Using Evidence - GED Language Arts (RLA)
Card 0 of 40
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
Compare your answer with the correct one above
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
Compare your answer with the correct one above
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
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Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)
The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:
“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.
Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.
At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.
The problem Poe discusses in the third paragraph is that .
Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)
The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:
“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.
Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.
At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.
The problem Poe discusses in the third paragraph is that .
Poe says this description is "excessively vague" because it refers to one angle rather than two, therefore not giving enough detail. This specific critique of one aspect of Cooper's writing and description acts as evidence of the general fuzziness of thinking, and inattentiveness that Poe argues characterize Cooper's writing in general.
Poe says this description is "excessively vague" because it refers to one angle rather than two, therefore not giving enough detail. This specific critique of one aspect of Cooper's writing and description acts as evidence of the general fuzziness of thinking, and inattentiveness that Poe argues characterize Cooper's writing in general.
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Adapted from As You Like It by William Shakespeare (1623)
\[This is a monologue by the character Jacques\]
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms;
Then the whining school-boy, with his satchel
And shining morning face, creeping like a snail
Unwillingly to school. And then the lover,
Sighing like a furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lin'd,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well sav'd, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans every thing.
What is the underlined section describing?
Adapted from As You Like It by William Shakespeare (1623)
\[This is a monologue by the character Jacques\]
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms;
Then the whining school-boy, with his satchel
And shining morning face, creeping like a snail
Unwillingly to school. And then the lover,
Sighing like a furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lin'd,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well sav'd, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans every thing.
What is the underlined section describing?
Sometimes an expression really is as literal as it seems, and this is the case here. The author is merely talking about the voice of the man. Now that he is old, the voice, which had at one time been manly and deep, has now become high like a child's voice. It is "treble," that is, like the treble clef in music—high in pitch. Hence, it begins to pipe and whistle. Certainly, this is not the case with everyone, but the author is trying give a general image of this late stage of life.
Sometimes an expression really is as literal as it seems, and this is the case here. The author is merely talking about the voice of the man. Now that he is old, the voice, which had at one time been manly and deep, has now become high like a child's voice. It is "treble," that is, like the treble clef in music—high in pitch. Hence, it begins to pipe and whistle. Certainly, this is not the case with everyone, but the author is trying give a general image of this late stage of life.
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Dear Congressman Phillips,
I urge you to reconsider your closure of the shipyard. I'm a medical practitioner in the area, so I meet many of the men and women employed by the facility. Many of these people are living paycheck to paycheck, unable to afford regular medical care; any gap in their employment could be devastating. If you must see it economically, consider the tremendous cost to the taxpayers when these people must rely on public programs for assistance. I ask you to please keep this shipyard open.
Very truly yours, . . .
Which option is NOT a supporting detail for raising guard salaries?
Dear Congressman Phillips,
I urge you to reconsider your closure of the shipyard. I'm a medical practitioner in the area, so I meet many of the men and women employed by the facility. Many of these people are living paycheck to paycheck, unable to afford regular medical care; any gap in their employment could be devastating. If you must see it economically, consider the tremendous cost to the taxpayers when these people must rely on public programs for assistance. I ask you to please keep this shipyard open.
Very truly yours, . . .
Which option is NOT a supporting detail for raising guard salaries?
While the passage does state that the author is a medical practitioner, the fact does not support the main argument; instead, it lends credibility to his arguments.
While the passage does state that the author is a medical practitioner, the fact does not support the main argument; instead, it lends credibility to his arguments.
Compare your answer with the correct one above
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
What evidence does the author use to support the assertion that Soviet influence remains in the modern-day European higher education?
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
What evidence does the author use to support the assertion that Soviet influence remains in the modern-day European higher education?
The passage states that, "The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany." This is a pretty direct assertion that pertains directly to the question at hand.
The passage states that, "The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany." This is a pretty direct assertion that pertains directly to the question at hand.
Compare your answer with the correct one above
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
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Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Compare your answer with the correct one above
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
Compare your answer with the correct one above
Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Compare your answer with the correct one above
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
Compare your answer with the correct one above
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
Compare your answer with the correct one above
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
Why is the underlined selection not necessarily a good argument?
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
The first thing to do is to interpret what Mark Antony is stating here. He is saying that he presented Caesar with a crown three times at the Lupercal feast. Three times ("thrice") Caesar apparently refused to take it. Mark Antony is implying that this shows that he was not ambitious. However, it could well have been the case that he did not take the crown precisely because he wanted to seem unambitious so that he could appeal to the people. Mark Antony's argument here is charged with rhetoric, but that does not diminish its weakness. We must be aware of such uses of language so as not to be tricked. Matters just cannot be seen as being that simple.
Compare your answer with the correct one above
Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)
Solitary Death, make me thine own,
And let us wander the bare fields together;
Yea, thou and I alone
Roving in unembittered unison forever.
I will not harry thy treasure-graves,
I do not ask thy still hands a lover;
My heart within me craves
To travel till we twain Time’s wilderness discover.
To sojourn with thee my soul was bred,
And I, the courtly sights of life refusing,
To the wide shadows fled,
And mused upon thee often as I fell a-musing.
Escaped from chaos, thy mother Night,
In her maiden breast a burthen that awed her,
By cavern waters white
Drew thee her first-born, her unfathered off-spring toward her.
On dewey plats, near twilight dingle,
She oft, to still thee from men’s sobs and curses
In thine ears a-tingle,
Pours her cool charms, her weird, reviving chaunt rehearses.
Though mortals menace thee or elude,
And from thy confines break in swift transgression.
Thou for thyself art sued
Of me, I claim thy cloudy purlieus my possession.
To a long freshwater, where the sea
Stirs the silver flux of the reeds and willows,
Come thou, and beckon me
To lie in the lull of the sand-sequestered billows:
Then take the life I have called my own
And to the liquid universe deliver;
Loosening my spirit’s zone,
Wrap round me as thy limbs the wind, the light, the river.
The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Opening the poem with personified “Death” as a solitary figure adds emotional resonance and purchase to the speaker’s subsequent plea to Death for them to be companions. This way, the closing image of Death embracing the speaker completes an emotional journey; Death started the poem alone and ends in an embrace. This change can be seem as mutually beneficial and supportive, rather than the speaker simply using Death or vice-versa.
Compare your answer with the correct one above
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
Compare your answer with the correct one above
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean (5)
Speaks, and in accents disconsolate answers the wail of the forest.
(1847)
What is the purpose of lines 1-2 in the passage?
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
Lines 1-2 introduces the poet’s lengthy, detailed personification of the forest and its trees. By saying that the pines are “murmuring” and the hemlocks are “bearded with moss, and in garments green,” the author ascribes human actions and attributes to inanimate objects. Since this personification continues to the end of the excerpt and also includes the ocean, the best choice is “To begin to personify the natural world.”
Passage adapted from Henry Wadsworth Longfellow’s “Evangeline.” (1847)
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Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)
\[This is a speech by Mark Antony\]
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 interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest-
For Brutus is an honorable man;
So are they all, all honorable 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 honorable 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 honorable man.
You all did see that on the Lupercal \[a public festival\]
I 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 honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause;
What cause withholds you then to mourn for him?
O judgment, thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.
What is the purpose of the underlined line, "When that the poor have cried, Caesar hath wept"?
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
The key to interpreting this line is found on the very next line: "Ambition should be made of sterner stuff." Mark Antony is implying that ambitious men are "stern" that is hard and unlikely to cry. However, Caesar did in fact weep with the poor. Therefore, he is using the example of crying to try to show that perhaps Brutus is not correct in making the claim that Caesar was ambitious.
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Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.
The example highlighted in the text supports which conclusion?
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
The example of Belarus was provided to support the previous sentence: "The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle." Therefore, since Belarus was denied because of a lack of commitment to education, it stands to reason that the country may have been accepted had this not been an issue.
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Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)
The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:
“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.
Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.
At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.
The problem Poe discusses in the third paragraph is that .
Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)
The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:
“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.
Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.
At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.
The problem Poe discusses in the third paragraph is that .
Poe says this description is "excessively vague" because it refers to one angle rather than two, therefore not giving enough detail. This specific critique of one aspect of Cooper's writing and description acts as evidence of the general fuzziness of thinking, and inattentiveness that Poe argues characterize Cooper's writing in general.
Poe says this description is "excessively vague" because it refers to one angle rather than two, therefore not giving enough detail. This specific critique of one aspect of Cooper's writing and description acts as evidence of the general fuzziness of thinking, and inattentiveness that Poe argues characterize Cooper's writing in general.
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