A. Setting B. Conflict C. Motif D. Dialect

A. Character B. Imagery C. Connotation D. Simile

A. Theme B. Flashback C. Setting D. Tone

A. Dialogue B. Plot C. Setting D. Idiom

A. Tone B. Simile C. Motif D. Dialogue

A. Conflict B. climax C. protagonist D. genre

A. Genre B. resolution C. exposition D. theme

A. Antagonist B. character C. protagonist D. theme

A. Antagonist B. protagonist C. author D. genre

A. Conflict B. genre C. mood D. theme

A. Literary terms B. characterization C. Point of View D. Narrator

A. Narrator B. genre C. foil D. satire

A. Protagonist B. antagonist C. allergist D. fiction

A. Setting B. climax C. rising action D. falling action

A. the series of events in a story. B. a stage direction in a play. C. a simile. D. Most exciting moment of the story

A. A comparison using "like" or "as" B. The giving of human qualities to an animal, object, or idea C. Attitude a writer takes toward the audience, a subject, or a character D. the series of events in a story

A. Sequence of events in a story B. A comparison without using "like" or "as" C. Most exciting moment of the story; turning point D. A reference to another work of literature, person, or event

A. A character or force in conflict with the main character B. A narrative device, often used at the beginning of a work that provides necessary background information about the characters and their circumstances. C. The time and place of a story D. Placement of two things closely together in order to compare or contrast

A. Sequence of events in a story B. The use of hints and clues to suggest what will happen later C. Central idea of a work of literature D. Most exciting moment of the story; turning point

A. A struggle between opposing forces B. the series of conflicts or struggles that build a story toward a climax. C. Events after the climax, leading to the resolution D. The time and place of a story

A. A character or force in conflict with the main character B. Main character in a story C. The use of hints and clues to suggest what will happen later D. The giving of human qualities to an animal, object, or idea

A. A character or force in conflict with the main character B. Attitude a writer takes toward the audience, a subject, or a character C. Central idea of a work of literature D. End of the story where loose ends are tied up

A. the series of conflicts or struggles that build a story toward a climax. B. Events after the climax, leading to the resolution C. Placement of two things closely together in order to compare or contrast D. A narrative device, often used at the beginning of a work that provides necessary background information about the characters and their circumstances.

A. the series of conflicts or struggles that build a story toward a climax. B. Events after the climax, leading to the resolution C. Placement of two things closely together in order to compare or contrast D. A struggle between opposing forces

A. the series of conflicts or struggles that build a story toward a climax. B. The time and place of a story C. Events after the climax, leading to the resolution D. Sequence of events in a story

A. rising action B. climax C. exposition D. resolution

A. rising action B. climax C. exposition D. resolution

A. rising action B. climax C. exposition D. falling action

A. Characterization B. narrator C. theme D. plot

A. Moral B. summary C. theme D. plot

A. omniscient B. antagonist C. internal conflict D. external conflict

A. omniscient B. antagonist C. internal conflict D. external conflict

A. setting B. plot C. tone D. 1st person point of view

A. setting B. 1st person C. 3rd person limited D. Tone

A. Simile B. personification C. anthropomorphism D. allegory

A. Conflict B. Plot C. Main Idea D. Theme

A. 3rd POV Omniscient B. 3rd POV Limited C. 1st POV D. 2ns POV

A. Direct Characterization B. Indirect Characterization C. Conflict D. Theme

A. Direct Characterization B. Indirect Characterization C. Theme D. Conflict

A. 1st person POV B. 2nd Person POV C. 3rd Person Limited POV D. 3rd Person Omniscient POV

A. 1st person perspective B. 2nd person perspective C. 3rd person limited perspective D. 3rd person omniscient perspective

A. antagonist B. 2nd person perspective C. 3rd person limited perspective D. 3rd person omniscient perspective

A. Internal Conflict B. Trouble C. External Conflict

A. A paraphrase is always shorter than a summary. B. A paraphrase focuses on a specific passage, while a summary presents the main ideas of a larger text. C. A summary follows the exact wording of the original text. D. A paraphrase does not require citation.

A. retain the original wording but change the sentence order B. shorten the passage to one sentence C. express the original meaning in new wording D. include personal opinions about the source

A. Every word used by the original author B. The logic and sequence of the original argument C. The exact grammatical structures of the original D. Only the conclusion of the original

A. much longer than the original B. about the same length as or slightly shorter than the original C. only one or two sentences D. limited to the author's thesis

A. Because it always contains direct quotations B. Because the ideas still belong to the original author C. Because paraphrases are considered summaries D. Because the wording belongs to the original author

A. The author’s central argument B. The conclusion of the source C. Specific examples and detailed evidence D. The author’s main claims

A. Explaining one specific claim from a paragraph B. Discussing the wording of a particular sentence C. Introducing the general argument of an entire article D. Rewording an example from a source

A. Giving readers the overall argument of a whole book B. Presenting one particular point without excessive quotation C. Reducing an entire chapter to three sentences D. Introducing a long source for the first time

A. Personal opinion should be included in the conclusion. B. Personal opinion should replace minor details. C. Personal opinion should generally be avoided. D. Personal opinion should be included when the source is unclear.

A. concrete, evocative, and plausible B. abstract, complex, and formal C. brief, objective, and argumentative D. emotional, persuasive, and academic

A. expresses the writer’s argument B. gives specific details the reader can visualize C. avoids figurative expressions D. uses technical terminology

A. Her eyes were blue. B. Her eyes had a color. C. Her eyes shone like sapphires, warming my night. D. She had two very beautiful eyes.

A. contain as many details as possible B. remain suitable for the reader’s knowledge and attention C. avoid images and comparisons D. explain every metaphor in detail

A. the sequence of events in a story B. the writer’s attitude toward the subject C. the reader’s emotional reaction D. the moral lesson of a text

A. Diction and sentence structure B. Publication date only C. The number of chapters only D. The writer’s nationality only

A. whether the author personally liked the work B. why that tone is significant to the text C. how many adjectives the text contains D. whether readers agree with the author

A. Humor cannot be analyzed academically. B. The writer must also explain how the tone functions and why it matters. C. Literary essays should avoid discussing emotions. D. Humor occurs only in comedy.

A. a summary of the entire plot B. a one- or two-sentence statement of the essay’s interpretation or argument C. a quotation from the literary work D. a biography of the author

A. Hamlet is a play written by Shakespeare. B. Hamlet contains several important characters. C. Ophelia can be viewed as a heroic figure because her language challenges the values of Elsinore’s court. D. Hamlet’s father dies before the end of the play.

A. the writer’s feelings about society B. observations about literary devices, genres, or forms C. information about the author’s private life D. the popularity of the literary work

A. Twain uses contrasting river and shore scenes to explore American ideals. B. Gender roles are bad and should be abolished. C. Hawthorne’s symbolism reveals anxieties concerning female sexuality. D. Repeated images of darkness reinforce the narrator’s isolation.

A. It is grammatically incorrect. B. It is too emotional. C. It summarizes an obvious fact rather than making a debatable argument. D. It focuses too heavily on symbolism.

A. An interpretation of symbolism B. An analysis of narrative form C. A judgment that the work is “really good” D. An argument about characterization

A. Topic + Summary + Quotation B. Observation + Analysis + Significance C. Introduction + Body + Conclusion D. Author + Title + Theme

A. the writer’s emotional response B. a noticeable feature or pattern in the literary text C. a critic’s biography D. the historical popularity of the work

A. To identify the author B. To explain why the interpretation matters C. To summarize the plot D. To introduce a direct quotation

A. historical biography B. intellectual context C. textual quotation D. grammatical framework

A. How many pages does the novel have? B. When was Shakespeare born? C. Why do Shakespeare’s comedies repeatedly conclude with marriage? D. Who published the first edition of the novel?

A. obvious and universally accepted B. puzzling, contradictory, or open to debate C. grammatically incorrect D. unrelated to the thesis

A. Motives normally create contrast or challenge an existing assumption. B. Literary essays require coordinating conjunctions. C. “But” always introduces textual evidence. D. “But” signals the conclusion.

A. To replace the writer’s analysis B. To prove or support the writer’s argument C. To make the essay longer D. To summarize the literary work

A. Quoting relevant passages B. Explaining the relationship between evidence and the claim C. Dropping quotations into the essay without explaining their relevance D. Paraphrasing information from the text

A. It should mainly retell the plot. B. It should develop points connected to the thesis and support them with textual evidence. C. It should introduce the author’s complete biography. D. It should contain only quotations from the literary work.

A. retelling the events of a literary work B. evaluating whether a book is enjoyable C. interpreting how literary choices create meanings and effects D. describing the author’s life

A. narrative B. argumentative C. autobiographical D. descriptive

A. Examining language B. Examining perspective C. Examining structure D. Simply summarizing the plot

A. memorize all quotations B. produce a thesis statement C. write the conclusion D. research the author’s childhood

A. only easy to understand B. intriguing, surprising, or confusing C. completely unrelated to the text D. already explained by critics

A. chapters and paragraphs B. metaphor and simile C. introduction and conclusion D. thesis and topic sentence

A. How many pages does the story contain? B. Who is telling the story? C. When was the book published? D. How much did the book cost?

A. participates directly as the protagonist B. knows everything about characters and events C. never reveals characters’ thoughts D. always tells the story in first person

A. should not necessarily be accepted at face value B. is always written in third person C. contains no dialogue D. follows chronological order

A. with the author’s biography B. in the middle of the action C. at the end of the story D. with a description of the setting only

A. the narrator suddenly changes tense B. the audience knows something the characters do not C. a character speaks directly to readers D. the climax occurs unexpectedly

A. give the essay a central direction B. summarize every event in the text C. provide biographical background D. replace textual evidence

A. To avoid reading the literary work again B. To assess and structure their arguments C. To increase the number of quotations D. To replace their own interpretation

A. avoid referring to the text B. clearly indicate the focus of the analysis C. consist only of the author’s name D. summarize the whole plot

A. Giving the publication details of the text B. Briefly indicating how the essay’s argument will develop C. Listing every quotation that will be used D. Explaining difficult vocabulary

A. one topic connected to the thesis B. several unrelated literary devices C. the author’s entire biography D. a complete plot summary

A. To provide a direct quotation B. To signal the main focus of the paragraph C. To conclude the entire essay D. To define the title of the literary work

A. assume its relevance is obvious B. introduce it and analyze its significance C. avoid discussing its language D. place it at the end of every paragraph

A. Introducing a completely new argument B. Adding new textual quotations C. Summarizing key arguments and emphasizing their significance D. Retelling the entire story

A. To show that the writer disagrees with the source B. To indicate words copied verbatim from another source C. To summarize another author’s argument D. To identify an academic citation style

A. Smith argues that education changes society. B. Smith describes education as “a force for social transformation.” C. According to Smith, education can transform society. D. Smith believes education has social consequences.

A. A paraphrase uses the writer’s own wording. B. Paraphrases do not come from sources. C. Paraphrases do not need citations. D. Paraphrases contain no ideas from the original author.

A. setting B. dialogue C. narration D. description

A. A novel B. A film C. A short story D. A book

A. A poem B. A song C. A short story D. A book

A. certainty and approval B. irony, skepticism, or doubt C. academic authority D. chronological sequence

A. “pet” is the title of a story B. the writer questions whether the animal is really a pet C. the word is a direct quotation D. “pet” is a nickname

A. words as words B. paragraphs as paragraphs only C. entire academic disciplines D. dates and numbers

A. a book title B. a direct quotation C. a nickname D. a technical term

A. for all dialogue B. for quotations inside other quotations C. for titles of novels D. for citations

A. single quotation marks as the primary quotation marks B. no quotation marks for direct speech C. italics for every direct quotation D. parentheses instead of quotation marks

A. To make an essay appear longer B. To give credit to sources used in research C. To eliminate the need for analysis D. To replace the bibliography

A. identify the writer’s personality B. locate the original source C. determine the quality of an essay automatically D. avoid reading the reference list

A. Author, date, journal title, and DOI B. Only the author’s first name C. Only the page number D. Only the publisher’s country

A. APA B. MLA C. IEEE D. Vancouver

A. Education, Psychology, and Sciences B. History and Fine Arts only C. Literature exclusively D. Business exclusively

A. Education and Psychology B. Business, History, and Fine Arts C. Medicine and Engineering D. Linguistics only

A. [Sapolsky: 2017] B. Sapolsky/2017 C. (Sapolsky, 2017) D. (2017: Sapolsky)

A. (Grady and others 2019) B. (Grady et al., 2019) C. [Grady, 2019, et al.] D. (Grady & colleagues: 2019)

A. medicines B. strong medicines C. love and care D. her own willingness to live

A. to travel the world B. to paint a masterpiece C. to make a colorful painting D. to make a poster

A. when he painted the last leaf on ivy B. when he died C. when he thought of Johnsy D. none

A. painting of monalisa B. painting of a flower C. painting of ivy the leaf D. none

A. because it was difficult to make out whether it was a real leaf or a painting B. because it was very beautiful C. because it’s colours were very bright D. none

A. made everyone happy B. saved Johnsy’s life by rekindling the positive belief in her C. Behrman was rewarded D. All

A. He wanted to paint a masterpiece and protect Johnsy B. He had been working on painting a leaf for many years C. He was retired and bored D. He wanted to get sick and die

A. She was wrong. B. She was foolish. C. She wanted to live. D. All of the above.

A. she could brave the storm just as the leaf had. B. she was as weak as the leaf. C. new leaves would sprout soon. D. None of above

A. Influenza B. Tuberculosis C. Pneumonia D. Bronchitis

A. She refuses to see him. B. She has lost her desire to live. C. She cannot afford medicine. D. Her illness has no medical treatment.

A. Sue will leave her. B. Winter will end. C. She will die. D. Behrman will finish his painting.

A. Opening an art school B. Painting a masterpiece C. Travelling to Italy D. Becoming Sue’s teacher

A. It makes him famous. B. It is sold for a large amount of money. C. It appears real enough to restore Johnsy’s hope. D. It wins an important painting competition.

A. Ambition B. Friendship C. Social class D. Artistic failure

A. artistic competition B. wealth and social success C. hope and the determination to survive D. the arrival of winter

A. talkative B. unfriendly C. prejudiced D. unpatriotic

A. unfriendly B. prejudiced C. modest D. chatty

A. Mr. Kelada doesn’t like England. B. Mr. Kelada doesn’t speak English. C. Mr. Kelada doesn’t look British. D. Mr. Kelada doesn’t have a British passport.

A. First B. Second C. Third D. fourth

A. The story's set in a time period that afforded women very few rights. B. It takes place in a large house. C. The story encompasses one hour. D. The setting makes no difference.

A. He is an abusive husband who deserves to die in a fiery train wreck. B. He set up the train story so he could scare his wife and kill her. C. He's a typical husband in the late 19th-century. D. He's an adulterer/cheater.

A. 19th B. 18th C. 20th D. 21st

A. The story's set in a time period that afforded women very few rights. B. It takes place in a large house. C. The story encompasses one hour. D. The setting makes no difference.

A. He is an abusive husband who deserves to die in a fiery train wreck. B. He set up the train story so he could scare his wife and kill her. C. He's a typical husband in the late 19th-century. D. He's an adulterer/cheater.

A. Personification B. Irony C. Simile D. Juxtaposition

A. Anger and resentment B. Affliction and heartbreak C. Love and liberation D. Excitement and surprise

A. get married B. get a divorce C. have a baby D. have an abortion

A. “We can have the whole world.” B. “The only shame is in not changing.” C. “We are young enough to begin again.” D. “You will be your own person this way.”

A. She was looking for elephants. B. She was bored with the man. C. She was thinking of something to say. D. It was a beautiful view.

A. He is not sure if the operation is safe, but doesn't want to scare her. B. He doesn't want her to have the operation, but she can if she wants to. C. He doesn't mind whether she has the operation or not. D. He wants her to have the operation, but also to take responsibility for the decision.

A. 1st person B. 2nd person C. 3rd person omniscient D. objective

A. During the 1800's, slavery was legal B. During the 1800's, divorce was not allowed C. During the 1800's, everyone hated women and blacks D. During 1800's, women had no rights, neither did African Americans

A. 1st person: Desiree's point of view B. 3rd person: Omniscient, all knowing narrator C. 2nd person D. 1st person: Desiree's mother's point of view

A. Desiree doesn’t know who her birth parents are. B. Armand is a slave owner and assumes he is white. C. Their baby’s skin color looks similar to some of the slaves. D. All of these contribute to Armand’s conclusion that Desiree is not white.

A. There are several words in the story that come from another language. B. Armand tries to get Desiree back, but she decides to stay with her mother. C. Armand finds an important letter his mother wrote to his father. D. Desiree leaves with the baby and never comes back again.

A. Affectionate, kind, honest B. Mean, cruel, evil C. Ugly, shy D. Insane, crazy

A. Her baby has the same skin color as the slave's child B. Her baby is almost as big as the slave's child C. The slave's child is not very attractive D. The slave's child looks too young to be working

A. comic relief B. irony concerning his assumptions about race C. evidence that Désirée deceived him D. proof that Madame Valmondé was mistaken