AP Lang 2016
The author uses the word "obligations" in line 51 to expand on the meaning of
"charged" (line 38)
11
A
7
A
1
B
10
B
13
B
3
B
5
B
12
C
2
C
4
C
15
D
8
D
9
D
Which of the following is LEAST applicable to describe the author's presentation of ideas in the passage?
Dogmatic
14
E
6
E
Which statement best sums up the central argument of the passage?
Genres defined as feminine gave women the chance to assert their influence and express themselves.
Which of the following best describes the effect of the sentence fragment in lines 72-74 ?
It conveys the absorption of the author in the memory recounted in the previous sentence.
All of the following are true of the first paragraph (lines 1-11) EXCEPT:
It reveals the author's dismissal of the community in which she was raised.
Which of the following adjectives best describe the "right speech of womanhood" as discussed in lines 45-51 versus how it is discussed in lines 58-67 ?
Repressed versus unheard
In this passage, the author mainly promotes
The assertion of Black women's agency
Which of the following best expresses the author's main point in the fourth paragraph (lines 45-57) ?
The experience of Black women must be distinguished from that of White women.
Note 2 primarily promotes the exploration of which topic?
The prevalence of diary keeping in particular groups
What is the effect of putting the word "presumably" (line 30) in parentheses?
To raise doubts about whether an assumption is warranted
Which statement best describes the main idea of the first paragraph (lines 1-10) ?
Writing tasks featured prominently in children's lives.
In note 3, the bibliographical information provided for di Leonardo's work indicates that it is
an article in a periodical
In the first part of the final paragraph, the author is mainly concerned with
answering a possible objection
The author's overall tone is best described as
assured and informative
Lines 12-15 ("If women . . . performance") state that women were
considered to have a particular facility for writing letters and diary entries
The author develops a simile in lines 93-96 primarily to
convey an experience of betrayal
The author's tone in this passage can best be characterized as
determined, with repetition conveying a sense of insistence
In lines 26-35 ("Whatever . . . 1870s"), the author suggests thatx
diaries helped girls experiment privately with different personas
In the first paragraph (lines 1-21), the author is mainly concerned with
distinguishing between two frames of reference
In the third paragraph (lines 36-62), the author is principally occupied with
exemplifying a claim
The emphasis on endlessness in lines 32-35 highlights the author's dilemma by suggesting that
her intense desire to speak is met with equally strong resistance
In the last paragraph (lines 50-70), the author mentions Alice Hamilton and Harriet Beecher Stowe because they
illustrate how the art of letter writing nurtured literary achievement
The questions the author poses in lines 41-44 are used to
illustrate the difficulty of making a decision based on one's values
According to the author, we know that a decision we have made is right largely through our
individual intuition
In lines 66-70 ("In creating . . . converged"), the author describes the relationship between
literature that inspired women and the diaries and letters women produced
For the author, our decision making is most influenced by
particular circumstances
In note 3, the author states that Motz's work
presents historical evidence that women were more closely identified with letter writing than were men
The third paragraph (lines 36-49) asserts that letter writing was significant because it
provided women with a means of exercising power as individuals
The series of parallel clauses in lines 51-56 ("if you thought . . . break it") is used to
reinforce an idea
In line 41, the "pattern" refers to the
responsibility women had for maintaining family connections
The passage is primarily about
the development of the author's vocation
Within the first three paragraphs (lines 1-44), the author shifts from discussing
the limitations imposed on her as a child to the need to express herself as an individual
By saying "Pragmatism is an account of the way people think" (lines 1-2), the author implicitly acknowledges that
there may be other theories that explain the way we think
With regard to decision making, the author views admonitions like "Order what you feel like eating" (lines 17-18) and "Do the right thing" (line 25) as
ultimately unhelpful
Which of the following best describes the rhetorical function of the last sentence of the second paragraph ("Perhaps . . . 1870s") ?
It ironically acknowledges the perceptiveness of "critics" (line 33) while implicitly criticizing their efforts to regulate female conduct.
In the third paragraph (lines 36-62), the author emphasizes which of the following aspects of thinking?
Its complexity
By calling rightness "the compliment you give" (lines 57-58), the author suggests that rightness is
contingent on personal choices
The author uses the "not only" construction in line 1 to
convey a heightened degree of involvement in shared literary activities during a period
In lines 17-24 ("Black men . . . participate"), the author juxtaposes two versions of "preaching" primarily to
convey her appreciation for Black women's eloquence in the home
The image of "cheap diaries that soon fell apart from too much handling" (lines 84-85) serves primarily to
convey indirectly the author's childhood compulsion to write
