(4.04, 4.05 MC) Read the following speech excerpt and then select the correct answer to the question below: President George W. Bush’s speech to the troops on the USS Abraham LincolnOur mission continues. Al-Qaida is wounded, not destroyed. The scattered cells of the terrorist network still operate in many nations, and we know from daily intelligence that they continue to plot against free people. The proliferation of deadly weapons remains a serious danger. The enemies of freedom are not idle, and neither are we. Our government has taken unprecedented measures to defend the homeland — and we will continue to hunt down the enemy before he can strike. Which answer is a complete and correct summary of this part of the speech? (3 points)

(5.01, 5.02, MC) Read the following excerpt from a student’s essay: The speaker uses structure and figurative language to conclude his speech effectively. “Having different abilities does not make my hopes and dreams less important.” He said this at the beginning of his conclusion. He wants to keep the audience focused on the purpose of his speech. Which revision effectively incorporates a signaling phrase to transition from the idea to the quotation? (3 points)

(5.03, 6.02, MC) Read the following speech excerpt and then select the correct answer to the question below: President George W. Bush’s speech to the troops on the USS Abraham LincolnSome of you will see new family members for the first time — 150 babies were born while their fathers were on the Lincoln. Which answer best describes Bush’s point of view as presented in this excerpt? (3 points)

(5.01, 5.03, 5.06, 6.09, MC) Read the following speech excerpt and then select the correct answer to the question below: President George W. Bush’s speech to the troops on the USS Abraham LincolnOur mission continues. Al-Qaida is wounded, not destroyed. The scattered cells of the terrorist network still operate in many nations, and we know from daily intelligence that they continue to plot against free people. The proliferation of deadly weapons remains a serious danger. The enemies of freedom are not idle, and neither are we. Our government has taken unprecedented measures to defend the homeland — and we will continue to hunt down the enemy before he can strike. Which type of evidence would best support the president’s claim in this excerpt? (3 points)

(4.03, 6.02, 6.03, MC) Read the following excerpt and pay close attention to the words the author uses: In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility — I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it. And the glow from that fire can truly light the world. In a paragraph of four to six sentences, identify three words or phrases with positive connotations and explain how these words influence the paragraph. Be sure to specifically answer the following questions in your response: What images or ideas are associated with each word? How do these words influence the meaning and tone of this passage? Use proper spelling and grammar in your response. (9 points)

Using your understanding of diction and tone, select the best meaning for Tybalt’s lines in the following section from Romeo and Juliet: (3 points) TYBALTRomeo, the hate I bear thee can affordNo better term than this,—thou art a villain. ROMEOTybalt, the reason that I have to love theeDoth much excuse the appertaining rageTo such a greeting: villain am I none;Therefore farewell; I see thou know’st me not. TYBALTBoy, this shall not excuse the injuriesThat thou hast done me; therefore turn and draw. ROMEOI do protest, I never injured thee,But love thee better than thou canst devise,Till thou shalt know the reason of my love:And so, good Capulet,—which name I tenderAs dearly as my own,—be satisfied.

In a well-developed paragraph of four to six sentences, explain the differences in language that might exist in a dramatic play like Romeo and Juliet and an essay such as John Muir’s “The Calypso Borealis.” How does language influence each type of work as a whole? Use proper spelling and grammar in your response. (10 points)

(05.05 MC)Read “Winter Sleep” by Edith Matilda Thomas. Then, answer the question that follows.I know it must be winter (though I sleep)—I know it must be winter, for I dreamI dip my bare feet in the running stream,And flowers are many, and the grass grows deep.I know I must be old (how age deceives!)I know I must be old, for, all unseen,My heart grows young, as autumn fields grow greenWhen late rains patter on the falling sheaves.I know I must be tired (and tired souls err)—I know I must be tired, for all my soulTo deeds of daring beats a glad, faint roll,As storms the riven pine to music stir.I know I must be dying (Death draws near)—I know I must be dying, for I craveLife—life, strong life, and think not of the grave,And turf-bound silence, in the frosty year.In Thomas’s poem, winter is used to symbolize the speaker’s approaching death. Which of the following lines from the poem best supports this symbolism?

(05.01 MC)Match each narrative description to the type of conflict it represents.

(06.06 MC)Read “The Young Horse” by Lois Bates.   Edgar was riding in the train with his mother one day. He sat next the window, as children like to do, so that he could see all that was going on. How the train speeds along! now passing through a tunnel, then out again into the sunshine; next it goes over a long row of arches built across a valley, and called a viaduct. “How high up we seem to be,” said Edgar; “see, mother, the river is down there ever so far below!” Now they are passing through fields again, and there, looking over the hedge, is a beautiful young horse. But as the train whirls by, the horse runs off and scampers round and round the field. Edgar watched him as long as he could see, and then he said: “What a lovely horse, mother! how I should like to ride him!”   “The horse is of no use for riding yet, Edgar,” said his mother.   “Why?” asked Edgar.   “Because he has not yet learnt to obey a rider,” replied she; “the horse has to wear bit and bridle before he can be of use, and to learn by them to be controlled. A horse that could not be managed would run away with you.”   Bad tempers and bad habits are like wild horses: they take us where they will, and get us into sad trouble if we do not bridle them, so we must take care not to let the temper be master, but bridle it just as the horse-trainer bridles the horse.   “I should think the horse does not like the bit and bridle at first,” said Edgar.   “Very likely not,” replied his mother; “but he would not be the useful, patient animal that he is if he did not learn to.”Match each theme from the story with the evidence from the text that supports it.