AP-LiC.3 Prose MC Practice

AP-LiC.3 Prose MC Practice

12th Grade

12 Qs

quiz-placeholder

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AP-LiC.3 Prose MC Practice

AP-LiC.3 Prose MC Practice

Assessment

Quiz

English

12th Grade

Practice Problem

Hard

CCSS
RL.11-12.2, RL.2.10, RL.5.6

+22

Standards-aligned

Created by

Christa Belseth

Used 1K+ times

FREE Resource

About this resource

This quiz focuses on prose analysis within Advanced Placement Literature and Composition, specifically targeting 12th-grade students preparing for the AP Literature exam. The questions assess students' ability to analyze literary passages through close reading, requiring them to interpret character development, identify thematic elements, understand narrative techniques, and evaluate the significance of literary devices. Students must demonstrate mastery of advanced literary analysis skills including understanding characterization through indirect presentation, recognizing symbolic meaning, interpreting narrator reliability and perspective, identifying central themes, and analyzing how specific textual details support broader interpretive claims. The complexity of the multiple-choice questions demands that students move beyond surface-level comprehension to engage in sophisticated literary interpretation, making inferences about character motivation, thematic significance, and authorial purpose while supporting their reasoning with specific textual evidence. Created by Christa Belseth, an English teacher in the United States who teaches grade 12. This quiz serves as targeted practice for students preparing for the prose analysis portion of the AP Literature exam, providing essential preparation through authentic multiple-choice questions that mirror the format and complexity students will encounter on the actual assessment. Teachers can effectively utilize this resource as a formative assessment tool to gauge student readiness, as homework to reinforce close reading skills practiced in class, or as a warm-up activity to activate prior knowledge before deeper prose analysis discussions. The quiz also functions excellently as a review tool before unit assessments or AP exam preparation sessions, allowing students to practice the critical thinking and textual analysis skills essential for success. This assessment aligns with Common Core standards RL.11-12.1, RL.11-12.2, RL.11-12.3, and RL.11-12.4, which require students to cite textual evidence for analysis, determine themes and analyze their development, analyze character development and interactions, and interpret figurative language and literary devices.

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12 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

In the third sentence of the first paragraph, the narrator’s description of Mrs. De Ropp as “those three-fifths of the world that are necessary and disagreeable and real” suggests that

Mrs. De Ropp is a sensible individual who earns Conradin’s respect

Mrs. De Ropp is a strict person who fails to appreciate Conradin’s creative spirit

Mrs. De Ropp has no real understanding of Conradin’s medical condition

Conradin, unlike Mrs. De Ropp, views the world through a rational and precise lens

Conradin has no understanding of the value system that Mrs. De Ropp upholds

Tags

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

2.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

The second paragraph (“Mrs. De Ropp . . . entrance”) suggests that Conradin is able to cope with his situation primarily by

telling himself that he does not dislike Mrs. De Ropp

isolating himself physically from Mrs. De Ropp

retreating to the security of an interior world

taking great pleasure in antagonizing Mrs. De Ropp

having the awareness that Mrs. De Ropp does not share his hatred

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

3.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

In the third sentence of the final paragraph, the “disused tool-shed” functions primarily as a setting in which Conradin

plots his revenge against Mrs. De Ropp

learns to appreciate the natural world

fails to escape from his everyday challenges

routinely socializes with children his own age

discovers meaningful solitude

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

4.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

Which of the following effects does the “large polecat-ferret” mentioned toward the end of the final paragraph have on the development of Conradin’s character?

It causes Conradin increased anxiety because he knows Mrs. De Ropp would not approve of it.

It presents Conradin with a moral predicament because he obtained it in an underhanded way.

It forces Conradin to give up the “Houdan hen” as the primary object of his “affection” (paragraph 3).

It fulfills Conradin’s imaginative ideal because he is able to transform it into “a god and a religion” (paragraph 3).

It encourages Conradin to consider reforming his negative attitude toward Mrs. De Ropp.

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

5.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

Toward the end of the final paragraph, Conradin’s “exchange” of “a long-secreted hoard of small silver” with the butcher-boy is significant because it

reveals the great store of wealth to which Conradin has access

develops the idea that Conradin finds joy in acts that would be displeasing to Mrs. De Ropp

establishes the fact that Conradin has meaningful and well-established friendships

underscores Conradin’s main desire to live on the margins of society, ignoring its rules and customs

introduces an element of criminality into the passage that seems wholly out of character for Conradin

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RL.11-12.2

CCSS.RL.8.1

CCSS.RL.9-10.2

6.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

Which lines from the passage would best support a reader’s claim that one of the central themes of the passage is independence?

“Without his imagination, which was rampant under the spur of loneliness, he would have succumbed long ago” (paragraph 1)

“Such few pleasures as he could contrive for himself gained an added relish from the likelihood that they would be displeasing to his guardian, and from the realm of his imagination she was locked out—an unclean thing, which should find no entrance” (paragraph 2)

“In the dull, cheerless garden, overlooked by so many windows that were ready to open with a message not to do this or that, or a reminder that medicines were due, he found little attraction” (paragraph 3)

“He had peopled it with a legion of familiar phantoms, evoked partly from fragments of history and partly from his own brain, but it also boasted two inmates of flesh and blood” (paragraph 3)

“Its very presence in the tool-shed was a secret and fearful joy, to be kept scrupulously from the knowledge of the Woman, as he privately dubbed his cousin” (paragraph 3)

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

7.

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

In the first paragraph, Tom’s claim that he is “the opposite of a stage magician” and that he tells the “truth in the pleasant disguise of illusion” suggests that he

views dramatic performance as an insignificant art form

finds entertainers to be inauthentic and unconvincing

will tell the “truth” in a way that his audience can accept

thinks his audience lacks the ability to discern the “truth”

intends to keep the “truth” a secret from his audience

Tags

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

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