02.02 Historical Context and Human Rights Quiz Obstacles
- Historical context (10 points)
( ) Pertains only to the author's time and place
( ) Refers to the way time and place affect a story
( ) Pertains only to the character's time and place
( ) Is a form of note taking about time and place in fiction - Historical context can tell us important information about (10 points)
( ) The outcome of the plot
( ) The fate of the author
( ) The author's bibliography
( ) The author's purpose - Read the following excerpt and answer the question that follows.
Abridged from Robinson Crusoe, by Daniel Defoe
I was born in the year 1632, in the city of York, of a good family, though not of that country, my father being a foreigner of Bremen, who settled first at Hull. He got a good estate by merchandise, and leaving off his trade, lived afterwards at York, from whence he had married my mother, whose relations were named Robinson, a very good family in that country, and from whom I was called Robinson Kreutznaer; but, by the usual corruption of words in England, we are now called - nay we call ourselves and write our name - Crusoe; and so my companions always called me.
What does the historical context of the writing demonstrate or tell you? (10 points)
( ) In that time, it was important to know where a person's family was from.
( ) In that time, it was important to lie about the true spelling of your name.
( ) In that time, it was important to avoid using a woman's family name.
( ) In that time, it was important to write novels about genealogy and history. - Identify the book you are reading. “Ender’s Game”
A. What is the setting of your book, the time and place of the characters and their story?
B. Based on what you have read so far, what purpose might the author have for writing this book?
C. Use details from your reading to explain why you think the way you do.
D. Use proper spelling and grammar.
E. (10 points) - Identify the book you are reading.
A. What is a major obstacle or conflict a character in your book is facing?
B. Explain the conflict or obstacle and how your character handles it.
C. What does this conflict reveal about the character?
D. Use examples from the book to explain why you think the way you do.
E. Use proper spelling and grammar.
F. (10 points)
02.03 Point of View Quiz
- Identify the book you are reading. “Ender’s Game”
a. How has the main character in your book interacted with others?
b. What might this interaction with others reveal about the story or the author's purpose for writing the book?
c. Use examples from your reading to support your conclusion.
d. Use proper grammar and spelling. (10 points) - Identify the book you are reading. “Ender’s Game”
a. From what point of view is your book written?
b. How do you know?
c. Use examples from your reading to support your conclusion.
d. Use proper spelling and grammar. (10 points)
02.04 Prompt and Human Rights Quiz Obstacles
- Read the prompt and then answer the question that follows.
Based on your research, identify and analyze a human rights issue in your novel and show how it relates to issues and affects people within the United States and one other country.
How many human rights issues do you need to identify for this prompt? (10 points)
( ) 1
( ) 2
( ) As many as appear in the book
( ) As many as your instructor requires - Read the prompt and then answer the question that follows.
Based on your research, identify and analyze a human rights issue in your novel and show how it relates to issues and affects people within the United States and one other country.
What must the human rights issue you identify do? (10 points)
( ) It must prove your point about an earlier statement.
( ) It must show that one political party is typically incorrect.
( ) It must take place in the 19th century or a later time period.
( ) It must relate to and affect people in two different countries. - Read the following excerpt and answer the question that follows.
From the Bill of Rights, US Constitution
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.
Which of the following human rights issues is addressed in the sixth amendment of the Constitution? (10 points)
( ) The right of people to get a fair trial
( ) The right of people to have private lives
( ) The right of people to express themselves
( ) The right of people to protect themselves - For the book you are reading,
A. Write a paragraph of five to six sentences summarizing what you have read so far.
B. What are your predictions about the story?
C. Use proper spelling and grammar.
D. (10 points) - For the book you are reading,
A. Write a paragraph of five to six sentences identifying the author's message about the human rights issue.
B. Provide examples from the book to support your point.
C. Use proper spelling and grammar.
D. (10 points)
02.06 ANALYSIS: OBSTACLES
Assignment
- Complete the lesson and self-checks.
- Complete the associated Response Paragraphs.
- Submit your completed work to 02.06 Analysis.
Assessment
For this assessment you must submit two response paragraphs to the following topics:
Response Paragraph 1
- Three to five sentences long
- Explain how the resolution of the plot indicates the author's purpose.
- Show what human rights issues took place in the conflict and how the author used the resolution to generate a reaction in the reader.
- Use proper spelling and grammar.
Response Paragraph 2
- Three to five sentences long
- Explain how the diction and characterization indicate the author’s purpose for writing about a human rights issue.
- Provide specific examples from the novel.
- Use proper spelling and grammar.
Characterization
You have already explored the basics of characterization within your novel. Now you must determine what this analysis tells you about the author's point of view.
Writers indicate their opinions about topics through their characters.
Characters fall into different categories. Some are victims, some are heroes, and some are villains.
Take a look at this flow chart to see how a character might illustrate an author's point of view.
Flow Chart—Text Version
• Are you a Victim?
o Yes
What makes you suffer?
This may be something the author thinks is wrong.
o No
Are you a Hero?
Yes
How does your fight against suffering turn out?
Happily
This may tell something about the author’s point of view. If you succeed happily in your fight against suffering, what has the author taught the readers?
Unhappily
This may tell something about the author’s point of view. If you do not succeed in your fight against suffering, what has the author taught readers? Often an unhappy ending is meant to make readers feel the true sense of loss that injustice can bring. An unhappy ending may actually be an author’s call to action for all readers to fight against this type of suffering.
No
Are you a villain?
Yes
What kind of suffering do you cause?
This is probably something the author thinks is wrong.
No
You may not be a character who will help identify point of view!
Ask yourself the following questions and write your answers in your graphic organizer:
• How do characters suffer from this human rights issue?
The worse the suffering, the more the author is trying to send a message. If you found yourself feeling unhappy or uncomfortable about some of the things characters went through in your novel, make a note of those times. Those were examples of the author's point of view showing through.
• How does the fight against suffering turn out?
• Who causes the suffering and why?
Once you have answers to these questions, put them in your notes. Make sure you remember the page numbers where you found this information. You will need to refer to it again!
Diction
Diction refers to word choice.
There is diction in everything we say or read. The reason we analyze diction is to understand why a writer selected specific words.
We can learn about an author's point of view by paying attention to diction. Negative diction in certain situations will indicate a negative opinion. Positive diction will indicate a positive opinion.
Diction—Text Version
Select the correct diction in this paragraph to show that the author has a positive point of view toward dogs and a negative view of cats.
Dogs and cats are common household pets in most areas of the world. While dogs require __ tending and __ trips outside, __ __, and __ games of fetch, cats are more __, __ __ to an owner's lap only __.
Check your answers
Now select diction that shows the author dislikes dogs and loves cats.
Dogs and cats are common household pets in most areas of the world. While dogs require __ tending and __ trips outside, __ __, and __ games of fetch, cats are more __, __ __ to an owner's lap only __.
Check your answers
What other combinations can you create by playing with this author's diction?
Dogs and cats are common household pets in most areas of the world. While dogs require __ tending and __ trips outside, __ __, and __ games of fetch, cats are more __, __ __ to an owner's lap only __.
Your job as a reader is to pay close attention to the author's diction. Look carefully at places in your novel where the author deals with the human rights issue. What kind of diction do you see? Make a note of this in your graphic organizer.
When an author reveals his or her opinion about a human rights issue, you can start to see how this issue relates to the real world or our time period today.
Plot
Once you have analyzed the characterization and diction in your novel, you must also look at the plot to learn more about the author's point of view.
An author may use a happy ending to make you feel hopeful, or an author may use a tragic ending to make you feel outraged. Either way, the resolution of your novel's plot will tell you a lot about what the author intended.
Ask yourself the following questions, and put your answers in your graphic organizer:
• How does the author introduce the human rights issue?
• How does the author resolve the conflict in this novel?
Once you have answers to these questions, put them in your notes.
Remember, all stories mirror real life. The human rights issues you see taking place in your novel are real in many ways, whether your novel is fiction or non-fiction.
02.07 RESEARCH: OBSTACLES
Assignment
- Complete the lesson and associated readings.
- Complete the self–checks in the lesson.
- Submit your completed work to 02.07 Research.
Assessment
For this assessment you must submit
- three research sources to your instructor with
a. an explanation about how they will support your essay. - First,
a. select your three sources
i. making sure that at least one source shows - how your human rights issue affects people in the United States.
ii. At least one other source must show - how it affects people in another country.
- Next,
a. write two to three sentences
i. explaining how you found each source and
ii. why you selected it. - Submit the sources and sentences to your instructor.
02.08 CITATIONS: OBSTACLES
Assignment
- Complete the lesson and self-checks.
- Complete the Works Cited Page.
- Submit your completed work to 02.08 Citations.
Works Cited Questions Worksheet (see attached “Worksheet”)
- Part A: Create your Works Cited page here.
a. Remember to follow the formatting instructions in the lesson. - Part B: Identify specific information from your sources that can be used as supporting evidence in your essay.
a. Source 1: Re-type or copy and paste the information for your first source (alphabetically) here.
i. Use correct MLA format.
b. Source 1: Answer the following questions about your first source here:
i. What information from this source seems the most important? - Include at least two specific quotations, facts, statistics or pieces of evidence.
ii. Explain how this information supports your essay.
c. Source 2: Re-type or copy and paste the information for your second source (alphabetically) here.
i. Use correct MLA format.
d. Source 2: Answer the following questions about your first source here:
i. What information from this source seems the most important? - Include at least two specific quotations, facts, statistics or pieces of evidence.
ii. Explain how this information supports your essay.
e. Source 3: Re-type or copy and paste the information for your third source (alphabetically) here.
i. Use correct MLA format.
f. Source 3: Answer the following questions about your third source here:
i. What information from this source seems the most important? - Include at least two specific quotations, facts, statistics or pieces of evidence.
ii. Explain how this information supports your essay.
02.09 THE INTRODUCTION
ENGLISH 2 : OBSTACLES : 02.09 THE INTRODUCTION
Assignment
- Complete the lesson and self-checks.
- Complete the Introductory Paragraph.
- Submit your completed work to 02.09 The Introduction.
Assessment
- For this assessment you must submit
a. an introductory paragraph and thesis statement for your essay. - Highlight, underline, or otherwise identify your thesis statement for your instructor.
a. Check the rubric for this assessment.
02.11 THE OUTLINE
Assessment
- For this assessment you must create a detailed outline of your essay.
- Fill out your Outline Graphic Organizer.
- Submit the outline to your instructor.
Assignment (see attached “Outline Graphic Organizer”)
- Complete the lesson and the self-checks.
- Complete the Outline.
- Submit your completed work to 02.11 The Outline.
Outline Graphic Organizer
02.11 The Outline Obstacles
Complete the following outline in complete sentences. Copy and paste the text into a document, or create a document of your own with the same information.
Your Writing Prompt
Based on your research, identify and analyze a human rights issue in your novel and show how it relates to real-life issues and affects people within the United States and one other country.
I. Introduction
A. Hook
B. Bridge
C. Thesis
II. Second Paragraph
A. Topic Sentence
B. Example, Reason, Detail, or Fact from the text
C. Explanation
D. Example, Reason, Detail, or Fact from the text
E. Explanation
III. Third Paragraph
A. Topic Sentence
B. Example, Reason, Detail, or Fact from the text
C. Explanation
D. Example, Reason, Detail, or Fact from the text
E. Explanation
IV. Fourth Paragraph
A. Topic Sentence
B. Example, Reason, Detail, or Fact from the text
C. Explanation
D. Example, Reason, Detail, or Fact from the text
E. Explanation
V. Conclusion
A. Transition
B. Connection to introduction
C. Synthesize
02.12 THE FIRST DRAFT
ENGLISH 2 : OBSTACLES : 02.12 THE FIRST DRAFT
Assessment
For this assessment you must complete the First Draft Worksheet
• by inserting your essay paragraphs and
• following the instructions on the worksheet.
Assignment
- Complete the lesson and self-checks.
- Check the First Draft Worksheet.
- Submit your completed work to 02.12 The First Draft.
First Draft Worksheet
Instructions: Copy and paste the following text into a document or create a document that contains the same information.
Using your essay in response to the unit's writing prompt, complete the following steps to improve your essay.
Introduction
- Insert your introductory paragraph. Include any revisions your instructor asked you to make.
Idea Development - Write the body and conclusion of your essay in the space below.
- Highlight each paragraph according to the stoplight approach:
o Green = Topic sentence
o Yellow = Example, reason, detail, or fact
o Red = Explanation of example, reason, detail, or fact - Based on your highlighting, what are the areas of your essay that need development?
- Incorporate two additional or different examples to better support the controlling idea of this essay. Paste the examples below and identify your revisions by underlining.
- Choose two examples and improve the explanations of them. Be sure your explanations show how the examples prove the points of their paragraphs. In the space below, paste your paragraphs and identify your explanation revisions by underlining.
Idea Development - Paste all of your revised body paragraphs and conclusion in the space below. Bold the transitions (link to transition list). Remember, transitions are ued between examples and between examples and explanations.
- Identify what you have done to synthesize your message throughout this essay, especially in your conclusion.
- Include your works cited information below, in MLA format.
02.13 Grammar Quiz Obstacles
ENGLISH 2 : OBSTACLES : 02.13 GRAMMAR
Assessment
For this assessment you must
• demonstrate your understanding of grammar and
• sentence structure
• by completing a quiz.
Assignment
- Complete the lesson and self-checks.
- Complete the activities in the lesson.
- Complete 02.13 Grammar Quiz.
- Parallel structure uses (10 points)
( ) different tense within verb structure.
( ) one of five key structure words.
( ) the same tense and structure.
( ) detailed driving directions in writing. - Which of the following sentences uses parallel structure? (10 points)
( ) It is important to exercise, stretching before running, and go to the gym.
( ) My three favorite activities are writing, reading, and to go to the library.
( ) There is nothing she likes better than to build, constructing, and inventing.
( ) When you meet someone, you should be friendly, introduce yourself, and smile. - Which of the following sentences has an error in parallel structure? (10 points)
( ) When I wake up, I start eating food, taking a shower, and go to school.
( ) If you like to garden, you will enjoy these classes on pruning, watering, and potting.
( ) In order to truly learn, a student must listen, question, and practice.
( ) Grasping historical context requires research, curiosity, and an open mind. - How should the following sentence end?
She was skipping, humming, and (10 points)
( ) ate a lollipop.
( ) eating a lollipop.
( ) chewed a lollipop
( ) swallowed her candy. - Which of these endings will not create parallel structure for the following sentence stem?
He was tall, quiet, and (10 points)
( ) very mysterious.
( ) somewhat handsome.
( ) will wear all black.
( ) well dressed. - Write five sentences that meet the following guidelines:
Sentence 1 must use the word "who" properly.
Sentence 2 must use the word "whom" properly.
Sentence 3 must use the word "affect" properly.
Sentence 4 must use the word "effect" properly.
Sentence 5 must demonstrate parallel structure.
None of your sentences may come from examples provided in the lesson or from any other outside source. (10 points)
02.14 THE FINAL DRAFT Obstacles
ENGLISH 2 : OBSTACLES : 02.14 THE FINAL DRAFT
Assessment
- For this assessment you must complete the Final Draft Worksheet
a. by inserting your essay paragraphs and
b. following the instructions on the worksheet.
Assignment - Complete the lesson and self-checks.
- Check the Final Draft Worksheet.
- Submit your completed work to 02.14 The Final Draft.
02.16 Module Two Exam Obstacles
Assignment:
- Review the skills and concepts presented in the module.
- Complete 02.16 Module Two Exam
- (LC) Read the following sentence and answer the question that follows.
The ancient Greeks developed the concept of participatory democracy, but they also practiced slavery, denied political rights to women, and __.
Which phrase best completes the sentence above? (5 points)
( ) wars of conquest
( ) waged wars of conquest
( ) were waging wars of conquest
( ) were a people who waged wars of conquest - (LC) Read the following passage and answer the question that follows.
Romans preferred communal meals. They ate with their right hands, and they did not use many utensils. The Romans almost always dined while reclining on special couches designed for the purpose.
Which is an example of proper MLA citation of a summary of this passage? (5 points)
( ) Romans ate together, reclining on couches while eating with their right hands (Phin 429).
( ) Romans ate together, eating with few utensils and reclining on dining couches (429.)
( ) Romans preferred to eat with "their right hands" and recline on "special couches" (Phin 429).
( ) Romans preferred their own eating habits to those of Egyptians, Greeks, or Gauls (429). - (LC) Read the following passage and answer the questions that follow.
The Second Amendment to the U.S. Constitution, which is a frequent source of controversy in public debates, says that "a well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed." The controversy stems from the fact that some Americans feel that the Second Amendment guarantees all citizens the absolute right to own firearms, while others believe that some restrictions on gun ownership are consistent with the Second Amendment.
Which phrase from this passage demonstrates that the author is identifying a source of debate? (5 points)
( ) "shall not be infringed."
( ) "the Second Amendment guarantees"
( ) "The controversy stems from"
( ) "consistent with the Second Amendment." - (LC) Read the following passage and answer the question that follows.
Tom Stoppard's play, Rosencrantz and Guildenstern Are Dead, draws on two previous theatrical works: Shakespeare's Hamlet and Samuel Beckett's Waiting for Godot. Rosencrantz and Guildenstern Are Dead follows the "off-stage" exploits of two minor characters from Hamlet, Rosencrantz and Guildenstern. While the two main characters in Stoppard's play occasionally make brief appearances in "Hamlet," as scripted in Shakespeare's original tragedy, the majority of the play takes place in other parts of the castle where Hamlet is set. While "off stage" in this way, the characters resemble the main characters in the absurdist Waiting for Godot. As in Beckett's play, Rosencrantz and Guildenstern pass the time by impersonating other characters, engaging in word play, and remaining silent for long periods of time. These same two characters were also featured in a parody of Hamlet, the short comic play by W. S. Gilbert entitled Rosencrantz and Guildenstern. Gilbert's play makes Rosencrantz and Guildenstern into central characters and alters the storyline of Hamlet.
The author of this passage is describing (5 points)
( ) intellectual arguments about Shakespeare's characters
( ) misunderstood representations of Shakespeare's characters
( ) problematic depictions of Shakespeare's characters
( ) theatrical adaptations of Shakespeare's characters - (MC) Which sentence from this passage explains what the main characters do in Rosencrantz and Guildenstern Are Dead? (5 points)
( ) "Tom Stoppard's play, Rosencrantz and Guildenstern Are Dead, draws on two previous theatrical works: Shakespeare's Hamlet and Samuel Beckett's Waiting for Godot."
( ) "As in Beckett's play, Rosencrantz and Guildenstern pass the time by impersonating other characters, engaging in word play, and remaining silent for long periods of time."
( ) "These same two characters were also featured in a parody of Hamlet, the short comic play by W. S. Gilbert entitled Rosencrantz and Guildenstern."
( ) "Gilbert's play makes Rosencrantz and Guildenstern into central characters and alters the storyline of Hamlet." - (MC) Read the following sentence and answer the question that follows.
Mrs. Harmon plans to mow her lawn and plant her garden this weekend; __, she has to go to the nursery first to get seeds and topsoil.
Which word best completes the passage above? (5 points)
( ) also
( ) because
( ) however
( ) nonetheless - (LC) Read the sentence below.
That speech _ me in a way I did not expect.
Which word should go in the blank? (5 points)
( ) effect
( ) affect
( ) effected
( ) affected - (LC) Read the above passage and answer the questions that follow. (Tom Stoppard's play, Rosencrantz and Guildenstern Are Dead..)
In this passage, the author (5 points)
( ) shows little or no opinion about the subject
( ) shows a strong dislike for Tom Stoppard
( ) shows favoritism toward Samuel Beckett
( ) shows disrespect to the work of Shakespeare - (MC) Read the following passage and answer the questions that follow.
Preface to Buddhism and Buddhists in China
A missionary no less than a professional student of Buddhism needs to approach that religion with a real appreciation of what it aims to do for its people and does do. No one can come into contact with the best that Buddhism offers without being impressed by its serenity, assurance and power.
Professor Hodous has written this volume on Buddhism in China out of the ripe experience and continuing studies of sixteen years of missionary service in Foochow, the chief city of Fukien Province, China, one of the important centers of Buddhism. His local studies were supplemented by the results of broader research and study in northern China. No other available writer on the subject has gone so far as he in reproducing the actual thinking of a trained Buddhist mind in regard to the fundamentals of religion. At the same time he has taken pains to exhibit and to interpret the religious life of the peasant as affected by Buddhism. He has sought to be absolutely fair to Buddhism, but still to express his own conviction that the best that is in Buddhism is given far more adequate expression in Christianity. The purpose of each volume in this series is impressionistic rather than definitely educational. They are not textbooks for the formal study of Buddhism, but introductions to its study. They aim to kindle interest and to direct the activity of the awakened student along sound lines. For further study each volume amply provides through directions and literature in the appendices. It seeks to help the student to discriminate, to think in terms of a devotee of Buddhism when he compares that religion with Christianity. It assumes, however, that Christianity is the broader and deeper revelation of God and the world of today.
Buddhism in China undoubtedly includes among its adherents many high-minded, devout, and earnest souls who live an idealistic life. Christianity ought to make a strong appeal to such minds, taking from them none of the joy or assurance or devotion which they possess, but promoting a deeper, better balanced interpretation of the active world, a nobler conception of God, a stronger sense of sinfulness and need, and a truer idea of the full meaning of incarnation and revelation.
In the first paragraph, why does the author write that Buddhism has "serenity, assurance and power"? (5 points)
( ) He wants to convince readers that Buddhism is worth studying.
( ) He wants to convince readers that Buddhism is a daunting subject.
( ) He wants to show that Buddhists are worthy opponents.
( ) He wants to show that Buddhists consider themselves important. - (HC) Read the following passage and answer the questions that follow.
Preface to Buddhism and Buddhists in China
By saying some Buddhists are "high-minded, devout, and earnest souls," what does the author imply about the audience? (5 points)
( ) The audience usually thinks of Buddhists in less positive terms.
( ) The audience usually thinks of Buddhists in less realistic terms.
( ) The audience most likely wants to practice Buddhism.
( ) The audience most likely wants to understand Buddhists. - (MC) Read the following passage and answer the questions that follow.
Preface to Buddhism and Buddhists in China
Which sentence supports the author's claim that even the common person can understand the information in the book? (5 points)
( ) "A missionary… needs to approach that religion with a real appreciation of what it aims to do."
( ) "His local studies were supplemented by the results of broader research and study in northern China."
( ) "It seeks to help the student to discriminate, to think in terms of a devotee of Buddhism."
( ) "They are not textbooks for the formal study of Buddhism, but introductions to its study." - (MC) Read the following passage and answer the questions that follow.
Preface to Buddhism and Buddhists in China
Which phrase best describes the tone of this passage? (5 points)
( ) Enthusiastic but skeptical
( ) Matter-of-fact but impressed
( ) Neutral but concerned
( ) Supportive but doubtful - (MC) Read the following passage and answer the questions that follow.
Preface to Buddhism and Buddhists in China
Which sentence best demonstrates the author's opinion of Christian missionary work in China? (5 points)
( ) "Christianity ought to make a strong appeal to such minds, taking from them none of the joy or assurance or devotion which they possess, but promoting a deeper, better balanced interpretation of the active world, a nobler conception of God, a stronger sense of sinfulness and need, and a truer idea of the full meaning of incarnation and revelation."
( ) "It seeks to help the student to discriminate, to think in terms of a devotee of Buddhism when he compares that religion with Christianity."
( ) "At the same time he has taken pains to exhibit and to interpret the religious life of the peasant as affected by Buddhism."
( ) "No one can come into contact with the best that Buddhism offers without being impressed by its serenity, assurance and power." - (LC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1 - Mr. Utterson the lawyer was a man of a rugged countenance, that was never lighted by a smile; cold, scanty and embarrassed in discourse; backward in sentiment; lean, long, dusty, dreary, and yet somehow lovable. At friendly meetings, and when the wine was to his taste, something eminently human beaconed from his eye; something indeed which never found its way into his talk, but which spoke not only in these silent symbols of the after-dinner face, but more often and loudly in the acts of his life. He was austere with himself; drank gin when he was alone, to mortify a taste for vintages; and though he enjoyed the theatre, had not crossed the doors of one for twenty years. But he had an approved tolerance for others; sometimes wondering, almost with envy, at the high pressure of spirits involved in their misdeeds; and in any extremity inclined to help rather than to reprove.
- "I incline to, Cain's heresy*," he used to say. "I let my brother go to the devil in his quaintly 'own way.'" In this character, it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men. And to such as these, so long as they came about his chambers, he never marked a shade of change in his demeanour.
- No doubt the feat was easy to Mr. Utterson; for he was undemonstrative at the best, and even his friendship seemed to be founded in a similar catholicity of good-nature. It is the mark of a modest man to accept his friendly circle ready-made from the hands of opportunity; and that was the lawyer's way. His friends were those of his own blood or those whom he had known the longest; his affections, like ivy, were the growth of time, they implied no aptness in the object. Hence, no doubt, the bond that united him to Mr. Richard Enfield, his distant kinsman, the well-known man about town. It was a nut to crack for many, what these two could see in each other, or what subject they could find in common. It was reported by those who encountered them in their Sunday walks, that they said nothing, looked singularly dull, and would hail with obvious relief the appearance of a friend. For all that, the two men put the greatest store by these excursions, counted them the chief jewel of each week, and not only set aside occasions of pleasure, but even resisted the calls of business, that they might enjoy them uninterrupted.
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, "Am I my brother's keeper?" By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
Which line from the text shows that Mr. Utterson was often kind to those who needed it the most? (5 points)
( ) "backward in sentiment"
( ) "austere with himself"
( ) "undemonstrative at the best"
( ) "approved tolerance for others" - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
Which line from the text shows that Mr. Utterson took it slowly when making friends? (5 points)
( ) "[T]hat was the lawyer's way."
( ) "No doubt the feat was easy to Mr. Utterson."
( ) "[H]is affections, like ivy, were the growth of time."
( ) "[H]e never marked a shade of change in his demeanour." - (LC) Read the following passage and answer the question that follows.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
I incline to, Cain's heresy*," he used to say. "I let my brother go to the devil in his quaintly 'own way.'" In this character, it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men. And to such as these, so long as they came about his chambers, he never marked a shade of change in his demeanour.
Which of the following is the strongest example of a summary for the passage? (5 points)
( ) He could not abide people who were not followers of his beloved religion.
( ) He did not judge the people he knew who were making poor life decisions.
( ) He studied the actions of people who were often his enemies in business.
( ) He treated each person differently because he disliked unethical behavior. - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
The passage implies that which of these is true about Mr. Utterson and Mr. Enfield? (5 points)
( ) They only tolerated each other because of their family connection.
( ) They were united by their common interest in exploring new places.
( ) They had more fun with each other than with anyone else they knew.
( ) They enjoyed each other's company despite differences in temperament. - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
Because of all the contradictions in this passage, what are we likely to learn about Mr. Utterson in later chapters? (5 points)
( ) That he grew up in poverty
( ) That he has a vast, unknown fortune
( ) That he has another side to his personality
( ) That he has an interest in urban development - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
Which of these types of people would most likely share Mr. Utterson's point of view about humanity? (5 points)
( ) A social worker in a large city
( ) A teacher in an exclusive private school
( ) A lawyer working for a large corporation
( ) A police officer in a small rural community - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
What is significant about "Cain's heresy" in this passage? (5 points)
( ) It shows that Mr. Utterson is a deeply religious and righteous person.
( ) It shows that Mr. Utterson tries not to judge others or get in their business.
( ) It shows the Mr. Utterson wants to steal from other people's businesses.
( ) It shows that Mr. Utterson does not believe in any kind of religion at all. - (MC) Read the following passage and answer the questions that follow.
The Strange Case of Dr. Jekyll and Mr. Hyde
by Robert Louis Stevenson
Part 1
*The biblical story of Cain and Abel is a story about two brothers who gave offerings to God. Abel's offering was accepted by God, but Cain's was not. Jealous, Cain killed his brother. When God asked Cain where Abel was, Cain said, Am I my brother's keeper? By saying this, Cain implied that what his brother did was his own business. (Genesis 4:1-16)
What is the author's purpose in this passage? (5 points)
( ) To make the reader dislike Mr. Enfield
( ) To make the reader understand Mr. Utterson
( ) To make the reader afraid of Mr. Utterson
( ) To make the reader recognize Mr. Enfield