ENG510A AP® English Literature and Composition | Graded Assignment | AP® Exam Practice
Name: Erin Payne
Date:
Graded Assignment
Wrap-up: Unit 1 AP® Exam Practice
Total score: ____ of 50 points
Section 1: Multiple Choice
Instructions
Mark your answers to the multiple-choice questions on the answer sheet provided at the end of this section. Your instructor will score your results, providing correct answers to questions missed. (Answers that are highlighted or marked and not placed on the answer sheet, will not be scored). You may then write a “statement of understanding” of the correct answer for each question missed and submit that to your teacher in order to receive additional points.
(Score for Section 1: ___of 20 points)
Questions 1-5 are based on the following passage from “Araby,” by James Joyce:
“Remembering with difficulty why I had come, I went over to one of the stalls and examined porcelain vases and flowered tea-sets. At the door of the stall a young lady was talking and laughing with two young gentlemen. I remarked their English accents and listened vaguely to their conversation. Observing me, the young lady came over and asked me did I wish to buy anything. The tone of her voice was not encouraging; she seemed to have spoken to me out of a sense of duty. I looked humbly at the great jars that stood like eastern guards at either side of the dark entrance to the stall and murmured:’ No, thank you.’ The young lady changed the position of one of the vases and went back to the two young men. They began to talk of the same subject. Once or twice the young lady glanced over at me. I lingered before her stall, to make my interest in her wares seem the more real. Then I turned away slowly and walked down the middle of the bazaar. I allowed the two pennies to fall against the sixpence in my pocket. I heard a voice call from one end of the gallery that the light was out. The upper part of the hall was now completely dark. Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger.”
In these lines, “the great jars that stood like eastern guards” is an example of:
simile.
synecdoche.
metaphor.
Alliteration.
Allusion.
What is the point of view in these lines?
omniscient
limited omniscient
objective
first person
third person
In these lines, the tone is marked by:
joy.
disappointment.
anticipation.
excitement.
fear.
The narrator’s actions inside the stall suggest that he is
intimidated
hesitant
carefree
confused
defeated
The final line of the passage could be considered:
an epiphany
a resolution
a threat
an off-hand remark
a dream
Questions 6-10 are based on the following passage from “Sweat,” by Nora Zeale Hurston:
“She lay awake, gazing upon the debris that cluttered their matrimonial trail. Not an image left standing along the way. Anything like flowers had long ago been drowned in the salty stream that had been pressed from her heart. Her tears, her sweat, her blood. She had brought love to the union and he had brought a longing after the flesh. Two months after the wedding, he had given her the first brutal beating. She had the memory of his numerous trips to Orlando with all of his wages when he had returned to her penniless, even before the first year had passed. She was young and soft then, but now she thought of her knotty, muscled limbs, her harsh knuckly hands, and drew herself up into an unhappy little ball in the middle of the big feather bed. Too late now to hope for love, even if it were not Bertha it would be someone else. This case differed from the others only in that she was bolder than the others. Too late for everything except her little home. She had built it for her old days, and planted one by one the trees and flowers there. It was lovely to her, lovely.”
In the lines above, the “debris that cluttered their matrimonial trail” represents:
the snake that scares Delia.
the emotional distance between the Delia and her husband.
the formality of the relationship between Delia and Sykes
the problems and abuses in Delia’s marriage.
none of the above
What does the “salty stream” stand for in these lines?
The river, which symbolizes life
The sea, which symbolizes opportunity
Sweat, which symbolizes suffering
Tears, which symbolize joy
Blood, which symbolizes death
Who is the speaker of these lines?
The protagonist
A first-person narrator
The antagonist
An objective narrator
An omniscient narrator
The tone of this passage shifts from:
melancholy to comedic.
reflective to hopeful.
joyous to overwhelmed.
sardonic to thoughtful.
restless to content
The literary device being used in the line “She was young and soft then, but now she thought of her knotty, muscled limbs, her harsh knuckly hands, and drew herself up into an unhappy little ball in the middle of the big feather bed” is:
personification
hyperbole
allusion
simile
metaphor
Questions 11- 15 are based on the following passage from “The Lottery,” by Shirley Jackson:
Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill Jr. opened theirs at the same time and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads. “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.
“Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.
“It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”
Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.
“All right, folks.” Mr. Summers said. “Let’s finish quickly.” Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”
Mr. Dunbar had small stones in both hands, and she said, gasping for breath, “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”
The children had stones already. And someone gave little Davy Hutchinson few pebbles. Tessie Hutchinson was in the center of a cleared space by now and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head. Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.
“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her.
In the passage, the actions of the townspeople are shown as
traditional.
creative.
clever.
thoughtful.
entertaining.
The overall tone of Jackson’s narrative is best described as
contemplative
reflective
matter of fact
iconoclastic
facetious
In the statement, “Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones” Jackson delivers a commentary on the social significance of
personal wealth
collective rigor
incipient hope
imminent death
indelible tradition
In referring to Tessie as “Mrs. Hutchinson” at the end of the passage, the author appears to
make an understatement about Tessie
express Tessie’s situational irony
induce the reader’s sympathy for the Hutchinson family
introduce an element of foreboding into the scene
adopt an ironically objective tone for the end of the story
As seen in the passage, a significant theme of the story might be stated as
the cruelty inherent in an ancient method of execution.
the correlation between violence and an undeveloped culture.
the irrationality of actions committed by ordinary people.
the conflict between enlightened leadership and mob rule.
the prevailing of good values over those which are inherently evil.
Questions 16-20 are based on the following passage from “Young Goodman Brown,” by Nathaniel Hawthorne:
“There may be a devilish Indian behind every tree,” said Goodman Brown to himself; and he glanced fearfully behind him, as he added, “What if the devil himself should be at my very elbow!”
His head being turned back, he passed a crook of the road, and looking forward again, beheld the figure of a man, in grave and decent attire, seated at the foot of an old tree. He arose, at Goodman Brown’s approach, and walked onward, side by side with him.
“You are late, Goodman Brown,” said he. “The clock of the Old South was striking, as I came through Boston; and that is full fifteen minutes agone.”
“Faith kept me back awhile,” replied the young man, with a tremor in his voice, caused by the sudden appearance of his companion, though not wholly unexpected.
It was now deep dusk in the forest, and deepest in that part of it where these two were journeying. As nearly as could be discerned, the second traveller was about fifty years old, apparently in the same rank of life as Goodman Brown, and bearing a considerable resemblance to him, though perhaps more in expression than features. Still, they might have been taken for father and son. And yet, though the elder person was as simply clad as the younger, and as simple in manner too, he had an indescribable air of one who knew the world, and would not have felt abashed at the governor’s dinner-table, or in King William’s court, were it possible that his affairs should call him thither.
But the only thing about him, that could be fixed upon as remarkable, was his staff, which bore the likeness of a great black snake, so curiously wrought, that it might almost be seen to twist and wriggle itself like a living serpent. This, of course, must have been an ocular deception, assisted by the uncertain light.
In context, Goodman Brown’s exclamation, “What if the devil himself should be at my very elbow!”
tentatively suggests that the person introduced in the next paragraph may be Native American.
clearly expresses Goodman Brown’s confidence that he is safe on his journey into the forest.
indirectly indicates the identity of the person who appears in the following paragraph.
specifically demonstrates Goodman Brown’s uncertainty about matters of faith in religion.
broadly reveals that Goodman Brown is morally unfit to be a member of the Puritan community.
“Faith” is the name of Goodman Brown’s wife. The likely purpose of the play on her name in the statement “Faith kept me back awhile” is to
assert at least two reasons for Goodman Brown’s reservations about his errand.
question whether Goodman Brown is indeed a faithful member of his church.
inject a surprising note of humor into the otherwise eerie and suspenseful tale.
provide evidence of Goodman Brown’s nimble witness and skill in repartee.
confirm that Goodman Brown’s primary loyalty is to his wife.
The effect of the older person’s assertion that he “came through Boston” fifteen minutes before meeting Goodman Brown in the forest is to
hint at the old man’s supernatural characteristics.
prove that the old man is inherently evil.
call into question the setting of the story.
provide a sense of scale for the narrative that follows.
locate the story in the Massachusetts Bay colony.
In context, the word “abashed” most likely means
welcome
embarrassed
rejected
comfortable
insincere
In the last paragraph, the narrator’s tone shifts
from ambiguous to direct
from dreary to expectant
from explicit to suggestive
from ironic to assertive
from foreboding to pessimistic
Answer Sheet
1.
A
11.
A
2.
D
12.
E
3.
C
13.
D
4.
D
14.
B
5.
E
15.
B
6.
C
16.
D
7.
C
17.
A
8.
E
18.
B
9.
E
19.
B
10.
A
20.
C
Section 2: Free Response Question
Instructions
(Score for Section 2: ___of 30 points)
The element of time plays an important role in many of Faulkner’s works. In this unit, you read “A Rose for Emily.” Consider the author’s use of time in narrating this story: think about when events occur in relation to each other in the narrative, and a what points the reader learns important information that explains or predicts outcomes – foreshadowing. Feel free to reread the story and/or consult your journal notes.
In a well-written essay, analyze the story’s use of time, and show how it contributes to the story’s unity and prepares the reader for its conclusion. Be sure to utilize what you learned about outlining in this unit when preparing your essay. An outline template is pasted below for your use.
Outline Template:
Introduction (Use HATMAT)
Hook
Author
Title
Main characters, themes and/or purpose
A short summary
Thesis
First Body Paragraph
Topic sentence (what this paragraph will discuss, how it will prove your thesis)
Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
Quote from the text (cited appropriately)
Analysis of the quote: How does it prove your thesis?
Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
Second Body Paragraph
Topic sentence (what this paragraph will discuss, how it will prove your thesis)
Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
Quote from the text (cited appropriately)
Analysis of the quote: How does it prove your thesis?
Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
Third Body Paragraph
Topic sentence (what this paragraph will discuss, how it will prove your thesis)
Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
Quote from the text (cited appropriately)
Analysis of the quote: How does it prove your thesis?
Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
Conclusion (You do not necessarily have to follow this order, but include the following):
Summarize your argument.
Extend the argument.
Show why the text is important.
This essay is practice for the AP exam. Points will be awarded based on the AP Literature and Composition Prose Fiction Analysis. You will be given teacher feedback with the opportunity to revise the essay in areas of weakness in order to resubmit and earn full credit for this assignment.
In “A Rose for Emily,” William Faulkner imitates Southern writing style by combining a like-minded towns’ perspective into a single narrative voice, a unanimous narrator. As the story opens, the reader becomes aware that the main character, Miss Emily has just died; leaving the townspeople to gossip over her isolated and sad life. Faulkner consequently relays various events in Miss Emily’s past life (leading up to her apparent death) in a sporadic order, revealing past memories while simultaneously foreshadowing the future. This extensive use of flashbacks and foreshadowing not only describes key people and events within the story, but also prepares the reader for what would otherwise be a shocking ending and provides the story with structural unity. Faulkner deliberately calculated a story filled with hints, ultimately leading to the story’s inevitable conclusion. Through the use of flashbacks, foreshadowing, and the implementation of an anonymous narrator, Faulkner allows Miss Emily to stop time, by confusing the past and present and refusing change.
In “A Rose for Emily, William Faulkner’s use of flashbacks contributes to the story’s unity and prepares the reader for the story’s conclusion by providing an undertone of aristocracy, patriarchy, and repression. Faulkner begins the story with a brief mention of Miss Emily’s funeral, where the whole town gathered to honor her life. He then moves back in time to explain the entitled, aristocratic background of the Grierson family. In 1894, the mayor, Colonel Sartoris, exempted Miss Emily’s taxes to the town due to an apocryphal tale; “Miss Emily’s father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying” (Faulkner, 1). In a second flashback set years later, members of the town’s Board of Alderman visited Emily’s home to collect taxes these once exempted taxes; without any success. Through this flashback the reader is brought into a dilapidated parlor “furnished in heavy, [cracked] leather-covered furniture,” (Faulkner 1) with dust which “rose sluggishly about [their] thighs” when “the negro opened the blinds from the window” (Faulkner, 1). This old, cracked leather furniture suggests the family’s former wealth and nobility. The furniture being dusty is a sign that no one has been in the parlor for many years. A “Negro” servant recalls the Grierson family’s probable history as slave owners and reminds readers that this story takes place only decades after the abolition of slavery, or during the Reconstruction period. Through this flashback, the reader also becomes aware of Emily’s kinfolk, specifically her father. On a “tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily’s father” (Faulkner, 2). This portrait watches over her and the home as if Mr. Grierson remains the master of his former household. The reader learns that Emily’s father considered his family superior to others and went to extremes, inserting himself and any of her suitors. Due to Miss Emily’s father’s overbearing grasp on her life, she could not accept her father’s passing, and spent many years confined to her house with a long illness. When Miss Emily finally arose from her estate, her hair was cut like a young girl. There is little about “A Rose for Emily” that is not calculated; Faulkner has created a story encouraging readers to become literary detectives, leaving necessary hints within the story in order to lead readers to the inevitable conclusion of the story. In each of these flashbacks we learn key memories from Miss Emily’s life, which have ultimately shaped her life actions and the way she viewed the world. From the beginning of the story the reader sees Ms. Emily’s father protecting Emily from having to pay taxes (it was his dying wish to do so). The reader then see’s that after Mr. Grierson’s death, Emily went into hiding, living in complete isolation. Emily’s inability to accept her father’s death is hinted at when the reader is taken into the parlor of the Grierson estate, which since her father’s passing, has not been used and is covered in dust. Emily’s portrait of her father being written in crayon plays on the idea that Emily’s lifetime of being repressed by her arrogant possessive father has created a relationship between her and her father that is one of codependency. Grierson’s domestic tyranny effectively stunts Emily’s emotional growth, which ultimately leads to tragic consequences in her adult life. Change is Miss Emily’s enemy, and she refuses to acknowledge it. Her attitude toward the death of her father foreshadows her attitude toward the death of other loved ones: Homer Barron, whom she met when Homer was doing sidewalk construction in town.
William Faulkner’s use of foreshadowing contributes to the story’s unity and prepares the reader for the story’s conclusion by meticulously placing clues within the text to hint a more dramatic ending. Faulkner forces the reader to reexamine the narration from the very beginning of the story. For example, Faulkner describes Miss Emily by her “skeleton” in Section I; Faulkner describes the smell of a dead animal coming from Emily’s estate in Section II; in Section III, Emily buys arsenic from a druggist without disclosing what she is using it for; and in Section IV, the narrator references the last time they saw Homer Barron. Each of these moments in the story gain greater relevancy with the ending. Faulkner prepares the reader for Homer Barron’s death at the hands of Miss Emily almost from the very beginning. The reader not only interoperates the hints in which Faulkner gives, but also sees how these hints are interoperated and acted on by the narrator and other townspeople in the story. When the smell of a dead animal looms over the town, the Board of Aldermen Address these complaints by sneaking onto Grierson property where they “broke open the cellar door and sprinkled lime” (Faulkner, 4). When Emily seeks to buy poison at the town Drug Store, we not only see how the Druggist responds to such a request, but the whole town. Upon Emily’s request for Arsenic, the druggist tries to warn Emily about the potency of such poison: “but what you want —” (Faulkner, 10), however, Emily quickly interrupts this warning repeating her request. In response to her demands and glare “like a strained flag,” the druggist, knowing Emily’s status and power caves, completing her request by saying “Why, of course” (Faulkner, 10). When the druggist explains that with arsenal purchase, the purchaser must state what they intend to use the poison for, Miss Emily simply wrapped up her item, not responding. In defiance of the law, she refused to explain how she planned to use the arsenic and intimidated the pharmacist into selling it to her. Her forceful and secretive nature foreshadows the story’s ending. Although Miss Emily buys the arsenic to kill her husband, the townspeople believe that she will use the arsenic to commit suicide. The reason for the declaration being that with her father dead, the townspeople can now pity Emily for several reasons. The reader is given these reasons as the narrator, who speaks for the whole town, relays common viewpoints on Emily’s situation: “When her father died, it got about that the house was all that was left to her; and in a way, people were glad. At last, they could pity Miss Emily. Being left alone, and a pauper, she had become humanized” (Faulkner, 11). The narrator goes on to speak on Miss Emily’s love-life and her eventual relationship with Homer, who was considered inferior to Emily (by the townspeople). In this way, Faulkner contrasts what the townspeople see and reality. It is left to the reader to interoperate Faulkner’s use of foreshadowing over character opinion and knowledge in order to predict the story’s ending. This contrast not only enhances the surprise to the story’s ending: Homer’s death and preservation, but it also allows readers to realize the hints that they may have once overlooked. Faulkner Foreshadows Emily’s inability to perceive death as finality. Emily had already exhibited her fondness for keeping those she loved close to her, even in death, as shown in her inability to move on from her father’s passing and her refusal to allow the body to be interred. By poisoning Homer and placing his remains in her upstairs bedroom, she made one last effort to cling to the man she loved. This twisted act of romance was completely foreshadowed through Mr. Grierson’s death, as if time has repeated itself. However, the narrator suggesting that the arsenic would be used to end Miss Emily’s life directly, concealed Faulkner’s use of foreshadowing, making the ending of the story more suspenseful and less predictable.
The use of an anonymous narrator in A Rose for Emily, contributes to the story’s unity and prepares the reader for the story’s conclusion by shifting from a spokesperson to an individual person. The narrator in A Rose for Emily served as the town’s collective voice until the very ending of the story. They keep their identity concealed hiding behind the collective pronoun: “we.” Through this collective pronoun, the narrator can conceal what is his or her own thoughts and beliefs through the thoughts and beliefs of all townspeople. The narrator deepens the readers curiosity for their identity, when the townspeople discover Homer’s body. The narrator confesses “Already we knew that there was one room in that region above stairs which no one had seen in forty years, and which would have to be forced. They waited until Miss Emily was decently in the ground before they opened it” (Faulkner, 8). The reader never finds out how the narrator knows about the region above the stairs, as it had been said (previously in the story) that no one has been in the estate since the Board of Alderman spoke to Emily regarding her taxes. More importantly, for the first time in the story, the narrator uses the pronoun “they” to refer to the townspeople. Until now, the narrator has been one with the rest of the townspeople, accepting commonly accepted thoughts and speculations as their own. Here, however, the narrator distances himself from the townspeople, as if they do not agree with the townspeople’s action to enter the room, and therefore does not participate. Although this shift is temporary and subtle, it gives the reader the sense that the narrator is someone who cared for Emily, possibly even intimately. The narrator’s gesture of looking away when a private door is forced open in Emily’s estate sparks the question: Does the narrator have past relations with Emily? This question circles back to time, a literary technique in which Faulkner reinvents.
A Rose for Emily by William Faulkner is a southern traditional literary work, which although tells the story of a mentally deranged woman, also touches on critical issues of the late 1800s (Post Civil War era). Issues on sex, class, mental illness, and above all, race, are presented from historical, social, anthropological, and economic perspectives within the story. Faulkner, through touching on conflicts around civil rights, shows how these critical concerns are often intertwined with issues in communities. A Rose for Emily deals with the restrictions of small-town life and shows how assumptions can be made without sufficient reason. It can be said that Miss Emily embodies the older, traditional, southern way of life when her town begins to modernize its laws and infrastructure. Through her rebellion of new standards, Faulkner compares Emily’s attitude to that of the dying culture of the south.
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