Act Reading Humanities

. The passage is best described as being told from the point of view of a philosopher who is:

• discussing metaphysical questions that have troubled philosophers since the time of Descartes

• presenting in chronological order the key events in his thirty-year professional career.

• reflecting on his own early, developing interest in philosophy and in scholarship generally

• advising professional educators on how to get more students to study philosophy.

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CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.9

CCSS.RL.11-12.6

CCSS.RL.9-10.6

Based on the passage, which of the following was most likely the first to engage the author’s passionate interest?

• drumming

• philosophy

• chemistry

• butterflies

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CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The main purpose of the last paragraph is to:

• reveal the enduring impact of Mr. Marsh’s lessons on the author

• acknowledge that the author came to doubt some of Mr. Marsh’s teachings

• describe a typical class as taught by Mr. Marsh.

• present a biographical sketch of Mr. Marsh.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The passage indicates that the man in the book-cover photograph represents:

• Descartes, wondering what could be known.

• Mr. Marsh, deep in scholarly thought

• the author at age seventeen, thinking about enrolling in college.

• the author at age eighteen, contemplating a philosophical issue.

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CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

The author mentions Melody Maker, the top 20, and articles about musicians primarily to suggest that his:

• early interest in music has remained with him to the present.

• time spent playing music should instead have been spent reading

• fascination with pop music and musicians gave focus to his life for a time.

• commitment to study enabled him to perfect his drumming technique.

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CCSS.RI.11-12.3

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

In the third paragraph (lines 36–56), the author most nearly characterizes the energy he refers to as:

• potent yet difficult to channel in a constructive way.

• powerful and typically leading to destructive results.

• delicate and inevitably wasted in trivial undertakings.

• gentle yet capable of uniting people who have different interests.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Viewed in the context of the passage, the statement in lines 55–56 is most likely intended to suggest that:

• schools should require students to take philosophy courses

• students can become passionate when learning about science in school.

• schools need to keep searching for ways to tap into students’ deeply held interests

• students should resolve to take school courses that interest them.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The author calls pen and paper “rudimentary tools” (line 80) as part of his argument that:

• the use of computers has made the use of pen and paper obsolete.

• students should become skilled with pen and paper before moving on to better tools.

• while writing with pen and paper can be pleasant, it can also be physically painful.

• although seemingly simple, pen and paper allow people to perform great feats.

In the context of the passage, lines 17–23 are best described as presenting images of:

• gloom, tension, and fascination

• anger, bitterness, and betrayal.

• stillness, peacefulness, and relaxation.

• frustration, surprise, and satisfaction.

Tags

CCSS.RL.11-12.8

CCSS.RL.8.10

CCSS.RL.8.5

CCSS.RL.9-10.10

CCSS.RL.9-10.9

Which of the following does NOT reasonably describe the transition the author presents in lines 80–84?

• Precious to commonplace

• Fleeting to permanent

• Invisible to visible

• Private to public

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2