Advanced Placement Language

The speaker in the passage can best be described as a person who is

• an advocate of young people’s social activism
• a supporter of class distinctions
• a critic of college education
• against traditional roles for women

Tags

CCSS.RL.11-12.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

The purpose of the anecdote with which the speaker begins paragraph 1 is to

• A. elicit sympathy by retelling a tale of loneliness
• paint a picture of city life to fascinate her listeners
• engage the audience by evoking a common experience
• introduce the idea of the difficulties of the laboring class

Tags

CCSS.RL.2.6

CCSS.RL.8.3

In line 9, “it” refers to

• “breakfast” (line 7)
• “praying” (line 8)
• “sense of human fellowship” (line 8)
• “a sudden sense of futility” (line 6)

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

In context, “grotesque” (line 13) is best interpreted as

• condescending
• disturbing
• ridiculous
• out of place

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

The sentence beginning “You turn helplessly to the waiter” (lines 12–15) contains

• irony
• paradox
• parallel syntax
• understatement

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

The implication of the phrase “civilization has placed you apart” (line 14) is that the speaker and the waiter

• have different professions
• are not of the same gender
• pursue different interests
• are not of the same social class

Tags

CCSS.RL.11-12.8

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

It can be inferred when the speaker states, “literature is full of portrayals of these glimpses” (lines 15–16) that the author is referring to

• the “forlorn feeling” (line 1)
• the sinking feeling of the heart mentioned in line 6
• the sense of a “common humanity” (line 10)
• the man who brings in breakfast in line 7

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

The use of the subjunctive tense in lines 19–20 indicates that the telling of the types of tales to which the speaker refers

• is not something we do
• would take a great deal of time
• is something only children do
• would not take a great deal of time

Tags

CCSS.RL.11-12.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

The first two sentences of paragraph 2 (lines 16–29) indicate

• a continuation of the ideas expressed in paragraph 1
• a change in focus from the ideas in paragraph 1
• a comparison of ideas with those enumerated in paragraph 1
• a direct contrast to the ideas expressed in paragraph 1

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The organization of ideas in lines 28–29, “I have seen young girls…value to itself” is best described as

• a historical example followed by specific examples
• a generalization followed by a conclusion
• the speaker’s reflection on her girlhood
• a movement from the particular to the general

Tags

CCSS.RL.2.6

CCSS.RL.8.3