|Name: Alexis Watkins |Date: |

Graded Assignment

Test: Reading Techniques

Section 1: Multiple–Choice (20 minutes)

Directions

Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen.
Remember to complete the submission information on every page you turn in.

For questions 1-10, refer to the following passage:

Gentlemen of the Exposition, as we present to you our humble effort at an exhibition of our progress, you must not expect overmuch. Starting thirty years ago with ownership here and there in a few quilts and pumpkins and chickens, remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a moment forget that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern States, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement.

The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing. No race that has anything to contribute to the markets of the world is long in any degree ostracized. It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house.

In conclusion, may I repeat that nothing in thirty years has given us more hope and encouragement, and drawn us so near to you of the white race, as this opportunity offered by the Exposition; and here bending, as it were, over the altar that represents the results of the struggles of your race and mine, both starting practically empty-handed three decades ago, I pledge that in your effort to work out the great and intricate problem which God has laid at the doors of the South you shall have at all times the patient, sympathetic help of my race; only let this be constantly in mind that, while from representations in these buildings of the product of field, of forest, of mine, of factory, letters, and art, much good will come, yet far above and beyond material benefits will be that higher good, that let us pray God will come, in a blotting out of sectional differences and racial animosities and suspicions, in a determination to administer absolute justice, in a willing obedience among all classes to the mandates of law. This, then, coupled with our material prosperity, will bring into our beloved South a new heaven and a new earth.

Booker T. Washington, "The Race Problem" (address given in Atlanta, 1895)

Judging from the Washington's remarks, one can conclude that Washington's audience: is violently opposed to full integration. wants integration now. wants to ignore the subject of integration. finds integration irrelevant. may be willing to accept integration in the future.

Washington implies that members of his "race" (members of the African American community): are not financially ready to benefit from the privileges of full legal rights. are demanding, despite his leadership, full legal privileges now. are unconcerned with legal privileges. intend to take revenge on those who have denied them legal privileges. intend to seek legal privileges in another country.

Washington's two main topics are: past oppression and future justice. valuable work and freedom from being ostracized. natural inequalities and differences of black and white. poverty and hope of wealth. the evils of slavery and glories of abolition.

In his next to last sentence, Washington uses repetition and subordination to emphasize a distinction between "much good" and "that higher good." He does so in order to: pacify his audience. express anger. put pressure on the audience to aim for full integration. retreat from previous assertions. include humor.

In the next to last sentence, Washington's phrase, "in a willing obedience among all classes to the mandates of law" helps him create: climax. allegory. antithesis. elaborate simile. understatement. Washington says, "The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house." He here creates a mildly humorous contrast by using: maxim. personification. subordination. parallelism. onomatopoeia. On the whole, Washington puts his faith in: the free market system. the southern states. the welfare system. tenant farming. indefinite segregation.

In the last paragraph Washington includes references to Christianity to: show his submission to authority. prevent retaliation. urge his audience to join him in a holy struggle. express his gratitude. resurrect the past.

In his last words, Washington speaks of bringing to the southern states "a new heaven and a new earth." Washington is using: climax. synecdoche. antithesis. allegory. metaphor. On the whole, Washington's rhetorical choices reveal his: knowledge of his audience. evangelical fanaticism. liking for irony. hostility toward white America. inclination toward anarchy.

For questions 11-17, refer to the following passage:

There is an old saying, that "When we are with the Romans, we must do as the Romans do." And now, kind friend, as we are about to renew our walk, I beg that you will give heed to it, and do as factory girls do. After this preliminary, we will proceed to the factory.

There is the "counting-room," a long, low, brick building, and opposite is the "store-house," built of the same material, after the same model. Between them, swings the ponderous gate that shuts the mills in from the world without. But, stop; we must get "a pass" ere we go though, or "the watchman will be after us." Having obtained this, we will stop on the slight elevation by the gate, and view the mills. The one to the left rears high its huge sides of brick and mortar, and the belfry, towering far above the rest, stands out in bold relief against the rosy sky. The almost innumerable windows glitter, like gems, in the morning sunlight. It is six and a half stories high, and, like the fabled monster of old, who guarded the sacred waters of Mars, it seems to guard its less aspiring sister to the right; that is five and a half stories high, and to it is attached the repair-shop. If you please, we will pass to the larger factory,—but be careful, or you will get lost in the mud, for this yard is not laid out in such beautiful order, as some of the factory yards are, nor can it be.

"A Second Peep at Factory Life," from The Lowell Offering (May, 1845)

In the opening sentence the writer uses: metaphor. allegory. antithesis. maxim. climax. In referring to the "ponderous gate" the writer uses: epithet. simile. metaphor. parallelism. allegory. On the whole, the writer intends to provoke for the "factory girls": anger. sympathy. laughter. revulsion. envy. The writer addresses the readers as if the readers were: in an office with the bosses. in a pastoral setting. in another city. smoking cigars in a game room. present at the factory.

By metaphor and simile, the writer associates the larger factory building with: a hospital. a castle. a monastery. a living creature. an abstract idea.

On the whole, by rhetorical figures, the writer implies that the "factory girls" resemble: nuns. prison inmates. guards. farmers. street cleaners.

In saying, "be careful, or you will get lost in the mud," the writer is using: pun. onomatopoeia. climax. simile. metaphor. For questions 18-25, refer to the following passage:

Exactly as infinitely the happiest woman is she who has borne and brought up many healthy children, so infinitely the happiest man is he who has toiled hard and successfully in his life work. The work may be done in a thousand different ways, with the brain or the hands, in the study, the field or the workshop; if it is honest work, honestly done and well worth doing, that is all we have a right to ask. Every father and mother here, if they are wise, will bring up their children not to shirk difficulties, but to meet and overcome them; not to strive after a life of ignoble ease, but to strive to do their duty, first to themselves and their families, and then to the whole state; and this duty must inevitably take the shape of work in some form or other. You, the sons of pioneers, if you are true to your ancestry, must make your lives as worthy as they made theirs. They sought for true success, and, therefore, they did not seek ease. They knew that success comes only to those who lead the life of endeavor.

Theodore Roosevelt, "A Nation of Pioneers" (address as vice president in Minneapolis, 1901)

Select the most appropriate statement:
Roosevelt is speaking mainly to women.
Roosevelt is speaking mainly to men.
Roosevelt is speaking mainly to recent immigrants.
Roosevelt is speaking mainly to convicts.
Roosevelt is speaking mainly to teenagers.

In saying, "not to strive after a life of ignoble ease, but to strive to do their duty," Roosevelt uses: metaphor. simile. antithesis. allegory. climax. In general, as a rhetorician, Roosevelt is inclined to: reveal subtle gradations. use sophisticated puns. use many qualifying phrases. establish good and bad choices. avoid emotional appeals.

The most notable rhetorical device in the first sentences is: antithesis. understatement. metaphor. climax. parallelism. In the opening sentence, Roosevelt assumes that: men cannot admire women. women must be able to define themselves. men share a single definition of "the happiest woman." women are important to the election of public officials. men would like to be women.

In the passage as a whole, Roosevelt uses repetition to emphasize: differences. similarities. both similarities and differences. neither similarities nor differences. a dislike of distinctions.

In the second half of the second sentence (the part that begins, "if it is honest work…"), Roosevelt uses: antithesis. onomatopoeia. climax. subordination. metonymy. In style Roosevelt is most like: a preacher. a scientist. a historian. a mediator. a messenger.

|Name: Alexis Watkins |Date: |

Answer Sheet

|1. |16. | | |
|2. |17. | | |
|3. |18. | | |
|4. |19. | | |
|5. |20. | | |
|6. |21. | | |
|7. |22, | | |
|8. |23. | | |
|9. |24. | | |
|10. |25. | | |
|11. | | | |
|12. | | | |
|13. | | | |
|14. | | | |
|15. | | | |

|Name: |Date: |

Directions

Neatly write your responses in the spaces provided. Use a blue or black pen. Don't write in the margins.

Remember to complete the submission information on every page you turn in.

Section 2: Free response

In this section, you'll have 30 minutes to complete study questions and develop an essay response to "Motherhood: Who Needs It?" by Betty Rollin. You should already have read this piece before starting the Unit Quiz.

You should spend about 30 minutes on the essay. Keep in mind that you'll need to move quickly to ensure that you have enough time to complete the essay.

Essay (35 pts.)
Write an essay addressing the following question:

In this essay Rollin intends to weaken ideas that she considers unhealthy, and she intends to make herself appear more trustworthy or reliable than writers of the past who supported those ideas. How does Rollin use language to make herself appear more trustworthy or reliable?

Graded Assignment ENG500A: AP English Language and Composition | Unit 2 | 2.4 Test

© 2012 K12 Inc. All rights reserved. Page PAGE 8 of NUMPAGES 8
Copying or distributing without K12’s written consent is prohibited.