The Highly Proficient Student Can Analyze and Evaluate Complex Relationships

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

• discussing metaphysical questions that have troubled philosopher 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. 

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RL.11-12.6

CCSS.RL.8.6

CCSS.RL.9-10.6

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

• Drumming
• Philosphy
• Chemistry
• Butterflies

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

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.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

The passage indicates that the main 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. 

Tags

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 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. 

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

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.RL.11-12.2

CCSS.RL.8.2

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, surprises, and satisfaction.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

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.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2