SAT Prep Author's Purpose

The author of the passage uses the quotation in lines 5-6 primarily as a

• vivid expression of how she views words

• powerful example of what she sought in Shakespeare

• scholarly citation linking her to poetic words

• comical introduction to a problem encountered by every dramatic performer

• pragmatic assessment of the power of words for beginning drama students

Tags

CCSS.RL.8.3

CCSS.RL.2.6

By presenting both versions of the grandfather’s words (lines 9-10 and lines 15-16), the author primarily conveys the

• grandfather’s attempts to play with language

• grandfather’s enthusiasm in spite of her reaction

• father’s intervention in a private moment

• ambivalence she feels toward her grandfather

• significance of the grandfather’s message

Tags

CCSS.RL.8.3

CCSS.RL.2.6

The comparisons in lines 26-27 serve primarily to

• show the similarities that exist between dancing and acting

• celebrate the broad range of memories that actors learn to draw on

• justify the author’s adherence to conventional acting theory

• explain why actors have difficulty interpreting character

• enhance the author’s credibility as a technically trained actor

In lines 29-34 (“a kind . . . follow”), the author uses the idea of a dance to

• supply an image for the awkwardness some actors experience

• illustrate a process that words can set in motion

• portray the enactment of a character as an exhilarating experience

• argue that acting requires physical agility

• show how a word can evoke multiple meanings

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RL.8.2