Answers650401 English IV S1 – POLLOCK CARRIE FPart 3: Writing to Analyze the Epic Hero in Gilgamesh

Part 3: Writing to Analyze the Epic Hero in Gilgamesh — Unit test Answers

25 verified answers
1
Free Preview

Read the excerpt from "An Irish Airman Foresees His Death."I know that I shall meet my fate Somewhere among the clouds above; Those that I fight I do not hate Those that I guard I do not love; My country is Kiltartan Cross, My countrymen Kiltartan's poor, No likely end could bring them loss Or leave them happier than before.Read the excerpt from "Do not go gentle into that good night."Do not go gentle into that good night,Old age should burn and rave at close of day;Rage, rage against the dying of the light.Though wise men at their end know dark is right,Because their words had forked no lightning theyDo not go gentle into that good night.Good men, the last wave by, crying how brightTheir frail deeds might have danced in a green bay,Rage, rage against the dying of the light.

A
The refrains of "An Irish Airman Foresees His Own Death" stress that life and death are balanced, while the parallel structure of "Do not go gentle into that good night" stresses that men of all ages should fight against their oncoming demise.
B
The repetitions and refrains in both excerpts develop the theme that death cannot be avoided, no matter how hard one struggles against it.
C
Both the parallel structure in the excerpt of "An Irish Airman Foresees His Own Death" and the repetition in the excerpt from "Do not go gentle into that good night" emphasize the inevitability of death.
D
The parallelism in "An Irish Airman Foresees His Death" emphasizes the idea that the speaker identifies himself as an Irishman, while the refrains in "Do not go gentle into that good night" emphasize the speaker’s vehement opposition to death.
2
Free Preview

Read the passage from President Barack Obama's back-to-school remarks.Maybe you could be a good writer—maybe even good enough to write a book or articles in a newspaper—but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor—maybe even good enough to come up with the next iPhone or a new medicine or vaccine—but you might not know it until you do a project for your science class.

A
emphasize his belief in the importance of being able to write well.
B
explain his thoughts on the best classes to take for a good education.
C
prove his point by spelling out the options available with an education.
D
strengthen his argument that more scientists are needed in the workforce.
3

Read the lines from "The Gardner" by Rabindranath Tagore.Have you not finished your work yet, bride? Listen, the guest has come. Have you not lit the lamp in the cowshed? Have you not got ready the offering basket for the evening service?

A
visualize the setting of the wedding.
B
reflect on what the bride is going through.
C
think that the author already knows the answers.
D
wonder what the guest must be thinking.
4

Read the lines from "84" by Rabindranath Tagore.Let none go back home, brothers, this morning, let none go to workLet us take the blue sky by storm and plunder space as we run.

t
the musical quality
t
the single speaker
t
the speaker’s emotions
t
the long length
5

Read the sentence.I spend about half my time, he spends two thirds of his time, and she spends a quarter, or maybe a third, of her time on research.

A
I spend about-half my time, he spends two thirds of his time, and she spends a quarter, or maybe a third, of her time on research.
B
I spend about half my time, he spends two-thirds of his time, and she spends a quarter, or maybe a third, of her time on research.
C
I spend about half my time, he spends two thirds of his time, and she spends a quarter, or maybe a-third, of her time on research.
D
I spend about half my time, he spends two thirds of his time, and she spends a quarter, or maybe-a-third, of her time on research.
6

Read the lines from "84" by Rabindranath Tagore.The bees forget to sip their honey; drunken with light they foolishly hover and hum. . . .Laughter floats in the air like foam on the flood.

A
visualize the color of the honeycombs.
B
imagine the sounds of the bees and laughter.
C
visualize the people who are laughing.
D
imagine what the river looks like when it floods.
7

Read the excerpt from President Roosevelt’s State of the Union address.I cannot prophesy. I cannot tell you when or where the United Nations are going to strike next in Europe. But we are going to strike—and strike hard.

i
impress the public with emotional diction.
i
inspire the public to join the military.
c
convince the public of America’s strength.
e
encourage viewers to remain active.
8

Read the sentence.We’re performing a scene from my favorite book (the second in the trilogy).

T
The writer correctly uses parentheses to de-emphasize a nonrestrictive element in the sentence.
T
The writer incorrectly uses parentheses to emphasize a restrictive element in the sentence.
T
The writer incorrectly uses parentheses to set off a restrictive element in the sentence.
T
The writer correctly uses parentheses to modify a nonrestrictive element in the sentence.
9

Look at the poster.

Question illustration
“
“Early stopping will make a late victory” suggests that giving up hope too soon in the war will lead to defeat.
“
“Early stopping will make a late victory” stresses the idea that having lower levels of production means it will take longer to win the war.
“
“Every minute counts!” reminds the reader that every day is precious and that valuable lives are being lost in the war.
“
“Every minute counts!” emphasizes the idea that viewers should be contributing to the war effort at all times.
10

iambic pentameteriambic tetrameteriambic hexameterno regular meter

A
iambic pentameter
B
iambic tetrameter
C
iambic hexameter
D
no regular meter
11

Read the excerpt from "Do not go gentle into that good night."Do not go gentle into that good night,Old age should burn and rave at close of day;Rage, rage against the dying of the light.

A
No matter what, eventually all people must die.
B
No matter what, all people will experience an afterlife.
C
Instead of fearing death, people should embrace it.
D
Instead of giving in to death, people should fight against it.
12

Read the excerpt from Roosevelt’s State of the Union address and the poster below it.As spokesmen for the United States Government, you and I take off our hats to those responsible for our American production—to the owners, managers, and supervisors, to the draftsmen and the engineers, and to the workers—men and women—in factories and arsenals and shipyards and mines and mills and forests—and railroads and on highways.

Question illustration
r
repetition and parallelism to convey this connection.
d
diction and images to convey this connection.
r
repetition and colors to convey this connection.
p
parallelism and images to convey this connection.
13

Read the excerpt from "An Irish Airman Foresees His Death."My country is Kiltartan Cross, My countrymen Kiltartan's poor, No likely end could bring them loss Or leave them happier than before.

A
The parallelism emphasizes the speaker's Irish nationality.
B
The parallelism emphasizes the speaker's wish to die.
C
The parallelism emphasizes the speaker's fear of death.
D
The parallelism emphasizes the speaker's lack of patriotism.
14

Read the excerpt from Roosevelt’s State of the Union address.Fortunately, there are only a few Americans who place appetite above patriotism. The overwhelming majority realize that the food we send abroad is for essential military purposes, for our own and Allied fighting forces, and for necessary help in areas that we occupy.

A
It encourages sympathy by stating that most troops are starving.
B
It angers the public into action by implying that most people are selfish.
C
It educates the public by explaining that food is being sent abroad.
D
It inspires sacrifice by suggesting that making a sacrifice is an act of patriotism.
15

Read the excerpt from "Do not go gentle into that good night."Wild men who caught and sang the sun in flight,And learn, too late, they grieved it on its way,Do not go gentle into that good night.Grave men, near death, who see with blinding sightBlind eyes could blaze like meteors and be gay,Rage, rage against the dying of the light.And you, my father, there on the sad height,Curse, bless, me now with your fierce tears, I pray.Do not go gentle into that good night.Rage, rage against the dying of the light.

A
The refrains highlight the love between a father and a son.
B
The refrains reveal that the speaker will soon pass away.
C
The refrains emphasize the importance of resisting death.
D
The refrains reinforce the inevitability of death for everyone.
16

Read the excerpt from Roosevelt’s State of the Union address and the poster below it.Fortunately, there are only a few Americans who place appetite above patriotism. The overwhelming majority realize that the food we send abroad is for essential military purposes, for our own and Allied fighting forces, and for necessary help in areas that we occupy.

Question illustration
T
The poster focuses on the effort of sending food abroad, but the speech does not.
T
The speech focuses on both making contributions at home and sending food abroad, but the poster does not.
T
The poster directly reminds civilians how they can contribute to the war effort, but the speech does not.
T
The speech directly reminds civilians how they can contribute to the war effort, but the poster does not.
17

Read the line from "84" by Rabindranath Tagore.In the joy of your heart may you feel the living joy that sang one spring morning, sending its glad voice across an hundred years.

A
The personification shows how happiness is quick to fade.
B
The metaphor illustrates what it was like to live in the past.
C
The personification suggests that past happiness can last a long time.
D
The metaphor illustrates how one can be truly happy only in spring.
18

Read the passage from "To Autumn.”Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too,—

A
apostrophe.
B
metaphor.
C
rhyme.
D
rhythm.
19

Read the passage from "To Autumn."Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too,—

A
does not use rhyme in its structure.
B
shows several speakers’ questions.
C
describes a single speaker’s feelings.
D
has no definite rhythm in its structure.
20

Read the passage from "To Autumn."Season of mists and mellow fruitfulness, Close bosom-friend of the maturing sun;Conspiring with him how to load and bless With fruit the vines that round the thatch-eves run

A
Rhyming "fruitfulness" and "bless" suggests a need for religion during the autumn harvest.
B
Rhyming "sun" and "run" issues a warning about how dangerous autumn can be.
C
Rhyming "fruitfulness" and "bless" emphasizes the positive aspects of autumn.
D
Rhyming "sun" and "run" stresses the importance of spending time outside in autumn.

Did you find these answers helpful?

More from this Course

Quiz
25 verified answers

Unit Test

Quiz
25 verified answers

Unit Test

Quiz
1 verified answers

Unit Test

Part 3: Writing to Analyze the Epic Hero in…