FSA Objective Practice

Directions: Read the passages "from The Metamorphoses" and "from Romeo and Juliet" and then answer Numbers 1 through 8.

Passage 1: from The Metamorphoses
by Ovid

1.     Pyramus and Thisbe, the one the most beauteous of youths, the other preferred before all the damsels that the East contained, lived in adjoining houses; where Semiramis is said to have surrounded her lofty city with walls of brick. The nearness caused their first acquaintance, and their first advances in love; with time their affection increased. They would have united themselves, too, by the tie of marriage, but their fathers forbade it. A thing which they could not forbid, they were both inflamed, with minds equally captivated. There is no one acquainted with it; by nods and signs, they hold converse. And the more the fire is smothered, the more, when so smothered, does it burn. The party-wall, common to the two houses, was cleft by a small chink, which it had got formerly, when it was built. This defect, remarked by no one for so many ages, you lovers (what does not love perceive?) first found one, and you made it a passage for your voices, and the accents of love used to pass through it in safety, with the gentlest murmur. Oftentimes, after they had taken their stations, Thisbe on one side, and Pyramus on the other, and the breath of their mouths had been mutually caught by turns, they used to say, 'Envious wall, why dost thou stand in the way of lovers? What great matter were it, for thee to suffer us to be joined with our entire bodies? Or if that is too much, that, at least, thou shouldst open, for the exchange of kisses. Nor are we ungrateful; we confess that we are indebted to thee, that a passage has been given for our words to our loving ears.' Having said this much, in vain, on their respective sides, about night they said, 'Farewell'; and gave those kisses each on their own side, which did not reach the other side.

Excerpt from The Metamorphoses by Ovid. In the public domain.

Passage 2: from  Romeo and Juliet
by William Shakespeare

Romeo and Juliet meet and fall in love, but their families have an old rivalry and will not allow them to be together. In this scene, Romeo sneaks into the orchard of Juliet's family to talk with Juliet, who is at her bedroom window balcony.

2. Juliet
What man art thou that, thus bescreen'd in night,
So stumblest on my counsel?

3. Romeo
By a name
I know not how to tell thee who I am:
My name, dear saint, is hateful to myself
Because it is an enemy to thee.
Had I it written, I would tear the word.

4. Juliet
My ears have yet not drunk a hundred words
of that tongue's utterance, yet I know the sound; 
Art thou not Romeo, and a Montague?

5. Romeo
Neither, fair saint, if either thee dislike.

6. Juliet
How cam'st thou hither, tell me, and wherefore?
The orchard walls are high and hard to climb;
And the place death, considering who thou art,
If any of my kinsmen find thee here.

7. Romeo
With love's light wings did I o'erperch these walls;
For stony limits cannot hold love out:
And what love can do, that dares love attempt;
Therefore thy kinsmen are no let to me.

8. Juliet
If they do see thee, they will murder thee.

9. Romeo
Alack, there lies more peril in thine eye
Than twenty of their swords: look thou but sweet,
And I am proof against their enmity.

10. Juliet
I would not for the world they saw thee here.

11. Romeo
I have night's cloak to hide me from their sight'
And, but thou love me, let them find me here.
My life were better ended by their hate
Than death prorogued, wanting of thy love.

12. Juliet
By whose direction found'st thou out this place?

13. Romeo
By love, that first did prompt me to enquire;
He lent me counsel, and I lent him eyes.
I am no pilot; yet, wert thou as far
As that vast shore wash'd with the further sea,
I would adventure for such merchandise.

14. Juliet
Thou knowest the mask of night is on my face;
Else would a maiden blush bepaint my cheek
For that which thou hast heard me speak to-night.
Fain would I dwell on form, fain, fain deny
What I have spoke; but farewell compliment!
Dost thou love me, I know thou wilt say Ay;
And I will take thy word: yet, if thou swear'st,
Thou mayst prove false; at lovers' perjuries,
They say Jove laughs. O gentle Romeo,
If thou dost love, pronounce it faithfully:
Or if thou thinkest I am too quickly won,
This bud of love, by summer's ripening breath,
May prove a beauteous flower when next we meet.
Good night, good night! as sweet repose and rest
Come to thy heart as that within my breast!

Excerpt from Romeo and Juliet by William Shakespeare. In the public domain.

2

Select TWO PHRASES Ovid uses in Passage 1 to show that Pyramus and Thisbe experience a shared love.

A thing which they could not forbid, they were both inflamed, with minds equally captivated. There is no one acquainted with it; by nods and signs, they hold converse. And the more the fire is smothered, the more, when so smothered, does it burn. The party-wall, common to the two houses, was cleft by a small chink, which it had got formerly, when it was built. This defect, remarked by no one for so many ages, you lovers (what does not love perceive?) first found one, and you made it a passage for your voices, and the accents of love used to pass through it in safety, with the gentlest murmur. Oftentimes, after they had taken their stations, Thisbe on one side, and Pyramus on the other, and the breath of their mouths had been mutually caught by turns...

1

This is a two-part question with Question #3.
Part A
Based on Pyramus and Thisbe's situation, what is a them of Passage 1?

1

Part B
Which detail from Passage 1 helps develop the theme in Part A?

1

At the end of Passage 1, why does Ovid use the word “envious” to describe the wall?

1

In Passage 2, how do sections 6–10 increase the tension of the passage as a whole?

1

Romeo and Juliet retells the Pyramus and Thisbe myth in the form of a play. In the excerpt provided in Passage 2, how does the play format help Shakespeare emphasize about his characters? Select TWO options.

1

This is a two-part question with Question #8.
Part A
Which quotation from Passage 2 summarizes a theme of both passages?

1

Part B
How does Shakespeare dramatize this theme differently than Ovid does in Passage 1?

Directions: Read teh passages "Discourse on Woman (1849)" and "from Pioneer Work in Opening the Medical Profession to Women (1895)," listen to the audio clip "Interviw with Dr. Mary Ellen Avery," and then answer Numbers 9 through 21.

Passage 1: Discourse on Woman (1849)
by Lucretia Mott

1.     There is nothing of greater importance to the well-being of society at large—of man as well as woman—than the true and proper position of woman. Much has been said, from time to time, upon this subject. It has been a theme for ridicule, for satire and sarcasm. We might look for this from the ignorant and vulgar; but from the intelligent and refined
we have a right to expect that such weapons shall not be resorted to,—that gross comparisons and vulgar epithets shall not be applied, so as to place woman, in a point of view, ridiculous to say the least.

2.     This subject has claimed my earnest interest for many years. I have long wished to see woman occupying a more elevated position than that which custom for ages has allotted to her. It was with great regret, therefore, that I listened a few days ago to a lecture upon this subject, which, though replete with intellectual beauty, and containing much that was true and excellent, was yet fraught with sentiments calculated to retard the progress of woman to the high elevation destined by her Creator. I regretted the more that these sentiments should be
presented with such intellectual vigor and beauty, because they would be likely to ensnare the young.

3.   The minds of young people generally, are open to the reception of more exalted views upon this subject. The kind of homage that has been paid to woman, the flattering appeals which have too long satisfied her—appeals to her mere fancy and imagination, are giving place to a more extended recognition of her rights, her important duties and responsibilities in life. Woman is claiming for herself stronger and more profitable food. Various are the indications leading to this conclusion. The increasing attention to female education, the improvement in the literature of the age, especially in what is called the “Ladies’ Department,” in the periodicals of the day, are among the proofs of a higher estimate of woman in society at large. Therefore we may hope that the intellectual and intelligent are being prepared for the discussion of this question, in a manner which shall tend to ennoble woman and dignify man...

4.    A new generation of women is now upon the stage, improving the increased opportunities furnished for the acquirement of knowledge. Public education is coming to be regarded the right of the children of a republic. The hill of science is not so difficult of ascent as formerly represented by poets and painters; but by fact and demonstration smoothed down, so as to be accessible to the assumed weak capacity of woman. She is rising in the scale of being through this, as well as other means, and finding heightened pleasure and profit on the right
hand and on the left. The study of Physiology, now introduced into our common schools, is engaging her attention, impressing the necessity of the observance of the laws of health. The intellectual Lyceum and instructive lecture room are becoming, to many, more attractive than the theatre and the ball room. The sickly and sentimental novel and pernicious romance are giving place to works, calculated to call forth the benevolent affections and higher nature.

Excerpt from “Discourse on Woman” by Lucretia Mott. In the public domain.

Passage 2: from Pioneer Work in Opening the Medical Profession to Women (1895)
by Elizabeth Blackwell

5.    At this time I had not the slightest idea of how to become a physician, or of the course of study necessary for this purpose. As the idea seemed to gain force, however, I wrote to and consulted with several physicians, known to my family, in various parts of the country, as to the possibility of a lady becoming a doctor. 

6.     The answers I received were curiously unanimous. They all replied to the effect that the idea was a good one, but that it was impossible to accomplish it; that there was no way of obtaining such an education for a woman; that the education required was long and expensive; that there were innumerable obstacles in the way of such a course; and that, in short, the idea, though a valuable one, was impossible of execution.

7.     This verdict, however, no matter from how great an authority, was rather an encouragement than otherwise to a young and active person who needed an absorbing occupation.

8.     If an idea, I reasoned, were really a valuable one, there must be
some way of realising it. . . .

9.     Applications were cautiously but persistently made to the four medical colleges of Philadelphia for admission as a regular student. The interviews with their various professors were by turns hopeful and disappointing. . . .

10.     During these fruitless efforts my kindly Quaker adviser, whose private lectures I attended, said to me: ‘Elizabeth, it is of no use trying. Thee cannot gain admission to these schools. Thee must go to Paris and don masculine attire to gain the necessary knowledge.’ Curiously enough, this suggestion of disguise made by good Dr. Warrington was also given me by Doctor Pankhurst, the Professor of Surgery in the largest college in Philadelphia. He thoroughly approved of a woman’s gaining complete medical knowledge; told me that although my public entrance into the classes was out of the question, yet if I would assume masculine attire and enter the college he could entirely rely on two or three of his students to whom he should communicate my disguise, who would watch the class and give me timely notice to withdraw should my disguise be suspected.

11.     But neither the advice to go to Paris nor the suggestion of disguise tempted me for a moment. It was to my mind a moral crusade on which I had entered, a course of justice and common sense, and it must be pursued in the light of day, and with public sanction, in order to accomplish its end.

Excerpt from Pioneer Work in Opening the Medical Profession to Women by Elizabeth Blackwell. In the
public domain.

Passage 3 Audio Clip: Interview with Dr. Mary Ellen Avery

Dr. Mary Ellen Avery (1927–2011) was best known for her research on breathing problems encountered by premature infants—a condition now known as Respiratory Distress Syndrome. A study conducted in 2002
estimated that Dr. Avery's work had helped save the lives of over 800,000 babies.

Interview with Dr. Mary Ellen Avery, from the National Library of Medicine. In the public domain. The clip
begins at 0:00 and ends at 1:26.

I will upload the video file when I opt for the Premium trial closer to the time we give the FSA practice.

Directions: Now answer Numbers 9 through 21. Base your answers on the passages "Discourse on Woman (1849)," "from Pioneer Work in Opening the Medica Profession to Women (1895)," and the audio clip "Interview with Dr. Mary Ellen Avery."

1

Which phrase supports Mott's position that women's rights are "of greater importance to the well-being of society at large"?

1

This is a two-part question with Question #11.
Part A
What central idea about language does Mott express in Passage 1?

1

Part B
What does Mott cite in paragraphs 3 and 4 as evidence that this situation is changing?

1

Read the excerpt from Passage 1.

"There is nothing of greater importance to the well-being of society at large--of man as well as woman--than the true and proper position of woman." (paragraph 1)

After stating this central claim, how does Mott structure the rest of the passage?

1

This is a two-part question with Question #14.
Part A
Read this excerpt from Passage 2.

"But neither the advice to go to Paris nor the suggestion of disguise tempted me for a moment. It was to my mind a moral crusade on which I had entered, a course of justice and common sense, and it must be pursued in the light of day, and with public sanction, in order to accomplish its end."

Based on the phrase public sanction, in what way was Blackwell determined to accomplish her goals?

1

Part B
Which phrase from the excerpt provides a clue to the meaning of the phrase public sanction?

1

This is a two-part question with Question #16.
Part A
What is Blackwell's purpose for describing her experiences in Passage 2?

1

Part B
Which phrase does Blackwell use to help emphasize this purpose?

1

This is a two-part question with Question #18.
Part A
How are Mott's and Blackwell's perspectives similar?

1

Part B
Select TWO quotations that support the answer in Part A.

For the next three questions, consider if the phrase applies to just Passage 2, just Passage 3, or both passages.

1

The author(s) received help from a mentor.

1

The author(s) found choice of schools limited.

1

The author(s) was discouraged from pursuing goals.

Directions: Read teh passage and then answer Numbers 22 through 25. There are four underlined words or phrases in the passage to show which word or phrase may be incorrect.

Passage
People often talk about the beauty of a sunset or sunrise. The Sun is able to inspire many feelings in people awe, wonder, and even delight. Some of the Sun’s optical phenomena are so rare and mysterious that for centuries they were believed to have mystical associations. But knowing the scientific explanations for these natural light shows doesn’t make them any less breathtaking.

Rainbows, among the most common optical effects, are caused by a process known as refraction. Refraction takes place when the Sun’s light rays are bent, reflected, and split into an arc of color as they pass through drops of water in the atmosphere. This happens because light bends at different angles depending on its wavelength.

Other optical effects are rarer because they require more specific circumstances. One such phenomenon is variously called a parhelion, a mock sun, or referred to as a sundog. Sundogs are caused when flat, hexagonal ice crystals are present in the atmosphere. As the crystals move, light is refracted through the crystals to create a circular effect called a halo. If the crystals are being pushed in one direction by the wind, the light will be
concentrated in spots on either side of the halo these bright spots are known as sundogs.

1

The Sun is able to inspire many feelings in people awe, wonder, and even delight.

1

Refraction takes place when the Sun's light rays are bent, reflected, and split into an arc of color as they pass through drops of water in the atmosphere.

1

One such phenomenon is variously called a parhelion, a mock sun, or referred to as a sundog.

1

If the crystals are being pushed in one direction by the wind, the light will be concentrated in spots on either side of the halo these bright spots are known as sundogs.

FSA Objective Practice

This is a two-part question with Question #3.Part ABased on Pyramus and Thisbe's situation, what is a them of Passage 1?

Part BWhich detail from Passage 1 helps develop the theme in Part A?

At the end of Passage 1, why does Ovid use the word “envious” to describe the wall?

In Passage 2, how do sections 6–10 increase the tension of the passage as a whole?

Romeo and Juliet retells the Pyramus and Thisbe myth in the form of a play. In the excerpt provided in Passage 2, how does the play format help Shakespeare emphasize about his characters? Select TWO options.

This is a two-part question with Question #8.Part AWhich quotation from Passage 2 summarizes a theme of both passages?

Part BHow does Shakespeare dramatize this theme differently than Ovid does in Passage 1?

Which phrase supports Mott's position that women's rights are "of greater importance to the well-being of society at large"?

This is a two-part question with Question #11.Part AWhat central idea about language does Mott express in Passage 1?

Part BWhat does Mott cite in paragraphs 3 and 4 as evidence that this situation is changing?

Read the excerpt from Passage 1."There is nothing of greater importance to the well-being of society at large--of man as well as woman--than the true and proper position of woman." (paragraph 1)After stating this central claim, how does Mott structure the rest of the passage?

Part BWhich phrase from the excerpt provides a clue to the meaning of the phrase public sanction?

This is a two-part question with Question #16.Part AWhat is Blackwell's purpose for describing her experiences in Passage 2?

Part BWhich phrase does Blackwell use to help emphasize this purpose?

This is a two-part question with Question #18.Part AHow are Mott's and Blackwell's perspectives similar?

Part BSelect TWO quotations that support the answer in Part A.

The author(s) received help from a mentor.

The author(s) found choice of schools limited.

The author(s) was discouraged from pursuing goals.

The Sun is able to inspire many feelings in people awe, wonder, and even delight.

Refraction takes place when the Sun's light rays are bent, reflected, and split into an arc of color as they pass through drops of water in the atmosphere.

One such phenomenon is variously called a parhelion, a mock sun, or referred to as a sundog.

If the crystals are being pushed in one direction by the wind, the light will be concentrated in spots on either side of the halo these bright spots are known as sundogs.

This is a two-part question with Question #3.Part ABased on Pyramus and Thisbe's situation, what is a them of Passage 1?

Part BWhich detail from Passage 1 helps develop the theme in Part A?

At the end of Passage 1, why does Ovid use the word “envious” to describe the wall?

In Passage 2, how do sections 6–10 increase the tension of the passage as a whole?

Romeo and Juliet retells the Pyramus and Thisbe myth in the form of a play. In the excerpt provided in Passage 2, how does the play format help Shakespeare emphasize about his characters? Select TWO options.

This is a two-part question with Question #8.Part AWhich quotation from Passage 2 summarizes a theme of both passages?

Part BHow does Shakespeare dramatize this theme differently than Ovid does in Passage 1?

Which phrase supports Mott's position that women's rights are "of greater importance to the well-being of society at large"?

This is a two-part question with Question #11.Part AWhat central idea about language does Mott express in Passage 1?

Part BWhat does Mott cite in paragraphs 3 and 4 as evidence that this situation is changing?

Read the excerpt from Passage 1."There is nothing of greater importance to the well-being of society at large--of man as well as woman--than the true and proper position of woman." (paragraph 1)After stating this central claim, how does Mott structure the rest of the passage?

Part BWhich phrase from the excerpt provides a clue to the meaning of the phrase public sanction?

This is a two-part question with Question #16.Part AWhat is Blackwell's purpose for describing her experiences in Passage 2?

Part BWhich phrase does Blackwell use to help emphasize this purpose?

This is a two-part question with Question #18.Part AHow are Mott's and Blackwell's perspectives similar?

Part BSelect TWO quotations that support the answer in Part A.

The author(s) received help from a mentor.

The author(s) found choice of schools limited.

The author(s) was discouraged from pursuing goals.

The Sun is able to inspire many feelings in people awe, wonder, and even delight.

Refraction takes place when the Sun's light rays are bent, reflected, and split into an arc of color as they pass through drops of water in the atmosphere.

One such phenomenon is variously called a parhelion, a mock sun, or referred to as a sundog.

If the crystals are being pushed in one direction by the wind, the light will be concentrated in spots on either side of the halo these bright spots are known as sundogs.

This is a two-part question with Question #3.
Part A
Based on Pyramus and Thisbe's situation, what is a them of Passage 1?

Part B
Which detail from Passage 1 helps develop the theme in Part A?

This is a two-part question with Question #8.
Part A
Which quotation from Passage 2 summarizes a theme of both passages?

Part B
How does Shakespeare dramatize this theme differently than Ovid does in Passage 1?

This is a two-part question with Question #11.
Part A
What central idea about language does Mott express in Passage 1?

Part B
What does Mott cite in paragraphs 3 and 4 as evidence that this situation is changing?

Read the excerpt from Passage 1.

"There is nothing of greater importance to the well-being of society at large--of man as well as woman--than the true and proper position of woman." (paragraph 1)

After stating this central claim, how does Mott structure the rest of the passage?

Part B
Which phrase from the excerpt provides a clue to the meaning of the phrase public sanction?

This is a two-part question with Question #16.
Part A
What is Blackwell's purpose for describing her experiences in Passage 2?

Part B
Which phrase does Blackwell use to help emphasize this purpose?

This is a two-part question with Question #18.
Part A
How are Mott's and Blackwell's perspectives similar?

Part B
Select TWO quotations that support the answer in Part A.

This is a two-part question with Question #3.
Part A
Based on Pyramus and Thisbe's situation, what is a them of Passage 1?

Part B
Which detail from Passage 1 helps develop the theme in Part A?

This is a two-part question with Question #8.
Part A
Which quotation from Passage 2 summarizes a theme of both passages?

Part B
How does Shakespeare dramatize this theme differently than Ovid does in Passage 1?

This is a two-part question with Question #11.
Part A
What central idea about language does Mott express in Passage 1?

Part B
What does Mott cite in paragraphs 3 and 4 as evidence that this situation is changing?

Read the excerpt from Passage 1.

"There is nothing of greater importance to the well-being of society at large--of man as well as woman--than the true and proper position of woman." (paragraph 1)

After stating this central claim, how does Mott structure the rest of the passage?

Part B
Which phrase from the excerpt provides a clue to the meaning of the phrase public sanction?

This is a two-part question with Question #16.
Part A
What is Blackwell's purpose for describing her experiences in Passage 2?

Part B
Which phrase does Blackwell use to help emphasize this purpose?

This is a two-part question with Question #18.
Part A
How are Mott's and Blackwell's perspectives similar?

Part B
Select TWO quotations that support the answer in Part A.