(02.01 LC) Look at the image, and then choose the option to complete the sentence with the correct informal tú command. ________ el baúl del carro. (2 points)

 (02.06 LC) Read and choose the option that best answers the question. Soy Elena y quiero ir a la universidad para ser abogada. Los viernes, trabajo con mi tía, la política Acosta, y su jefa, la señora Suárez, en sus oficinas. Ayudo con sus papeles, escribo en la computadora y ayudo con el teléfono. Based on the text, what profession does Elena currently have? (2 points)

 (02.01 LC) Read and match each incomplete sentence with the correct word or phrase to complete it. (8 points) Alfredo siempre tiene un pie cerca del ________ cuando maneja porque es muy cuidadoso. El ________ del carro es pequeño. No puedo llevar cuatro maletas. En España puedo tener el ________ a los 18 años y por fin puedo usar mi carro. Necesitas cambiar tu ________ con el gato antes de manejar a la ciudad.

 (02.03 LC) Read the passage and the question. Then, choose the option that best answers the question. ¡Buenos días! Yo soy Carlota y hoy es sábado. Todos los sábados, hago las diligencias para mi casa. Primero, voy a la casa de mi abuelo porque cuido a sus perros. Después, voy al banco para depositar el dinero que me paga mi abuelo, y voy temprano porque cierran a la una los sábados. Luego, devuelvo unos libros a la biblioteca y finalmente, lleno el tanque de gasolina de mi carro. According to the reading, what does Carlota do last? (2 points)

 (02.06 MC) Listen to the audio and then choose the option that answers the question. What is the speaker’s profession? (2 points)

(HC) “W. W. Jacobs’ ‘The Monkey’s Paw’ and Saki’s ‘The Open Window’ both demonstrate the use of symbolism, setting, and characterization to explore the nature of good and evil in mankind in the early twentieth century.” In three to five complete sentences, explain why this thesis statement is an effective comparison/contrast thesis statement. (6 points)

(HC) “Liam O’Flaherty’s ‘The Sniper’ and Thomas Hardy’s ‘The Man He Killed’ both demonstrate the use of setting, point of view, and characterization to explore the social impact of war in the early twentieth century.” In three to five complete sentences, explain why this thesis statement is an effective comparison/contrast thesis statement. (6 points)

(HC) “Susan Glaspell’s ‘A Jury of Her Peers’ and Roald Dahl’s ‘The Lamb to the Slaughter’ both demonstrate the use of symbolism, point of view, and characterization to explore the stereotypical roles of women in the early twentieth century.” In three to five complete sentences, explain why this thesis statement is an effective comparison/contrast thesis statement. (6 points)

(HC) In three to five complete sentences, explain the use of one literary device in support of theme in the comparison piece you chose for your comparison/contrast writing in Module 4. (6 points)

(LC) From The Adventures of Tom Sawyer by Mark Twain There was a rustling of dresses, and the standing congregation sat down. The boy whose history this book relates did not enjoy the prayer, he only endured it—if he even did that much. He was restive all through it; he kept tally of the details of the prayer, unconsciously—for he was not listening, but he knew the ground of old, and the clergyman’s regular route over it—and when a little trifle of new matter was interlarded, his ear detected it and his whole nature resented it; he considered additions unfair, and scoundrelly. In the midst of the prayer a fly had lit on the back of the pew in front of him and tortured his spirit by calmly rubbing its hands together, embracing its head with its arms, and polishing it so vigorously that it seemed to almost part company with the body, and the slender thread of a neck was exposed to view; scraping its wings with its hind legs and smoothing them to its body as if they had been coat-tails; going through its whole toilet as tranquilly as if it knew it was perfectly safe. As indeed it was; for as sorely as Tom’s hands itched to grab for it they did not dare—he believed his soul would be instantly destroyed if he did such a thing while the prayer was going on. But with the closing sentence his hand began to curve and steal forward; and the instant the “Amen” was out the fly was a prisoner of war. His aunt detected the act and made him let it go. The minister gave out his text and droned along monotonously through an argument that was so prosy that many a head by and by began to nod—and yet it was an argument that dealt in limitless fire and brimstone and thinned the predestined elect down to a company so small as to be hardly worth the saving. Tom counted the pages of the sermon; after church he always knew how many pages there had been, but he seldom knew anything else about the discourse. However, this time he was really interested for a little while. The minister made a grand and moving picture of the assembling together of the world’s hosts at the millennium when the lion and the lamb should lie down together and a little child should lead them. But the pathos, the lesson, the moral of the great spectacle were lost upon the boy; he only thought of the conspicuousness of the principal character before the on-looking nations; his face lit with the thought, and he said to himself that he wished he could be that child, if it was a tame lion. Read these lines from the excerpt again: Tom counted the pages of the sermon; after church he always knew how many pages there had been, but he seldom knew anything else about the discourse. However, this time he was really interested for a little while. The minister made a grand and moving picture of the assembling together of the world’s hosts at the millennium when the lion and the lamb should lie down together and a little child should lead them. Which word from the excerpt helps define discourse? (4 points)