All SAT II Literature Resources
Example Questions
Example Question #4 : Theme: Poetry
So live, that when thy summons comes to join
The innumerable caravan, which moves
To that mysterious realm, where each shall take
His chamber in the silent halls of death,
Thou go not, like the quarry-slave at night, (5)
Scourged to his dungeon, but, sustained and soothed
By an unfaltering trust, approach thy grave,
Like one who wraps the drapery of his couch
About him, and lies down to pleasant dreams.
(1817)
This passage presents an extended meditation on what subject?
Conviviality
Love
Sleep
Travel
Death
Death
The poem not only mentions death specifically but also gives the reader advice about how to prepare to meet this death. The talk of travel and sleep is simply presenting metaphors for death. The passage is not at all concerned with love or liveliness (conviviality).
Passage adapted from William Cullen Bryant’s “Thanatopsis” (1817)
Example Question #701 : Sat Subject Test In Literature
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.
Which of the following is NOT a subject treated in the poem?
The origin of death
The nature of loyal companionship
The unjustness of early death
Solitary, internal philosophical reflection
Fear of death
The unjustness of early death
The only subject listed that is not treated in the poem is the unjustness of early death. While death is covered extensively, the idea of “fairness” or justice with relation to death is directly at odds with the poem's treatment of death not as an exchange or an intrusion, but a natural and philosophically fruitful part of life.
Fear of death (in others) is alluded to by “men’s sobs and curses.” The nature of loyal companionship is alluded to throughout, but especially in the second stanza. The metaphysical origin of death is said to be “mother night” (who herself “escaped from chaos”), and the poem itself functions as a philosophical reflection, in addition to referencing the speaker taking this action (“And I, the courtly sights of life refusing, / To the wide shadows fled, / And mused upon thee often as I fell a-musing.”)
Example Question #31 : Interpreting The Passage
Passage adapted from Edna St. Vincent Millay's "Spring" (1921).
To what purpose, April, do you return again?
Beauty is not enough.
You can no longer quiet me with the redness
Of leaves opening stickily.
I know what I know. 5
The sun is hot on my neck as I observe
The spikes of the crocus.
The smell of the earth is good.
It is apparent that there is no death.
But what does that signify? 10
Not only under the ground are the brains of men
Eaten by maggots.
Life in itself
Is nothing,
An empty cup, a flight of uncarpeted stairs. 15
It is not enough that yearly, down this hill,
April
Comes like an idiot, babbling and strewing flowers.
A prominent theme in the poem is that __________.
beauty and the apparent rebirth of nature in springtime do not make up for the ultimate reality of death
the reality of death makes life itself that much more meaningful and precious in comparison
life is short, and so it is important to live fully and seize the day
immortality is found through union with nature
the rebirth of nature during springtime proves that life ultimately overcomes death
beauty and the apparent rebirth of nature in springtime do not make up for the ultimate reality of death
The central message of the poem is that the sense of new life that is associated with springtime is ultimately an illusion, and that death is certain. As the poem states, the coming of springtime "is not enough" to compensate for impending death.
The message of the poem is not that one should "seize the day" or that life is meaningful and precious, because life is ultimately considered to be nothing (see 13-15), regardless of how it is lived. It cannot be said that the rebirth of spring proves that life overcomes death, because the writer gives concrete evidence of the finality of death in lines 11-12. For the same reason, there is little support for the idea of immortality in the poem.
Example Question #171 : Interpreting The Passage
Adapted from "Old Man Traveling" by William Wordsworth in Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge (1798 ed.)
The little hedge-row birds,
That peck along the road, regard him not.
He travels on, and in his face, his step,
His gait, is one expression; every limb,
His look and bending figure, all bespeak
A man who does not move with pain, but moves
With thought—He is insensibly subdued
To settled quiet: he is one by whom
All effort seems forgotten, one to whom
Long patience has such mild composure given,
That patience now doth seem a thing, of which
He hath no need. He is by nature led
To peace so perfect, that the young behold
With envy, what the old man hardly feels.
—I asked him whither he was bound, and what
The object of his journey; he replied
"Sir! I am going many miles to take
"A last leave of my son, a mariner,
"Who from a sea-fight has been brought to Falmouth,
And there is dying in an hospital."
According to the poem, who covets the accomplishments of the man?
The young
Everyone
The birds
The narrator
His son
The young
The speaker clearly states that “the young behold / With envy, what the old man hardly feels” in reference to the state of peace the man has reached. So, we know it is the young who are envious and covet the accomplishments of the old man in that they wish to attain such a mindset. We can reach this answer by eliminating "the birds," "the man's son," and "everyone," as the birds pay no attention to the man, the son is dying and not said to envy his father's accomplishments, and “everyone” is similarly not mentioned in the poem. We then can rule out the narrator as although he or she is probably envious, the narrator does not directly state that they covet what the old man has, making "the young" the best answer.
Example Question #31 : Interpreting The Passage
Adapted from "Old Man Traveling" by William Wordsworth in Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge (1798 ed.)
The little hedge-row birds,
That peck along the road, regard him not.
He travels on, and in his face, his step,
His gait, is one expression; every limb,
His look and bending figure, all bespeak
A man who does not move with pain, but moves
With thought—He is insensibly subdued
To settled quiet: he is one by whom
All effort seems forgotten, one to whom
Long patience has such mild composure given,
That patience now doth seem a thing, of which
He hath no need. He is by nature led
To peace so perfect, that the young behold
With envy, what the old man hardly feels.
—I asked him whither he was bound, and what
The object of his journey; he replied
"Sir! I am going many miles to take
"A last leave of my son, a mariner,
"Who from a sea-fight has been brought to Falmouth,
And there is dying in an hospital."
Which of the following sentences best captures the theme of the passage?
We can attain enlightenment at any age
We must find solace in walking when we are most sad
We should respect our elders
We can be tranquil in nature regardless of external worries
Life is a journey to visit the sick and ailing
We can be tranquil in nature regardless of external worries
The poem deals with tranquility in nature regardless of decay; indeed, the full title of the poem is "Old Man Traveling; Animal Tranquility and Decay; A Sketch." The man is traveling through nature, which is tranquil despite the fact that around it people live their lives and die in violent circumstances like battles. We can therefore say that the them the poet wants to convey overall is tranquility regardless of external worries. There is some suggestion that the man has gained a sort of peace or enlightenment due to his years, but the poet does not suggest one can only achieve this state through age. We could argue that “we must find solace in walking when we are most sad,” but this doesn't exactly fit the message that is being conveyed as there is no imperative given to walk by the poet. The other possible answers are both similarly trite and fail to grasp the theme as they focus on small parts of the poem rather than its entirety.
Example Question #11 : Theme: Poetry
Tyger! Tyger! burning bright,
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?
And what shoulder, & what art,
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And water'd heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
(1794)
Which of the following most accurately reflects the poem's central question?
How can a tiger be so terrible?
How can a tiger survive among hateful humans?
How can humans remain optimistic in a negative world?
Why is the world so tragic?
How can a God who made gentle creatures also make a terrible tiger?
How can a God who made gentle creatures also make a terrible tiger?
The questions at the end of each stanza wonder about a Creator and his ability to form a tiger. The line in stanza 5 (Did he who make the Lamb make thee?) wonders at how God could create such opposite animals.
Passage adapted from William Blake's "The Tyger" (1794)
Example Question #12 : Theme: Poetry
Where things that own not man's dominion dwell,
And mortal foot hath ne'er or rarely been;
To climb the trackless mountain all unseen,
With the wild flock that never needs a fold;
Alone o'er steeps and foaming falls to lean;
This is not solitude, 'tis but to hold
Converse with Nature's charms, and view her stores unrolled.
But midst the crowd, the hurry, the shock of men,
To hear, to see, to feel and to possess,
And roam alone, the world's tired denizen,
With none who bless us, none whom we can bless;
Minions of splendour shrinking from distress!
None that, with kindred consciousness endued,
If we were not, would seem to smile the less
Of all the flattered, followed, sought and sued;
This is to be alone; this, this is solitude!
What sense of isolation does Byron not identify in this poem?
familial
emotional
intellectual
physical
spiritual
familial
The first stanza emphasizes a feeling of physical separation from other people. In the second stanza, Bryon mentions feeling no sense of emotional, intellectual, or spiritual connection with those in the crowd. No mention is made of any type of family relationship.
Passage adapted from George Gordon (Lord Byron)'s "Solitude" (1813)
Example Question #11 : Theme
I wonder, by my troth, what thou and I
Did, till we loved? Were we not weaned till then?
But sucked on country pleasures, childishly?
Or snorted we in the Seven Sleepers’ den?
’Twas so; but this, all pleasures fancies be.
If ever any beauty I did see,
Which I desired, and got, ’twas but a dream of thee.
And now good-morrow to our waking souls,
Which watch not one another out of fear;
For love, all love of other sights controls,
And makes one little room an everywhere.
Let sea-discoverers to new worlds have gone,
Let maps to other, worlds on worlds have shown,
Let us possess one world, each hath one, and is one.
My face in thine eye, thine in mine appears,
And true plain hearts do in the faces rest;
Where can we find two better hemispheres,
Without sharp north, without declining west?
Whatever dies, was not mixed equally;
If our two loves be one, or, thou and I
Love so alike, that none do slacken, none can die.
(1633)
Throughout the poem, the speaker explores the relationship between ______________.
Story-telling and romantic love
None of these
Religious devotion and romantic love
Physical love and romantic love
Global exploration and romantic love
Physical love and romantic love
In the first stanza, Donne's speaker mediates on physical pleasure, recalling past lovers he "desired and got" as a mere "dream" of his current beloved. Now in the "good-morrow," it is not only that Donne and his lover are literally waking up, but that their "souls" are. Donne spends the remainder of the poem preoccupied with the physical and romantic coming together of lovers, working through how it is that they both are one but are also separate and matched.
While Donne does use global exploration as a metaphor in trying to work out this relationship, the poem itself is not about exploration.
Passage adapted from John Donne's "The Good Morrow" (1633).
Example Question #702 : Sat Subject Test In Literature
I wake and feel the fell of dark, not day.
What hours, O what black hours we have spent
This night! what sights you, heart, saw; ways you went!
And more must, in yet longer light's delay.
With witness I speak this. But where I say
Hours I mean years, mean life. And my lament
Is cries countless, cries like dead letters sent
To dearest him that lives alas! away.
I am gall, I am heartburn. God's most deep decree
Bitter would have me taste: my taste was me;
Bones built in me, flesh filled, blood brimmed the curse.
Selfyeast of spirit a dull dough sours. I see
The lost are like this, and their scourge to be
As I am mine, their sweating selves; but worse.
(1918)
Which of the following is NOT one of the poem’s concerns?
Optics
None of these
Faith
Interiority
Ontology
Optics
Though the poem uses a lot of metaphors related to light and dark, it is not concerned with the physical properties of light or the science of visual phenomena. The visual imagery in this poem is merely a vehicle for the poem's more pressing concerns, like ontology, faith, and interiority.
Passage adapted from "[I wake and feel the fell of dark, not day]" (1918) by Gerald Manley Hopkins.
Example Question #1 : Theme: Prose
And first, truly, to all them that, professing learning, inveigh against poetry, may justly be objected that they go very near to ungratefulness, to seek to deface that which, in the noblest nations and languages that are known, hath been the first light-giver to ignorance, and first nurse, whose milk by little and little enabled them to feed afterwards of tougher knowledges. And will they now play the hedgehog, that, being received into the den, drave out his host? Or rather the vipers, that with their birth kill their parents?
Let learned Greece in any of her manifold sciences be able to show me one book before Musæus, Homer, and Hesiod, all three nothing else but poets. Nay, let any history be brought that can say any writers were there before them, if they were not men of the same skill, as Orpheus, Linus, and some other are named, who, having been the first of that country that made pens deliver of their knowledge to their posterity, may justly challenge to be called their fathers in learning. For not only in time they had this priority—although in itself antiquity be venerable—but went before them, as causes to draw with their charming sweetness the wild untamed wits to an admiration of knowledge. So as Amphion was said to move stones with his poetry to build Thebes, and Orpheus to be listened to by beasts,—indeed stony and beastly people. So among the Romans were Livius Andronicus and Ennius; so in the Italian language the first that made it aspire to be a treasure-house of science were the poets Dante, Boccaccio, and Petrarch; so in our English were Gower and Chaucer, after whom, encouraged and delighted with their excellent fore-going, others have followed to beautify our mother tongue, as well in the same kind as in other arts.
(1595)
The author is arguing that it would be absurd and wrong to hate poetry because ____________________.
we should be thankful for the way poetry helps establish culture and learning
our ancestors wrote poetry, and we should respect them
all nations, no matter how different, are united by poetry
we should remember that people have always written poetry
we should recognize that poetry is one of the most beautiful things produced by mankind
we should be thankful for the way poetry helps establish culture and learning
In this passage, the author explains that poetry has frequently been the first step in a nation or culture's path to intellectual advancement. This can be seen in the first paragraph where he calls poetry "the first light-giver to ignorance," and in the second paragraph where he lists multiple cultures and languages for which this has been true.
The author argues that because poetry (and the poets who write it) sets the foundation for the development of sciences and arts in a culture, someone who hates poetry is guilty of ingratitude. See, in the first sentence, where he writes that such people "go very near to ungratefulness."
Therefore, the answer "we should be thankful for the way poetry helps establish culture and learning" is the most accurate description of the argument made in this passage.
Passage adapted from The Defense of Poesy by Sir Philip Sidney (1595).
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