estherarmas
Instructions Reread paragraphs 3-4-9 of the autobiography. Then…
Instructions
Reread paragraphs 3-4-9 of the autobiography. Then answer the multiple-choice questions that follow.
From Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass
3 From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell.
4 The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey’s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. “You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a right to be free as you have?” These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free.
9 The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey’s ship-yard, and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write on the timber the name of that part of the ship for which it was intended. When a piece of timber was intended for the larboard side, it would be marked thus”L.” When a piece was for the starboard side, it would be marked thus”S.” A piece for the larboard side forward, would be marked thus”L. F.” When a piece was for starboard side forward, it would be marked thus”S. F.” For larboard aft, it would be marked thus”L. A.” For starboard aft, it would be marked thus”S. A.” I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named. After that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The next word would be, “I don’t believe you. Let me see you try it.” I would then make the letters which I had been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing, which it is quite possible I should never have gotten in any other way. During this time, my copy-book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned mainly how to write. I then commenced and continued copying the Italics in Webster’s Spelling Book, until I could make them all without looking on the book. By this time, my little Master Thomas had gone to school, and learned how to write, and had written over a number of copy-books. These had been brought home, and shown to some of our near neighbors, and then laid aside. My mistress used to go to class meeting at the Wilk Street meetinghouse every Monday afternoon, and leave me to take care of the house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas’s copy-book, copying what he had written. I continued to do this until I could write a hand very similar to that of Master Thomas. Thus, after a long, tedious effort for years, I finally succeeded in learning how to write.
What text structure does Douglass develop over paragraphs 3 and 4?
Answer choices for the above question
A. compare and contrast
B. problem and solution
C. cause and effect
D. chronological
The text structure in paragraphs 3 and 4 conveys that the most important purpose of this section of the text is to explain
Answer choices for the above question
A. how Douglass does not have the same freedom as the white children in the neighborhood
B. how the little boys in the neighborhood helped Douglass
C. how Douglass’s relationship with his mistress changed over time
D. how Douglass overcame obstacles to learn to read
In paragraph 9, Douglass uses a chronological text structure when he tells how he “finally succeeded in learning how to write.” What purpose does the chronological text structure convey in this section of the text?
Answer choices for the above question
A. Douglass wants to explain the process he used to learn to read over a period of several years.
B. Douglass wants to convince readers that learning to read was a rewarding and worthwhile experience.
C. Douglass wants to emphasize how clever he was for finding a solution to the problem of not having a teacher.
D. Douglass wants to inform readers about how he passed his time each day.
