Frederick Douglass's "Learning To Read And Write"

A. chronological sequence

B. a first-person narrative with little analytical commentary by the speaker

C: an angry polemic against the evils of slavery

D: a statement of the narrator's accomplishment followed by an explanation of how he reached it

E: a sympathetic portrayal of a system that victimized both the oppressor and the oppressed.

A. I only

B. II only

C: I and II only

D: II and III only

E: I, II, and III

A. metonymy

B. personification

C. anaphora

D. allusion

E. connotation

A. admirable

B. appropriate

C. deceptive

D. intelligent

E. shrewd

A. to qualify points made int eh previous paragraph

B. to emphasize how Douglass's reactions turned to actions

C. to offer a counterargument to the one presented in the previous paragraph

D. to qualify Douglass's understanding of the importance of learning to read

E. to provide a transition from Douglass's past experiences to those in the present

A. angry reproach

B. studied indifference

C. condescending pity

D. reflective appreciation

E. grudging respect

A. "lacked the depravity" par 1

B. "the simplicity of her soul" par 2

C. "anxious to do better" par 2

D. "first step had been taken" par 3

E. "I was much better off in this regard" par 4

A. slaveholders

B. Master Hugh's family

C. sympathizers to the abolitionist cause

D. other ex-slaves

E. readers of The Columbian Orator

A. sympathetic and reflective

B. respectful but firm

C. sarcastic and angry

D. passionate and determined

E. irate but carefully judicious