The Moth

1. All of the following are present in the opening sentence of the passage EXCEPT...

• Subordinate clauses

• An objective tone

• Elements in a series

• A typical narrative opening

• More verbs than nouns or adjectives

Tags

CCSS.RI.11-12.10

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

2. The “fried” in line 4 derives force from which of the following?

I. Its commonplace associations

II. Its location in the sentence

III. Its alliterative associations with the verbs that precede it

• II only

• I and II only

• I and III only

• II and III only

• I, II, and III

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

3. The objects of the verb “creating” (line 5) combine to form an impression of...

• Familiar reality imposed on an unfamiliar locale

• Sudden color in a formerly monochromatic scene

• Miraculous isolation in a hostile environment

• Ominous fragility in a threatening episode

• Supernatural inspiration of creative thought

Tags

CCSS.RL.11-12.8

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

4. The phrase “gone the long way of her wings and legs” (line 10 – 11) emphasizes the...

• Unusual proportions of the moth

• Unexpected course of the moth's death

• Irrevocable disappearance of the moth's head

• Rapidity with which the fire consumed the moth

• Foulness of the lingering smoke from the burned head

Tags

CCSS.RL.11-12.8

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.9-10.10

CCSS.RL.9-10.9

5. All of the following are true of the sentence “She kept burning” (line 14) EXCEPT...

• Its brevity makes it emphatic

• In context, its tone is one of awed fascination

• In context, "burning" means "avenging"

• The feminine pronoun links the image to the specificity of the previous paragraph

• The feminine pronoun humanizes the moth, in preparation for references to martyrs

Tags

CCSS.RL.11-12.8

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

6. In the second and third paragraphs, the speaker focuses on the moth as...

• A specimen embodying qualities inherent in all moths

• A reflection of her own past experiences

• Essentially a creation of her own imagination

• Something more than a moth, both literally and figuratively

• An innocent victim of human passivity

Tags

CCSS.RL.11-12.8

CCSS.RL.8.10

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

7. Which of the following prepare the reader for the image of the “immolating monk” (line 17)?

I. “spectacular skeleton” (line 14)

II. “jagged hole” (line 15)

III. “saffron-yellow flame” (line 16)

IV. “robed” (line 16)

• I and II only

• I and III only

• III and IV only

• II, III, and IV only

• I, II, III, and IV

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

8. The repetition of “she burned for two hours” (lines 18 & 19) serves all of the following functions EXCEPT to...

• Provide transition between the second and third paragraphs

• Imply that the passage of time has several different meanings

• Maintain the idea that the burning object has a noteworthy persistence

• Focus the reader's attention on the burning moth

• Dramatize the narrator's fixation on the duration of the event

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

9. In line 21, “kindled” is best interpreted to mean...

• Relaxed

• Angered

• Enamored

• Betrayed

• Inspired

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

10. The image of the poet Rimbaud expands the meaning of the description of the burning moth to include the...

• Futility of excess in a world governed by physical laws

• Self-destructive yet self-perpetuating passion of the artist

• Selfishness of those who would use the light of others to find truth

• Power of the intellect over human behavior

• Necessity of recording and analyzing mystical experiences

Tags

CCSS.RL.11-12.8

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.9-10.10

CCSS.RL.9-10.9