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EXERCISE TWENTY-EIGHT (Page247-251)

C

Passage 1

The Cajun people, descendants of the French Acadians who resettled in south Louisiana in the

mid-1700's, have been producing their own traditional style of music for nearly two centuries.

However, by the late 1940's, commercially recorded Cajun music had begun to lose its individual

character in favor of new sounds heavily influenced by hillbilly music and western swing. Then, in

1948, Iry Lejeune recorded

Amede Ardoin and by his own relatives and neighbors in Pointe Noire, Louisiana. Lejeune went

against the grain to perform in the old, traditional style long forced underground. Some said the

young singer from rural Louisiana who carried his accordion in a flour sack didn't know better, but

crowds rushed to hear his highly emotional music. His unexpected popular success focused

attention on cultural values that Cajuns had begun to fear losing.

Iry Lejeune became a pivotal figure in the revitalization of Cajun music; his untimely death in

1955

only added to his legendary stature. Following his lead, musicians like Joe Falcon, Lawrence

Walker. Austin Pitre, and Nathan Abshire dusted off long - abandoned accordions to perform and

record traditional - style Cajun music. Interest and demand were especially strong after the Second

World War among returning soldiers, tired of foreign wars and foreign affairs, who wanted only to

get back to the comfort and security of their own culture. Local music store owners pioneered

their own local recording industry since national record companies had abandoned regional

traditional styles and were only producing music with a broader, national appeal.

1.

Cajun music recordings in the 1940's were

(A)

imitations of Amede Ardoin's work

(B)

performed in the traditional style

(C)

influenced by other forms of American music

(D)

a huge commercial success

2.

To say that Lejeune went

old, traditional style suggests which of the following?

(A)

He played music most other musicians weren't playing.

(B)

He preferred to play modern music.

(C)

He performed badly when he played traditional music.

(D)

He could not make a living playing music.

3.

The word

(A)

Neighbors

(B)

Crowds

(C)

Ardoin

(D) Lejeune

4.

The word

(A)

Interpretation

(B)

Introduction

(C)

Rebirth

(D)

Relevance

5.

It can be inferred from the passage that when Lejeune died

(A)

his popularity increased

(B)

people stopped playing accordions

(C)

musicians lost interest in traditional music

(D)

local music store owners lost money

did interest in traditional Cajun music increase after the Second World War?

(A)

(B)

(C)

(D)

It had a broad, national appeal.

Returning soldiers had missed their culture.

The recording industry became more interested in it.

Modern music had become distasteful.

Passage 2

One of the most remarkable of migrations is that taken each fall by the North American

monarch butterfly. Often called

capable of long flights at speeds of 20 miles per hour or more. Monarch butterflies have been

observed within 200 miles of the coast of England, although they are not native to Europe. They

are now also found in Asia and Australia, perhaps having been carried there by the wind.

The monarch produces as many as four generations a year, each one of which ventures a little

farther north. It is the last of these that migrates before the onset of winter. From as far north as

Canada, swarms of butterflies begin gathering from their homes in the fields, clinging to trees and

bushes by the thousands. Then, on just the right breeze, they rise in a red cloud and head south.

Not all get there. But enough do to ensure the survival of the species until the following spring.

1.

What is the main topic of the passage?

(A)

The migration of insects to Europe

(B) A butterfly with extraordinary powers of flight

(C) The reproductive cycle of the monarch butterfly

(D) Remarkable insects of the Western Hemisphere

phrase

(A) In the direction butterflies fly

(B)Flying as do other butterflies

(C)Since butterflies leave

(D) Compared to other butterflies

phrase

(A)exactly

(B)at least

(C)up to

(D)more than

line 8. the word

(A)generations

(B)species

(C)migrations

(D)swarms

5.

According to the author, what must occur before the butterflies can depart?

(A)Spring

(B)A storm

(C)A suitable wind

(D)Evening

Passage 3

Both Mercy Warren and Abigail Adams admired Catharine Macaulay, the radical author of

A

History of England

(1763),

who supported the cause of the American patriots. Under Macaulay's

influence Mercy Warren conceived her plan to write a history of the American Revolution, living

to complete it in 1805. Abigail Adams rejected literary ambitions for herself and never lost her

sense of inferiority about her poor spelling and ignorance of Latin. Yet her letters, rather than

Warren's plays and verse, have become the greater source in documenting signs of a dawning

feminist consciousness.

Abigail Adams welcomed every advance for women and foresaw more than could be realized

in her lifetime. She urged her husband, the second President of the United States, to

the ladies

husbands. As she pointed out the terrible deficiencies in education for women at all levels, she

finally made the significant request to her husband, that the new constitution

Learning and Virtue,

we should have learned women.

Enlightenment faith in human potentiality, had feminist implications before there was a feminist

ideology.

A younger contemporary of similar background gave the reading public an explicit feminist

argument for the education of women. The views of Judith Sargent Murray (1751-1820) reflected

both personal and family experience.

Murray's Cleaner

essays published in the 1790's transcended

the boundaries of her world in recognizing the need for training women to earn their own living.

Although, like Mercy Warren and Abigail Adams, she was brought up with the values of gentility,

she knew through personal hardship that even women of her class might be forced to be self -

supporting: education could provide independence for women in need, whether they were

unmarried women or widows or wives.

1.

What does the passage mainly discuss?

(A)

Abigail Adams' life

(B)

Women historians

(C)

Early sources of feminist thinking

(D)

The literary ambitions of Judith Sargent Murray

2.

What does the author mean by the statement that Abigail Adams

could be realized in her lifetime

(A) No progress was made during her life.

(B)

She made predictions that eventually came true.

(C)

Her life was very short.

(D)

She didn't want to become a public figure.

3.

Which of the following statements best expresses Judith Sargent Murray's position?

(A)

Women should be well educated in order to support themselves.

(B)

Women's rights must be protected by new laws.

(C)

The accomplishments of women are ignored in most historical

documents.

(D)

Women need to become more active in political affairs.

4.

Where in the passage does the author mention Abigail Adams' position regarding

education for women?

(A)Lines 1-2

(B)Lines 4-5

(C)Lines 11 - 14

(D) Lines 21-24

5.

What did Mercy Warren, Abigail Adams, and Judith Sargeant Murray have in common.

(A) They all wrote books.

(B)

They were all responsible for the financial support of their families.

(C)

They were all interested in women's accomplishments.

(D)

They al had influential families.