Analyze Craft and Structure— “The Muscle of Resistance: Anthony, Gandhi, and Mandela”
Read the following essay. Then answer the question(s).
(1) History tells of many wars fought with weapons. What some leaders have discovered, however, is that violence is not the only way to fight for something. Nonviolent protest and resistance are powerful ways to pursue change, and they have a long history of success.
(2) The fight for women’s right to vote is one example. Up until 1920, women in the United States were not allowed to vote. It took years of struggle to win the right. Elizabeth Cady Stanton and Susan B. Anthony were two early leaders in the movement for women's rights. In 1872, Anthony organized a group of women to test the laws about voting. After casting a ballot on November 5, 1872, she was arrested for illegal voting. Her trial helped publicize the issue of women's suffrage. Later leaders of the movement extended the use of nonviolent tactics. In 1917, a group led by Alice Paul organized a picket, or demonstration, outside the White House. Paul and others were imprisoned for their actions. Shortly afterwards, however, women received the right to vote.
(3) Mohandas Gandhi was another leader who fought peacefully for justice. Gandhi was from India. He began as a mediocre student who did not have a lot of self-confidence. After becoming a lawyer, he went to South Africa, where he encountered discrimination against people from India. One unfair law required Indians to be fingerprinted and to carry their registration documents at all times. Gandhi helped organize the Indians. Once prone to stage fright, Gandhi now showed himself to be an energetic leader. The Indians resolved to protest the identity law by refusing to obey it. They also agreed to accept the consequences—even if the consequences included imprisonment. This form of protest and the philosophy Gandhi developed around it were named satyagraha, meaning "force of truth" or "holding onto truth."
(4) After 20 years, Gandhi went back to India, where he applied his ideas of satyagraha in protesting unfair British laws. At the time Britain had control of India. According to British law, Indians had to buy and use only salt made by Britain. In protest, Gandhi organized the Salt March. At the end of the 12-mile march, Gandhi picked up a small piece of sea salt, breaking the law. As a result, Indians began to make their own salt from sea salt and planned a march on a salt factory. Police officers beat the protesters, who did not fight back. Finally, a government official met with Gandhi and agreed that Indians could make their own salt.
(5) In South Africa, Nelson Mandela used nonviolent resistance to eliminate apartheid. Apartheid was a system of unfair laws that segregated races and gave more rights to white people than to others. Mandela studied Gandhi’s methods. He organized and led groups that protested unfair treatment by the government. He was soon arrested and imprisoned.
(6) Mandela remained in prison for 27 years. While in prison, he used nonviolent methods to improve conditions and protect the dignity of the prisoners. Several times, Mandela was offered freedom if he would give up some of his demands. He refused. Finally, in 1990, he was released. Only two years later, he became the first democratically elected South African president.
(7) These three leaders—Anthony, Gandhi, and Mandela—showed the world that change can be brought about nonviolently. Their example continues to inspire others.
The following question has two parts. Answer Part A first, and then Part B.
Part A
Choose the inference you can make about Gandhi that is most clearly supported by details in the passage.
A. He knew from the start that he was destined to succeed as a leader.
B. His confidence grew through his experience with politics in South Africa.
C. He supported nonviolence in part because of his own physical weakness.
D. He supported the distribution of salt for free to anyone who needed it.
B. His confidence grew through his experience with politics in South Africa.
(1) I was two when my family left for a year abroad and three when we came back. I try to picture my parents dragging me and a dog across the Atlantic Ocean to live in Germany for a year. But they were not shy about setting off to new places. My head hurts just thinking about all of the luggage. They packed some of the weirdest things. My dad, for example, packed cookie sheets. Did he think there would be no cookie sheets in the entire country of Germany? My mother detailed our family’s journey that year in a journal she kept and later passed on to me.
(2) July 18, 1991
We boarded the plane with everything we wanted to have for the next year. Two adults, one small child, one dog, six pieces of luggage, six carry-on bags, one car seat, and one dog crate. Flying was new to one of us—the dog.
(3) Near 11:00 p.m., we finally found ourselves “settled” on the plane and heading out over the Atlantic Ocean. Jackie, my little darling girl, was less than thrilled to be confined to an airplane. She kicked and kicked and kicked her feet, over and over. It was no use getting her to stop—but I hoped that the other passengers wouldn’t think I was a bad parent!
(4) We all breathed a sigh of relief when the plane took off. Just as we were drifting off to sleep, the captain made an announcement. “Ladies and gentleman, the heat is not working in the compartment where the animals are kept. We cannot risk flying without heat for the animals. We are going to turn around and land in Boston. Once the problem is fixed, we will be on our way again.”
(5) Once we landed, I sent Charlie up to find out what was going on. He reported back that the dog was just fine. I asked if we could get upgraded to first class. “They’re already working on it,” Charlie replied. “Oh, and, Baxter is the only animal on the plane. Baxter just singlehandedly turned around a plane of 350 people—and got us first class seats!”
Which of the following best states the contrast developed between the characters’ perspectives in the passage?
A. The daughter shares her amusement about a past event. The mother tells what it was like to live through the event.
B. The mother shares her amusement about a past event. The daughter tells what it was like to live through the event.
C. The daughter shares happy memories of her childhood. The mother tells about the negative parts as well.
D. The daughter sees only the negative side of the family voyage. The mother takes a more positive view.
B. The mother shares her amusement about a past event. The daughter tells what it was like to live through the event.
Which of the following sentences from the passage should be revised to show correctly punctuated coordinate adjectives?
A. Light scattered across the wide, distant fields.
B. Sid, my sister, and I stayed in shady corners and in front of old plastic fans . . .
C. Now, the breeze swept through the dry restless grass, whispering as it went.
D. I didn't know it then, but that single breeze would long stand out in my memory.
A. Light scattered across the wide, distant fields.
its not that
My apologies for the confusion. Upon further analysis, it appears that all of the sentences in the passage are correctly punctuated for coordinate adjectives. Therefore, none of the sentences need to be revised for this purpose.
pick one
If I have to pick one sentence from the passage, I would revise sentence B to show correctly punctuated coordinate adjectives:
B. Sid, my sister, and I stayed in shady corners and in front of old, plastic fans . . .
Read the following sentence from the passage.
It began to move more quickly, stirring the heavy air.
Which answer choice correctly identifies the two adverbs in the sentence and the words they modify?
A. "began" modifies "it"; "more" modifies "move"
B. "more" modifies "move"; "quickly" modifies "move"
C. "more" modifies "quickly"; "quickly" modifies "move"
D. "quickly" modifies "move"; "heavy" modifies "air"