Early American and Colonial Literature Unit Test 24/09/15 03:09 Early American and Colonial Literature Unit Test Frank Gjurashaj is taking this assessment. Matching Match the letter of the author with his or her description. Not all letters will be used. a. William Bradford b. Captain John Smith c. Anne Bradstreet d. Olaudah Equiano e. Thomas Paine f. Thomas Jefferson 1. I wrote an account of my voyage across the sea on the Mayflower. (1 point) 2. My persuasive writing opposed reconciliation with Great Britain. (1 point) 3. My writing style includes rhyming couplets. (1 point) 4. In 1776, when others were hesitant, I drafted the grievances of the Colonies. (1 point) 5. My account of the Middle Passage created a new genre of narratives. (1 point) 6. Read the following sentence from “The Middle Passage” by Olauduh Equaino. (1 point) “Many a time we were near suffocation, from the want of fresh air, which we were often without for whole days together.” Which word best matches the meaning of “want” as it is used in the sentence? https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 1 of 4 Early American and Colonial Literature Unit Test 24/09/15 03:09 Which word best matches the meaning of “want” as it is used in the sentence? breath hope lack need 7. Read the following Papago song. Identify its purpose. (1 point) No talking, no talking. The snow is falling. And the wind seems to be blowing backward." to inform to persuade to analyze to express 8. Which of the following statements is not true of early American and colonial literature? (1 point) The literature did not focus exclusively on religious themes. The printing press helped make the literature more accessible. Different authors shared similar purposes and genres. The voices of women and minorities were dominant. 9. Which of the following is a secondary source? (1 point) an essay about Anne Bradstreet's "To Her Father with Some Verses" Common Sense by Thomas Paine Of Plymouth Plantation by William Bradford "On Being Brought from Africa to America" by Phillis Wheatley 10. Read the following example. What is the effect of the meter in these lines? (1 point) I wandered lonely as a Cloud That floats on high o'er vales and Hills, When all at once I saw a crowd, A host, of golden Daffodils; Beside the Lake, beneath the trees, Fluttering and dancing in the breeze. It allows words to be repeated across lines of the poem. It provides momentum throughout the poem. It helps to combine the lines of the poem. It provides additional meaning to the poem. https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 2 of 4 Early American and Colonial Literature Unit Test 24/09/15 03:09 Short Answer 11. Read the following passage. In 3–5 sentences, identify who wrote it. Support your choice with details about the content or style of the passage. "One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and continued to carry us as far as they could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time. The next morning we left the house, and continued travelling all the day. For a long time we had kept the woods, but at last we came into a road which I believed I knew. I had now some hopes of being delivered; for we had advanced but a little way before I discovered some people at a distance, on which I began to cry out for their assistance; but my cries had no other effect than to make them tie me faster and stop my mouth, and then they put me into a large sack." (5 points) Essay Note: Your teacher will grade your responses to ensure that you receive proper credit for your answer. 12. Choose two authors from the early American and Colonial period. Identify what they wrote and, in one to three paragraphs, compare their purpose, audience, and style. (25 points) https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 3 of 4 Early American and Colonial Literature Unit Test https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 24/09/15 03:09 Page 4 of 4 Early American and Colonial Literature Unit Test 24/09/15 03:09 Early American and Colonial Literature Unit Test Frank Gjurashaj is taking this assessment. Matching Match the letter of the author with his or her description. Not all letters will be used. a. William Bradford b. Captain John Smith c. Anne Bradstreet d. Olaudah Equiano e. Thomas Paine f. Thomas Jefferson 1. I wrote an account of my voyage across the sea on the Mayflower. (1 point) 2. My persuasive writing opposed reconciliation with Great Britain. (1 point) 3. My writing style includes rhyming couplets. (1 point) 4. In 1776, when others were hesitant, I drafted the grievances of the Colonies. (1 point) 5. My account of the Middle Passage created a new genre of narratives. (1 point) 6. Read the following sentence from “The Middle Passage” by Olauduh Equaino. (1 point) “Many a time we were near suffocation, from the want of fresh air, which we were often without for whole days together.” Which word best matches the meaning of “want” as it is used in the sentence? https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 1 of 4 Early American and Colonial Literature Unit Test 24/09/15 03:09 Which word best matches the meaning of “want” as it is used in the sentence? breath hope lack need 7. Read the following Papago song. Identify its purpose. (1 point) No talking, no talking. The snow is falling. And the wind seems to be blowing backward." to inform to persuade to analyze to express 8. Which of the following statements is not true of early American and colonial literature? (1 point) The literature did not focus exclusively on religious themes. The printing press helped make the literature more accessible. Different authors shared similar purposes and genres. The voices of women and minorities were dominant. 9. Which of the following is a secondary source? (1 point) an essay about Anne Bradstreet's "To Her Father with Some Verses" Common Sense by Thomas Paine Of Plymouth Plantation by William Bradford "On Being Brought from Africa to America" by Phillis Wheatley 10. Read the following example. What is the effect of the meter in these lines? (1 point) I wandered lonely as a Cloud That floats on high o'er vales and Hills, When all at once I saw a crowd, A host, of golden Daffodils; Beside the Lake, beneath the trees, Fluttering and dancing in the breeze. It allows words to be repeated across lines of the poem. It provides momentum throughout the poem. It helps to combine the lines of the poem. It provides additional meaning to the poem. https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 2 of 4 Early American and Colonial Literature Unit Test 24/09/15 03:09 Short Answer 11. Read the following passage. In 3–5 sentences, identify who wrote it. Support your choice with details about the content or style of the passage. "One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and continued to carry us as far as they could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time. The next morning we left the house, and continued travelling all the day. For a long time we had kept the woods, but at last we came into a road which I believed I knew. I had now some hopes of being delivered; for we had advanced but a little way before I discovered some people at a distance, on which I began to cry out for their assistance; but my cries had no other effect than to make them tie me faster and stop my mouth, and then they put me into a large sack." (5 points) Essay Note: Your teacher will grade your responses to ensure that you receive proper credit for your answer. 12. Choose two authors from the early American and Colonial period. Identify what they wrote and, in one to three paragraphs, compare their purpose, audience, and style. (25 points) https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 Page 3 of 4 Early American and Colonial Literature Unit Test https://www.connexus.com/content/render.aspx?disableAssessm…ser=1393561&page=1&header=true&idUnit=33911&idLesson=378143 24/09/15 03:09 Page 4 of 4