem?
a. “Scuttling across the floors of silent seas.”
b. “And would it have been worth it, after all . . .”
c. “That is not what I meant, at all.”
d. “There will be time. . . .”
____ 21. Which of the following lines is repeated in the poem to poetic effect?
a. “Do I dare?”
b. “In a minute there is time. . . .”
c. “Of restless nights in one-night cheap hotels . . .”
d. “In the room the women come and go . . .”
____ 22. Prufrock thinks of the frolicking mermaids as creatures who —
a. know that the ocean is safer than land c. laugh at Romanticism
b. crawl on the bottom of the sea d. live in a world of freedom and beauty
____ 23. Which image most clearly shows Prufrock’s timidity and his inability to make a decision?
a. “After the novels, after the teacups, after the skirts that trail along the floor — . . .”
b. “Shall I part my hair behind? Do I dare to eat a peach?”
c. “Human voices wake us, and we drown.”
d. “To have squeezed the universe into a ball . . .”
____ 24. What does Prufrock mean when he says, “I am not Prince Hamlet, nor was meant to be; / Am an attendant lord . . .”?
a. I am a villain, not a hero.
b. I am no hero, but just a minor character on the stage of my own life.
c. The mermaids will never sing to me.
d. I am the lord of all around me.
Literary Focus: Dramatic Monologue
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 25. Prufrock’s dramatic monologue enables the reader to —
a. see logical, sequential connections between ideas
b. understand the lives of many characters at once
c. witness the key events of Prufrock’s childhood
d. follow the stream of Prufrock’s rambling thoughts
____ 26. Which line immediately tells the reader that “The Love Song of J. Alfred Prufrock” is a dramatic monologue?
a. “Let us go then, you and I . . .”
b. “To lead you to an overwhelming question . . .”
c. “Like a patient etherized upon a table . . .”
d. “The yellow fog that rubs its back upon the window-panes . . .”
____ 27. Like all dramatic monologues, “The Love Song of J. Alfred Prufrock” —
a. contains allusions c. relies heavily on images
b. uses figures of speech d. is told in the first person
Reading Skills: Identifying the Main Idea and Supporting Details
The question below refers to the selection “The Love Song of J. Alfred Prufrock.”
____ 28. Which of the following sentences best states the main idea of the poem?
a. Love is impossible to find. c. People no longer yearn for heroes.
b. Modern life is spiritually empty. d. Modern people are generous and kind.
Comprehension
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 29. One river that is not mentioned in “The Negro Speaks of Rivers” is the —
a. Rio Grande c. Nile
b. Congo d. Mississippi
____ 30. What do the rivers named in “The Negro Speaks of Rivers” have in common?
a. They are in Africa.
b. They are historically important to the speaker.
c. They have yearly floods.
d. Famous dams have been built on them.
____ 31. According to the speaker, his soul is like a river because it —
a. flows gently wherever it can
b. dries up at times or rushes in torrents at others
c. has grown deep over time
d. is hard to contain
____ 32. What aspect of human biology does the speaker compare to rivers?
a. Digestion c. Respiration
b. Reproduction d. Circulation
____ 33. The line “I looked upon the Nile and raised the pyramids above it” shows that the speaker —
a. identifies himself with his cultural ancestors
b. lived thousands of years ago
c. could not possibly have also seen Abe Lincoln on the Mississippi
d. is Egyptian
____ 34. The words muddy, golden, dusky, and dawns evoke images of —
a. sight c. smell
b. hearing d. ouch
____ 35. What form is “The Negro Speaks of Rivers” written in?
a. Sonnet c. Free verse
b. Ballad d. Blank verse
____ 36. In “the mississippi river empties into the gulf,” some people “mistakenly” —
a. go sailing in bad weather c. live solely in the present
b. trust too much in the future d. are afraid to risk entering the water
____ 37. What quality of rivers is examined in both “The Negro Speaks of Rivers” and “the mississippi river empties into the gulf”?
a. Unpredictability c. Danger
b. Timeless flow d. Economic importance
____ 38. The first line of “the mississippi river empties into the gulf,” “and the gulf enters the sea and so forth,” shows you that Lucille Clifton’s poem —
a. is a narrative
b. describes the experiences of African Americans
c. was written earlier than “The Negro Speaks of Rivers”
d. uses the rhythms of colloquial speech
Literary Focus: Repetition
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 39. One type of repetition is a refrain, which is a(n) —
a. event that recurs in several parts of a ballad
b. repeated consonant sound at the beginnings of words
c. repeated pattern of stressed syllables
d. repeated line or lines in a poem or song
____ 40. What is one refrain in “The Negro Speaks of Rivers”?
a. “ancient as the world and older than the flow”
b. “I built my hut near the Congo and it lulled me to sleep.”
c. “I’ve known rivers.”
d. “Ancient, dusky rivers.”
____ 41. What is another refrain in “The Negro Speaks of Rivers”?
a. “I’ve seen its muddy bosom turn all golden in the sunset.”
b. “I bathed in the Euphrates.”
c. “I heard the singing of the Mississippi.”
d. “My soul has grown deep like rivers.”
____ 42. Which of the following statements describes another type of repetition in the second stanza of “The Negro Speaks of Rivers”?
a. A different river is named in each of the first four lines.
b. It has four lines that begin with the pronoun I and a past-tense verb.
c. The first three lines each end with a period.
d. The speaker talks about Abe Lincoln.
Comprehension
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 43. The song performed in “The Weary Blues” addresses —
a. all people who are unhappy c. the musician’s poor health
b. the plight of underpaid musicians d. men without children
____ 44. Who utters lines 25–26, “‘I got the Weary Blues / And I can’t be satisfied’”?
a. The speaker of the poem c. The musician
b. Langston Hughes d. A man in the audience
____ 45. The lines in quotation marks in the poem come from —
a. dialogue between the speaker and the musician
b. the lyrics of the song the speaker hears
c. the title “The Weary Blues”
d. a conversation between members of the audience
____ 46. At the end of “The Weary Blues,” the musician —
a. sleeps like the dead c. smiles at the audience
b. meets the poet d. passes a hat around for money
____ 47. Which of the following elements does the poem “The Weary Blues” not have in common with blues songs?
a. Emotionally powerful words c. Instrumental accompaniment
b. Rhythmic lines d. Clever use of repetition
____ 48. In the poem “Harlem” the speaker uses the pronoun we to refer to —
a. residents of New York
b. poets and other artists
c. people who remember the Depression
d. African Americans in Harlem
____ 49. In “Harlem” the phrase “what / We remember” in lines 22–23 does not refer to —
a. dishonest acts committed against African Americans
b. the end of legal segregation in the United States
c. delays in achieving equality and justice
d. increasing hardship during the Depression
____ 50. What solution does the speaker of the poem offer for the problems of Harlem?
a. Violent rebellion c. Hard work and ambition
b. Peaceful protest against unjust laws d. No clear solution
____ 51. “Heyday in Harlem” accomplishes all of the following purposes except to —
a. describe Harlem during the period of its renaissance
b. sketch how blacks and whites interacted, or did not interact, at that time
c. explain house-rent parties
d. state why Langston Hughes came to Harlem and why he left
____ 52. Both “Harlem” and “Heyday in Harlem” —
a. offer optimistic views of Harlem
b. show a realistic understanding of Harlem life
c. are cheerful in the face of prejudice
d. are written in free verse
Literary Focus: Rhythm and Mood
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 53. In poetry, rhythm refers to —
a. the rise and fall of stressed and unstressed syllables
b. vowel sounds repeated at the ends of words
c. free (unmetered) verse as opposed to formal verse
d. formal verse as opposed to free verse
____ 54. Rhythms in “The Weary Blues” —
a. are unvarying from line to line
b. reflect the rhythms of song and speech
c. require a piano accompaniment in order to really be felt
d. are those of the traditional sonnet
____ 55. The mood of a work is the —
a. way in which the writer uses language
b. author’s emotional state
c. attitude of the poet
d. atmosphere or dominant feeling
____ 56. The mood of “Harlem” does not include —
a. an ominous sense of future conflict c. anger about present conditions
b. simple joy in being alive d. bitterness about the past
Answer Section
MULTIPLE CHOICE
1. ANS: B OBJ: 11.1.2 (setting and mood / atmosphere)
2. ANS: D OBJ: 11.1.3.1 (characterization)
3. ANS: D OBJ: 11.1.1 (plot)
4. ANS: A OBJ: 11.1.1 (plot)
5. ANS: B OBJ: 11.1.3.2 (character interactions)
6. ANS: A OBJ: 11.1.3.2 (character interactions)
7. ANS: D OBJ: 11.1.3.2 (character interactions)
8. ANS: D OBJ: 11.1.3.1 (characterization), 11.2.1.6 (making generalizations)
9. ANS: D
OBJ: 11.2.1.25 (synthesizing sources), 11.1.3.1 (characterization), 11.2.1.28 (drawing conclusions)
10. ANS: A
OBJ: 11.2.1.25 (synthesizing sources), 11.1.3.2 (character interactions), 11.2.1.28 (drawing conclusions)
11. ANS: A OBJ: 11.1.2 (setting and mood / atmosphere), 11.1.3.2 (character interactions)
12. ANS: D OBJ: 11.1.2 (setting and mood / atmosphere), 11.1.1 (plot)
13. ANS: A OBJ: 11.1.2 (setting and mood / atmosphere)
14. ANS: D OBJ: 11.1.3.1 (characterization)
15. ANS: B OBJ: 11.1.3.1 (characterization)
16. ANS: C OBJ: 11.1.3.1 (characterization)
17. ANS: A OBJ: 11.2.1.10 (monitoring your reading / comprehension)
18. ANS: C OBJ: 11.1.9.13 (figurative language / figures of speech), 11.1.9.33 (simile)
19. ANS: C OBJ: 11.1.9.1 (allusion)
20. ANS: A OBJ: 11.1.9.29 (repetition / refrain)
21. ANS: A OBJ: 11.1.9.29 (repetition / refrain), 11.1.9.36 (style)
22. ANS: D OBJ: 11.1.9.18 (imagery)
23. ANS: B OBJ: 11.1.9.18 (imagery)
24. ANS: B OBJ: 11.2.1.13 (paraphrasing)
25. ANS: D OBJ: 11.1.11.4 (dramatic monologue)
26. ANS: A OBJ: 11.1.11.4 (dramatic monologue), 11.1.4 (point of view)
27. ANS: D OBJ: 11.1.11.4 (dramatic monologue), 11.1.4 (point of view)
28. ANS: B OBJ: 11.2.1.9 (identifying the main idea), 11.2.2.10 (supporting details)
29. ANS: B OBJ: 11.2.1.10 (monitoring your reading / comprehension)
30. ANS: A OBJ: 11.2.1.28 (drawing conclusions)
31. ANS: C OBJ: 11.1.9.13 (figurative language / figures of speech), 11.1.9.33 (simile)
32. ANS: B OBJ: 11.2.1.8 (making inferences)
33. ANS: C OBJ: 11.2.1.8 (making inferences)
34. ANS: D OBJ: 11.1.9.18 (imagery)
35. ANS: A OBJ: 11.1.11.7 (free verse)
36. ANS: D OBJ: 11.2.1.8 (making inferences)
37. ANS: A OBJ: 11.2.1.25 (synthesizing sources)
38. ANS: A OBJ: 11.1.9.36 (style)
39. ANS: D OBJ: 11.1.9.29 (repetition / refrain)
40. ANS: C OBJ: 11.1.9.29 (repetition / refrain)
41. ANS: D OBJ: 11.1.9.29 (repetition / refrain)
42. ANS: B OBJ: 11.1.9.29 (repetition / refrain)
43. ANS: A OBJ: 11.2.1.8 (making inferences)
44. ANS: C OBJ: 11.2.1.10 (monitoring your reading / comprehension)
45. ANS: B OBJ: 11.2.1.10 (monitoring your reading / comprehension)
46. ANS: A OBJ: 11.2.1.10 (monitoring your reading / comprehension)
47. ANS: C
OBJ: 11.1.9.10 (diction), 11.1.9.32 (rhythm / cadence and meter), 11.1.9.29 (repetition / refrain)
48. ANS: D OBJ: 11.2.1.8 (making inferences)
49. ANS: B OBJ: 11.2.1.8 (making inferences)
50. ANS: D OBJ: 11.2.1.10 (monitoring your reading / comprehension)
51. ANS: D OBJ: 11.2.1.23 (summarizing)
52. ANS: B OBJ: 11.2.1.25 (synthesizing sources)
53. ANS: A OBJ: 11.1.9.32 (rhythm / cadence and meter)
54. ANS: B OBJ: 11.1.9.32 (rhythm / cadence and meter)
55. ANS: D OBJ: 11.1.2 (setting and mood / atmosphere)
56. ANS: B OBJ: 11.1.2 (setting and mood / atmosphere)
#rd Nine-Weeks Study Guide, 2012
3rd quarter 2012
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
Comprehension
The questions below refer to the selections “A Rose for Emily”; “Nobel Prize Acceptance Speech, 1950.”
____ 1. The emotions a reader might be expected to feel toward Emily include —
| a. | amusement and gratitude | c. | contempt and disappointment |
| b. | pity and horror | d. | approval and satisfaction |
____ 2. After her father dies, Emily —
| a. | moves to another town | c. | becomes a supporter of the arts |
| b. | sees many suitors | d. | refuses to acknowledge his death |
____ 3. The last time the townspeople see Homer Barron alive, he is —
| a. | buying a suit of clothes | c. | proposing marriage to Emily |
| b. | drinking with other men | d. | entering Emily’s house |
____ 4. The strand of gray hair discovered at the end of the story implies that —
| a. | Emily has lain beside the skeleton |
| b. | Homer Barron had gray hair |
| c. | Homer Barron kept a lock of Emily’s hair |
| d. | Emily was much older than Homer |
____ 5. Colonel Sartoris influences Emily by making her —
| a. | think about future suitors | c. | feel as if the world is ending |
| b. | feel as if she is above the law | d. | think about military matters |
____ 6. To influence the development of her character, Emily’s father —
| a. | drives off suitors and prevents her from marrying |
| b. | refuses to allow her to use the family name |
| c. | forces her to work in the family business |
| d. | forgets to leave anything to her in his will |
____ 7. Which of Homer Barron’s actions has the greatest effect on the development of Emily’s character?
| a. | Taking her to visit the North |
| b. | Sometimes going drinking without her |
| c. | Returning to town after an absence |
| d. | Enraging her by rejecting her |
____ 8. The narrator generalizes about people by saying that “we knew that with nothing left, she would have to cling to that which had robbed her, as people will.” Miss Emily’s behavior supports this generalization because she —
| a. | refuses to pay her taxes |
| b. | gains a lot of weight |
| c. | goes out with Homer Barron |
| d. | refuses to admit that her father is dead |
____ 9. Judging from William Faulkner’s Nobel Prize acceptance speech, what aspect of Miss Emily would he have admired most?
| a. | Her love for Homer Barron |
| b. | Being out of touch with reality |
| c. | Having an “inexhaustible voice” |
| d. | Her enduring from generation to generation |
____ 10. In his speech, Faulkner says that “the human heart in conflict with itself” is the only thing worth writing is about. “A Rose for Emily” portrays the human heart in conflict with itself by showing that Emily —
| a. | felt both love and hate for Homer Barron |
| b. | performed all her actions with an aristocratic sense of sureness |
| c. | kept the same black servant throughout her life |
| d. | was a Grierson through and through |
Literary Focus: Setting
The questions below refer to the selection “A Rose for Emily.”
____ 11. The small-town setting of the story helps the reader understand —
| a. | why the thwarting of Emily’s desire to marry mattered so much |
| b. | the history of the Civil War |
| c. | why Emily’s father did not let her marry |
| d. | the tolerant attitudes of the townspeople toward African Americans |
____ 12. The town described in the story is a(n) —
| a. | idealized view of Southern society |
| b. | unnecessary backdrop to the action |
| c. | distraction from more important things |
| d. | crucial part of the story’s plot |
____ 13. All of the following factors are important aspects of this story’s setting except —
| a. | Colonel Sartoris’s death | c. | customs for treating the upper classes |
| b. | the old, decaying house | d. | attitudes toward African Americans |
Reading Skills: Making Inferences About Characters
The question below refers to the selection “A Rose for Emily.”
____ 14. All of the following details help you make the inference that Miss Emily is a murderer except the —
| a. | smell in the house | c. | arsenic she buys |
| b. | disappearance of Homer Barron | d. | market basket |
Comprehension
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 15. Which of the following statements best reflects Prufrock’s view of himself?
| a. | I am a victim of bad luck. | c. | Women have always admired me. |
| b. | I am unable to take risks. | d. | I am an adventurous youth. |
____ 16. Prufrock seems to be a man who has —
| a. | suffered a hard life in working-class London |
| b. | had a happy home and family |
| c. | avoided opportunities for change |
| d. | treated others cruelly and has withheld forgiveness |
____ 17. The epigraph to the poem can be found —
| a. | before the first line | c. | in the biography of T. S. Eliot |
| b. | at the end | d. | in the repeated lines |
____ 18. When the speaker compares the evening to “a patient etherized upon a table,” he is emphasizing the —
| a. | excitement that lies ahead |
| b. | human quality of the evening and the patient |
| c. | lifelessness of the night |
| d. | doctor-patient relationship |
____ 19. To which of the following works does the poem not make an allusion?
| a. | The Bible | c. | A poem by Walt Whitman |
| b. | A play by Shakespeare | d. | A great Italian artist |
____ 20. Which of the following phrases or lines is not repeated in the poem?
| a. | “Scuttling across the floors of silent seas.” |
| b. | “And would it have been worth it, after all . . .” |
| c. | “That is not what I meant, at all.” |
| d. | “There will be time. . . .” |
____ 21. Which of the following lines is repeated in the poem to poetic effect?
| a. | “Do I dare?” |
| b. | “In a minute there is time. . . .” |
| c. | “Of restless nights in one-night cheap hotels . . .” |
| d. | “In the room the women come and go . . .” |
____ 22. Prufrock thinks of the frolicking mermaids as creatures who —
| a. | know that the ocean is safer than land | c. | laugh at Romanticism |
| b. | crawl on the bottom of the sea | d. | live in a world of freedom and beauty |
____ 23. Which image most clearly shows Prufrock’s timidity and his inability to make a decision?
| a. | “After the novels, after the teacups, after the skirts that trail along the floor — . . .” |
| b. | “Shall I part my hair behind? Do I dare to eat a peach?” |
| c. | “Human voices wake us, and we drown.” |
| d. | “To have squeezed the universe into a ball . . .” |
____ 24. What does Prufrock mean when he says, “I am not Prince Hamlet, nor was meant to be; / Am an attendant lord . . .”?
| a. | I am a villain, not a hero. |
| b. | I am no hero, but just a minor character on the stage of my own life. |
| c. | The mermaids will never sing to me. |
| d. | I am the lord of all around me. |
Literary Focus: Dramatic Monologue
The questions below refer to the selection “The Love Song of J. Alfred Prufrock.”
____ 25. Prufrock’s dramatic monologue enables the reader to —
| a. | see logical, sequential connections between ideas |
| b. | understand the lives of many characters at once |
| c. | witness the key events of Prufrock’s childhood |
| d. | follow the stream of Prufrock’s rambling thoughts |
____ 26. Which line immediately tells the reader that “The Love Song of J. Alfred Prufrock” is a dramatic monologue?
| a. | “Let us go then, you and I . . .” |
| b. | “To lead you to an overwhelming question . . .” |
| c. | “Like a patient etherized upon a table . . .” |
| d. | “The yellow fog that rubs its back upon the window-panes . . .” |
____ 27. Like all dramatic monologues, “The Love Song of J. Alfred Prufrock” —
| a. | contains allusions | c. | relies heavily on images |
| b. | uses figures of speech | d. | is told in the first person |
Reading Skills: Identifying the Main Idea and Supporting Details
The question below refers to the selection “The Love Song of J. Alfred Prufrock.”
____ 28. Which of the following sentences best states the main idea of the poem?
| a. | Love is impossible to find. | c. | People no longer yearn for heroes. |
| b. | Modern life is spiritually empty. | d. | Modern people are generous and kind. |
Comprehension
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 29. One river that is not mentioned in “The Negro Speaks of Rivers” is the —
| a. | Rio Grande | c. | Nile |
| b. | Congo | d. | Mississippi |
____ 30. What do the rivers named in “The Negro Speaks of Rivers” have in common?
| a. | They are in Africa. |
| b. | They are historically important to the speaker. |
| c. | They have yearly floods. |
| d. | Famous dams have been built on them. |
____ 31. According to the speaker, his soul is like a river because it —
| a. | flows gently wherever it can |
| b. | dries up at times or rushes in torrents at others |
| c. | has grown deep over time |
| d. | is hard to contain |
____ 32. What aspect of human biology does the speaker compare to rivers?
| a. | Digestion | c. | Respiration |
| b. | Reproduction | d. | Circulation |
____ 33. The line “I looked upon the Nile and raised the pyramids above it” shows that the speaker —
| a. | identifies himself with his cultural ancestors |
| b. | lived thousands of years ago |
| c. | could not possibly have also seen Abe Lincoln on the Mississippi |
| d. | is Egyptian |
____ 34. The words muddy, golden, dusky, and dawns evoke images of —
| a. | sight | c. | smell |
| b. | hearing | d. | ouch |
____ 35. What form is “The Negro Speaks of Rivers” written in?
| a. | Sonnet | c. | Free verse |
| b. | Ballad | d. | Blank verse |
____ 36. In “the mississippi river empties into the gulf,” some people “mistakenly” —
| a. | go sailing in bad weather | c. | live solely in the present |
| b. | trust too much in the future | d. | are afraid to risk entering the water |
____ 37. What quality of rivers is examined in both “The Negro Speaks of Rivers” and “the mississippi river empties into the gulf”?
| a. | Unpredictability | c. | Danger |
| b. | Timeless flow | d. | Economic importance |
____ 38. The first line of “the mississippi river empties into the gulf,” “and the gulf enters the sea and so forth,” shows you that Lucille Clifton’s poem —
| a. | is a narrative |
| b. | describes the experiences of African Americans |
| c. | was written earlier than “The Negro Speaks of Rivers” |
| d. | uses the rhythms of colloquial speech |
Literary Focus: Repetition
The questions below refer to the selections “The Negro Speaks of Rivers”; “the mississippi river empties into the gulf.”
____ 39. One type of repetition is a refrain, which is a(n) —
| a. | event that recurs in several parts of a ballad |
| b. | repeated consonant sound at the beginnings of words |
| c. | repeated pattern of stressed syllables |
| d. | repeated line or lines in a poem or song |
____ 40. What is one refrain in “The Negro Speaks of Rivers”?
| a. | “ancient as the world and older than the flow” |
| b. | “I built my hut near the Congo and it lulled me to sleep.” |
| c. | “I’ve known rivers.” |
| d. | “Ancient, dusky rivers.” |
____ 41. What is another refrain in “The Negro Speaks of Rivers”?
| a. | “I’ve seen its muddy bosom turn all golden in the sunset.” |
| b. | “I bathed in the Euphrates.” |
| c. | “I heard the singing of the Mississippi.” |
| d. | “My soul has grown deep like rivers.” |
____ 42. Which of the following statements describes another type of repetition in the second stanza of “The Negro Speaks of Rivers”?
| a. | A different river is named in each of the first four lines. |
| b. | It has four lines that begin with the pronoun I and a past-tense verb. |
| c. | The first three lines each end with a period. |
| d. | The speaker talks about Abe Lincoln. |
Comprehension
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 43. The song performed in “The Weary Blues” addresses —
| a. | all people who are unhappy | c. | the musician’s poor health |
| b. | the plight of underpaid musicians | d. | men without children |
____ 44. Who utters lines 25–26, “‘I got the Weary Blues / And I can’t be satisfied’”?
| a. | The speaker of the poem | c. | The musician |
| b. | Langston Hughes | d. | A man in the audience |
____ 45. The lines in quotation marks in the poem come from —
| a. | dialogue between the speaker and the musician |
| b. | the lyrics of the song the speaker hears |
| c. | the title “The Weary Blues” |
| d. | a conversation between members of the audience |
____ 46. At the end of “The Weary Blues,” the musician —
| a. | sleeps like the dead | c. | smiles at the audience |
| b. | meets the poet | d. | passes a hat around for money |
____ 47. Which of the following elements does the poem “The Weary Blues” not have in common with blues songs?
| a. | Emotionally powerful words | c. | Instrumental accompaniment |
| b. | Rhythmic lines | d. | Clever use of repetition |
____ 48. In the poem “Harlem” the speaker uses the pronoun we to refer to —
| a. | residents of New York |
| b. | poets and other artists |
| c. | people who remember the Depression |
| d. | African Americans in Harlem |
____ 49. In “Harlem” the phrase “what / We remember” in lines 22–23 does not refer to —
| a. | dishonest acts committed against African Americans |
| b. | the end of legal segregation in the United States |
| c. | delays in achieving equality and justice |
| d. | increasing hardship during the Depression |
____ 50. What solution does the speaker of the poem offer for the problems of Harlem?
| a. | Violent rebellion | c. | Hard work and ambition |
| b. | Peaceful protest against unjust laws | d. | No clear solution |
____ 51. “Heyday in Harlem” accomplishes all of the following purposes except to —
| a. | describe Harlem during the period of its renaissance |
| b. | sketch how blacks and whites interacted, or did not interact, at that time |
| c. | explain house-rent parties |
| d. | state why Langston Hughes came to Harlem and why he left |
____ 52. Both “Harlem” and “Heyday in Harlem” —
| a. | offer optimistic views of Harlem |
| b. | show a realistic understanding of Harlem life |
| c. | are cheerful in the face of prejudice |
| d. | are written in free verse |
Literary Focus: Rhythm and Mood
The questions below refer to the selections “The Weary Blues”; “Harlem”; “Heyday in Harlem.”
____ 53. In poetry, rhythm refers to —
| a. | the rise and fall of stressed and unstressed syllables |
| b. | vowel sounds repeated at the ends of words |
| c. | free (unmetered) verse as opposed to formal verse |
| d. | formal verse as opposed to free verse |
____ 54. Rhythms in “The Weary Blues” —
| a. | are unvarying from line to line |
| b. | reflect the rhythms of song and speech |
| c. | require a piano accompaniment in order to really be felt |
| d. | are those of the traditional sonnet |
____ 55. The mood of a work is the —
| a. | way in which the writer uses language |
| b. | author’s emotional state |
| c. | attitude of the poet |
| d. | atmosphere or dominant feeling |
____ 56. The mood of “Harlem” does not include —
| a. | an ominous sense of future conflict | c. | anger about present conditions |
| b. | simple joy in being alive | d. | bitterness about the past |
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