PART 2 PRACTICE: Reading Comprehension
Passage I
Lineage
My grandmothers were strong.
They followed plows and bent to toil.
They moved through fields sowing seed.
They touched earth and grain grew.
They were full of sturdiness and singing.
My grandmothers were strong.
My grandmothers are full of memories
Smelling of soap and onions and wet clay
With veins rolling roughly over quick hands
They have many clean words to say.
My grandmothers were strong.
Why am I not as they?
—Margaret Walker
from For My People, 1942
Yale University Press
Passage II
…With my grandmother there was a brief ritual phrase in her dialect mouthed by us children when we
went to the old Queen Anne style house in Utica where my mother and all her brothers and sisters grew up. My
grandmother was always in the kitchen, dressed in black, standing at a large black coal range stirring soup or
something. My brothers and I, awkward in the presence of her foreignness, would be pushed in her direction by
our mother during those holiday visits, and told “Go say hello to Gramma.”
We’d go to the strange old woman who didn’t look like any of the grandmothers of our friends or like
any of those on the covers of the Saturday Evening Post around Thanksgiving time. Gramma didn’t stuff a
turkey or make candied sweet potatoes and pumpkin pies. She made chicken soup filled with tiny pale meatballs
and a bitter green she grew in her backyard along with broad beans and basil, things that were definitely unAmerican in those days. Her smell was like that of the cedar closet in our attic. She spoke strange words with a
raspy sound.
When we stepped into her kitchen to greet her she smiled broadly and tweaked our cheeks. We said in a
rush the phrase our mother taught us. We didn’t know what it meant. I think we never asked. And if we were to
know it meant “how are you?” what difference would it have made? What further knowledge would we have
had of the old woman in the shapeless black garment, with her wisps of gray hair falling out of the thick knob
crammed with large old-fashioned tortoise-shell hairpins? None. We were strangers.
When on a visit upstate I had occasion to drive through Cazenovia, a village on the shores of Lake
Cazenovia, it appeared to me as if in a dream. I saw again the lakeshore meadow that has always remained
indelibly imprinted on my mind from childhood, but that I had thought must, by now, have vanished from the
real world. That meadow, now called Gypsy Bay Park, was the site of family picnics to which we and Aunt
Mary’s family proceeded from Syracuse, while the other contingent (which was by far the greater number—my
mother’s three brothers, two other sisters and all their families plus our grandmother) came from Utica.
Cazenovia was the approximate half-way point, and there in the meadow on the lake the cars would all pull up
and baskets of food would be unloaded for the great summer reunion.…
It was Gramma who had decreed this annual outing. When two of her daughters married and moved
from Utica, she had made known her wish: that the family should meet each summer when travel was easier and
they could eat together al fresco. It was her pleasure to have all her children, and their children, convene in the
meadow, and spend the day eating, singing, playing cards, gossiping, throwing ball, making jokes and toasts. It
was a celebration of her progeny of which she, long widowed, was the visible head, the venerable ancestor, the
symbol of the strong-willed adventurer who had come from the old world to make a new life and to prosper.
She was monumental. I can see her still, an imposing figure, still dressed in black although it was summer,
seated on a folding camp chair (just for her) under the shade of a large, leafy elm tree. She sat there as silently
as a Sioux chief and was served food, given babies to kiss, and paid homage to all day. The others spread
around her, sitting on blankets on the grass, or on the running boards of their Oldsmobiles and Buicks. What
made my grandmother so intriguing was the mystery of her. For, despite its gaiety, the family picnic was also a
time of puzzlement for me. Who was this stranger in black with whom I could not speak? What was her story?
What did she know?
What I knew of my grandmother, I heard from my mother: she believed in good food on the table and
good linen on the bed. Everything else was fripperies and she had the greatest scorn for those who dieted or got
their nourishment through pills and potions. She knew you are what you eat and she loved America for the great
range of foods that it provided to people like her, used to so little, used to making do. She could not tolerate
stinginess; she lived with her eldest son and his family of eleven and did all the gardening and cooking,
providing a generous table.…
We were about fifty kin gathered in that meadow, living proof of the family progress. Gramma’s sons
and daughters vied to offer her their services, goods, and offspring—all that food, those cars, the well-dressed
young men who would go to college. And Butch, an older cousin, would take me by the hand to the water’s
edge and I’d be allowed to wade in Cazenovia’s waters, which were always tingling cold and made me squeal
with delicious shock. And yet with all that, for all the good times and good food and the happy chattering
people who fussed over me and my brothers, I still felt a sense of strangeness, a sense of my parents’ tolerating
with an edge of disdain this old world festa only for the sake of the old lady. When I asked my mother why
Gramma looked so strange and never spoke to us, I was told, she came from the old country … she doesn’t
speak our language. She might as well have been from Mars.
I never remember hearing our own mother speak to her mother, although she must have, however
briefly. I only recall my astonishment at mother’s grief when Gramma died and we went to Utica for the
funeral. How could mother really feel so bad about someone she had never really talked to? Was it just because
she was expected to cry? Or was she crying for the silence that had lain like a chasm between them?…
1 - al fresco — in the open air
2 - progeny — offspring
3- fripperies — nonessentials
—Helen Barolini
excerpted from “How I Learned to Speak Italian”
Southwest Review, Winter 1997
Questions 1–5 refer to Passage I.
1 The narrator implies that the strength of grandmothers results from their
(1) cheery songs
(3) large bodies
(2) long lives
(4) hard work
2 “They touched earth and grain grew” (line 4) suggests the grandmothers’ role of
(1) protector
(3) teacher
(2) provider
(4) entertainer
3 In order to emphasize her feelings about her grandmothers, the narrator uses
(1) repetition
(3) simile
(2) onomatopoeia
(4) symbolism
4 The narrator’s feeling toward her grandmothers is best described as
(1) resentment
(3) admiration
(2) embarrassment
(4) concern
5 In comparison to the grandmothers, the narrator is seen as
(1) more nurturing
(3) less intelligent
(2) more religious
(4) less capable
Questions 6–8 refer to Passage II.
6 According to the narrator, the “annual outing” celebrated the importance of
(1) solitude
(3) family
(2) responsibility
(4) travel
7 The comparison between the Native American chief and the grandmother (line 45) characterizes her as
(1) courageous
(3) intelligent
(2) respected
(4) kind
8 The narrator’s description of her mother’s reaction to the death of “Gramma” is an example of
(1) irony
(3) alliteration
(2) personification
(4) humor
Questions 9 and 10 refer to both passages.
9 Both passages reveal the theme of
(1) grandparents’ trust
(2) generational difference
(3) social conflict
(4) family rivalry
10 The grandmothers of Passage I differ from the grandmother in Passage II in the ability to
(1) discipline
(3) survive
(2) heal
(4) communicate
PART 3 PRACTICE: Developing a Controlling Idea
Your task is to establish a controlling idea (or common message) that exists between two texts.
Begin by reading each text, and then write 2-3 sentences about what each text is saying about identity.
Consider the following questions: Who decides what identity we each have? What does the author think
about a person’s identity? Is it permanent, or can it change? Finally, you will develop a paragraph which
defines the common theme between the two texts. The paragraph should follow this format:
In both texts, the authors imply that (…). In text #1, the author writes (…). Similarly, in text #2, the
author writes (…). From both of these examples, it is clear that (…)
Text #1:
“What I Am” – by Eminem
And I am, whatever you say I am
If I wasn’t then why would I say I am?
In the paper, the news everyday I am
Radio won’t even play my jam
Cause I am, whatever you say I am
If I wasn’t, then why would I say I am?
In the paper, the news everyday I am
I don’t know, it’s just the way I am
Text #2:
Excerpt from the novel The House on Mango Street by Sandra Cisneros:
My Name
In English my name means hope. In Spanish it means too many letters. It means sadness, it means
waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday
mornings when he is shaving, songs like sobbing.
At school they say my name is funny as if the syllables were made out of tin and hurt your mouth. But
in Spanish, my name is made out of a softer something, like silver, not quite as thick as my sister’s name—
Magdalena—which is uglier than mine. Magdalena who at least can come home and become Nenny. But I am
always Esperanza.
I would like to baptize myself under a new name, a name more like the real me, the one nobody sees.
Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do.
PART 4 PRACTICE: Critical Lens Review
Critical Lens Analysis: Complete each of the following steps for any of the quotes found below.
1. Explain the quote. Interpret the meaning in your own words.
2. Agree or disagree with the quote, and explain your decision.
3. Discuss how the quote relates to a major theme of any work.
A. Literature opens a dark window on the soul, revealing more about the bad aspects of people than about the
good. -Anonymous
B. To be truly memorable, a book must have at its core one of life’s great quests: the quest for love, truth, or
power. -Anonymous
C. Evil may often triumph, but it never conquers. -unknown author
D. Difficulties are the things that show what men truly are. - Epictetus
E. The best literature is about the old universal truths such as love, honor, pride, freedom, and knowledge. adapted from William Faulkner
F. Although the world is full of suffering, it is also full of the overcoming of it. - Helen Keller
G. Courage is resistance to fear or mastery of fear, but not absence of fear. -Mark Twain
H. Men are not prisoners of fate, but only prisoners of their own mind. – Franklin D. Roosevelt
I. The difficulty in life is the choice… - George Moore
J. It is only with the heart that one can see rightly. – Antoine de Sait-Exupery
K. The real hero is always a hero by mistake… - Umberto Eco
L. You must take life the way it comes to you and make the best of it. – Yann Mantel
Sample Lens Intro and Lead-in to First Body:
Martin Luther King Junior once stated, “The ultimate measure of a man is not where he stands in
moments of comfort and convenience, but where he stands at times of challenge and controversy.” By this,
King means that the true test of a man’s character occurs when he is faced with a struggle and not when times
are easy for him. This quotation is valid and is clearly supported in the play, The Crucible, by Arthur Miller,
and the novel, Lord of the Flies, by William Golding. Through the use of literary elements such as plot, theme,
and characterization, both authors depict protagonists who are faced with times of challenge and controversy
and who rise to the occasion and overcome their conflicts.
The Crucible, written by Arthur Miller, is a historical fiction play whose plot is developed around the
Salem Witch Trials. Set in a small Puritan community, Salem, Massachusetts, in 1692, the drama focuses on
the many conflicts that lie under the surface of this quaint Puritan town and how those conflicts eventually
develop into the mass hysteria of witchcraft. The protagonist of the play, John Proctor, is faced with several
conflicts throughout the plot, and he must prove the measure of his worth by being strong in difficult times.
This is most clearly seen when …
Literature Overviews
Macbeth: (a play) William Shakespeare
Genre: play; tragedy
Themes: good vs. evil; ambition; greed; hunger for power; role of fate; jealousy; betrayal
Characters: Macbeth and Lady Macbeth; Banquo; Duncan (king); Malcolm (Duncan’s son); Macduff
Setting: Scotland; 11th Century
Symbols: reversal of natural order (horses eating each other; darkness during the daytime); washing of the blood
Conflicts: man vs. himself; man vs. man; man vs. fate
Of Mice and Men: John Steinbeck (The best laid plans of mice and men often go awry.)
Genre: novella; fiction
Themes: friendship; death; personal dreams; success; good vs. evil; death of the American Dream
Characters: Lennie Small; George Milton; Curley; Candy; Curley’s wife
Setting: California, early 1930’s, Depression
Symbols: mice; red (make-up, Curley’s wife’s dress, etc.); title; farm (paradise)
Conflicts: man vs. man; man vs. himself; man vs. society; man vs. nature
The Crucible: Arthur Miller
Genre: play; historical fiction
Themes: good vs. evil; ignorance; prejudice; religion; jealousy; ambition; love; greed; vengeance
Characters: John and Elizabeth Proctor; Rev. Parris; Rev. Hale; Putnam; Abigail Williams; Rebecca Nurse
Setting: Salem; 1692; witch trials
Symbols: forest = unknown; evil
Conflicts: man vs. man; man vs. society; man vs. himself
Raisin in the Sun: Lorraine Hansberry
Genre: play; fiction
Themes: class/generational conflicts; racism; rel. b/w men and women; money/greed; dreams; pride
Characters: Mama Younger; Walter; Ruth; Beneatha; Travis; Mr. Lindner; Asagai; George Murchison
Setting: Chicago; 1950s; apt: small, dark, cramped, hopeless
Symbols: plant, window, apartment, garden/house, Beneatha’s hair
Conflicts: man vs. man, self, society
Animal Farm: George Orwell
Genre: satirical novel (allegory to Russian Revolution of 1917)
Themes: abuse of power; personal ambition; education as key to knowledge; violence is not a solution;
Characters: Mr. Jones, Old Major, Boxer, Benjamin, Napoleon, Squealer, Snowball, Mr. Whymper
Setting: a farm in England
Conflicts: man v man; society; himself
Romeo and Juliet: William Shakespeare
Genre: tragedy; play; fiction
Themes: love; vengeance; fate vs. human enterprise; family
Characters: Romeo Montague & family; Juliet Capulet & family; Mercutio; Tybalt: Friar
Setting: Verona, Italy
Conflicts: man vs. self, society, man
To Kill a Mockingbird: Harper Lee
Genre: novel; fiction
Themes: racism; ignorance; superstition; education (school v. life); social stratification; good v. evil
Characters: Scout; Jem; Atticus Finch; Dill; Mrs. Dubose; Tom Robinson; Mr. Ewell; Boo Radley; Calpurnia
Setting: Maycomb, Alabama; 1930s; Great Depression
Symbols: town as microcosm; mockingbird
Conflicts: man vs. self, society, man
Point of View: first person/flashback
The Outsiders: S.E Hinton
Genre: novel; fiction
Themes: social status; proving self worth; heroism, courage; personal honor
Characters: Ponyboy, Darry, and Sodapop Curtis; Dallas; Johnny; Two-bit; Cherry
Setting: Midwest; 1960s
Symbols: books; cars; sunsets; hair
Conflicts: man vs. society, self, man
Point of View: first person/flashback
The Pearl: John Steinbeck
Genre: novella; fiction
Themes: greed; fate v. human enterprise; oppression of native cultures; family
Characters: Kino; Juana; Coyotito
Setting: 1900s; Mexican Village of La Paz
Symbols: pearl (changes); canoe; scorpion; sea
Conflicts: man vs. self, society, man, nature
Lord of the Flies: William Golding
Genre: novel; fiction
Themes: good v. evil; law v. anarchy; degradation of society; power
Characters: Ralph; Jack; Piggy; Simon; Samneric; Roger
Setting: island in Pacific; W.W.II (microcosm)
Symbols: glasses; conch; huts; fire; jungle; Beastie; island itself;
Conflicts: man vs. man, society, self, nature
Night: Elie Weisel
Genre: memoir- first person narrative
Themes: loss of faith; good vs. evil; loss of innocence; religious identity
Characters: Elie; Mr. Weisel; Tzipora; Moshe the Beadle
Setting: Sighet, Romania and various other camps; WWII: Holocaust
Symbols: furnace; fire; death; violin; darkness; winter
Conflicts: man vs. man; man vs. society; man vs himself
Death of a Salesman: Arthur Miller
Genre: drama; a tragedy divided into two acts
Themes: search for the American Dream; ideals vs. reality; self-worth
Characters: Willy Loman, Linda Loman, Biff, Happy, Ben, Charley, Dave Singleman, Bernard, Howard, the Woman
Setting: Willy Loman’s house and yard and various spots in NY and Boston; Post WWII with flashbacks to 30s
Conflicts: man v man; society; himself