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."
Excerpt from "As I Lay Dying" by William Faulkner

Question 1

Multiple choice
The narrator's sentiment towards the schoolchildren is primarily characterized by:
  • Sympathy and empathy

  • Nostalgia and fondness

  • Resentment and hostility

  • Curiosity and intrigue

  • Indifference and detachment

Question 2

Multiple choice
In lines 8-13, the narrator's reflections on their father's philosophy primarily reveal a sense of:
  • Confusion and curiosity

  • Admiration and agreement

  • Indifference and apathy

  • Rebellion and disagreement

  • Acceptance and understanding

Question 3

Multiple choice
The phrase "faulted, so I could whip them" (lines 13-14) suggests that the narrator feels a sense of:
  • Excitement and anticipation

  • Fear and intimidation

  • Power and control

  • Guilt and remorse

  • Justice and retribution

Question 4

Multiple choice
The description of the spring in lines 3-6 utilizes sensory details to create an atmosphere of:
  • Confusion and ambiguity

  • Oppression and confinement

  • Joy and celebration

  • Chaos and disorder

  • Tranquility and isolation

Question 5

Multiple choice
In lines 19-22, the narrator's observation of Anse's behavior indicates a perception of him as:
  • Aggressive and threatening

  • Indifferent and detached

  • Weak and vulnerable

  • Deceptive and manipulative

  • Confident and assertive

Question 6

Multiple choice
The narrator's interaction with Anse in lines 31-35 demonstrates the narrator's:
  • Fear and apprehension

  • Confusion and misunderstanding

  • Condescension and superiority

  • Curiosity and interest

  • Compassion and empathy

Question 7

Multiple choice
The dialogue in lines 34-35 ("That's what I come to see you about.") primarily serves to:
  • Build suspense and intrigue

  • Develop Anse's character

  • Provide comic relief

  • Introduce a new conflict

  • Clarify Anse's intentions

Question 8

Multiple choice
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

Question 9

Multiple choice
The overall tone of the passage can best be described as:
  • Detached and objective

  • Romantic and idealistic

  • Light-hearted and humorous

  • Cynical and bitter

  • Optimistic and hopeful

Question 10

Multiple choice
The narrator's perspective on death, as reflected in lines 8-9 and 12-13, suggests a theme of:
  • The fear of the unknown

  • The nature of existence

  • The value of legacy

  • The unpredictability of life

  • The inevitability of mortality

Teach with AI superpowers

Why teachers love Class Companion

Import assignments to get started in no time.

Create your own rubric to customize the AI feedback to your liking.

Overrule the AI feedback if a student disputes.

Other English Literature Assignments

After reading "On the rainy River" through "How to Tell a True War Story,"After reading "The Man I Killed" through "Speaking of Courage," answer the folloAnalysis of Janie's Identity Development in 'Their Eyes Were Watching God'Analysis of Symbolism in the Song's WatchtowerAnalysis of 'The Handmaid's Tale' EndingAnalyzing Complex Relationships in Thomas Hardy's The Mayor of CasterbridgeAnalyzing the Role of a Foil Character in LiteratureAnswer the following after reading "Love" and "Spin"AP English Literature: Analysis of Nisi Shawl's 'Everfair'AP FRQ for Little Fires EverywhereAP FRQ For Little Fires EverywhereAP FRQ One Poetry: "The Myth of Music" by Rachel M. HarperAP Literature FRQ: Major Jackson's Poem "Mighty Pawns"AP Lit Q1 "The Landlady"AP Poetry Essay "Shaving" by Richard BlancoAP Success - AP English Literature: Advice to a ProphetAP Success - AP English Literature: A Haunted HouseAP Success - AP English Literature: An Idle FellowAP Success - AP English Literature: AzathothAP Success - AP English Literature: Bleak HouseAP Success - AP English Literature: Calmly We Walk Through This April’s DayAP Success - AP English Literature: February (a cat poem)AP Success - AP English Literature: My Name (means hope)AP Success - AP English Literature: PlanetariumAP Success - AP English Literature: Sailing to ByzantiumAP Success - AP English Literature: SleepingAP Success - AP English Literature: Sonnet 106AP Success - AP English Literature: The Birthday PartyAP Success - AP English Literature: The Broken HeartAP Success - AP English Literature: The Crying of Lot 49AP Success - AP English Literature: The Fight of the Good Ship ClarissaAP Success - AP English Literature: The Prisoner's SongAP Success - AP English Literature: There Was Once...AP Success - AP English Literature: The Solitude of SelfAP Success - AP English Literature: Wit Inspirations Of The "Two-Year-Olds"Attempt #2 "Occurrence at Owl Creek Bridge"Bierce's "An Occurrence at Owl Creek Bridge"Capstone Project Topic Identification and Problem Statement DevelopmentCat on a Hot Tin RoofCharacter Analysis in Alice Walker's 'Everyday Use'Character Analysis: The Impact of the Past on Identity in Toni Morrison's 'Beloved'Character Development #1Character Development #2Character Development #3Complete the following after reading from "Notes" through "Field Trip"Create an Original Love PoemCrossing the Swamp FRQCrossing the Swamp FRQ1Due Monday "Occurrence at Owl Creek Bridge"