Category: Writing

Read this excerpt from The Odyssey by Homer. (11)”Amid these joys, why seeks thy mind to know The unhappy series of a wanderer’s woe? Rememberance sad, whose image to review, Alas, I must open all my wounds anew! And oh, what first, what last shall I relate, (16) Of woes unnumbered sent by Heaven and Fate? What effect does repeating the word woes have in this section? )A. It makes it more difficult for the audience to pay attention to this very long poem. () B. It helps the audience remember that Odysseus’ struggles are important to the story. C. It humorously suggests that Odysseus is exaggerating the challenges he faced. D. It shows that Odysseus had a relatively easy life compared to the woes others have endured.

Escape
by Emily Dickinson
Step 1: Paraphrase each line of the poem.
(Re-write the line of the poem)
1
I never hear the word “escape”
Every time I hear the word “escape” (Example)
2
Without a quicker blood,
My heart is beating fast
3
A sudden expectation,
I get excited or surprised
4
A flying attitude.
An attitude that’s calmly
5
I never hear of prisons broad
I never heard of people trapped somewhere else
6
By soldiers battered down,
Where they beat the prison guards
7
But I tug childish at my bars, —
I try to escape
8
Only to fail again!
I always fail
About the Author:
Emily Elizabeth Dickinson (December 10, 1830 – May 15, 1886) was an American poet born in Amherst, Massachusetts, into a prominent family with strong ties to its community. Evidence suggests that Dickinson lived much of her life in isolation. Considered an eccentric by locals, she developed a penchant for white clothing and was known for her reluctance to greet guests or, later in life, to even leave her bedroom. Dickinson never married, and most friendships between her and others depended entirely upon written correspondence.
Translate the poem. What does it mean to you? Look at the biography of the author. What did it mean to her?
Step 3:  Answer the following questions using the poem “Escape” and the ending of “The Lottery”. Justify and explain your answer choice(s) on the right.
Text Dependent Questions
Justify and explain your answer choice.
1.  What do “my bars” represent for the speaker of the poem? (RL.2.4)
The jail cell where the speaker is imprisoned.
The cage that keeps the speaker from freedom.
A mental barrier that keeps the speaker confined.
A fence that separates the speaker from what she loves.
2.  What does the phrase “without a quicker blood,/ a sudden expectation,/ a flying attitude” (Lines 2-4) suggest? (RL.2.4)
The speaker is angry about the idea of escaping.
The speaker is hopeful about the idea of freedom.
The speaker is excited about the idea of flying away.
The speaker is anxious about the idea of getting away.
3.  Part A: How does the speaker’s perspective shift throughout the poem? (RL.2.6)
At the beginning the speaker is excited about the idea of escaping, but then becomes frustrated because she is never successful.
At the beginning the speaker is upset and irritated by the thought of escaping but then feels emboldened by other soldiers escaping.
At the beginning the speaker is hopeful because other people have escaped but then realizes she is too young and weak to be successful.
At the beginning the speaker is nervous about the possibility of escaping but then gets scared because of what happens to the soldiers.
4. Part B: Identify the line where the speaker’s perspective begins to change. (RL.2.6 and RL.1.1)
“Without a quicker blood,’” (Line 2)
“By soldiers battered down,” (Line 6)
“But I tug childish at my bars,” (Line 7)
“Only to fail again!” (Line 8)
5. Select two elements of structure that contribute to the meaning and style of the text. (RL.2.5)
Repetition to emphasize the theme of the text.
External conflict that the speaker must overcome.
Parallel structure to reinforce the speaker’s reaction.
Shift in mood to increase the excitement of the poem.
Short lines that mirror the short-lived escape attempts.
6. What similarity in text structure emphasizes the meaning in both “Escape” and the ending of “The Lottery”? (RL.2.5)
Both passages use parallel structure to end the story.
Both passages use internal conflict to develop the theme.
Both passages use dialogue to foreshadow the ending of the story.
Both passages use repetition to convey the main character’s perspective.
7. How is the structure of Passage 2 (“Escape”) different from the structure of Passage 1 (“The Lottery”)? (RL.2.5)
Passage 1 utilizes shifts in tone to develop the theme while Passage 2 utilizes imagery to develop the theme.
Passage 1 uses foreshadowing to provide clues about the story’s resolution while Passage 2 uses repetition to emphasize the character’s perspective.
Passage 1 uses a third person narrator to show the experiences of many characters while Passage 2 uses a first person narrator to show an individual character’s feelings.
Passage 1 relies on metaphors to emphasize the theme and narrator’s perspective while Passage 2 utilizes punctuation to adjust the intensity of the mood throughout the text.

Question: 39 of 45 Time Remaining C0.07:18 A student is researching women’s roles in literature. To access a list of sources related to this topic, the student should consult which of the following?
A biography
A bibliography
An atlas
A thesaurus

Part 1: Memoir Questions Directions: Answer each question based off your reading of the text. Use textual evidence to support your responses (APE: answer-proof-explain).
What ideas about fear do paragraphs 2-4 develop? [RL.2]
How does Bollen develop a humorous tone in this section (paragraphs 2-4)? [RL.4]
How does the author support the realization that “fear was like a connective tissue”? [RL.2, RL.3]
To Bollen, what did the Beast embody? How does that change over the course of the memoir?

What kind of relationship did Pilar and Olivia have prior to this story? Describe what happened to fracture their relationship. Use evidence from the text to make inferences about what happened.

. . . ok Home Insert Draw View S A obdurate disparity equivocate stolid denounce conceded Why These Words? These concept vocabulary words help reveal the nature of the debate over slavery. For example, although many people conceded that slavery was profoundly wrong, few were willing to campaign against it. On the other hand, some Americans whose economic success depended on slave labor were obdurate, insisting that the institution continue. One word suggests an acknowledgement of another point of view, whereas the other suggests a rejection of it. 1. How does the concept vocabulary sharpen the reader’s understanding of the debate over slavery? 2. What other words in the speech connect to this concept? Practice Notebook Respond to these questions. 1. How would you expect obdurate people to respond to advertisements? 2. Would you want to have stolid friends? Why, or why not? 3. Give an example of a disparity that you have noticed between two group of people. 4. How might a group of people denounce a government policy?

QUESTION 1
Why is ensemble acting, which emphasizes the collaborative interaction of a group of actors, used less often in movies than the work of individual actors?
a.
Actors generally do not want to share the screen with other actors.
b.
It requires the provision of rehearsal time that is usually denied to screen actors.
c.
Ensemble acting does not lead to verisimilitude on the screen.
d.
Ensemble acting can reduce the emotional impact of a specific plot situation.
e.
Film directors generally prefer individual acting moments over ensemble ones.
QUESTION 2
Which element of the filmmaking process plays the biggest role in creating the appearance of a unified rather than a fragmented performance?
a.
synesthesia
b.
makeup
c.
casting
d.
editing
e.
cinematography
QUESTION 3
how do actors best reveal themselves to the camera during a close-up?
a.
They gesticulate wildly.
b.
They pay attention to how their entire bodies contribute to the shot.
c.
They focus on the power of even the slightest facial gesture.
d.
They project their voices.
e.
They step back from the camera.
QUESTION 4:
Acting roles with little or no dialogue, reserved for highly recognizable actors or personalities, are known as
a.
chameleons.
b.
stand-ins.
c.
extras.
d.
bit players.
e.
walk-ons.
QUESTION 5:
Which of the following is one of the challenges that movie actors generally confront?
a.
projecting their voices to the crew
b.
shooting in sequence
c.
only getting one chance to perform a scene
d.
avoiding subtle facial expressions
e.
getting interrupted by camera, lighting, and sound adjustments
QUESTION 6:
Why are stand-ins used when shooting a film?
a.
to double for stars in scenes that require special skills
b.
to substitute for stars during the more tedious aspects of the shoot
c.
to feature a well-known actor briefly
d.
to bring a recognizable personality to the set
e.
to help move the plot forward
QUESTION 7:
Which of the following is true of rehearsal in the film industry?
a.
Movie budgets provide resources for extensive rehearsal time.
b.
Actors usually work out improvisation during filming.
c.
Ensemble acting requires less rehearsal time.
d.
Movie schedules have limited time for rehearsal.
e.
Sound movies require less rehearsal than silent movies did.
QUESTION 8:
Tom Cruise, Amy Schumer, and Will Smith are defined by their
a.
identifiable personae, which they carry from role to role.
b.
interest in playing characters who defy our expectations of them.
c.
reputations as strong nonnaturalistic actors.
d.
ability to bring verisimilitude to the parts that they play.
e.
ability to completely reinvent themselves on screen.
QUESTION 9
Which of the following is considered to be a component of improvisational acting?
a.
preprogrammed performance
b.
directors playing less active roles than if working with prepared scripts
c.
strict adherence to the screenplay
d.
sense of discovery, which comes from the unexpected
e.
actors focusing on drama rather than on comedy
QUESTION 10:
When actors are repeatedly given particular kinds of roles based on their looks rather than their talent or experience, they are
a.
stereotyped.
b.
typecast.
c.
screen tested.
d.
gambled on.
e.
pigeonholed.
QUESTION 11:
What is a film actor’s most basic skill?
a.
translating the screenwriter’s vision of the character
b.
communicating with the director
c.
developing a rapport with the audience
d.
collaborating with the actors on the set
e.
understanding how to reveal him- or herself to the camera during a close-up
QUESTION 12:
The method (or method acting) did not make a major impact on Hollywood until the 1950s because

Which statement is the best example of synthesizing: *
A) After Henry and Steve met at school, the two boys went to the park to play basketball.
B) I wonder why Steve and Henry don’t like to sit next to each other in class or on the bus.
C) Steve and Henry live on the same street in a quiet neighborhood on the outskirts of the city.
D) I used to think that Henry wanted to befriend Steve, but now I know he wanted to trick him.
14) Which of the following can be inferred from the passage below?
A novel that is a bestseller is often, because of its popularity, not taken seriously as literature. Critics seem to presuppose that great literature must be somehow burdensome to the reader; it must be difficult for the uninitiated to understand. It is precisely this inverted snobbery that has hindered Isabel Allende’s
The House of the Spirits
from gaining the critical attention it deserves. Published in 1982, the novel draws deeply on the author’s own family history. Allende is the first cousin once removed of former Chilean president Salvador Allende, who was murdered during a right-wing military coup in 1973. Yet rather than the to-be-expected socialist harangue, Allende subtly works her political message within the fabric of the compelling narrative she weaves. While Allende borrows a bit too freely from Gabriel García Márquez’s work, she nevertheless has a powerful and original voice within the construct of magical realism.
: *
A) Allende’s novel is a retelling of her family’s political struggles.
B) The Chilean president was murdered in 1973.
C) Allende’s novel could have been more compelling if she had included a stronger political message.
D) Readers might have expected Allende’s work to be more political than it actually was.
15) Which sentence would make the best supporting detail for the passage below?
Thunderstorms can be very dangerous, and safety precautions should be made when one arrives. Every thunderstorm produces a combination of thunder, lightning, rain and sometimes hail. Lightning is the most problematic component of a thunderstorm. Each year lightning kills more people than hurricanes and tornadoes.
: *
A) Hail is formed when rain is swept upward into cold areas of the atmosphere.
B) Wait 30 minutes after you hear the last roll of thunder before going outside.
C) The highest number of thunderstorms occur in April.
D) Make sure to carry an umbrella when a thunderstorm is in the forecast.

Which of the following sentences uses capitalization correctly?
a.
I told coach that I have to miss next week’s soccer game.
b.
I asked grandpa if he wanted to go fishing this weekend.
c.
Who is your French Professor next semester?
d.
I told my dad that Professor Walsh and Coach Goldberg recommended that I apply for the scholarship.

Hope Jahren, in the prologue to her 2016 memoir Lab Girl, tries to convince the reader of the importance of conserving natural resources. in particular forests and trees. Jahren conveys her claim by using the repetition of questions, as well as appeals to logic, authority and emotion. Jahren’s purpose is to connect with a community of people that are passionate about environmental preservation and implementing sustainable practices. She hopes that her readers will be motivated to action and inspired to make a difference in the world. She plans to use an emotional and persuasive tone in her writing to persuade her readers of the need of conserving natural resources and to inspire them to take action.
Jahren introduces her argument by displaying statistics on plants in America. She uses ethos to establish credibility by showing her knowledge of the different topics related to natural resources; by stating,”The average land plant is a two-ton tree that lives for more than one hundred years. The mass ratio of plants to animals in the ocean is close to four, while the ratio on land is closer to a thousand (Jahren).” This proves to the reader how reliable Jahren is. She demonstrates her expertise as a plant scientist. She composed this passage to raise awareness about why plants are given little priority and why they are at the bottom of government funding for research, as if they aren’t crucial to human existence at all.
Logos also is used effectively by Jahren to support her argument that people cannot produce life from scratch. She also uses logos to claim the fact that human activities and heavy industries are destroying the planet’s bountiful plant life.“Did you see something green? If you did, you saw one of the few things left in the world that people cannot make…. but they know how to destroy one. In the last ten years, we’ve cut down more than fifty billion trees (Jahren).” These facts show how something so hard to create can be destroyed so easily.  Another strategy Jahren uses within logos is appealing to the intelligence of the audience. Jahren implies, “Guess what? You are now a scientist (Jahren).” Jahren uses this question to create solidarity with the audience as a fellow scientist. She used the rhetorical question “Guess what?” to imply to her readers that they, too, can become scientists. You are now a scientist. This statement has a huge influence on the reader, urging them to embrace a new, accessible, and achievable outlook on science. Jahren encourages her audience to become scientists in order to encourage critical thinking and learning about the world. She is offering everyone the opportunity to explore the domain of science by making science a topic that people of all backgrounds can understand. Jahren uses logos to make science more relatable and to encourage her readers to consider jobs in research. Jahren uses plain, succinct language to demonstrate the beauty and complexity of science to audiences of all ages and educational levels. By making science more comprehensible, she urges her readers to embrace science as a part of everyday life. Finally, Jahren’s use of logos generates a culture of empowerment and research vigor. Jahren uses rhetorical questions and easy language to boost her readers’ comprehension of science. She challenges her audience to think critically and learn about the world around them. Jahren uses logos in her writing to encourage her readers to embrace science.
Lastly, Jahren appeals to the reader’s emotions by utilizing the picture of leaves being ripped off trees to demonstrate the environmental implications of human activities. She implies that people’s acts may be damaging, citing the environmental damage caused by human activity. This graphic is a call to action, calling the reader to acknowledge the environment’s fragility and take efforts to conserve and preserve it. She uses the additional device, personification, to refer to the tree as a “someone” who dies; ” it seems like nobody cares. But we should care. We should care for the same basic reason that we are always bound to care: because someone died who didn’t have to (Jahren).” Personification successfully emphasizes the significance of Jahren’s work by highlighting that it is more than a tree but a living thing. This causes society to see plants as almost human-like, resulting in more compassion for plants and biologists’ work. Personification emphasizes the significance of Jahren’s work, demonstrating that she is investigating a type of life rather than merely plants. This is intended to make the reader empathize with the tree, causing them not to destroy it without thought.
The prologue of Lab Girl by Hope Jahren is a motivating call to action for readers to be more environmentally conscious, to take chances, and to never give up on their aspirations. Jahren’ use of personification, appeal to logic, emotion, and her personal success story to inspire her readers to take action and make a difference in their own and others’ lives. Jahren underlines the need for people to be  attentive of their actions and the impact they might have on the environment throughout her prologue. Jahren urges her readers to make a good change in the world by protecting and sustaining the earth and its resources, taking chances, and never giving up on their aspirations.
Is this an effective rhetorical analysis that follows the AP Lang rubric? Anything else I need to add?