6. How does a difference between the reader's point of view and the characters' points of view affect the story? (Story is as follows: As soon as Hector heard the bell ring, he leaped out of his seat and was halfway to his locker before the rest of his classmates had even gathered their belongings. He hastily opened his locker. His mind racing, he could not remember what he needed to bring home with him for homework that night. He dropped all of his books and binders into his backpack and half-walked, half-jogged down the hall to the theater room. Hector took a deep breath, clenched his fists, and strode to the door, but the list was not there. His shoulders sunk under the weight of unfulfilled expectations and one hundred pounds of textbooks. He retreated across the hall and slid down to the floor to wait. "Hector, Hector, what does it say? Am I on the list? I cannot cope with another semester of stage crew when I was born for the stage!" Hector's friend Alana came bouncing down the hallway, displaying a chaotic energy. Alana was juggling her bag, several paperback books, and a giant water bottle. Per usual she was a mass of frazzled nerves and tangled hair. Alana dramatically marched to the door, saw that nothing was posted, and sank back against a locker. "It's not there! How can that be when we finished auditions ages ago and Mr. Thacker swore that he would have the list up by 4:00 p.m. today? I just don't think I can wait much longer to find out if I am in the show!" Alana ranted, to anyone in the hall or within twenty feet of the door. Hector had to chuckle under his breath. He thought he had been anxious, but Alana took things to a new level. "Alana, it's only 3:50. School just got out! We're the only ones here. I'm sure Mr. Thacker will be here any minute." Hector had become a master at reassuring Alana. Alana sighed heavily. "You're right. Of course you're right. I am just so nervous, excited, and scared that I barely slept a wink last night. I could not wait to get to school today, and then my classes dragged on forever!" Alana paced in front of the door as she spoke and distractedly twisted her long, tight curls around her blue-sparkled pointer finger. Hector allowed his bulging backpack to slide to the floor and stood up to comfort Alana before she hit full panic mode. "Alana, you have nothing to worry about, I am positive that you will be on the list. Your audition was awesome. I am sure you got a part!" As Hector reassured Alana, his own doubts resurfaced and butterflies filled his stomach. He was not so sure about his own chances of being on the list, but he was good at veiling his true feelings. Hector followed Alana as she continued to pace. Soon, the hallway was filled with more students excitedly waiting for the list. Unexpectedly, the hallway acquired a jovial atmosphere. Students stood in tight circles, goofing around and reenacting their audition pieces. Many of the kids were Hector's friends, and some slapped him on the back to wish him luck. Izzy and Will, who had also worked on the stage crew last year, joined Hector and Alana. "Wow Alana, you look like you're going to be sick!" Will exclaimed when he saw Alana's pale face. "Do you want me to take you to the nurse's office?" he asked. Alana swallowed hard and replied, "I am fine, thanks, Will. I just want a part so badly, and all this waiting is driving me crazy!" Izzy wrapped her arm around Alana's back, gave her a comforting squeeze, and said, "If you don't get a part, we can still do stage crew together. We will have such a good time you won't care that you didn't get a part." Suddenly, the hallway got really loud and Hector realized that Mr. Thacker had walked out and was posting the list. Mr. Thacker waved his hands above his head. "Quiet down, everybody, quiet down!" he called out. "Listen up, I have posted the list. These were tough auditions and it was extremely difficult to assign roles this year, but I think we've got it right and this year's show will be a smashing success!" As soon as he finished his speech, Mr. Thacker ducked back into his classroom, and chaos followed as forty students tried to get to the list at once. "Hector, can you look for me? I can't bear to look. If I didn't get a part, I will cry and embarrass myself in front of everyone. Will you please just check for me?" Alana pleaded. Hector nodded and turned to face the door. His stomach lurched. He realized he had been sweating but was determined to stay calm. He waited a minute for the crowd to thin, and then wiggled his way through to the front. "Nice, dude!" his buddy called as he passed by. When he got to the list, Hector instantly spotted his name and happiness surged through him. He quickly scanned down the list and was even more excited to see that Alana had gotten a part too. Hector quickly walked around the crowd and saw Izzy and Will trying to divert Alana's attention by telling her a funny story. "You got a part, Alana! We both did!" he shouted as soon as he saw them. Alana covered her hands with her face and squealed. She began jumping up and down, clapping with glee. The difficult wait was over, and now the real work would begin.)

6. How does a difference between the reader's point of view and the characters' points of view affect the story? It makes the reader more surprised than the characters when Hector and Alana get parts. It makes Alana think that she does not really deserve a part in the play. It makes the reader feel that Hector is a good person. It makes Alana's problem seem less serious than Alana thinks it is.

which answer choice is it?

1. The spicy spaghetti set my mouth on fire! What type of figuartive language is being used?

1. The spicy spaghetti set my mouth on fire! Is this a metaphor?

1. PART A: Which of the following best describes a central idea of the passage? There is a greater pressure on teenagers to have crushes than on any other age group. Puberty and developing identities are the main reasons teenagers are more prone to have crushes. Crushes are incidental, or insignificant, to ordinary adolescent development. Adolescent crushes are matured expressions of love; it is a common myth that they are not. (Passage is as follows: Teenage crushes have a significant role to play in the journey of adolescence. Consider crushes of two kinds--identity crushes and romantic crushes. In both cases, the teenager feels smitten by a compelling1 person who captivates their attention for good and ill. (A third kind is the celebrity crush that shapes ideals and stirs fantasies, but there is usually no interpersonal contact to play them out. However, this is definitely where the market for celebrity posters comes in--to decorate teenage bedroom walls.) In all three cases, the young person largely projects onto another person idealized attributes the admirer highly values and wants to be associated with. Then she or he attaches strong positive feelings to the perfectly wonderful image that has been created. Crushes have more to do with fantasy than with reality, and they tell much more about the admirer than the admired. It's because they usually prove unrealistic that in a relatively short time they soon wear off. But it is because of the idealization2 that crushes have such momentary power. This is why parents need to respect an adolescent crush and not dismiss or put it down. After all, it is an early approximation of love. While it lasts it is seriously felt, so it should be seriously treated. Identity crushes are formed by finding someone they much admire, want to become like, and treat as a leader or model they are eager to imitate and follow. Romantic crushes are formed by finding someone whom they find powerfully attractive, who they feel excited to be around, and with whom they want to spend a lot of time. In both cases, the person with the crush gives enormous power of approval to the object of their crush--wanting to be liked by them and wanting to be like them, willing to do a lot to get in the other person's good graces. They go out of their way to be around each attachment. [1] 1. Compelling (adjective): evoking interest, attention, or admiration in a powerfully irresistible way 2. Idealization (noun): the act or process of regarding or representing someone or something as perfect or better than in reality 1 There is a great outbreak of romantic crushes and gossip about them ("Guess who likes who?") in middle school. By this time, early adolescence and the separation from childhood has caused young people to want to act more grown up, and sexual maturity from puberty has motivated them to act in more young manly and young womanly ways. Since girls tend to enter puberty before boys, they are more likely to experience the wave of crushes first, more drawn to boys than boys are to them, taking romantic feelings seriously that boys treat lightly or even laughably. However the time for same-age boys to become romantically smitten is not far off, and when it arrives a crush proves to be no laughing matter when they become smitten, too. Because a romantic crush is a potent3 mix of idealization and infatuation,4 it doesn't require knowing another person well at all. In some cases a superficial5 impression can be provocation6 enough. "I like how she's so quiet and watchful and keeps to herself." "I like how what others think doesn't matter to him." As mentioned, although the crush appears to be about attraction to another person, it is actually about projection of valued attributes onto another person--a statement about what they find attractive. In this, crushes are very revealing. "My son is always getting crushes on young women who seem the opposite of him, as fun loving as he is serious." Crushes are not only the stuff that dreams are made of; they signify a lot about the dreamer. Of course, romantic crushes can have a risky side. You don't want a teenage crush to become a fixation, a young person unable to stop daydreaming and fantasizing all the time about this person, for example. You don't want the young person to act out under the influence of a crush in self- endangering ways, soliciting or expressing inappropriate interest, for example. And you don't want the crush to be exploited by the object of the crush, an older adolescent taking advantage of a romantically besotted7 younger adolescent, for example. Because a romantic crush is so intensely felt, parents must not take it lightly or make fun of it. An awakening of romantic feelings provokes a lot of anxiety because there are many problematic questions for the young person to answer. "What am I supposed to do with these feelings?" Should they just be kept secret, thus increasing the risk of obsessive preoccupation? "What if I tell close friends?" Suppose I get talked about and teased, thus increasing the risk of embarrassment. "What if I have to be around the other person who doesn't know how I feel?" Now feeling nervous, there is more risk of doing or saying something awkward. "What do I tell this person about my crush?" To declare the crush to the person creates the risk of rejection. It's not easy managing a crush. One way to manage it is telling the object of the crush. The language used, however, is important. The temptation, because the romanticized feelings are so intense, is to express the feelings with the "love" word. Better not. It's best to talk about these feelings in "liking" terms because that reduces the pressure on everyone. "I like talking with you." "I like hanging out with you." Enough said, then leave it at that. [5] 3. Potent (adjective): powerful, strong 4. Infatuation (noun): obsession; an intense but short-lived passion or admiration for someone or something 5. Superficial (adjective): on the surface; shallow 6. Provocation (noun): action or speech that makes someone annoyed or angry, especially on purpose 7. Besotted (adjective): strongly infatuated or obsessed with; head over heels for; in love with 2 "Adolescence and the Teenage Crush" from Psychology Today, (c) 2012, Dr. Carl Pickhardt. Reprinted with permission, all rights reserved. Most romantic crushes don't last very long because once the object of the crush becomes better known, the magic of the other person soon wears off and the ideal falls away. "I can't believe I felt he was so great! What was I thinking?" However, this kind of crush does have one lasting value. Having experienced an awakening of infatuated feelings, the adolescent has opened themselves up to the pleasure and possibility of romantic love. Identity crushes often last longer because the adolescent is focused not so much on pleasing the other person as on altering themselves, using the leader whom they admire as a model to shape their own womanly or manly growth. So a shy 7th grade girl gets a crush on a very popular female classmate and wants to become highly social like her, hoping that regular association will rub off as she learns to become more outgoing. It's an unstated bargain. She gets acceptance and inclusion by the popular girl who gets to be looked up to in this admiring way. Sometimes sexual feelings are aroused in an identity crush, even acted on to express liking, but that does not usually signify a homosexual orientation has become established, only that the identity crush can have a sexual component. Of course, the risk with following an admired leader is that the young person with the identity crush may be lead astray, which is what some parents fear. "Our son worships a classmate who rides his skateboard to school, stashes it in his locker, dresses like an outlaw, all in leather and black, and has this angry attitude toward authority. But if we say anything against him, our son gets really angry, defending his hero and criticizing us. What are we supposed to do?" This is a hard situation, but in general parents need to respect the friendship, get to know the friend, and if there are behaviors the friend is into that parents don't want for their son, they need to talk to him about not doing those activities. Sometimes they discover that beneath the appearance they find alarming is a person they get to like. Particularly during the middle school years, teenage crushes can be of the attraction (romantic) kind and of the admiration (identity) kind. In both cases growth is advanced by this influential experience, most often for the good, but sometimes not. This is why parents need to pay attention to the crush relationship, not just leave it to their son or daughter and look the other way.)

1. PART A: Which of the following best describes a central idea of the passage? A.There is a greater pressure on teenagers to have crushes than on any other age group. B.Puberty and developing identities are the main reasons teenagers are more prone to have crushes. C.Crushes are incidental, or insignificant, to ordinary adolescent development. D.Adolescent crushes are matured expressions of love; it is a common myth that they are not. Which answer choice is it?

It's incorrect.