Flashcards: Analyzing Tone, Style, and Figurative Language in Literature Passages

Adapted from A Room With a View by E.M. Forster (1908)

"The Signora had no business to do it," said Miss Bartlett, "no business at all. She promised us south rooms with a view close together, instead of which here are north rooms, looking into a courtyard, and a long way apart. Oh, Lucy!"

"And a Cockney, besides!" said Lucy, who had been further saddened by the Signora's unexpected accent. "It might be London." She looked at the two rows of English people who were sitting at the table; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate that hung behind the English people, heavily framed; at the notice of the English church (Rev. Cuthbert Eager, M. A. Oxon.), that was the only other decoration of the wall. "Charlotte, don't you feel, too, that we might be in London? I can hardly believe that all kinds of other things are just outside. I suppose it is one's being so tired."

"This meat has surely been used for soup," said Miss Bartlett, laying down her fork.

"I want so to see the Arno. The rooms the Signora promised us in her letter would have looked over the Arno. The Signora had no business to do it at all. Oh, it is a shame!"

"Any nook does for me," Miss Bartlett continued, "but it does seem hard that you shouldn't have a view."

Lucy felt that she had been selfish. "Charlotte, you mustn't spoil me; of course, you must look over the Arno, too. I meant that. The first vacant room in the front—" "You must have it," said Miss Bartlett, part of whose traveling expenses were paid by Lucy's mother—a piece of generosity to which she made many a tactful allusion.

"No, no. You must have it."

"I insist on it. Your mother would never forgive me, Lucy."

"She would never forgive me."

The ladies' voices grew animated, and—if the sad truth be owned—a little peevish. They were tired, and under the guise of unselfishness they wrangled. Some of their neighbors interchanged glances, and one of them—one of the ill-bred people whom one does meet abroad—leant forward over the table and actually intruded into their argument. He said:

"I have a view, I have a view."

Miss Bartlett was startled. Generally at a pension people looked them over for a day or two before speaking, and often did not find out that they would "do" till they had gone. She knew that the intruder was ill-bred, even before she glanced at him. He was an old man, of heavy build, with a fair, shaven face and large eyes. There was something childish in those eyes, though it was not the childishness of senility. What exactly it was Miss Bartlett did not stop to consider, for her glance passed on to his clothes. These did not attract her. He was probably trying to become acquainted with them before they got into the swim. So she assumed a dazed expression when he spoke to her, and then said: "A view? Oh, a view! How delightful a view is!”

Miss Bartlett says “Oh, Lucy!” at the end of the first paragraph because __________.

she pities Lucy’s situation

she is identifying and beginning to introduce Lucy in response to someone asking who her traveling companion is

she is frustrated with their situation

she has something important to tell Lucy

she has just been embarrassed by Lucy

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The ISEE Middle Level examination includes a section of Reading Comprehensions questions that test the young student’s abilities to apply his or her analytic skills to prose passages from various genres. The purpose of this section is to provide potential admissions boards with a metric for judging the overall linguistic and logical reasoning skills of the young applicant. Although such abilities do not represent the whole of one’s intelligence or academic prowess, they do represent an important part of the overall application to competitive schools. Generally speaking, such skills of analysis and comprehension are not limited in applicability only to literature and compositional studies. Indeed, this fact is acknowledged by the variety of passages topics used by the ISEE exam writers, who include not only literary passages among those presented in the examination, but also passages about the sciences, current affairs, and history. By offering a differentiated group of passage types, the exam attempts to test the general skills of students instead of focusing on one particular type of passage to the detriment of others.

The overall thrust of the exam’s questioning looks to ascertain the test-taker’s ability to understand the content of a given passage as a synoptic whole and then to analyze how that whole is held together as a composition made up of discrete parts. Some of the questions ask the young student to identify main themes, the conclusions of arguments, and the outcomes that are implied by a passage’s main arguments. Likewise, the section asks questions about the overall viewpoint of the author as expressed in the whole of the passage. All such inquiries help to test the young student’s ability to grasp the passage as a formal whole.

In addition to such comprehensive and synoptic questioning, the Middle Level ISEE’s Reading Comprehension section also looks to ascertain the young student’s overall logical reasoning abilities as evidenced by his or her skills at noting the general structure of argumentation in passages. This sort of questioning is more analytical in character, making various inquiries of the student regarding the reasoning used by the author of a given passage. They ask the student to identify elements of the passage’s sequence and structure, noting the way that it has been constructed as a series of interrelated logical stages. Such examination helps to show the young student’s ability to identify logical patterns and attests to his or her general skills in reasoning—skills that are critical to every kind of academic undertaking.

Finally, the examination tests less “tangible” abilities such as skills at recognizing and interpreting non-literal language. Such questions ask the student to note figurative uses of language as well as the stylistic variants utilized by authors. These questions provide an important final examination point, testing the student’s ability to understand the logic of meaning transference as well as the ways that language can be used to express multiple levels of communication at once.

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