AP Lang 2016

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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


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