Groupthink

Today in class I was able to air some of the questions I had about the poetry readings especially for Emily Dickinson because her poem was from the most different time period. Specifically I asked about....

"An imitiation of a Light
That has so little Oil-"

*Which referred to a different time period all together when is was common to use oil lamps, whereas today we might refer to electricity as an imitation light.*

"That hurt them early - such a lapse
Could give them any Balm"

*I was very confused by this sentence but I understood the shift from recovery to the cause, how did it transition though. Michelle explained that the transition came from the healing process of this line. Balm is the scab which allows for recovery.*

"Death - is but one - and comes but once -
And only nails the eyes"

*I thought this refered to the dead whose eyes are closed at burial; however, Michelle pointed out that it may hit right between the eyes as a certain cause for all, or a common grief.*


During the period I was glad to help Alex better understand the Beat movement and decided I wanted to add a new poem to the list!!! Ready.... The Charge of the Light Brigade!

Finishing the Gridlock

Scans of the Emily Dickinson poem!!! Yay

Gridlock

TP-CASST 

I am analyzing I measure every Grief I meet by Emily Dickinson under the TP-CASST style. Both the poem and the grid have been marked up on paper and will be available through scan tomorrow. The reason I have decided not to post my analysis is because I am not totally confident about it and I really want to check with my group's point of view before publication on my blog. Thanks for understanding!
And as a P.S. I chose to use the TP-CASST style because for the AP text we will have a limited amount of time to analyze so I want to use something that I can remember for wholesome analysis for the exam. 

7th poem reading

The first reading is slow and without meter. Many times there are words you read over and literary techniques you miss. The second, third, and fourth then are practice for meter and a closer look at the literary techniques used. The fifth and sixth are to be read aloud to yourself as a audible lesson and check on the meter. The seventh should be read by a friend for peer assessment of the passage, ask them what they thought was most noticeable as a reader.

I am not sure if this was the purpose of the assignment but I hope that this explains how I felt after reading the poverty seven times.

My testing weekend answers.

1. A
2. D
3. B
4. B
5. B
6. A
7. C
8. B
9. E
10. E
11. D
12. C
13. C
14. A
15. A
16. D
17. A
18. B
19. E
20. C
21. E
22. E
23. A
24. B
25. D
26. C
27. E
28. A
29. A
30. E
31. D
32. C
33. D
34. B
35. C
36. B
37. C
38. A
39. D
40. E

Test Two

1. A
2. D
3. B
4. B
5. B
6. A
7. A
8. A
9. B
10. E
11. E
12. A
13. C
14. B
15. B
16. D
17. C
18. B
19. C
20. E
21. E
22. A
23. B
24. C
25. C
26. C
27. D
28. A
29. C
30. E
31. A
32. E
33. D
34. C
35. D
36. B
37. C
38. B
39. C
40. A
41. E
42. B
43. D
44. C
45. E
46. A
47. A
48. E
49. D
50. D
51. C
52. D
53. B
54. D
55. E

UCLA inspired quote

Jane Eyre Multiple Choice Questions

(so far...)

Passage from Chapter 1

1.    The tone of the beginning of the passage is

        (a)   whimsical

        (b)   brooding

        (c)   satirical

        (d)   disharmonic

        (e)   mysterious

2.    In Line 11, the idea “raw twilight” is referring to

        (a)    her feelings toward her aunt

        (b)    the time of day

        (c)    what she is wearing

        (d)    her physical exhaustion

        (e)    the slow passage of a sunset

3.    Lines 16-30 establish Jane Eyre as

        (a)   intolerant and judgmental

        (b)   restless and volatile

        (c)   surreptitious and untrustworthy

        (d)    anomalous and neglected

        (e)    ambitious and corrupt

4.    The internal narration by Jane Eyre made throughout the passage helps to establish all         EXCEPT

        (a)   highlights of social norms within Victorian society

        (b)   the more holistic view as an observer

        (c)   the bias as an unwanted child

        (d)   the limited perspective in the household

        (e)   the tension between Mrs. Reed and Jane Eyre

5.    In line 42, the word “Turk” refers to

        (a)  the fact that Jane is an outsider

        (b)  becoming free

        (c)   dismissing others

        (d)  sense of unease within the home

        (e)  ancient central Asian people who commonly sit with knees bent

6.        Jane’s attitude toward the other members in the home can be characterized as

        (a)   aloof

        (b)   curious

        (c)   mistrustful

        (d)   loving

        (e)   antagonistic

7.        In line 53, the word “lamentable” most closely means

        (a)   advantageous

        (b)   doleful

        (c)   calamitous

        (d)   noxious

        (e)   comforting

8.        In lines 54-68, which word qualifies our best representation of Jane

        (a)   gaunt

        (b)   folly

        (c)   pastoral

        (d)   dramatic

        (e)   dreary

9.        The use of “Bewick’s History of Brittish Birds” to refer to the literary escape from reality as a            child is an example of

        (a)   apostrophe

        (b)   motif

        (c)   understatement

        (d)   assonance

        (e)   metaphor

10.      Lines 82-85 reveals:

        (a)   an example of the supernatural storytelling in everyday life

        (b)   disdain toward other children

        (c)   an extended metaphor for the remainder of the piece

        (d)   Jane’s unattractiveness

        (e)   establishing Jane’s vivid imagination

11.  The description of the various countries conveys a tone of

        (a)   underlying antagonism

        (b)   conspiratorial secrecy

        (c)   unapologetic intimacy

        (d)   polite tolerance

        (e)   passionate longing

Passage from Chapter 3

12.  Lines 1-8 serve to further clarify

        I.             Mrs. Reed’s indifference toward her traumatic experience

        II.           Mrs. Reed’s distain for Jane

        III.          Mrs. Reed’s fear of the red-room

        (a)   I only  

        (b)   II only

        (c)   III only

        (d)   I and II

        (e)   I and III

13.  In line 7, the phrase “while rending my heart strings, you thought you were only uprooting my bad propensities” serves the purpose of

        (a)   elaborating on Jane’s trauma

        (b)   accentuating Jane’s alienation from the family

        (c)   establishing Jane’s stubbornness

        (d)   revealing Jane’s social status in comparison to John Reed

        (e)   qualifying why Mrs. Reed would need  forgiveness

14.  The tone of the second paragraph is

        (a)   confused

        (b)   whiney

        (c)   apprehensive

        (d)   cacophonous

        (e)   unwitting

15.  Lines 10-15 provide an example of

        (a)   apostrophe

        (b)   mixed metaphor

        (c)   assonance

        (d)   hyperbole

        (e)   doggerel

16.  “Paradise of peace” and “fagging” are allusions to

        (a)   aging and loss of vigor

        (b)   traditional symbols of escape

        (c)   the lack of harassment after the red-room

        (d)   the hour when a deadly illness killed Mr. Reed

        (e)   narrator’s soul contains a destructive element

17.  In lines 28 through 39 serve to introduce

        (a)   Jane’s ungratefulness

        (b)   a sense of doubt about Jane’s character

        (c)   an extended metaphor for the remainder of the piece

        (d)   Jane’s acrimony toward Bessie

        (e)  an understatement of Jane’s emotional stability after the red- room

18.  The description of the painted china plate was an example of

        (a)   irony

        (b)   aspect

        (c)   fallacy

        (d)   bombast

        (e)   symbol

19.  In line 37 the phrase “precious vessel” serves the purpose of highlighting the

        (a)   doggerel

        (b)   genre

        (c)   foot

        (d)   decorum

        (e)   lampoon

20.  From lines 42-44, the reaction to the tart and the china plate is showing

        (a)   personification

        (b)   dissonance

        (c)   plaint

        (d)   truism

        (e)   zeugma

Passage from Chapter 4

21.  The primary purpose of the passage is to portray

        (a)  the characteristics of an exaggerated type through the figure of Mr. Brocklehurst

        (b)  the evil consequences of lies

        (c)   the pivotal change that occurs for Jane Eyre through her encounter with Mr. Brocklehurst

        (d)   the developing relationship between Mrs. Reed and Mr. Brocklehurst

        (e)   the removal of Jane Eyre from the Reed home

22.  Which of the following best describes Mr. Brocklehurst?

        (a)  He is a typical eighteenth-century nobleman

        (b)  He is a caricature of a snob

        (c)   He is a man more wicked than the devil

        (d)   He is a man with perfect aesthetic judgement

        (e)   He is a man both narcissistic and  judgmental

23.  In context, lines 29-38 serve to reinforce the readers impression of Mr. Brocklehurst’s

        (a)  quick temper

        (b)  exquisite taste

        (c)   sense of self-importance

        (d)   accomplishments and social position

        (e)   misunderstanding his position

24.  The author’s portrayal of the Mrs. Reed is best described as

        (a)  a sympathetic portrait of a woman with overly delicate sensibilities

        (b)  a comically ironic treatment of an effete snob

        (c)  a harshly condemnatory portrait of a bon vivant

        (d)   an admiring portrait of a Victorian lady

        (e)   a farcical treatment of the very rich

25.  Which of the following descriptions is an example of the narrator’s irony?

        (a)  “Humility is a Chrisitan grace, and one  peculiarly appropriate to the pupils of  Lowood: I therefore, direct that especial care shall be bestowed on its cultivation amongst them” (lines 14-17)

        (b)  “Consistancy, madam, is the first of  Christian duties; and it has been observed                              in every arrangement connected with the establishment of Lowood: plain fare,                                    simple attire, unsophisticated accommodations, hardy and active habits; such is the order of the day in the house and its inhabitants” (lines 35-40)

        (c)    “I will send her, then, as soon as possible, Mr. Brocklehurst; for, I assure you, I feel anxious to be relieved of a responsibility that was becoming too irksome” (lines 50-53)

        (d)   “Little girl, here is abook entitiled the  ‘Child’s Guide,’ read it with prayer,                                                 especially that part containing ‘An account  of the awfully sudden death of Martha G--- , a naughty child addicted to falsehood  and deceit.’” (lines 64-68)

        (e)   “… she was an exact, clever manager; her   household and tenantry were thoroughly under her control; her children only at times defied her authority and laughed it to scorn; she dressed will, and had a                                       presence and port calculated to set off  handsome attire.” (lines 85-91)

26.  In line 50-53, the word “irksome” suggests Mrs.   Reed

        (a)  has found the discussion’s decorum unacceptable

        (b)  has approbation for children

        (c)   suffers from insomnia

        (d)   finds Lowood extraordinary

        (e)   suffers from a paroxysm

  

27. The passage contains

        I.             abrupt shifts in tense

        II.           an abrupt shift in place

        III.          abrupt shifts in emotional state

        (a)   I only

        (b)   I and II only

        (c)   I and III only

        (d)   II and III only

        (e)   I, II, and III

28. The narrator’s attitude toward the Mrs. Reed in    this passage can be best described as

        (a)   complete objectivity

        (b)   ambiguous pity

        (c)   slight distaste

        (d)   apparent abhorrence

        (e)   satiric glee

29.  The lines72-90, is an example of

        (a)   an apostrophe

        (b)   irony

        (c)   lyricism

        (d)   a metaphor

        (e)   a simile

30.  Grammatically, the phrase, “—illness never came near her; she was an exact, clever manager;…”

        (a)   simple past tense

        (b)   past imperfect tense

        (c)   present conditional tense

        (d)   subjunctive mood

        (e)   simple present tense