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
5
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
10
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
15
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
20
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,
25
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:
30
"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
35
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
40
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."
45
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."
50
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."
55
"But you living kin," he said. "They'll be different."
"Will they?" I said. "I dont know. I never had any other kind."
Source 1: Excerpt from "As I Lay Dying" by William Faulkner

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

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

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

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

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

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

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

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

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

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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