English | Graded Assignment | Unit Test, Part 2 | Arguments and
English | Graded Assignment | Unit Test, Part 2 | Arguments and Speeches
English | Graded Assignment | Unit Test, Part 2: Literature with a Purpose
Name:
Date:
Graded Assignment
Unit Test, Part 2: Literature with a Purpose
Total score: ____ of 40 points
(Score for Question 1: ___ of 20 points)
Read the passage. Then answer the questions.
Black Hawk’s Surrender Speech 1832
You have taken me prisoner with all my warriors. I am much grieved, for I expected, if I did not defeat you, to hold out much longer, and give you more trouble before I surrendered. I tried hard to bring you into ambush, but your last general understands Indian fighting. The first one was not so wise. When I saw that I could not beat you by Indian fighting, I determined to rush on you, and fight you face to face. I fought hard. But your guns were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the trees in the winter. My warriors fell around me; it began to look dismal. I saw my evil day at hand. The sun rose dim on us in the morning, and at night it sunk in a dark cloud, and looked like a ball of fire. That was the last sun that shone on Black Hawk. His heart is dead, and no longer beats quick in his bosom. He is now a prisoner to the white men; they will do with him as they wish. But he can stand torture, and is not afraid of death. He is no coward. Black Hawk is an Indian.
He has done nothing for which an Indian ought to be ashamed. He has fought for his countrymen, the squaws and papooses, against white men, who came, year after year, to cheat them and take away their lands. You know the cause of our making war. It is known to all white men. They ought to be ashamed of it. The white men despise the Indians, and drive them from their homes. But the Indians are not deceitful. The white men speak bad of the Indian, and look at him spitefully. But the Indian does not tell lies; Indians do not steal.
An Indian who is as bad as the white men, could not live in our nation; he would be put to death, and eat [sic] up by the wolves. The white men are bad school-masters; they carry false looks, and deal in false actions; they smile in the face of the poor Indian to cheat him; they shake them by the hand to gain their confidence, to make them drunk, to deceive them, and ruin our wives. We told them to let us alone; but they followed on and beset our paths, and they coiled themselves among us like the snake. They poisoned us by their touch. We were not safe. We lived in danger. We were becoming like them, hypocrites and liars, adulterers, lazy drones, all talkers, and no workers.
We looked up to the Great Spirit. We went to our great father. We were encouraged. His great council gave us fair words and big promises, but we got no satisfaction. Things were growing worse. There were no deer in the forest. The oppossum and beaver were fled; the springs were drying up, and our squaws and papooses without victuals to keep them from starving; we called a great council and built a large fire. The spirit of our fathers arose and spoke to us to avenge our wrongs or die…. We set up the war-whoop, and dug up the tomahawk; our knives were ready, and the heart of Black Hawk swelled high in his bosom when he led his warriors to battle. He is satisfied. He will go to the world of spirits contented. He has done his duty. His father will meet him there, and commend him.
Black Hawk is a true Indian, and disdains to cry like a woman. He feels for his wife, his children and friends. But he does not care for himself. He cares for his nation and the Indians. They will suffer. He laments their fate. The white men do not scalp the head; but they do worse-they poison the heart, it is not pure with them. His countrymen will not be scalped, but they will, in a few years, become like the white men, so that you can’t trust them, and there must be, as in the white settlements, nearly as many officers as men, to take care of them and keep them in order.
Farewell, my nation. Black Hawk tried to save you, and avenge your wrongs. He drank the blood of some of the whites. He has been taken prisoner, and his plans are stopped. He can do no more. He is near his end. His sun is setting, and he will rise no more. Farewell to Black Hawk.
What is the central idea of “Black Hawk’s Surrender Speech 1832”? How does the central idea emerge and develop over the course of the passage? Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.
(Score for Question 2: ___ of 20 points)
Read the passage. Then answer the questions.
The Oilman and His Sons
There was once an oilman with five sons and they were all married and lived jointly with their father. But the daughters-in-law were discontented with this arrangement and urged their husbands to ask their father to divide the family property. At first the old man refused, but when his sons persisted, he told them to bring him a log two cubits long and so thick that two hands could just span it, and he said that if they could break the log in two, he would divide the property. So they brought the log and then asked for axes, but he told them that they must break it themselves by snapping it or twisting it or standing on it. So they tried and failed.
Then the old man said, “You are five and I make six; split the log into six.” So they split it and he gave each a piece and told them to break them, and each easily snapped his stick. Then the old man said, “We are like the whole log: we have plenty of property and are strong and can overcome attack; but if we separate we shall be like the split sticks and easily broken.”
They admitted that this was true and proposed that the property should not be divided but that they should all become separate. But the father would not agree to this for he thought that people would call him a miser if he let his sons live separately without his giving them their share in the property as their own. So as they persisted in their folly he partitioned the property.
But in a few years they all fell into poverty and had not enough to eat nor clothes to wear, and the father and mother were no better off. Then the old man called all his sons and their wives and said, “You see what trouble you have fallen into? I have a riddle for you, explain it to me. There are four wells, three empty and one full of water. If you draw water from the full one and pour it into the three empty ones they will become full. But when they are full and the first one is empty, if you pour water from the three full ones into the empty one it will not be filled. What does this mean?”
And they could not answer and he said, “The four wells mean that a man had three sons, and while they were little he filled their stomachs as the wells were filled with water; but when they separated they would not fill the old man’s stomach.”
And it was true, that the sons had done nothing to help their father and they were filled with shame and they agreed that as long as their father lived they would be joint with him and would not separate again until he died.
What is the theme in “The Oilman and His Sons”? How does the theme emerge and develop over the course of the text? Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.
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English | Graded Assignment | Unit Test, Part 2: Writers on Writing
English | Graded Assignment | Unit Test, Part 2: Writers on Writing
Name:
Date:
Graded Assignment
Unit Test, Part 2: Writers on Writing
Total score: ____ of 40 points
(Score for Question 1: ___ of 20 points)
Read the poem in which Thomas Hardy contemplates what others may say of him upon his death. Then answer the question.
Afterwards
By Thomas Hardy
When the Present has latched its postern behind my tremulous stay,
And the May month flaps its glad green leaves like wings,
Delicate-filmed as new-spun silk, will the neighbours say,
‘He was a man who used to notice such things’?
If it be in the dusk when, like an eyelid’s soundless blink,
The dewfall-hawk comes crossing the shades to alight
Upon the wind-warped upland thorn, a gazer may think,
‘To him this must have been a familiar sight.’
If I pass during some nocturnal blackness, mothy and warm,
When the hedgehog travels furtively over the lawn,
One may say, ‘He strove that such innocent creatures should come to no harm,
But he could do little for them; and now he is gone.’
If, when hearing that I have been stilled at last, they stand at the door,
Watching the full-starred heavens that winter sees
Will this thought rise on those who will meet my face no more,
‘He was one who had an eye for such mysteries’?
And will any say when my bell of quittance is heard in the gloom
And a crossing breeze cuts a pause in its outrollings,
Till they rise again, as they were a new bell’s boom,
‘He hears it not now, but used to notice such things’?
In the poem “Afterwards,” Hardy uses figurative language, including euphemism, to develop meaning and tone. What is the meaning of the figurative language used in the poem? How does the use of euphemism when addressing the idea of death affect the meaning? In your response, identify and interpret the use of euphemism and other figurative language; then explain its impact on the meaning and tone of the poem. Use evidence from the text to support your response. Your response should be two to three complete paragraphs.
Answer:
Type your answer here.
(Score for Question 2: ___ of 20 points)
Read the passage. Then answer the question.
Tribute to the Dog
by George Graham Vest
George Graham Vest (1830–1904) was an attorney and U.S. Senator who was known as one of the greatest public speakers and debaters of his time.. This speech is Graham’s closing argument in a case in which he represented a man who was suing another man for killing his dog. Graham’s impactful statement helped to win the case.
Gentlemen of the Jury: The best friend a man has in the world may turn against him and become his enemy. His son or daughter that he has reared with loving care may prove ungrateful. Those who are nearest and dearest to us, those whom we trust with our happiness and our good name may become traitors to their faith. The money that a man has, he may lose. It flies away from him, perhaps when he needs it most. A man’s reputation may be sacrificed in a moment of ill-considered action. The people who are prone to fall on their knees to do us honor when success is with us, may be the first to throw the stone of malice when failure settles its cloud upon our heads.
The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him, the one that never proves ungrateful or treacherous is his dog. A man’s dog stands by him in prosperity and in poverty, in health and in sickness. He will sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he may be near his master’s side. He will kiss the hand that has no food to offer. He will lick the wounds and sores that come in encounters with the roughness of the world. He guards the sleep of his pauper master as if he were a prince. When all other friends desert, he remains. When riches take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the heavens.
If fortune drives the master forth, an outcast in the world, friendless and homeless, the faithful dog asks no higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies. And when the last scene of all comes, and death takes his master in its embrace and his body is laid away in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in death.
What are some examples of the use of figurative language in “Tribute to a Dog”? What is the impact of figurative words and phrase on the meaning of the text? Your response should include at least three examples of figurative words and phrases as well as textual evidence for support. Your response should be two to three complete paragraphs.
Answer:
Type your answer here.
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English | Graded Assignment | Unit Test, Part 2: Informational Works Name:
Writing Assignment Help English | Graded Assignment | Unit Test, Part 2: Informational Works
Name:
Date:
Graded Assignment
Unit Test, Part 2: Informational Works
Total score: ____ of 40 points
(Score for Question 1: ___ of 10 points)
Read the passage. Then answer the question.
Boat Inspection and Cleaning Procedures for All Watercraft Owners
Introduction
These procedures have been developed to help prevent the spread of aquatic invasive species, especially quagga and zebra mussels, on trailered watercraft. Benefits to you include protecting your engine from overheating, enhanced boat performance and reduced gasoline consumption. When properly used, these procedures also preserve fishing, protect the aquatic environment, and save millions of dollars in water supply and electric-power generating equipment maintenance. It protects water bodies from the many destructive invasive species that hitchhike on boats. Finally, it enables you to comply with state and federal laws prohibiting the spread of quagga and zebra mussels. Failure to comply could result in your boat being impounded and you could be subject to criminal prosecution. The few minutes required to inspect and clean your equipment are more than worth the many benefits.
These instructions enable you to inspect every part of your equipment that has been in contact with the water. They allow you to discover, remove, and kill, all mussels—including attached adults, juveniles and larvae. Microscopic, free-floating larvae can be found anywhere there is standing water remaining on your vessel or trailer. Attached juveniles the size of sand grains, older juveniles as large as shotgun shot, or adults up to an inch in length, might be found anywhere on your boat. Therefore, the inspection must be detailed and thorough.
What key details should be included in a summary of the introduction to “Boat Inspection and Cleaning Procedures for All Watercraft Owners”? Write an objective summary based on evidence from the text. Your response should be at least one complete paragraph.
Answer:
Type your answer here.
Read the passage and examine the illustration. Then answer the questions.
excerpt from Chapter 10 “Pioneer Labor Legislation in Illinois”
in Twenty Years at Hull-House by Jane Addams
Our very first Christmas at Hull-House, when we as yet knew nothing of child labor, a number of little girls refused the candy which was offered them as part of the Christmas good cheer, saying simply that they “worked in a candy factory and could not bear the sight of it.” We discovered that for six weeks they had worked from seven in the morning until nine at night, and they were exhausted as well as satiated. The sharp consciousness of stern economic conditions was thus thrust upon us in the midst of the season of good will.
During the same winter three boys from a Hull-House club were injured at one machine in a neighboring factory for lack of a guard which would have cost but a few dollars. When the injury of one of these boys resulted in his death, we felt quite sure that the owners of the factory would share our horror and remorse, and that they would do everything possible to prevent the recurrence of such a tragedy. To our surprise they did nothing whatever, and I made my first acquaintance then with those pathetic documents signed by the parents of working children, that they will make no claim for damages resulting from “carelessness.”
The visits we made in the neighborhood constantly discovered women sewing upon sweatshop work, and often they were assisted by incredibly small children. I remember a little girl of four who pulled out basting threads hour after hour, sitting on a stool at the feet of her Bohemian mother, a little bunch of human misery. But even for that there was no legal redress, for the only child-labor law in Illinois, with any provision for enforcement, had been secured by the coal miners’ unions, and was confined to children employed in mines.
We learned to know many families in which the working children contributed to the support of their parents, not only because they spoke English better than the older immigrants and were willing to take lower wages, but because their parents gradually found it easy to live upon their earnings. A South Italian peasant who has picked olives and packed oranges from his toddling babyhood cannot see at once the difference between the outdoor healthy work which he had performed in the varying seasons, and the long hours of monotonous factory life which his child encounters when he goes to work in Chicago. An Italian father came to us in great grief over the death of his eldest child, a little girl of twelve, who had brought the largest wages into the family fund. In the midst of his genuine sorrow he said: “She was the oldest kid I had. Now I shall have to go back to work again until the next one is able to take care of me.” The man was only thirty-three and had hoped to retire from work at least during the winters. No foreman cared to have him in a factory, untrained and unintelligent as he was. It was much easier for his bright, English-speaking little girl to get a chance to paste labels on a box than for him to secure an opportunity to carry pig iron. The effect on the child was what no one concerned thought about, in the abnormal effort she made thus prematurely to bear the weight of life. Another little girl of thirteen, a Russian-Jewish child employed in a laundry at a heavy task beyond her strength, committed suicide, because she had borrowed three dollars from a companion which she could not repay unless she confided the story to her parents and gave up an entire week’s wages—but what could the family live upon that week in case she did! Her child mind, of course, had no sense of proportion, and carbolic acid appeared inevitable.
While we found many pathetic cases of child labor and hard-driven victims of the sweating system who could not possibly earn enough in the short busy season to support themselves during the rest of the year, it became evident that we must add carefully collected information to our general impression of neighborhood conditions if we would make it of any genuine value.
There was at that time no statistical information on Chicago industrial conditions, and Mrs. Florence Kelley, an early resident of Hull-House, suggested to the Illinois State Bureau of Labor that they investigate the sweating system in Chicago with its attendant child labor. The head of the Bureau adopted this suggestion and engaged Mrs. Kelley to make the investigation. When the report was presented to the Illinois Legislature, a special committee was appointed to look into the Chicago conditions. I well recall that on the Sunday the members of this commission came to dine at Hull-House, our hopes ran high, and we believed that at last some of the worst ills under which our neighbors were suffering would be brought to an end.
(Score for Question 2: ___ of 15 points)
In Twenty Years at Hull House, how does Jane Addams introduce and develop the idea that child labor was a serious and deadly problem in the early twentieth century? What connection is made between these ideas and Addams’s decision to investigate child labor in Chicago? Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.
(Score for Question 3: ___ of 15 points)
What details do the excerpt from Twenty Years at Hull-House and the illustration reveal about child labor? How are the details in each account similar? How are they different? Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.
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Data Privacy: What is your involvement or awareness of data storage, retention, and destruction activities? What types of data
Data Privacy: What is your involvement or awareness of data storage, retention, and destruction activities? What types of data were involved? What forms of storage? Were there formal retention guidelines or regulations? What method of destruction was used? Did they believe it was effectively destroying the records and data?[supanova_question]
English | Graded Assignment | Unit Test, Part 2: Symbols and Imagery
English | Graded Assignment | Unit Test, Part 2: Symbols and Imagery
English | Graded Assignment | Unit Test, Part 2 | Arguments and Speeches
Name:
Date:
Graded Assignment
Unit Test, Part 2: Symbols and Imagery
Total score: ____ of 40 points
(Score for Question 1: ___ of 40 points)
Read the passage. Then answer the question.
In this story, the reader experiences the narrator’s thoughts and feelings while climbing the ladder to the high-diving board.
Taking the Plunge
You can’t really see the bolts when you’re on the ground, which isn’t surprising if you consider how far up I am—at least half way, meaning roughly five meters. What is that in feet? Unfortunately, I can’t ask Ms. Snyder. There she is, about five meters down and 30 feet away, buying an orange cream ice pop, and if I could remember that theorem named after the Greek guy, I could probably calculate exactly how far away Ms. Snyder and her orange cream ice pops are. Man, I should pay more attention in Ms. Snyder’s geometry class.
Anyhow, you can’t see the bolts in this diving platform from the ground, which is good if your objective is to get more people to scale this crazy tower because those bolts are pockmarked and look wounded, like they’re bleeding rust, which doesn’t inspire copious amounts of confidence. I can’t see Ms. Snyder anymore because we’ve rounded the central column of the platform, and now all I see are the feet of the people above me on the stairs. It’s like they’re inching along a malfunctioning assembly line that’s churning out mismatched pairs of feet: here comes a pair with mauve nail polish on the toes, and now a couple with aqua socks, now some with hairy toes, now an ankle with a tattoo, now a bandaged heel. I’ll bet you one orange cream ice pop that bandage comes off upon impact with the water.
Honestly, why do places always seem higher when you’re looking down from them than when you’re looking up at them? I can’t turn around now, though, because if I did, I’d force 25 people to go down with me. I mean, I could try to just squeeze past them, but the stairway is too narrow for that, and I’d likely send several of them plunging into the roiling abyss. Right now I can see a boy who looks like he’s about 10, with spindly legs like a colt’s, whom I’d almost certainly take out, which would be horrible…and embarrassing. Who are all of these people who want to leap off of a 10-meter diving board, anyway, and what’s wrong with them? Don’t they know how far 10 meters is? It’s like 30 feet or something! What did they do, just start indiscriminately following each other?
I’ve come to the final step, but I still haven’t reached the board—the three people ahead of me are waiting to make their final ascent up a stainless steel ladder, which is covered in little rust freckles. Apparently, you’ve got to walk the lonesome diving board by yourself. Nobody here can traverse it for you. I just heard the elastic, reverberating clack of the board and got a partial view of someone hurtling toward the water, and although I couldn’t tell exactly, since he was sort of a blur, I think it was the guy with the bandage, which is a pity. I guess I won’t be able to cash in on my orange cream ice pop bet.
Things are moving a little faster than I’d like at the moment. Doesn’t anyone want to stop and enjoy the view? No? Okay. It’s my turn to scale the ladder. I’m already slower than the few people who were ahead of me, and I’m not sure my arms and legs have gotten the message yet that they’re supposed to be climbing. I can feel the people behind me boring with their eyes into the back of my neck, so come on now, arms: one, two, three, start climbing! Are they climbing? Yeah, I think they are; although, now I’m just going to pause for a moment to try to scrape off one of these rust freckles. Nope, they’re permanent. I’d better get back to climbing.
I’ve reached the top, and I guess I wasn’t as slow as I thought I was, since the girl ahead of me is still on the board. She’s wearing a sleek one-piece suit and a swim cap, which I somehow haven’t noticed until now. She’s turning around. Is she surrendering? You can’t go back now, girl. Wait, she isn’t coming my way—she’s walking—and now inching—backwards, and only the balls of her feet and her toes are touching the board. She can’t be serious; she looks serious, though. Her eyes are penetrating and unblinking, and I swear I detect a smirk on her lips as she bends her legs 90 degrees and then springs backwards in a perfect arc. The last things I see of her are her feet, clasped like the petals of a rosebud. I’m waiting to hear the splash, but it’s taking forever to come. There it is: It’s not so much a splash as a plop, followed by a few dainty droplets.
It’s just you and me now, diving board. I’ve reached your brink, eddies swirling in the void beneath you, and all I can hear is a piercing ring. You’re just staring at me, maybe through me. As stand at the edge of the board, I ask myself, what was I thinking?
What is the theme of “Taking the Plunge”? How does the theme emerge and develop over the course of the passage? Use evidence from the text to support your response. Your response should be at least three complete paragraphs.
Answer:
Type your answer here.
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