Common Core: 8th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 8th Grade English Language Arts
All Common Core: 8th Grade English Language Arts Resources
Example Questions
Example Question #11 : Reading To Determine Main Idea Or Theme
Until recently, there were two schools of thought on establishing "flagship" endangered species chosen for campaigns to make people aware of the need for action to protect animals from extinction. These flagship species are used in marketing and advertising not only to raise awareness but also to encourage people to take action - such as fundraising, voting, and recruiting others to join in - for fauna conservation as a whole.
The first concerns how recognizable the general public, the audience of most large-scale funding campaigns, finds a particular species. This concept is commonly termed its “public awareness.” This school of thought was built on the foundation that if an individual recognizes a species from prior knowledge, cultural context, or previous conservational and educational encounters (in a zoo environment or classroom setting, for instance) that individual would be more likely to note and respond to the severity of its endangered status. For instance, the panda bear, a known and beloved animal of both historical and pop-culture significance, has long been used as a flagship species for many conservation groups. However, recently emerging flagship species such as the pangolin have shown us that this cannot be the only factor.
Alongside public awareness, conservation experts have long considered a factor they refer to as a “keystone species” designation in the flagstone selection process. Keystone species are those species that play an especially important role in their respective habitats or ecosystems. The otter, for example, plays a key role in balancing the kelp ecosystems in which it hunts. While this metric is important to the environmentalists in charge of distributing funds received, recent data has expressed the more minor role a keystone species designation seems to play in the motivations of the public.
Recent studies by conservationists have questioned both the singularity and the extent to which the above classifications impact the decision making of the general public. Though more complicated to measure, a third designation, known as a species’ “charisma,” is now the yardstick by which most flagship species are classified. Addressing the charisma of a species involves establishing and collecting data concerning its ecological (interactions with humans/the environments of humans), aesthetic (appealing to human emotions through physical appearance and immediately related behaviors), and corporeal (affection and socialization with humans over the short- and long-terms) characteristics. This process has been understandably criticized by some for its costs and failure to incorporate the severity of an endangered species’ status into designation, but its impact on the public has been unquestionable. While keystone and public awareness designations are still often applied in the field because of their practicality and comparative simplicity, charisma is now commonly accepted as the most accurate metric with which to judge a species’ flagship potential.
The primary purpose of this passage is to
argue that charisma is the only method environmental experts should use to designate a species as a flagship endangered species
criticize the negative feedback received by the charisma method of designation
compare and contrast two commonly accepted theories
analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns
make the case that the conservation of endangered species is an important cause worthy of public support
analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns
In this case, we need to think about *why* the author has developed this passage. Is the author attempting to make a case for charisma as a designation process? Certainly not! We were told in the passage that this has already become the commonly accepted process! Though some elements of the passage speak about characteristics of each of the three methods cited, a direct comparison/contrast is never made, and would not encompass the purpose of the passage as a whole. Nor has the author developed the passage to directly criticize the negative feedback received. While it might be true that the author agrees that conservation is an important cause worthy of support, the tone and purpose of the passage do not align with "make the case that the conservation of endangered species is an important cause worthy of public support". The author is attempting to dig into the context and implications of the general transition being made toward the use of charisma as a primary designation - thus “analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns” is the correct answer.
Example Question #12 : Reading To Determine Main Idea Or Theme
When you hear the word “pirate,” you likely think of names such as Blackbeard or Henry Morgan. However, there exists a vast and interesting history of lesser-known pirates who have also shaped the term as we know it, and this history is just as deserving of our attention.
For instance, in the fifteenth century, the pirate Pier Gerlofs Donia, better known as “Big Pier,” fought tirelessly against the Roman Empire and intimidated even the most fierce army men with the seven foot long sword he wielded, known as the “Zweihander.” When his crew captured a suspected enemy ship, he was known to determine friend from foe by forcing them to say: “Butter, bread, and green cheese: if you can’t say that, you’re not a real Frisian!” in his native tongue, as this was often difficult for enemies to pronounce correctly. Enemies who were unable to do so were sentenced to their doom!
Seventeenth century dutch pirate Laurens de Graaf is also an interesting story. While he is best known for his ship, the Tigre, and for evading capture and disappearing into mystery and myth, he was supposedly an interesting pirate to work for! Known as the “gentleman’s outlaw,” de Graaf would travel the seas with an arrangement of violins and trumpets, which he would play for his crew to keep spirits high.
Samuel Bellamy’s life poses yet another interesting, though ultimately tragic, story. When treasure hunter Bellamy found it difficult to make a living, he turned to piracy. Bellamy was known as a just captain, and even formed a democracy on his ship, earning the trust and respect of his men. Bellamy was also known as the wealthiest pirate ever, and in the short year or so that he roamed the seas, he acquired over $120 million in treasure. This wealth would be short-lived, however, as Bellamy and his ship sank to the bottom of the deep blue on their way back from the heist that would have allowed his entire crew to retire and live out the rest of their lives in peace.
It is true that many of the icons we see in today’s movies, novels, and costumes come from some of history’s most well-known pirates. Nevertheless, those interested in knowing the full history and culture of what we know as “piracy” today should seek out the stories behind some of the world’s lesser-known tyrants of the sea.
The primary purpose of this passage is to
describe some of the origins of the symbols of pirates we see in today’s movies, novels, and costumes.
suggest that less famous pirates are also important to the history of piracy
explain the way pirates went about acquiring treasure
describe some interesting stories of well-known pirates
warn against the dangers of piracy
suggest that less famous pirates are also important to the history of piracy
The introduction and conclusion (first and last paragraphs) of the passage claim and reiterate that “those interested in knowing the full history and culture of what we know as “piracy” today should seek out the stories behind some of the world’s lesser-known tyrants of the sea.” The body paragraphs provide examples of these less famous pirates to reinforce the claim that such pirates are also important to the history of piracy. The passage thus provides the following structure:
Paragraph one: Make the claim that less well-known pirates should also be studied
Paragraph two: Give one example of a lesser-known pirate and his history
Paragraph three: Provide a second example of a lesser-known pirate
Paragraph four: Provide a third example of a lesser-known pirate
Paragraph five: Conclude by reiterating that less well-known pirates, such as the ones above, are also important to the history of pirates
So, the passage is suggesting that less well-known pirates are also important and worth studying, as described in answer choice "suggest that less famous pirates are also important to the history of piracy."
Example Question #13 : Reading To Determine Main Idea Or Theme
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent, and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
If Passage 1 were to appear as an opinion article in a parenting magazine, which of the following would be the most appropriate title for that article?
Learning to Play Video Games to Bond with your Child
Arts and Athletics: the Ideal Hobbies for Children
The Case for Video Games: Why We Shouldn’t Overlook the Positive Impact of Gaming as a Hobby
Why Parents Should Discourage their Children from Playing Video Games
Keeping your Child Active with a Variety of Hobbies!
Why Parents Should Discourage their Children from Playing Video Games
In order to address the most appropriate title for the article, we need to understand the primary purpose of the passage. Here, the passage is not in any way advocating for the use of video games. Instead, the author maintains a consistently negative tone regarding video games for children, and argues that “parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.” So, while the author does address the importance of varying hobbies, and suggests that arts and athletics are examples of positive hobbies for children, the primary purpose of the passage is not to advocate for a variety of hobbies, or for arts and athletics in particular. The purpose of the passage is to warn parents against the dangers of video games and suggest they encourage children to pursue other hobbies instead.
Example Question #161 : Common Core: 8th Grade English Language Arts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following best describes the primary purpose of Passage 1?
Advocate for the use of elective courses as a pleasant break from an otherwise taxing school day
Encourage that elective courses be focused on STEM-related skills
Argue that dodgeball is the best use of students’ free time
List various elective courses preferred by students
Claim that the Pythagorean Theorem is useless in “real life”
Advocate for the use of elective courses as a pleasant break from an otherwise taxing school day
In this question, we want to address a primary purpose that aligns with the author’s final claim that “elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.” So, the author has established this passage to advocate for (defend) the use of elective courses as a pleasant break from an otherwise taxing school day. While dodgeball and other elective courses that might be preferred by students are mentioned in the passage, the purpose is not to argue for one of these in particular. Instead, the author wants to express to readers that electives should be focused on hobbies and interests in order to provide a break to students.
Example Question #162 : Common Core: 8th Grade English Language Arts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following would be an appropriate title for Passage 2?
Employing electives to build practical skills in students
The importance of STEM for our future workforce
Home economics - the ultimate elective course for students
Why elective courses are useless to students
Why all classes should be electives
Employing electives to build practical skills in students
In this passage, the author attempts to emphasize to readers that elective courses should focus on building practical “life skills students will find helpful as adults, such as personal finance and home economics.” So, it would be appropriate to title this passage “Employing electives to build practical skills in students.” Several of our wrong answers are either too specific and thus go beyond the scope of the passage (Home economics - the ultimate elective course for students/Why all classes should be electives), or address a purpose that aligns with an entirely different passage (The importance of STEM for our future workforce). Finally, the author does not at all leave the impression that elective courses are useless. Instead, the author argues their importance, but notes that they should be focused on building practical life skills.
Example Question #163 : Common Core: 8th Grade English Language Arts
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
According to the context of the passage, Passage 3 would most likely be found in
a technical journal for STEM experts focused on best practices in advanced mathematics
a petition written and signed by students who are sick of taking so many math classes and want more variety in their school days
a proposal from a home economics teacher asking for more funding for the home economics department
a letter from a teacher to the school board detailing why more emphasis should be placed on visual arts
an educational opinion journal expressing opinions on class curriculum and learning priorities
an educational opinion journal expressing opinions on class curriculum and learning priorities
The author of Passage 3 is clearly advocating for more class time focused on STEM skills to prepare today’s youth for future career demand. So, “an educational opinion journal expressing opinions on class curriculum and learning priorities” would make sense as a source for this passage. While “a technical journal for STEM experts focused on best practices in advanced mathematics” sounds on topic, it’s definitely not aligned with the purpose or scope of this passage. Additionally, “a letter from a teacher to the school board detailing why more emphasis should be placed on visual arts,” “a petition written and signed by students who are sick of taking so many math classes and want more variety in their school days,” and “a proposal from a home economics teacher asking for more funding for the home economics department” all prioritize opinions held in other passages in this passage set, but certainly not the opinion of the author of Passage 3.
Example Question #1 : Reading To Analyze Elements Of A Text
Adapted from Pinocchio by Carl Collodi (1883)
There was once upon a time a piece of wood in the shop of an old carpenter named Master Antonio. Everybody, however, called him Master Cherry, on account of the end of his nose, which was always as red and polished as a ripe cherry.
No sooner had Master Cherry set eyes on the piece of wood than his face beamed with delight, and, rubbing his hands together with satisfaction, he said softly to himself:
"This wood has come at the right moment; it will just do to make the leg of a little table."
He immediately took a sharp axe with which to remove the bark and the rough surface, but just as he was going to give the first stroke he heard a very small voice say imploringly, "Do not strike me so hard!"
He turned his terrified eyes all around the room to try and discover where the little voice could possibly have come from, but he saw nobody! He looked under the bench—nobody; he looked into a cupboard that was always shut—nobody; he looked into a basket of shavings and sawdust—nobody; he even opened the door of the shop and gave a glance into the street—and still nobody. Who, then, could it be?
"I see how it is," he said, laughing and scratching his wig, "evidently that little voice was all my imagination. Let us set to work again."
And, taking up the axe, he struck a tremendous blow on the piece of wood.
"Oh! oh! you have hurt me!" cried the same little voice dolefully.
This time Master Cherry was petrified. His eyes started out of his head with fright, his mouth remained open, and his tongue hung out almost to the end of his chin, like a mask on a fountain. As soon as he had recovered the use of his speech he began to say, stuttering and trembling with fear:
"But where on earth can that little voice have come from that said 'Oh! oh!'? Is it possible that this piece of wood can have learned to cry and to lament like a child? I cannot believe it. This piece of wood is nothing but a log for fuel like all the others, and thrown on the fire it would about suffice to boil a saucepan of beans. How then? Can anyone be hidden inside it? If anyone is hidden inside, so much the worse for him. I will settle him at once."
So saying, he seized the poor piece of wood and commenced beating it without mercy against the walls of the room.
Then he stopped to listen if he could hear any little voice lamenting. He waited two minutes—nothing; five minutes—nothing; ten minutes—still nothing!
"I see how it is," he then said, forcing himself to laugh, and pushing up his wig; "evidently the little voice that said 'Oh! oh!' was all my imagination! Let us set to work again."
Putting the axe aside, he took his plane, to plane and polish the bit of wood; but whilst he was running it up and down he heard the same little voice say, laughing:
"Stop! you are tickling me all over!"
This time poor Master Cherry fell down as if he had been struck by lightning. When he at last opened his eyes he found himself seated on the floor.
His face was changed, even the end of his nose, instead of being crimson, as it was nearly always, had become blue from fright.
Why did everyone refer to Master Antonio as "Master Cherry"?
Master Antonio was called "Master Cherry" because his favorite color was red.
Master Antonio was called "Master Cherry" because his nose was always red.
Master Antonio was called "Master Cherry" because his cheeks were always red.
Master Antonio was called "Master Cherry" because he liked ripe cherries.
Master Antonio was called "Master Cherry" because his nose was always red.
We are introduced to Master Antonio in the first paragraph in the passage, and we learn how he received his nickname:
"There was once upon a time a piece of wood in the shop of an old carpenter named Master Antonio. Everybody, however, called him Master Cherry, on account of the end of his nose, which was always as red and polished as a ripe cherry."
Example Question #2 : Reading To Analyze Elements Of A Text
Adapted from "The Cask of Amontillado" by Edgar Allan Poe (1846)
The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult I vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that I gave utterance to a threat. At length I would be avenged; this was a point definitively settled — but the very definitiveness with which it was resolved precluded the idea of risk. I must not only punish but punish with impunity1. A wrong is unredressed2 when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong.
It must be understood that neither by word nor deed had I given Fortunato cause to doubt my good will. I continued, as was my wont, to smile in his face, and he did not perceive that my smile now was at the thought of his immolation3.
He had a weak point — this Fortunato — although in other regards he was a man to be respected and even feared. He prided himself upon his connoisseurship in wine. Few Italians have the true virtuoso spirit. For the most part their enthusiasm is adopted to suit the time and opportunity, to practice imposture upon the British and Austrian millionaires. In painting and gemmary, Fortunato, like his countrymen, was a quack, but in the matter of old wines he was sincere. In this respect I did not differ from him materially; — I was skillful in the Italian vintages myself, and bought largely whenever I could.
It was about dusk, one evening during the supreme madness of the carnival season, that I encountered my friend. He accosted me with excessive warmth, for he had been drinking much. The man wore motley. He had on a tight-fitting parti-striped dress, and his head was surmounted by the conical cap and bells. I was so pleased to see him that I thought I should never have done wringing his hand.
I said to him — “My dear Fortunato, you are luckily met. How remarkably well you are looking today. But I have received a pipe of what passes for Amontillado, and I have my doubts.”
“How?” said he. “Amontillado? A pipe? Impossible! And in the middle of the carnival!”
“I have my doubts,” I replied; “and I was silly enough to pay the full Amontillado price without consulting you in the matter. You were not to be found, and I was fearful of losing a bargain.”
“Amontillado!”
“I have my doubts.”
“Amontillado!”
“And I must satisfy them.”
“Amontillado!”
“As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he. He will tell me ——”
“Luchresi cannot tell Amontillado from Sherry4.”
“And yet some fools will have it that his taste is a match for your own.”
“Come, let us go.”
“Whither?”
“To your vaults.”
Why, after the narrator mentions Luchesi, does Fortunato agree to go with the narrator?
Fortunato wants to make sure Luchresi doesn't know that the narrator purchased the amontillado.
Fortunato wants to meet Luchresi and learn from him.
Fortunato wants to make sure that Luchresi does not get to enjoy the carnival.
Fortunato wants to make Luchresi look foolish by drawing attention to a mistake Luchesi made.
Fortunato desires to prove himself more knowledgeable than Luchresi.
Fortunato desires to prove himself more knowledgeable than Luchresi.
Let's take a look at the moment in the story at which this exchange takes place. The narrator has told Fortunato about having acquired "a pipe of what passes for Amontillado."
“I have my doubts,” I replied; “and I was silly enough to pay the full Amontillado price without consulting you in the matter. You were not to be found, and I was fearful of losing a bargain.”
“Amontillado!”
“I have my doubts.”
“Amontillado!”
“And I must satisfy them.”
“Amontillado!”
“As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he. He will tell me ——”
“Luchresi cannot tell Amontillado from Sherry4.”
“And yet some fools will have it that his taste is a match for your own.”
“Come, let us go.”
“Whither?”
“To your vaults.”
Remembering one more detail from earlier in the story helps to ground this conversation: at the start of the third paragraph, we're told by the narrator, "He had a weak point — this Fortunato — although in other regards he was a man to be respected and even feared. He prided himself upon his connoisseurship in wine." What meaning does all of this allow us to make from the above conversation, specifically about how Fortunato reacts to hearing Luchresi mentioned? Well, the narrator is talking about not being sure that the amontillado he has purchased is actually amontillado. He mentions that he "was silly enough to pay the full Amontillado price without consulting you in the matter." This tells us a few things: real amontillado is expensive, and the narrator would normally have consulted Fortunato before purchasing amontillado. Why is that? Presumably to make sure that he's purchasing real amontillado. After this part of the conversation, the narrator adds, "As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he." Here, we see that the narrator has turned to Luchresi for help in identifying if the amontillado is real or not. To this, Fortunato replies, "Luchresi cannot tell Amontillado from Sherry." After insulting Luchresi's expertise, Fortunato tells the narrator that they are going to the narrator's vaults, presumably to ascertain the authenticity of the amontillado. What would motivate Fortunato to do this? We know that he "pride[s]" himself on his knowledge of wine, so hearing the narrator say that he is going to rely on someone else's expertise is enough to make Fortunato defensive. He wants to be the expert the narrator consults, so he jumps in and interrupts the narrator's working with Luchresi. Based on this reasoning, we can confidently answer that "Fortunato desires to prove himself more knowledgeable than Luchresi."
Example Question #3 : Reading To Analyze Elements Of A Text
Adapted from “When I Heard the Learn’d Astronomer” in Leaves of Grass by Walt Whitman (1865; 1900)
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
According to what the poem directly states, what effect does the narrator’s going to look at the stars have on him?
It makes him feel tired and sick.
It makes him very happy.
It makes him want to go back to the lecture-room.
It makes him feel better instead of tired and sick.
It makes him lose interest in the stars altogether.
It makes him feel better instead of tired and sick.
This question requires you to read the poem very carefully. It actually focuses on one particular word! As you start to answer it, you need to orient yourself in the poem: where should you look for the answer? You're being asked about the effect of the narrator's going out to look at the stars, so you know that the answer will be found in the latter part of the poem, not in the first part where the narrator is interacting with the astronomer. After the narrator listens to the astronomer,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
The narrator relates how he feels "tired and sick" in line 5, so our answer has to come after that, since it's the cause and the answer is the effect. The narrator certainly doesn't give any indication that he wants to return to the lecture-room, and he doesn't lose interest in the stars altogether. It's listening to the astronomer that seems to have made him feel "tired and sick," not going out to look at the stars, so that's not the correct answer either. Does looking at the stars make the narrator very happy? You might expect this, but the poem doesn't say anything of the sort, and we need to stick to what the poem actually says, as per the question stem. You can identify the correct answer by noticing the word "Till" that begins line 6. "Till" is another way of saying "until." The narrator tells us that he felt tired and sick until he went out to look at the stars by himself. This allows us to infer that looking at the stars helps the narrator feel better (less tired and sick), which is the correct answer.
Example Question #14 : Reading
Adapted from “Feathers of Sea Birds and Wild Fowl for Bedding” from The Utility of Birds by Edward Forbush (ed. 1922)
In the colder countries of the world, the feathers and down of waterfowl have been in great demand for centuries. These materials have been used as filling for beds and pillows. Such feathers are perfect insulators of heat, and beds, pillows, or coverlets filled with them represent the acme of comfort and durability.
The early settlers of New England saved for such purposes the feathers and down from the thousands of wild-fowl which they killed, but as the population of people increased, the quantity of feathers furnished in this manner became insufficient, and the people sought a larger supply in the vast colonies of ducks and geese along the Labrador coast.
The manner in which the feathers and down were obtained, unlike the method practiced in Iceland, did not tend to conserve and protect the source of supply. In Iceland, the people have continued to receive for many years a considerable income by collecting eider down (the small, fluffy feathers of eider ducks), but there they do not “kill the goose that lays the golden eggs.” Ducks line their nests with down plucked from their own breasts and that of the eider is particularly valuable for bedding. In Iceland, these birds are so carefully protected that they have become as tame and unsuspicious as domestic fowls In North America. Where they are constantly hunted they often conceal their nests in the midst of weeds or bushes, but in Iceland, they make their nests and deposit their eggs in holes dug for them in the sod. A supply of the ducks is maintained so that the people derive from them an annual income.
In North America, quite a different policy was pursued. The demand for feathers became so great in the New England colonies during the middle of the eighteenth century that vessels were sent to Labrador for the express purpose of securing the feathers and down of wild fowl. Eider down having become valuable and these ducks being in the habit of congregating by thousands on barren islands of the Labrador coast, the birds became the victims of the ships’ crews. As the ducks molt all their primary feathers at once in July or August and are then quite incapable of flight and the young birds are unable to fly until well grown, the hunters were able to surround the helpless birds, drive them together, and kill them with clubs. Otis says that millions of wildfowl were thus destroyed and that in a few years their haunts were so broken up by this wholesale slaughter and their numbers were so diminished that feather voyages became unprofitable and were given up.
This practice, followed by the almost continual egging, clubbing, shooting, etc. by Labrador fishermen, may have been a chief factor in the extinction of the Labrador duck. No doubt had the eider duck been restricted in its breeding range to the islands of Labrador, it also would have been exterminated long ago.
The author compares the methods of collecting duck feathers and down in Iceland and in North America in the passage. Which of the following is the most significant effect of this comparison on the rest of the passage?
It makes the Icelandic method look ineffective.
It makes the North American method look needlessly violent and inhumane.
It makes the North American method look like it would only work in a country to which Eider ducks are native.
It makes the Icelandic method seem old-fashioned.
It makes the North American method look needlessly complex.
It makes the North American method look needlessly violent and inhumane.
How does the author describe the Icelandic method of collecting eider down? The author interrupts his story about the demand for feathers in North America to contrast it against the Iceland, saying that the North American method "did not tend to conserve and protect the source of supply." He goes on to note that the Icelandic people do not “kill the goose that lays the golden eggs," and instead, receive a renewable income based on down they collect every year. By protecting the ducks, they encourage them to trust people and make down collection easier.
Notice that this is the first method we hear about in the passage, even though the start of the passage only concerns North America (New England, specifically). After hearing about the Icelandic method first, the reader has in his or her mind that this method is one option for collecting feathers. It treats the ducks well and results in a renewable resource. At this point, the author steps back to talking about the North American feather-collection method, drawing a sharp contrast: "In North America, quite a different policy was pursued." He then describes the Labrador feather voyages and uses language that encourages the reader to pity and empathize with (feel for) the ducks: "the birds became the victims of the ships’ crews," the author claims, and later, he describes how "the hunters were able to surround the helpless birds, drive them together, and kill them with clubs." Notice how he uses the words "victims" and "helpless." In the last paragraph, we learn that the Labrador duck has gone extinct, due to causes the author relates to the feather voyages.
This description leaves readers with a very sour impression of the North American method of collecting feathers. The author's description emphasizes its violence and cruelty, and the fact that he describes the peaceful Icelandic method immediately before makes it look like such violence might have been avoided, playing it up even further. The contrast the author creates does not make the Icelandic method seem "old-fashioned" as much as it makes the North American method look "needlessly violent and inhumane." That is the best answer.
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