AP Success - AP English Literature: As I Lay Dying
In the afternoon when school was out and the last one had left with his little dirty snuffling nose, instead of going home I would go down the hill to the spring where I could be quiet and hate them. It would be quiet there then, with the water bubbling up and away and the sun slanting quiet in the trees and the quiet smelling of damp and rotting leaves and new earth, especially in the early spring, for it was worst then.
I could just remember how my father used to say that the reason for living was to get ready to stay dead for a long time. And when I would have to look at them day after day, each with his and her secret and selfish thought, and blood strange to each other blood and strange to mine, and think that this seemed to be the only way I could get ready to stay dead, I would hate my father for having planned me. I would look forward to the times when they faulted, so I could whip them. When the switch fell I could feel it upon my flesh; when it welted and ridged it was my blood that ran, and I would think with each blow of the switch: Now you are aware of me! Now I am something in your secret and selfish life, who have marked your blood with my own forever and ever.
And so I took Anse. I saw him pass the school house three or four times before I learned that he was driving four miles out of his way to do it. I noticed then how he was beginning to hump—a tall man and young—so that he looked already like a tall bird hunched in the cold weather, on the wagon seat.
In early spring, it was worst. Sometimes I thought that I could not bear it, lying in bed at night with the wild darkness going north and the harking coming faint and high and wild out of the west getting, and during the day it working seem as though I couldn't wait for the last one to go so I could go down to the spring. And so when I looked up that day and saw Anse standing there in his Sunday clothes, turning his hat round and round in his hands, I said:
"If you've got any womanfolks, why in the world dont they make you get your hair cut?"
"Aint got none," he said. Then he said suddenly, driving his eyes at me like two hounds in a strange yard: "That's what I come to see you about."
And just like you hold your shoulders up," I said. "You haven't got any But you've got a house. They tell me you've got a house and a good farm. And you live alone, doing for yourself, do you?" He just looked at me, turning the hat in his hands. "A new house," I said. "Are you going to get married?"
And he said again, holding his eyes to me: "That's what I come to see you about."
Later he told me, "I aint got no people. So that wont be no worry to you. I don't reckon you can say the same."
"No. I have people. In Jefferson."
His face fell a little. "Well, I got a little property. I'm forehanded; I got a good honest name. I know how town folks are, but maybe when they talk to me . . ."
"They might listen," I said. "But they'll be hard to talk to." He was watching my face. "They're in the cemetery."
"But you living kin," he said. "They'll be different."
"Will they?" I said. "I dont know. I never had any other kind."
Excerpt from "As I Lay Dying" by William Faulkner
Question 1
The narrator's sentiment towards the schoolchildren is primarily characterized by:
Resentment and hostility
Curiosity and intrigue
Indifference and detachment
Sympathy and empathy
Nostalgia and fondness
Question 2
In lines 8-13, the narrator's reflections on their father's philosophy primarily reveal a sense of:
Confusion and curiosity
Admiration and agreement
Acceptance and understanding
Indifference and apathy
Rebellion and disagreement
Question 3
The phrase "faulted, so I could whip them" (lines 13-14) suggests that the narrator feels a sense of:
Excitement and anticipation
Guilt and remorse
Power and control
Justice and retribution
Fear and intimidation
Question 4
The description of the spring in lines 3-6 utilizes sensory details to create an atmosphere of:
Chaos and disorder
Joy and celebration
Tranquility and isolation
Confusion and ambiguity
Oppression and confinement
Question 5
In lines 19-22, the narrator's observation of Anse's behavior indicates a perception of him as:
Indifferent and detached
Deceptive and manipulative
Confident and assertive
Aggressive and threatening
Weak and vulnerable
Question 6
The narrator's interaction with Anse in lines 31-35 demonstrates the narrator's:
Fear and apprehension
Compassion and empathy
Condescension and superiority
Curiosity and interest
Confusion and misunderstanding
Question 7
The dialogue in lines 34-35 ("That's what I come to see you about.") primarily serves to:
Provide comic relief
Introduce a new conflict
Develop Anse's character
Build suspense and intrigue
Clarify Anse's intentions
Question 8
The reference to "womanfolks" in lines 31-32 suggests the setting's:
Technological advancement
Political climate
Social customs and gender roles
Economic conditions
Cultural diversity
Question 9
The overall tone of the passage can best be described as:
Cynical and bitter
Detached and objective
Light-hearted and humorous
Optimistic and hopeful
Romantic and idealistic
Question 10
The narrator's perspective on death, as reflected in lines 8-9 and 12-13, suggests a theme of:
The value of legacy
The nature of existence
The unpredictability of life
The inevitability of mortality
The fear of the unknown
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