AnswersHS BCS Literature and Composition II 25-26Cumulative Exam

Cumulative Exam — Cumulative exam Answers

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Ximena is writing an essay comparing the genres of editorial and biography.What is the most effective way for her to structure her essay?

A
hook, summary of the main ideas, analysis of editorials, analysis of biographies, side-by-side comparison of editorials and biographies, thesis statement
B
thesis statement, hook, side-by-side comparison of editorials and biographies, analysis of editorials, analysis of biographies, summary of the main ideas
C
hook, thesis statement, analysis of editorials, analysis of biographies, side-by-side comparison of editorials and biographies, summary of the main ideas
D
thesis statement, analysis of editorials, analysis of biographies, side-by-side comparison of editorials and biographies, hook, summary of the main ideas
22
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What evidence supports the conclusion that the narrator’s mother reads about children who excel and tries to awaken similar talents in her daughter? Select three options.

A
“Every night after dinner, my mother and I would sit at the Formica kitchen table.”
B
“She would present new tests, taking her examples from stories of amazing children she had read in Ripley's Believe It or Not, or Good Housekeeping, Reader's Digest, and a dozen other magazines she kept in a pile in our bathroom.”
C
“My mother got these magazines from people whose houses she cleaned. And since she cleaned many houses each week, we had a great assortment.”
D
“She would look through them all, searching for stories about remarkable children.”
E
“The first night she brought out a story about a three-year-old boy who knew the capitals of all the states and even most of the European countries. . . . ‘What’s the capital of Finland?’ my mother asked me, looking at the magazine story.”
23

What do the words partial, palatial, and potential have in common?

A
They have the same prefix.
B
They have the same suffix.
C
They have similar meanings.
D
They have the same word root.
24

Read the excerpt from act 3, scene 2, of Julius Caesar.[ANTONY.] But here’s a parchment with the sealof Caesar;I found it in his closet. 'Tis his will.Let but the commons hear this testament—Which, pardon me, I do not mean to read—And they would go and kiss dead Caesar’s wounds,And dip their napkins in his sacred blood,Yea, beg a hair of him for memory,And, dying, mention it within their wills,Bequeathing it as a rich legacyUnto their issue.

A
Antony incites anger in the people by displaying and reading Caesar’s will to show how rich Caesar has become as the leader of Rome.
B
Antony suggests that the people go to Caesar’s body to take relics to show their disrespect and dislike for Caesar.
C
Antony displays Caesar’s will and says that if the people read it, they would worship Caesar so much that they would want something from him to worship as a relic.
D
Antony has Caesar’s will and reads it to the crowd even though it offers further evidence of Caesar’s ambition and greed will upset the people even more.
25

Read the passage from the opinion of the court in Dred Scott v. Sandford, written by Justice Taney.The question then arises, whether the provisions of the Constitution, in relation to the personal rights and privileges to which the citizen of a State should be entitled, embraced the negro African race, at that time in this country, or who might afterwards be imported, who had then or should afterwards be made free in any State; and to put it in the power of a single State to make him a citizen of the United States, and endue him with the full rights of citizenship in every other State without their consent? Does the Constitution of the United States act upon him whenever he shall be made free under the laws of a State, and raised there to the rank of a citizen, and immediately clothe him with all the privileges of a citizen in every other State, and in its own courts?The court thinks the affirmative of these propositions cannot be maintained. And if it cannot, the plaintiff in error could not be a citizen of the State of Missouri, within the meaning of the Constitution of the United States, and, consequently, was not entitled to sue in its courts.

A
He uses the freedom of Black people as evidence.
B
He uses a previous status of Black people as evidence.
C
He uses the dissenting argument of the court as evidence.
D
He uses the ruling of the previous court as evidence.
26

Read the passage from act 4, scene 3, of The Tragedy of Julius Caesar.BRUTUS. No man bears sorrow better. Portia is dead.CASSIUS. Ha! Portia?BRUTUS. She is dead.CASSIUS. How scaped I killing when I crossed you so?O insupportable and touching loss!Upon what sickness?BRUTUS. Impatient of my absence, And grief that young Octavius with Mark AntonyHave made themselves so strong—for with her death That tidings came. With this, she fell distraught,And, her attendants absent, swallowed fire.CASSIUS. And died so?BRUTUS. Even so.CASSIUS. O ye immortal gods!

A
Brutus's decision to join the conspiracy has led to a catharsis, Cassius making him angry.
B
Brutus's decision to join the conspiracy has led to a catastrophe, the death of his wife.
C
Brutus's decision to join the conspiracy has led to a tragic flaw, Cassius making him angry.
D
Brutus's decision to join the conspiracy has led to a catharsis, the death of his wife.
27

Which information should he include in the MLA in-text citation? Select two options.

A
the author
B
the chapter title
C
the book title
D
the publisher
E
the date of publication
F
the page number
28

Which conflict most affects the plot in acts 1 and 2 of Julius Caesar?

A
Flavius and Marullus trying to get the people who are celebrating out of the streets
B
Caesar being suspicious of Cassius and how he is too thin and does not smile
C
Brutus trying to decide whether his love of Rome is stronger than his love for Caesar
D
Casca telling the others how Antony offered the crown to Caesar three times
29

Read the passage from the opinion of the court in Dred Scott v. Sandford, written by Justice Taney.The question before us is, whether the class of persons described in the plea in abatement compose a portion of this people, and are constituent members of this sovereignty? We think they are not, and that they are not included, and were not intended to be included, under the word "citizens" in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States. On the contrary, they were at that time considered as a subordinate and inferior class of beings, who had been subjugated by the dominant race, and, whether emancipated or not, yet remained subject to their authority, and had no rights or privileges but such as those who held the power and the Government might choose to grant them.

A
that Black people were covered by the Constitution’s definition of citizen
B
that emancipated Black people had rights guaranteed by the government
C
that Black people were not part of the group considered citizens by the Constitution
D
that Black people would have to get the government's permission to be citizens
30

Read the excerpt from "A Genetics of Justice” by Julia Alvarez.Passage A:Given this mandate of silence, I was a real thorn in my mother's side.Passage B:Unfortunately for my mother, I grew up to be a writer publishing under my maiden name. . . . When I published a first novel with a strong autobiographical base, she did not talk to me for months.Passage C:When the [second] novel came out, I decided to go ahead and risk her anger. I inscribed a copy to both Mami and Papi with a note: "Thank you for having instilled in me through your sufferings a desire for freedom and justice." . . . . Days later, my mother called me up to tell me she had just finished the novel. "You put me back in those days. It was like I was reliving it all," she said sobbing. "I don't care what happens to us! I'm so proud of you for writing this book."I stood in my kitchen in Vermont, stunned, relishing her praise and listening to her cry. It was one of the few times since l had learned to talk that I did not try to answer my mother back. If there is such a thing as genetic justice that courses through the generations and finally manifests itself full-blown in a family moment, there it was.

A
Alvarez describes how she and her mother were emotionally distant, but once she moved to Vermont, her mother was finally able to bestow praise.
B
Alvarez describes events in her childhood to show how the relationship between her and her mother was strained, but improved as she grew older.
C
Alvarez traces moments that highlight her mother’s desire for silence, culminating in the moment her mother expressed pride in her writing.
D
Alvarez explains the difficulty she had in going against her mother’s wishes to write about their experiences and how it was worth it in the end.
31

Read the excerpt from Julius Caesar, act 3, scene 2.[BRUTUS.] If then that friend demandwhy Brutus rose against Caesar, this is my answer:not that I loved Caesar less, but that I lovedRome more. Had you rather Caesar were living, anddie all slaves, than that Caesar were dead, to liveall free men? As Caesar loved me, I weep for him.As he was fortunate, I rejoice at it. As he wasvaliant, I honour him. But as he was ambitious, Islew him.

A
Brutus explains that if people ask why he killed Caesar, he will tell them that it is not because he did not love Caesar, but because he loved Rome more. He asks if the people would rather have Caesar alive, and die as slaves, or sadly have Caesar dead be free. He says he is sad because he and Caesar were friends. He honors Caesar’s bravery, but Caesar was too ambitious, so because of that dangerous ambition, Brutus had to take part in killing him.
B
Brutus asks the people of Rome if they would rather have Caesar alive and they all be slaves, or have Caesar dead so they can live freely.
C
Brutus explains that he loved Caesar but loves Rome more.
D
Brutus clarifies that he rose against Caesar not because he did not love Caesar, but because he loved Rome more. He asks, “Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all free men?”
32

Read the excerpt from act 3, scene 2, of The Tragedy of Julius Caesar and the information in the paragraph below it.Excerpt:ANTONY. Friends, Romans, countrymen, lend me your ears.I come to bury Caesar, not to praise him.The evil that men do lives after them;The good is oft interrèd with their bones.So let it be with Caesar.Background information:"The Evil That Men Do” is the title of a song by the English heavy metal band Iron Maiden. The lyrics of the chorus say that people’s evil deeds live on.

A
cultural allusion.
B
literary allusion.
C
historical allusion.
D
religious allusion.
33

What are the central ideas of this excerpt? Select two options.

A
Antony wants everyone to know that he wanted Caesar dead.
B
Antony does not believe that Caesar deserves a funeral, but unwillingly agreed to speak to please the conspirators.
C
The mistakes men make are remembered after their deaths, but their good deeds more often die with them.
D
If Caesar was power-hungry, it was a serious flaw, and he paid seriously for it.
E
Antony believes the conspirators should be rewarded with riches for their sacrifice and willingness to kill the ambitious Caesar.
34

Read the excerpt from act 3, scene 2, of Julius Caesar.[ANTONY.] For Brutus is an honourable man,So are they all, all honourable men—Come I to speak in Caesar’s funeral.He was my friend, faithful and just to me.But Brutus says he was ambitious,And Brutus is an honourable man.He hath brought many captives home to Rome,Whose ransoms did the general coffers fill.Did this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept.Ambition should be made of sterner stuff.Yet Brutus says he was ambitious,And Brutus is an honourable man.You all did see that on the LupercalI thrice presented him a kingly crown,Which he did thrice refuse. Was this ambition?Yet Brutus says he was ambitious,And sure he is an honourable man.

A
It is used as a public expression of praise toward Brutus.
B
It is used as a negative and ironic word to describe Brutus.
C
It is used to show Brutus that Antony thinks more highly of him than Antony does of Cassius.
D
It is used to explain how necessary and noble both the conspirators’ cause and Caesar’s death were
35

Read the passage from an argumentative essay.Vaccines are a safe and effective way to avoid harmful diseases. The proof lies in the history books—smallpox has not been seen in the United States since 1948, or anywhere else in the world since 1977. That is because smallpox vaccines eradicated the disease from the planet. Despite the obvious effectiveness of vaccination, opponents argue that vaccines can contain harmful ingredients, such as aluminum, which, in excess, may lead to neurological damage. However, until studies show a direct and irrefutable link between vaccines and harmful outcomes due to their ingredients, we should continue to give our bodies the best chance for survival by receiving vaccinations.

A
The argument is faulty because some of the evidence supports a different claim than the one intended.
B
The argument is illogical because the evidence used contains hasty generalizations about vaccines.
C
The argument is successful because the writer’s personal experience with vaccines is supported by research.
D
The argument is strong because the claim is supported by logical evidence and a counterclaim is considered.
36

Read the timeline from Sugar Changed the World.1789French Revolution begins with the declaration of the Rights of Man and the Citizen1791Children of free parents in French sugar colonies are granted the full rights of French Citizens, no matter what their color or origin; slavery abolished within borders of France1792French leaders begin to use the guillotine to execute enemies1793Louis XVI executed; Marie Antoinette executed1794Slavery abolished in all French sugar colonies1799Napoleon takes power in France1800Napoleon gains control of the center of North America—the Louisiana Territory from Spain, plans to use it to feed and supply his sugar islands1802Napoleon makes slavery legal again

A
The details about the shift of power in France help persuade readers that France was important to the sugar industry.
B
The details about the changing laws in France help inform readers that Napoleon wanted to produce sugar cheaply by using enslaved people.
C
The details about the French Revolution help inform readers about the process of executing enemies.
D
The details about Marie Antoinette help persuade readers that the French royalty were not well liked.
37

Read the paragraph.There are two main kinds of winter storms involving snow. A large amount of falling snow is called a snowstorm. Then, there is the blizzard. A blizzard is a very violent storm. It features extreme cold, strong winds, and low visibility.What compound-complex sentence can be formed from the underlined section of the passage to add variety to the paragraph?

A
Snowstorms bring a lot of snow; blizzards are violent and they feature extreme cold, strong winds, and low visibility.
B
One is a large amount of falling snow called a snowstorm, and the other is a violent storm with wind, cold, and low visibility called a blizzard.
C
The snowstorm is a large amount of falling snow, but the blizzard is much more violent; it features extreme cold, strong winds, and low visibility.
D
The first is the snowstorm, which brings large amounts of falling snow, and the second is the blizzard, a violent storm that features extreme cold, strong winds, and low visibility.
38

Read the passage from "By the Waters of Babylon.”It is not true what some of the tales say, that the ground there burns forever, for I have been there. Here and there were the marks and stains of the Great Burning, on the ruins, that is true. But they were old marks and old stains. It is not true either, what some of our priests say, that it is an island covered with fogs and enchantments. It is not. It is a great Dead Place—greater than any Dead Place we know. Everywhere in it there are god-roads, though most are cracked and broken. Everywhere there are the ruins of the high towers of the gods.

A
He discovers that it is unwise to have an inquiring mind.
B
He learns that there is nothing supernatural to fear in the destroyed city.
C
He renounces everything he learned from the priests and his father.
D
He understands that the past has nothing of interest for people of the present.
39

When are commas normally used? Select three options.after introductory phrases and clauses ✓ Correctaround restrictive phrases and clausesaround nonrestrictive phrases and clausesbefore the conjunction joining independent clausesbefore the conjunction introducing a dependent clause

A
after introductory phrases and clauses ✓ Correct
B
around restrictive phrases and clauses
C
around nonrestrictive phrases and clauses
D
before the conjunction joining independent clauses
E
before the conjunction introducing a dependent clause
40

Which statements are examples of a fair and logical rebuttal to the counterclaim? Select two options.

A
These opponents point to the nearly 60-dollar difference in cost per pupil to a school district, which, in their defense, is quite significant.
B
While tablets are expensive, most buyers can save money in the long run by purchasing e-textbooks instead of print books.
C
The bottom line is that everything costs money, so complaining about the cost of tablets is pointless and unnecessary, especially when student growth is at stake.
D
However, the amount of money districts spend on paper used for copies, which tablets would largely replace, balances the implementation cost.
E
Most students find tablets fun and easy to use, all but guaranteeing an easy transition from print books.

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