1987 Exam

1) C 2) A 3) C 4) E. Never liked when questions use the word primarily, sounds more like an opinion. 5) A 6) D 7) E. Best to interpret, sounds more like an opinion and throws me. 8) C 9) E 10) C 11) B. Struggled with this one 12) A 13) B. Thought it also could have been A 14) C 15) A. So didn't read the EXCEPT part and had he thrown for a while. 16) B. What does mirthful mean?? 17) C. Going with this because its the only word I don't know and the others don't fit. 18) E 19) A. Hard 20) D 21) E. Compulsion! 22) E 23) A 24) A 25) C 26) E 27) D 28) C. Easy 29) B 30) D 31) D 32) B. Hard. Hard. -This poem I found difficult in general. 47) A 48) A. I went back to the line to read read out of uncertainty. 49) C 50) D 51) C 52) B. I don't know what desultory means. 53) B 54) C. Uhhh???? 55) A 56) B 57) A 58) D 59) E 60) A. Could be A or B, having a tad bit of trouble. 61) A. Easy Essay #1 George Eliot once personified leisure as a man whom lived life in a form that is near extinction today. To Eliot leisure was taking the times to stop and smell the roses, not about getting your book club novel of “The Other Boleyn Girl” done, or checking something off the list. It was literally doing nothing and being content. Unfortunately for Eliot, She lived in an age of activity. With the advancement of the industrial revolution, even free time was done “doing” something, farthing something, knowledge, and activity. The minds never go still. “Old Leisure” to Eliot is presented through personification as a man whom did not live in the fast lane. He did not go above and beyond; he did not search but beauty but merely took in what was around him. Eliot lived in a world that only seemed to drive in the fast lane, even its slow mode was “70mph” compared to her ideal speed of a residential neighborhood speed of “25mph”. Described through the metaphor of leisure taking mans form. Essay # 2 In the novel “Never Let Me Go”, by Kazuo Ishiguro girl named Kathy attends a boarding school cut off from the rest of the world. It is cut off because the school is home to “clones” who are being raised to be organ donors. Ishiguro writes through the perspective of Kathy in three stages of her life. Youth, Adult, and Carer (clones who care for clones in recovery) showing us how she went through life like most kids; school, homework, friends, boy drama, sex, work, and finding herself. Through this he makes an appeal to the end for clone organ harvesting (though does not exist yet, is more of a warning to the future). In the book, Ishiguro wrote in characters (the teachers) non clone to pose as ideal personalities for us. The teachers try to better the student’s lives, and make them as normal as possible while collecting the students’ art work to show at science debates about whether or not the clones had feelings and emotions. Ishiguro’s writing argued that clones would have emotions and feelings. Ishiguro did not write in the opposition of cloning on a scientific stance but on the more grounds of the clones having souls themselves. Just as scientists can’t prove where the little voice in our head is when we get that sixth sense that someone is watching us or the “oh I should have said that” line that goes off ten minutes after an argument. Ishiguro demonstrates that just because you can’t prove its there or where it comes from doesn’t mean they don’t have it. The three stages of Kathy’s life is much like the set up of “To Kill a Mocking Bird” from innocents to maturity, learning life lessons in a coming to age tale of a clone. Ishiguro sets up his novel this way to mark a different level of problems and a different level of discovery, through a character that you find many resemblances in yourself and you find yourself rooting for; hence rooting against harvesting/ cloning. P.S. Written while on heavy duty cold meds :)