Analyzing Carlyle's Writing Style

The "acorns" (Paragraph 2) represent

• Carlyle's young children

• Carlyle's less prominent contemporaries

• ideas in Carlyle's books

• books written about Carlyle

• those who are critical of Carlyle

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

The author uses the phrase "On the same ground" (Paragraph 1) to set up a comparison between

• the aims of mathematics and those of education

• conceptually powerful writers and exemplary educators

• intellectual challenges faced by writers and those faced by readers

• the formulation of solutions and the identification of problems

• scientific writing and inspirational writing

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

The author mentions the Latter-Day Pamphlets (Paragraph 2) primarily to

• provide an example of what is indisputably “good”

• identify the book that discusses “past men and past times”

• acknowledge some of the concerns held by the “plenty”

• justify Carlyle’s desire for “an amendment of things”

• explain Carlyle’s inspiration for the theory of the “greatest man”

In Paragraph 2, the author refers to “an epoch in the history of their minds” to

• illustrate the ways in which other intellectuals disagreed with Carlyle

• define the meaning of the title Sartor Resartus

• question the continued relevance of Carlyle’s ideas

• describe the major impact that Carlyle had on other people

• characterize the arduous process of reading Sartor Resartus

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

Which of the following best represents the author’s intended audience?

• Individuals who are fairly well acquainted with Carlyle’s writing

• Readers who are having trouble understanding Carlyle’s prose

• Writers who hope to produce books that are like Carlyle’s

• Instructors looking for different ways to teach Carlyle

• Scholars seeking information about Carlyle’s personal life

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

On the basis of the first paragraph, Thomas Carlyle is best characterized as a writer who is

• ambitious, seeking to increase the number of people buying his books

• revolutionary, agitating his readers to adopt a radically new worldview

• charismatic, enticing his readers to support his views and beliefs

• provocative, compelling his readers to reach their own conclusions

• masterful, overpowering his readers with a sense of awe and veneration

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

In Paragraph 2 (“When he ... his opinions”), the author develops her rhetorical purpose by

• contrasting “he” and “we” to set Carlyle apart and show how he is critical of everyone else

• inserting dashes to highlight Carlyle’s most influential ideas and opinions

• employing dramatically urgent adverbs to create a surprising conclusion for the reader

• delaying the conclusion of the independent clause to build up the reader’s sense of anticipation

• utilizing the parallel “Hear! hear!” and “Oh! oh!” to imitate a chorus of approval for Carlyle

Tags

CCSS.RL.2.6

CCSS.RL.8.3

Paragraph 1 ("He is ... noble action") contrasts

• the acquisition of skills and the possession of aptitude

• the labor of reasoning and the exhilaration of acting

• the dissemination of knowledge and the cultivation of intellectual and moral powers

• the traits of practical students and those of creative thinkers

• the benefits of learning and the rewards of teaching

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

What purpose do the lines in Paragraph 2 ("You may ... own feeling") serve?

• They contrast the appeal of a writer who merely confirms his readers’ views with that of a writer who boldly challenges them.

• They develop an analogy between the kinds of individuals people are attracted to and the kinds of writing they prefer.

• They challenge the idea that writers modify their ideas to appeal to a wide range of readers.

• They examine whether relationships based on shared ideas and interests are rewarding to both parties.

• They provide examples from various writers in which the appearance of good and evil is deceptive.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

What is the relationship between the two paragraphs in the passage?

• The first paragraph describes strengths of a writer that Carlyle exhibits, and the second discusses his legacy.

• The first paragraph surveys various types of writers, and the second focuses on Carlyle.

• The first paragraph describes Carlyle’s critics, and the second depicts his supporters.

• The first paragraph considers who influenced Carlyle, and the second lists those he influenced.

• The first paragraph explains Carlyle’s major ideas, and the second evaluates his predictions.

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