TEST NAME: Eng III, CFA #1 (Printable)
TEST ID: 303916
GRADE: 11
SUBJECT: English Language and Literature
TEST CATEGORY: District Benchmark
Eng III, CFA #1 (Printable)
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Student: Class:
Date:
Instructions
You will have 90 Minutes to complete your Common
Formative Assessment #1. Press the link that reads "Start
Test Now". Do your best!
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
from Dwellings: A Spiritual History of the Living World
from Dwellings: A Spiritual History of the Living World
Eng III, CFA #1 (Printable)
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Not far from where I live is a hill that was cut into by the moving water of a creek.
Eroded this way, all that's left of it is a broken wall of earth that contains old roots and
pebbles woven together and exposed. Seen from a distance, it is only a rise of raw earth.
But up close it is something wonderful, small cliff dwelling that looks almost as intricate
and well made as those the Anasazi left behind when they vanished mysteriously
centuries ago.
This hill is a place that could be the starry skies at night turned inward into the thousand
round holes where solitary bees have lived and died. Itis a hillof tunneling rooms. At the mouths of
some of the excavations, half­circles of clay beetle out like awnings shading adoorway. Itis earth that was turned to
clay in the mouths of the bees and spit out as they mined deeperinto their dwelling places.
This place is where the bees reside at an anglesafe from rain. Itfaces the southern sun. It
is a warmand intelligent architecture of memory, learned bywhatevermemory lives in the
blood. Many of theholesstill contain gold husks of dead bees, their faces dry and gone,
their flat eyes gazing out fromdeath's land toward the other uninhabited half of thehill that
is across the creek from the catacombs.1
The first time I found the residence of the bees, it was dusty summer.The sun was hot,
and land was the dry colorof rust. Now and then a car rumbledalong the dirt road and
dust rose up behind it beforesettling back down on older dust. In the silence, the bees
made a soft droning hum. They were alive then, and working the hill, going out and
returningwith pollen, in and out through the holes, back and forth between daylight and
the cooler, dark regionsof the inner earth. They were flying an invisible map through air,
a map charted by landmarks, the slantof light, and a circling story they told one another
about the direction of food held inside the center ofyellow flowers.
Sitting in the hot sun, watching the small bees fly in and out around the hill, hearing the
summerbirds, the light breeze, I felt right in the world. I belonged there. I thought of my
own dwelling places, those real and those imagined. Once I lived in a town called
Manitou, which means "Great Spirit,"andwhere hot mineral springwater gurgled beneath
the streets and rose into open wells. I felt safe there.Withthe underground movement of
water and heat a constant reminder of other life, of what livesbeneath us, it seemed to be
the center of the world.
A few years after that, I wanted silence. My daydreams were full of places I longed to be,
sheltersand solitudes. I wanted a room apart from others, a hidden cabin to rest in. I
wanted to be in a redwoodforest with trees so tall the owls called out in the daytime. I
Eng III, CFA #1 (Printable)
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daydreamed of living in a vapor cave a few hours away from here. Underground, warm,
and moist, I thought it would be the perfect world for staying out of cold winter, for
escaping the noise ofliving.
And how often I've wanted to escapeto a wilderness where a human hand has not been
ineverything. But those were only dreams of peace, of comfort, of a nest inside stone or
woods, asanctuary where a dream or life wouldn't be invaded.
In other days and places, people paid more attention to the strong­headed will of earth.
Once homeswere built of wood that had been felled from a single region in a forest. That
way, it was thought, thehouse would hold together more harmoniously, and the family of
walls would not fall or lend themselvesto the unhappiness or arguments of the
inhabitants.
1catacombs: underground structures
From DWEU/NGS:A SPIRJTUAL HISTORY OF TIIE UVING WORLD by Linda Hogan. Copyright © 1995 by Linda Hogan. Used by
permission of W.W. Norton & Company, Inc.
1.
Read this sentence from Paragraph 1.
But up close it is something wonderful, a small cliff dwelling
that looks almostas intricate and well made as those the
Anasazi left behind when they vanishedmysteriously centuries
ago.
Whichtype of allusion, if any, is used inthesentence?
A.
classical allusion
B.
literary allusion
C.
historical allusion D.
no allusion
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
Eng III, CFA #1 (Printable)
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2.
In Paragraph 1, what does the hill symbolize?
A.
B.
nature and the effect of progress
on it
home and the haven it could
provide
C.
hard work and its ultimate satisfactions
D.
tranquility and the struggle to achieve
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
3.
Which sentence from Paragraph 1best reveals how the author values the hill?
A.
Not far from where I live is a hill that was cut into by the moving water of a creek.
B.
Eroded this way, all that's left of it is a broken wall of earth that contains old roots and pebbles even
together and exposed.
C.
This hill is a place that could be the starry skies at night turned inward into the thousand round holes where
solitary bees have lived and died.
D.
It is earth that was turned to clay in the mouths of the bees and spit out as theymined
deeper into their dwelling places
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
4.
In Paragraph 4, the purpose of the flashback is most likely to...
A.
describe the town in detail.
B.
explain the reasons the narrator had for moving.
C.
describe the places where the narrator was content.
D.
explain the meaning of the town's name.
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
Eng III, CFA #1 (Printable)
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5.
Read Paragraph 6.
And how often I've wanted to escape to a wilderness where a
human hand has notbeen in everything. But those were only dreams
of peace, of comfort, of a nest insidestone or woods, a sanctuary
where a dream or life wouldn't be invaded.
Basedon the paragraph, the reader can infer that the narrator
A.
is frightened of other people.
B.
enjoys camping in nature.
C.
experiences trouble sleeping.
D.
finds safety in the natural world.
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
6.
Read this sentence from Paragraph 7.
In other days and places, people paid more attention to the strong­headed will of
earth.
The author uses personification in the sentence to
A.
demonstrate that the earth has changed.
B.
emphasize the power of the earth.
C.
explain that the earth is a useful resource.
highlight the benefits of the earth.
D.
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
Eng III, CFA #1 (Printable)
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7.
Read this sentence from Paragraph 1.
Seen from a distance, it is only a rise of raw earth.
The sentence demonstrates which type of irony,if any?
A.
verbal irony
B.
dramatic irony
C.
situational irony
D.
no irony
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
8.
Which excerpt best reveals the author's attitude about the changing
relationshipbetween society and nature?
A.
This place is where the bees reside at an angle safe from rain. It faces the southern sun. It is a warm and
intelligent architecture of memory, learned by whatever memory lives in the blood.
B.
With the underground movement of water and heat a constant reminder of other life, of what lives beneath
us, it seemed to be the center of the world.
C.
I daydreamed of living in a vapor cave a few hours away from here. Underground, warm, and moist, I
thought it would be the perfect world for staying out of cold winter, for escaping the noise of living.
D.
Once homes were built of wood that had been felled from a single region in aforest.
Read the passage ­ 'from Dwellings: A Spiritual History of the Living World' ­ and answer the question below:
9. The setting impacts the mood of the passage because the setting causes the narrator to
A.
be hopeful about the future.
B.
yearn for a shelter from civilization. C.
become anxious about
the bees.
regret past decisions.
D.
Read the passage ­ 'The Tenacious Marie Curie' ­ and answer the question below:
The Tenacious Marie Curie
Eng III, CFA #1 (Printable)
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The Tenacious Marie Curie
Marie Curie was not only the first woman ever to receive a Nobel Prize, but she also
has thehonor of being the recipient of two Nobel Prizes in the sciences. In her
biography of Marie Curie, Barbara Goldsmith refers to her as ''the most famous
woman scientist in the world." In the scientific community, Curie's eminence
originates from her discoveries of the elements radium and polonium,as well as her
work with radioactivity.
Marie Curie was born in Warsaw, Poland. Born on November 7, 1867, as Marya
Salomee, shewas later known as Marie Curie. She was the fifth child born to Vladislav
and Bronislava Skodowsk:i.Curie's intelligence was evident at an early age when she
learned to read on her own. Curie's older sister, Bronya, was sitting with their mother
struggling over a paragraph from a children's book.Impetuously, four­year­old Marie
snatched the book out of her sister's hands and began reading aloud. Mistaking looks
of shock as criticism, Marie cried out, "Beg ­pardon! Pardon! I didn't do it on purpose.
It's not my fault ­it's not Bronya's fault! It's only because it was so easy!"(Goldsmith9).
Curie carried her strong desire to learn throughout her schooling. The top student of
her class,she graduated from high school in 1883 at the age of 15. Unfortunately,
devastating news was tofollow.The family had no money for she and her older sister,
Bronya, to receive advanced degrees. But Curie was resolute in her plans for
achieving a higher education. She earned money by tutoringchildren; this income
allowed her to put her sister through college to become a doctor. Subsequently,her
sister's work as a doctor put Curie through college to become a scientist. Through
this cleverarrangement, which worked so well in July 1894, Curie graduated with a
high­level degree inphysics and a high­level degree in mathematics from a school
known as the College de Sorbonne inParis.
During every spare hour available, she and Pierre worked in a makeshift lab a
few blocksaway from their home. Inorder to receive her doctorate, Curie had to
perform endless scientific experiments. But life did not slow down for Curie
Eng III, CFA #1 (Printable)
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during the next few years; in fact, her life becameeven more complex. From
1894 to 1903, she worked as a teacher, married and started a family withPierre
Curie, and worked on her doctoral degree.
These years in the lab proved quite productive for Curie. She became intrigued with
the idea of measuring the currents reflected off the elements uranium and thorium.
Her husband was her perfect intellectual complement. He had recently invented a
device that was called a modified electrometer that could detect minute currents of
electricity. He also suggested that she use the device to measure the reflected
currents. Curie took his advice and, through hours of experimentation, was able to
attain measurements. The idea of an element that produced a tiny electric current was
so novel that Curie had to name it. She had discovered radioactivity. She
supplemented her work by repeatedly experimenting with these radioactive rays.
According to Susan Quinn, Curie's hard work paidoff with the discovery of a brand
new radioactive element, which she named polonium after her homeland, Poland
(173).
Curie then went on to discover yet another radioactive element, radium. She decided
toconcentrate her efforts on radium, and after four years of scientific effort she was
able to ascertainaccurately the atomic weight of radium to be 225 (Quinn 173).
Further experimentation with radiumled Curie to conclude that many chemicals
become radioactive after being exposed to radiumin a phenomenon she called induced
radioactivity (204). This work with radioactivity proved soinfluential that the Curies
were granted a Nobel Prize in December 1903. Winning the prize providedextra
money for more advanced equipment and laboratory facilities and granted Curie the
influenceand authority to gain recognition as a woman of science.
Without this accolade, Curie may have been less likely to become the first woman
professor at the Sorbonne in 1906. Her prestige in the scientific community was
further enhanced when shereceived her second Nobel Prize in 1911. This time the
award was presented to her alone because ofher discovery of radium, as well as her
ability to isolate this element into its metallic form.
Curie's tenacity lived on in her daughters, Irene and Eve. Irene became a
distinguished scientistand also won a Nobel Prize. In 1935, Irene and her husband,
Frederic, were awarded this honorbecause of their discovery of artificial radioactivity
(Pasachoft). Curie's other daughter, Eve, became a best­selling writer when she
published her biography about her mother. Like a good role model, Curie taught her
daughters that intellect and hard work are rewarded. Furthermore, she instilled
thevalue of persistence and its necessity for advancement to the highest echelons.
WorksCited
Goldsmith, Barbara. Obsessive Genius. New York: Norton, 2005.
Pasachoff, Naomi. "Marie Curie:Her Story in Brief ' aip.org American Institute of Physics,
2010Web. 11Feb. 2010.
Quinn, Susan. Marie Curie: A Life. New York: Simon and Schuster, 1995.
Eng III, CFA #1 (Printable)
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10.
Which sentence from the passage is the thesis statement?
A.
Marie Curie was not only the first woman ever to receive a Nobel Prize, but
she also has the honor of being the recipient of two Nobel Prizes in the sciences.
B.
In her biography of Marie Curie, Barbara Goldsmith refers to her as "the
most famous woman scientist in the world."
C.
In the scientific community, Curie's eminence originates from her discoveries
of the elements radium and polonium, as well as her work with radioactivity.
D.
Curie's intelligence was evident at an early age when she learned to read on
her own.
Read the passage ­ 'The Tenacious Marie Curie' ­ and answer the question below:
11.
Read these sentences from Paragraph 2.
Marie Curie was born in Warsaw, Poland. Born on November 7, 1867, as
MaryaSalomee, she was later known as Marie Curie. She was the fifth child born to
Vladislavand Bronislava Skodowski.
Which of these is the best way to combine the sentences?
A.
The fifth child of Vladislav and Bronislava Skodowski, Marya Salomee, laterknown
as Marie Curie, was born on November 7, 1867, in Warsaw, Poland.
B.
Marie Curie, as Marya Salomee, was the fifth child born to Vladislav and
Bronislava Skodowski on November 7, 1867, in Warsaw, Poland.
C.
Later known as Marie Curie, Marya Salomee, who was born on November 7,1867,
was the fifth child of Vladislav and Bronislava Skodowski born in Warsaw,Poland.
D.
Born on November 7, 1867, Marie Curie, born Marya Salomee in Warsaw, Poland,
was the fifth child born to Vladislav and Bronislava Skodowski.
Read the passage ­ 'The Tenacious Marie Curie' ­ and answer the question below:
Eng III, CFA #1 (Printable)
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12. The author's intended audience for the passage is most likely
A.
scientists who admire Curie's work.
B.
people who want to learn about the discovery of radium.
C.
students who plan to pursue a career in physics.
D.
people who are unaware of Curie's contributions to science.
Read the passage ­ 'The Tenacious Marie Curie' ­ and answer the question below:
13.
Which of these should the author consult for primary source information about this
topic?
A.
a magazine article comparing Curie to other Nobel Prize winners
B.
a scholarly article criticizing Curie's scientific techniques
C.
a student­written essay about Curie's childhood in Poland
D.
a journal kept by Curie while conducting her research
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
Dinner Speech: General Grant's Grammar
Dinner Speech: General Grant's Grammar
by Mark Twain
1835­1910
Mark Twain delivered this speech at the Ninth AnnualReunion Banquet of the Army arul Navy Club of Connecticut, in Hartford, on
April 27, 1887.
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I will detain you with only just a few words ­justa few thousand words; and then give
place to a better man ­if he has been created. Lately a great and honored author, Matthew
Arnold, has been finding fault with General Grant's English. That would be fair
enough, maybe, if the examples of imperfect English averaged more instances to the page
in General Grant's book than they do in Mr.Arnold's criticism upon the book ­but they
don't. It would be fair enough, maybe, if such instances were commoner in General
Grant's book than they are in the works of the average standard author ­but they aren't.
In truth, General Grant's derelictions1 in thematter of grammar and construction are not
more frequent than are such derelictions 1 in the works of a majority of the professional
authors of our time and of all previous times ­authors as exclusively and painstakingly
trained to the literary trade as was General Grant to the trade of war. Tilis is not a random
statement; it is a fact, and easily demonstrable. I have at home a book called Modem
English Literature: Its Blemishesand Defects, by Henry H. Breen, F.S.A., a countryman of
Mr.Arnold. In it I find examples of bad grammar and slovenly English from the pens of
Sydney Smith, Sheridan, Hallam, Whately, Carlyle, bothDisraelis, Allison, Junius, Blair,
Macaulay, Shakespeare, Milton, Gibbon, Southey,Bulwer, Cobbett,
Dr. Samuel Johnson, Trench, Lamb, Landor, Smollett, Walpole, Walker (of the dictionary),
Christopher North, Kirke White, Mrs. Sigourney, Benjamin Franklin, Sir Walter Scott, and
Mr. Lindley Murray, who made the grammar. In Mr. Arnold's paper on General Grant's
book, we find a couple of grammatical crimes and morethan several examples of very
crude and slovenly English ­enough of them to easily entitle him to alofty place in that
illustrious list of delinquents just named.
The following passage, all by itself, ought to elect him:"Meade suggested to Grant that he
mightwish to have immediately under him, Sherman , who had been serving with Grant in
the West. He begged him not to hesitate if he thought it for the good of the service. Grant
assured him that he had no thought of moving him, and in his memoirs, after relating
what had passed, he adds,"etc. To read that passage acouple of times would make a man
dizzy. General Granf s grammar is as good as anybody's; but if thiswere not so,
Mr. Breenwould brush that inconsequential fact aside and hunt his great book for
highergame.
Mr. Breenmakes this discriminating remark: ''To suppose that because a man is a poet or
a historian, he must be correct in his grammar, is to suppose that an architect must be
ajoiner, 2 or a physician a compounder of medicines." Mr. Breen's point is well taken. If
you should climb the mighty Matterhom 3 to look out over the kingdoms of the earth, it
might be a pleasant incident to find strawberries up there. But, great Scott! you don't
climb the Matterhorn for strawberries!
I don't think Mr.Arnold was quite wise; for he well knew that that Briton or American was
never yet born who could safely assault another man's English; he knew as well as he
knows anything, that the man never lived whose English was flawless. Can you believe
that Mr.Arnold was immodest enough to imagine himself an exception to this cast iron
rule ­the sole exception discoverable within the three or four centuries during which the
English language proper has been in existence? No, Mr. Arnold did not imagine that; he
merely forgot that for a moment he was moving into a glass house, and he had hardly got
fairly in before General Fcy 4 was shivering the panes over his head. People may hunt out what microscopic motes 5 they please, but, after all, the fact remains
and cannot be dislodged, that General Grant's book is a great, and in its peculiar
department, unique and unapproachable literary masterpiece. In their line, there is no
higher literature than those modest, simple memoirs. Their style is at least flawless, and
no man can improve upon it; and great books are weighed and measured by their style
Eng III, CFA #1 (Printable)
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and matter, not by the trimmings and shadings of their grammar.
There is that about the sun which makes us forget his spots; and when we think of
General Grant our pulses quicken and his grammar vanishes; we only remember that this
is the simple soldier, who, alluntaught of the silken phrase makers, linked words together
with an art surpassing the art of the schools,and put into them a something which will still
bring to American ears, as long as America shall last, the roll of his vanished drums and
the tread of the marching hosts. What do we care for grammar when we think of the man
that put together that thunderous phrase: "Unconditional and immediate surrender!"And
those others: "I propose to move immediately upon your works!" "I propose to fight it out
on thisline if it takes all summer!"Mr. Arnoldwould doubtless claim that that last sentence
is not strictly grammatical; and yet it did certainly wake up this nation as a hundred
million tons of A No. 1, 6 fourth​ proof, hard boiled, hide bound grammar' from another
mouth couldn't have done. And finally we have that gentler phrase; that one which shows
you another true side of the man; shows that in his soldier heart there was room for other
than gory war mottoes, and in his tongue the gift to fitly phrase them ­ "Let us have
peace."
1derelictions:delinquees
2joiner: type of carpenter
3Matterhom: mountain
4General Fry: general inthe Confederate Army
5motes: specks
6A No. 1, fourth­proof, hardboiled, hidebound grammar: official and authoritative grammar
''Dinner Speech: General Grant's Grammar" by Mark Twain, from Mark Thain: Collected Tales, Sketches, Speeches, &: Essays 1852 ­
1890, copyright © 1981 by The Mark Twain Foundation. Used by permission.
14. The argument of the speech is mainly based upon the premise that A.
grammar is unimportant to the English language.
B.
General Grant cannot be expected to use good grammar.
C.
many accomplished writers use imperfect grammar.
D.
there should be different expectations for the writing of heroes.
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
Eng III, CFA #1 (Printable)
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15.
Which sentence from the speech is the thesis statement?
A.
In truth, General Grant's derelictions in the matter of grammar and
constructionare not more frequent than are such derelictions in the works of a
majority ofthe professional authors of our time and of all previous
times ­authors as exclusively and painstakingly trained to the literary trade as was
General Grant tothe trade of war.
B.
In Mr.Arnold's paper on General Grant's book, we find a couple of
grammaticalcrimes and more than several examples of very crude and slovenly
English ­enough of them to easily entitle him to a lofty place in that illustrious list
ofdelinquents just named.
C.
Can you believe that Mr.Arnold was immodest enough to imagine himself
anexception to this cast iron rule ­the sole exception discoverable within the
threeor four centuries during which the English language proper has been in
existence?
D.
People may hunt out what microscopic motes they please, but, after all, the
factremains and cannot be dislodged, that General Grant's book is a great, and in
itspeculiar department, unique and unapproachable literary masterpiece.
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
16.
Which sentence from the speech gives implied evidence that Twain respects General
Grant's writing style?
A.
I will detain you with onlyjust a few words ­just a few thousand words; andthen give place to a better
man ­ifhe has been created.
B.
It would be fair enough, maybe, if such instances were commoner in
GeneralGrant's book than they are in the works of the average standard
author ­but they aren't.
C.
General Grant's grammar is as good as anybody's; but if this were not
so, Mr.Breen would brush that inconsequential fact aside and hunt his great book
forhigher game.
D.
What do we care for grammar when we think of the man that put together
that thunderous phrase: "Unconditional and immediate surrender!"
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
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17. Twain ordered the details in Paragraphs 1 through 3 to
A.
show why General Grant's grammar is better than that of Arnold's.
B.
build a case as to why Arnold should not criticize General Grant's grammar..
C.
list other authors whose grammatical skills are equivalent to General Grant's.
D.
establish that Arnold and Breen agree about the problems with General Grant'sgrammar
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
18.
Read this excerpt from Paragraph 4.
Mr.Breen makes this discriminating remark: "To suppose that because a man is a
poetor a historian, he must be correct in his grammar, is to suppose that an architect
mustbe a joiner, or a physician a compounder of medicines."
The excerpt uses which rhetorical device?
A.
analogy
B.
alliteration
C.
hyperbole
D.
metaphor
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
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19.
Read this excerpt from Paragraph 6.
In their line, there is no higher literature than those modest,
simple memoirs. Their style is at least flawless, and no man
can improve upon it; and great books are weighed and
measured by their style and matter, not by the trimmings and
shadings of their grammar.
Which is a paraphrase, not a summary, of the excerpt above?
A.
These straight forward, unassuming memoirs can be counted among the
greatest works of literature. Their greatness comes from the perfection of their
style: for itis not a book's treatment of trivial issues of grammar that gives it
greatness, but its subject and the manner in which it is written.
B.
The style of these memoirs is so flawless that no man can improve upon it.
Great books are measured and weighed by their matter and style, not by the
trimmings and shadings of their grammar. The style of these modest, simple
memoirs makes them great.
C.
It is impossible to find literature that is better than these flawless
memoirs. Compared to other memoirs, their grammar, subject matter, and style
are unmatched.
D.
These memoirs are perfect and impossible to improve. It should be remembered
that great books are weighed and measured by their subject matter, not their
grammar.
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
20.
Which sentence from Paragraph 7 best shows that Twain values General
Grant's overall character?
A.
And those others: "I propose to move immediately upon your works!"
B.
"I propose to fight it out on this line if it takes all summer!"
C.
Mr. Arnold would doubtless claim that that last sentence is not
strictly grammatical; and yet it did certainly wake up this nation as a hundred
million tonsof A No. 1, fourth­proof, hard boiled, hide bound grammar from
another mouth couldn'thave done.
D.
And finally we have that gentler phrase; that one which shows you another
true side of the man; shows that in his soldier heart there was room for other
than gory war mottoes, and in his tongue the gift to fitly phrase them ­"Let us
have peace."
Eng III, CFA #1 (Printable)
Page 16 of 29
Read the passage ­ 'Dinner Speech: General Grant's Grammar' ­ and answer the question below:
21.
What is the primary persuasive device used in Paragraph 2 of the speech?
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe
The Apprentice
by Jacques Pepin
Every couple of weeks, Mme. Mercier undertook the formidable task of making bread, a
staple forthe family. Preparation started two to three days ahead of time. She began with
a leftover hunk of dough about the size of a plucked chicken, which she kept covered with
water in an earthen jar in the cool cellar under the house. To that, she added flour, water,
and salt to form a soft mixture, like slurry, in the petrin, or kneading vessel. The petrin
was made of carved hardwood and resembled a coffin in size and appearance. Proudly
displayed, with its beautiful carved lid, it functioned as a table or sideboard when not in
use for bread baking.
Making the dough was back breaking work. The first slurry would be left to ferment and
rise a little, usually overnight. In the morning, the fermentation would have run its course,
and Mme. Mercier added fresh flour andwater to the mixture to give it new life. She left
the dough again for a few hours to activate and ferment, repeatingthis process, called a
rafraichi,or refreshing, several times over the course of three days. Eventually, her
dough became strong, elastic, and filled with pockets of air, which would burst and
produce a wonderfully aromatic,yeasty fragrance that permeated the farmhouse. On
thefinal day, Mme. Mercier shaped the dough into roundloaves, saving a piece to store in
the cellar as a starter forthe next batch of bread.
Like every other household in Montvernier, the Petrin Merciers lacked an oven large
enough to bake the dough Mme. Mercier had so laboriously prepared. Instead, the people
of the town shared a massive common baking oven with the residents of a nearby village
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called Montbrunal. Bread­baking day had all the excitement of a carnival. Villagers greeted
each other loudly and gossiped in small clusters. Kids ran about and played. I was
standing forlornly on the outskirts when Roland appeared. He was staying with a family in Montbrunal, which meant that I would not only see him
on bakingdays but on Sundays as well, since the villages also shared a single church.
Montvernier and Montbrunal were so close together that we could even walk to visit each
other during the week when our fann dutiespermitted.
The oven seemed as large as a house, and together Roland and I watched the baker­
fanner feed itwith the pile of wood needed to bring it to the proper temperature. The
smell of so much baking bread was enthralling. We stood there for hours. One after the
other, fanners arrived with their loaves, two dozen or so each, and the baker would take
over. At the end of the day, some fanners brought casserole dishes,containing anything
from beans to cabbage, to be cooked over night inthe heat retained by the oven.
Sourdough: The World's Oldest Leavened Bread Recipe
Sourdough bread is known for its tangy sour flavor and the fact that no added
yeast is necessary tomake it rise. The yeast is unnecessary because the bread is
made with a special starter batter of groundgrains and water into which natural
yeasts in the air settle. The yeasts devour the sugars in the batter,producing carbon
dioxide and making the bread rise. This naturally occurring process was
discovered thousands of years ago, probably by accident, making sourdough the
oldest of all leavened bread recipes. To enjoy the ancient treat of a sourdough loaf,
try the recipes below for both a starter and bread!
Starter Recipe
Ingredients:
1 cup warm water
1cup bread flour (all­purpose or whole wheat)
To make the starter:
Blend warm water and flour.
2. Pour batter into a wide­mouthed jar or crock with a loose­fitting lid.
3. Place the batter in a warm area with a temperature about 70 to 80 degrees (for
example, an ovenwith the light bulb turned on) until a bubbly froth appears, which can
take eight to 12 hours.
4. The starter is now ready to make bread, but ifyou're not prepared to make bread
immediately,loosely cover the jar or crock of starter and place it in the refrigerator.
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If using aj ar, poke a hole in the lid because the natural yeasts in the starter expel
gases whose growing pressure can burst a jar that is too tightly.
5. While storing starter in a refrigerator, "feed" about once a week. To feed starter,
remove half of it from the jar (this half may be given to a friend who does not want
to bother making starter on his or her own, or it should be discarded). Then add a
half­cup each of fresh flour and warm water and blend.
Sourdough Bread Recipe
Ingredients:
2 cups "proofed'' starter
3 cups bread fl.our (all­purpose or whole wheat)
2 tablespoons oil or butter
4 teaspoons sugar
2 teaspoons salt
To make the bread:
1. "Proof ' the starter by pouring it from the jar into a bowl and stirring 1cup each of
warm waterand bread flour into it. Allow the starter to set for a few hours in a warm
place until frothy bubbles appear.
2. Place2 cups of the proofed starter into a bowl and return the remaining starter to the
jar andrefrigerate it for the next time you make sourdough bread.
3. Add sugar, salt, and oil or butter to the bowl of proofed starter and mix ingredients.
4. Dump the contents of the bowl onto a cutting board, sprinkle with a half­cup of the
flour, and begin kneading the flour into the dough.
5. Continue kneading the rest of the flour into the dough.
6. Once all of the flour is kneaded into the dough, place the dough back into the bowl
and set in a warm area to rise until it has doubled in size.
7. Turn the dough back onto the cutting board, punch it down, and briefly knead it.
8. Placethe dough on a baking sheet and let it rise in a warm area until it has again
doubled in size.
9. Placethe risen loaf in an oven without preheating, set the oven to 350 degrees, and
bake for 30 to 45 minutes. The loaf is done when the crust is brown and creates a
hollow sound when tapped with a wooden spoon.
10. Place the loaf on a rack to cool for an hour and then slice and enjoy this tasty, ancient
treat!
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22.
Read this excerpt from Paragraph 2 of "The Apprentice '
She left the dough again for a few hours to activate and
ferment, repeating this process,called a rajratchi, or refreshing,
several times over the course of three days. Eventually,her
dough became strong, elastic, and filled with pockets of air,
which would burst and produce a wonderfully aromatic, yeasty
fragrance that permeated the farmhouse.
How does the description of bread making in thebiography excerpt differ from that
found in "Sourdough: The World's Oldest Leavened Bread Recipe"?
A.
The excerpt appeals to the senses as well as provides facts.
B.
The excerpt reveals the lengthy process involved with baking bread.
C.
The excerpt gives a description of the dough while providing baking information.
D.
The excerpt expands on ideas to help explain difficult steps.
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
23.
What is the implied main idea of the biography excerpt and the recipe?
A.
What is learned in youth can have a lifelong impact.
B.
To become a master at anything takes time.
C.
Traditional cooking methods are still the most effective.
D.
Commitment to detail achieves desired results.
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
24.
Which statement best synthesizes information presented in The
Apprentice"and"Sourdough: The World's Oldest Leavened Bread Recipe"?
A.
Sourdough is an ancient leavened bread recipe that originated in France.
B.
The sourdough will be ruined if the oven is not adequately preheated.
C.
Properly preparing and storing the starter is critical to baking sourdough.
D.
Most people avoid baking sourdough because it requires several days to make.
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
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25. The author uses the word enthralling in Paragraph S ofthe biography excerpt
toemphasize that the aromas are
A.
accidental
B.
calming
C.
notable
D.
captivating
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
26. In the biography excerpt, Mme. Mercier's character is primarily revealed through
A.
how she interacts with the people from the nearby village.
B.
what she thinks of the farmers who bring bread to be baked.
C.
how she works in preparing the dough.
D.
what she shares with others about herself.
Read the passage ­ 'The Apprentice and Sourdough:The World's Oldest Leavened Bread Recipe' ­ and answer the
question below:
27. The "Starter Recipe'' is listed before the "Sourdough Bread Recipe" because the
A.
starter will not froth if it is made after the sourdough.
B.
starter requires fewer ingredients than the sourdough.
C.
sourdough takes more time to prepare than the starter.
D.
sourdough cannot be made until the starter is completed.
Read the passage ­ 'An Episode Of War' ­ and answer the question below:
An Episode Of War
An Episode Of War by Stephen Crane 1 The lieutenant's rubber blanket lay on the ground, and upon it he had
poured the company's supply of coffee. Corporals and other
representatives of the grimy and hot­throated men who lined the
breastwork had come for each squad's portion.
2 The lieutenant was frowning and serious at this task of division. His
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lips pursed as he drew with his sword various crevices in the heap until
brown squares of coffee, astoundingly equal in size, appeared on the
blanket. He was on the verge of a great triumph in mathematics, and
the corporals were thronging forward, each to reap a little square, when
suddenly the lieutenant cried out and looked quickly at a man near him
as if he suspected it was a case of personal assault. The others cried
out also when they saw blood upon the lieutenant's sleeve.
3 He had winced like a man stung, swayed dangerously, and then
straightened. The sound of his hoarse breathing was plainly audible. He
looked sadly, mystically, over the breastwork at the green face of a
wood, where now were many little puffs of white smoke. During this
moment the men about him gazed statue­like and silent, astonished
and awed by this catastrophe which happened when catastrophes were
not expected—when they had leisure to observe it.
4 As the lieutenant stared at the wood, they too swung their heads, so
that for another instant all hands, still silent, contemplated the distant
forest as if their minds were fixed upon the mystery of a bullet's
journey.
5 The officer had, of course, been compelled to take his sword into his
left hand. He did not hold it by the hilt. He gripped it at the middle of
the blade, awkwardly. Turning his eyes from the hostile wood, he
looked at the sword as he held it there and seemed puzzled as to what
to do with it, where to put it. In short, this weapon had of a sudden
become a strange thing to him. He looked at it in a kind of
stupefaction, as if he had been endowed with a trident, a sceptre, or a
spade.
6 Finally he tried to sheath it. To sheath a sword held by the left hand, at
the middle of the blade, in a scabbard hung at the left hip, is a feat
worthy of a sawdust ring. This wounded officer engaged in a desperate
struggle with the sword and the wobbling scabbard, and during the time
of it he breathed like a wrestler.
7 But at this instant the men, the spectators, awoke from their stone­like
poses and crowded forward sympathetically. The orderly­sergeant took
the sword and tenderly placed it in the scabbard. At the time, he leaned
nervously backward and did not allow even his finger to brush the body
of the lieutenant. A wound gives strange dignity to him who bears it.
Well men shy from this new and terrible majesty. It is as if the
wounded man's hand is upon the curtain which hangs before the
revelations of all existence. . . . Moreover, they fear vaguely that the
weight of a finger upon him might send him headlong, precipitate the
tragedy, hurl him at once into the dim, grey unknown. And so the
orderly­sergeant, while sheathing the sword, leaned nervously
backward.
8 There were others who proffered assistance. One timidly presented his
shoulder and asked the lieutenant if he cared to lean upon it, but the
latter waved him away mournfully. He wore the look of one who knows
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he is the victim of a terrible disease and understands his helplessness.
He again stared over the breastwork at the forest and then turning
went slowly rearward. He held his right wrist tenderly in his left hand as
if the wounded arm was made of very brittle glass.
9 And the men in silence stared at the wood, then at the departing
lieutenant—then at the wood, then at the lieutenant.
10 As the wounded officer passed from the line of battle, he was enabled
to see many things which as a participant in the fight were unknown to
him. He saw a general on a black horse gazing over the lines of blue
infantry at the green woods which veiled his problems. An aide galloped
furiously, dragged his horse suddenly to a halt, saluted, and presented
a paper. It was, for a wonder, precisely like an historical painting.
. . .
11 He came upon some stragglers, and they told him how to find the field
hospital. They described its exact location. In fact, these men, no
longer having part in the battle, knew more of it than others. They told
the performance of every corps, every division, the opinion of every
general. The lieutenant, carrying his wounded arm rearward, looked
upon them with wonder.
12 At the roadside a brigade was making coffee and buzzing with talk like
a girls' boarding school. Several officers came out to him and inquired
concerning things of which he knew nothing. One, seeing his arm,
began to scold. "Why, man, that's no way to do. You want to fix that
thing." He appropriated the lieutenant and the lieutenant's wound. He
cut the sleeve and laid bare the arm, every nerve of which softly
fluttered under his touch. He bound his handkerchief over the wound,
scolding away in the meantime. His tone allowed one to think that he
was in the habit of being wounded every day. The lieutenant hung his
head, feeling, in this presence, that he did not know how to be correctly
wounded.
13 The low white tents of the hospital were grouped around an old
schoolhouse. There was here a singular commotion. In the foreground,
two ambulances interlocked wheels in the deep mud. The drivers were
tossing the blame of it back and forth, gesticulating and berating, while
from the ambulances, both crammed with wounded, there came an
occasional groan. An interminable crowd of bandaged men were coming
and going. Great numbers sat under the trees nursing heads or arms or
legs. There was a dispute of some kind raging on the steps of the
schoolhouse. Sitting with his back against a tree a man with a face as
grey as a new army blanket was serenely smoking a corncob pipe. The
lieutenant wished to rush forward and inform him that he was dying.
14 A busy surgeon was passing near the lieutenant. "Good morning," he
said, with a friendly smile. Then he caught sight of the lieutenant's
arm, and his face at once changed. "Well, let's have a look at it." He
seemed possessed suddenly of a great contempt for the lieutenant.
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This wound evidently placed the latter on a very low social plane. The
doctor cried out impatiently, "What mutton­head had tied it up that way
anyhow?" The lieutenant answered, "Oh, a man."
15 When the wound was disclosed, the doctor fingered it disdainfully.
"Humph," he said. "You come along with me, and I'll 'tend to you." His
voice contained the same scorn as if he were saying, "You will have to
go to jail."
16 The lieutenant had been very meek, but now his face flushed, and he
looked into the doctor's eyes. "I guess I won't have it amputated," he
said.
17 "Nonsense, man! Nonsense! Nonsense!" cried the doctor. "Come along,
now. I won't amputate it. Come along. Don't be a baby."
18 "Let go of me," said the lieutenant, holding back wrathfully, his glance
fixed upon the door of the old schoolhouse, as sinister to him as the
portals of death.
19 And this is the story of how the lieutenant lost his arm. When he
reached home, his sisters, his mother, his wife sobbed for a long time
at the sight of the flat sleeve. "Oh, well," he said, standing shamefaced
amid these tears, "I don't suppose it matters so much as all that."
28. What can the reader infer from the second paragraph of the passage?
A.
The soldiers suddenly notice the lieutenant’s wound, which he has been hiding from them.
B.
One of the soldiers accidentally injures the lieutenant while waiting for a coffee square.
C.
The lieutenant accidentally injures himself while dividing the coffee supply.
D.
The lieutenant is shot unexpectedly while not engaged in battle.
Read the passage ­ 'An Episode Of War' ­ and answer the question below:
29. Which sentence best explains the effect that the first paragraph of “An Episode of War” has on the rest of the
story?
A.
By describing the lieutenant’s task of rationing coffee, the author establishes that the lieutenant is in
charge.
B.
By showing the lieutenant performing a mundane task, the author sets up a contrast for when the
lieutenant is injured.
C.
By describing the lieutenant’s task of rationing coffee, the author demonstrates the scarcity of goods during
war.
D.
By showing the lieutenant performing a mundane task, the author establishes the lieutenant as a minor
character.
Read the passage ­ 'An Episode Of War' ­ and answer the question below:
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30. Read this sentence from the last paragraph of the passage.
And this is the story of how the lieutenant lost his arm.
Which sentence best explains the function this sentence serves in the passage?
A.
The narrator’s matter­of­fact tone creates a sense of understatement compared to some characters’
reactions to his loss.
B.
The narrator’s matter­of­fact tone conveys the sense that the loss was not very important to any of the
characters.
C.
The narrator’s sarcastic tone emphasizes the lieutenant’s bitter feelings about losing his arm.
D.
The narrator’s direct tone further underscores the lack of emotion present in the story.
Read the passage ­ 'By The Sea' ­ and answer the question below:
By The Sea
By The Sea by Emily Dickinson I started early, took my dog,
And visited the sea;
The mermaids in the basement
Came out to look at me,
5 And frigates in the upper floor
Extended hempen hands,
Presuming me to be a mouse
Aground, upon the sands.
But no man moved me till the tide
10 Went past my simple shoe,
And past my apron and my belt,
And past my bodice too,
And made as he would eat me up
As wholly as a dew
15 Upon a dandelion's sleeve —
And then I started too.
And he — he followed close behind;
I felt his silver heel
Upon my ankle, — then my shoes
20 Would overflow with pearl.
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Until we met the solid town,
No man he seemed to know;
And bowing with a mighty look
At me, the sea withdrew.
31. What is the meaning of simple in stanza 3 of the poem?
A.
unmixed
B.
ordinary
C.
chaste
D.
cunning
Read the passage ­ 'By The Sea' ­ and answer the question below:
32. What two main ideas about the sea are expressed in the poem?
A.
The sea is intent on terrifying the speaker with a frightening attack.
B.
The sea is powerful and stately, overwhelming the tiny speaker.
C.
The sea is deceptive, first welcoming then attacking.
D.
The sea is intimidating and dangerous.
Read the passage ­ 'By The Sea' ­ and answer the question below:
33. Based on stanzas 1 and 2, how does the speaker in the poem feel when first visiting the sea?
A.
scrutinized and timid
B.
frightened and insecure
C.
emotional and shocked
D.
uncomfortable and upset
Read the passage ­ 'By The Sea' ­ and answer the question below:
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34. Read the definition of a hymn.
A metrical composition in the form of verse, using various literary devices to express
contemplation, praise, and exultation.
Emily Dickinson’s religious upbringing is reflected in many of her earlier poems. What element of “By the Sea”
suggests this influence?
A.
The theme reflects personal joy in creation.
B.
The stanzas support the concept of reflection.
C.
Each stanza contains an example of alliteration.
D.
The rhyme and rhythm are exact and repeated.
Read the passage ­ 'By The Sea' ­ and answer the question below:
35. Which metaphor does the poet use to describe the appearance of the waves?
A.
hempen hands
B.
dandelion’s sleeve
C.
silver heel
D.
a mighty look
36.
Selection #1: Self‑Dependence (1852) by Matthew Arnold
Weary of myself, and sick of asking
What I am, and what I ought to be,
At this vessel's prow I stand, which bears me
Forwards, forwards, o'er the starlit sea.
And a look of passionate desire
O'er the sea and to the stars I send:
"Ye who from my childhood up have calm'd me,
Calm me, ah, compose me to the end!
"Ah, once more," I cried, "ye stars, ye waters,
On my heart your mighty charm renew;
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Still, still let me, as I gaze upon you,
Feel my soul becoming vast like you!"
From the intense, clear, star‑sown vault of heaven,
Over the lit sea's unquiet way,
In the rustling night‑air came the answer:
"Wouldst thou be as these are? Live as they.
"Unaffrighted by the silence round them,
Undistracted by the sights they see,
These demand not that the things without them
Yield them love, amusement, sympathy.
"And with joy the stars perform their shining,
And the sea its long moon‑silver'd roll;
For self‑poised they live, nor pine with noting
All the fever of some differing soul.
"Bounded by themselves, and unregardful
In what state God's other works may be,
In their own tasks all their powers pouring,
These attain the mighty life you see."
O air‑born voice! long since, severely clear,
A cry like thine in mine own heart I hear:
"Resolve to be thyself; and know that he,
Who finds himself, loses his misery!"
Selection #2: Excerpt from The Invisible Man by Ralph Ellison
Let me be honest with you ‑‑ a feat which, by the way, I find of the
utmost difficulty. When one is invisible he finds such problems as good and
evil, honesty and dishonesty, of such shifting shapes that he confuses one
with the other, depending upon who happens to be looking through him at
the time. Well, now I've been trying to look through myself, and there's a
risk in it. I was never more hated than when I tried to be honest. Or when,
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even as just now I've tried to articulate exactly what I felt to be the truth.
No one was satisfied ‑‑ not even I. On the other hand, I've never been more
loved and appreciated than when I tried to "justify" and affirm someone's
mistaken beliefs; or when I've tried to give my friends the incorrect, absurd
answers they wished to hear. In my presence they could talk and agree with
themselves, the world was nailed down, and they loved it. They received a
feeling of security. But here was the rub: Too often, in order to justify them,
I had to take myself by the throat and choke myself until my eyes bulged
and my tongue hung out and wagged like the door of an empty house in a
high wind. Oh, yes, it made them happy and it made me sick. So I became
ill of affirmation, of saying "yes" against the nay‑saying of my stomach ‑‑ not
to mention my brain.
There is, by the way, an area in which a man's feelings are more
rational than his mind, and it is precisely in that area that his will is pulled
in several directions at the same time. You might sneer at this, but I know
now. I was pulled this way and that for longer than I can remember. And
my problem was that I always tried to go in everyone's way but my own. I
have also been called one thing and then another while no one really wished
to hear what I called myself. So after years of trying to adopt the opinions of
others I finally rebelled. I am an invisible man. Activity:
Write a critical essay in which you analyze the two selections. Support your analysis
with 2‑3 evidences from both texts. In your essay:
Identify a significant theme that the two texts share;
Compare and contrast the two writers’ perspectives on the theme;
Examine how the two writers use various literary techniques (i.e., literary elements,
rhetorical devices, etc,.) to express their perspectives on this theme; and
Draw a conclusion that explains how the literary techniques you have identified
affect the ideas conveyed in the texts.
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