How the shape of the whole text carries its meaning
Grade 11 Reading Worksheet
Circle the best answer.
Read this first
The Committee on Sound (story)
[1] Kira and Zee arrived for the campus tour twenty minutes early, which gave them time to argue about whether a college with so many brick buildings could possibly feel friendly. [2] Their guide, a senior named Mateo who walked backward without ever tripping, stopped the group beneath a bell tower whose bell had not rung in years.
[3] In the fall of 1962, Mateo began, the bell rang every hour, and a first-year student named Agnes Pell grew so tired of it that she wrote a polite letter of complaint to the college president. [4] The president replied that the bell was a tradition and would ring as it always had, so Agnes organized a committee of six homesick first-year students to study the problem. [5] For a month the committee met in the library, measured the tower, and calculated, with impressive seriousness, how far a sound could travel through damp October air. [6] Their final report proposed muffling the bell with a single wool blanket, and the president, amused by the arithmetic, agreed to let them try it for one week. [7] The blanket worked so well that the six students became inseparable friends, and by spring none of them was homesick anymore. [8] Agnes Pell later taught physics at the college for thirty years, Mateo said, and the bell was retired in her honor when she left.
[9] The group laughed, photographed the silent tower, and followed Mateo toward the dining hall. [10] Zee lingered at the back, wondering aloud whether the story was true or simply something guides told to make nervous visitors feel at home. [11] Kira pointed to a small brass plate beside the tower door, engraved with six names and the words Committee on Sound, 1962. [12] Neither of them was certain that one plate proved the whole story, but it was enough to start a different argument on the drive home. [13] This time, the argument was about which of them would be first to join a committee. [14] By the time they reached the highway, the brick buildings no longer seemed quite so unfriendly.
Luz is bracketing the inner story. Which sentences form it, and who tells it?
- Sentences 1 to 8, told by Kira and Zee, who are remembering their own first year at college.
- The story of a committee that muffled a bell with a single wool blanket in 1962.
- Sentences 9 to 14, which reveal that the college president told the whole story of the bell tower.
- Sentences 3 to 8, told by Mateo, the guide, inside the frame of the campus visit.
Noah thinks about the frame. Why place the 1962 story inside the campus visit instead of telling it alone?
- The frame shows the old story changing two nervous visitors, so the past reaches the present.
- The frame makes the 1962 story seem less important, just a joke told to pass the time.
- The frame is there to explain what happened to the bell after Agnes Pell retired from teaching.
- The frame tells readers where the college is and how its campus tours are organized.
Pia looks at sentences 10 to 12: Zee doubts the story, and Kira points to a brass plate. What does this moment do for the frame?
- Nothing: it is a small detail about a brass plate that hangs beside the tower door.
- It begins a second inner story about the later lives of the six committee members.
- It shows that each part of Mateo’s story is completely and exactly true.
- It ties the inner story to the present with evidence, while leaving a little doubt.
Ren compares the two layers. How does the inner story mirror the visitors’ situation?
- Kira and Zee are two of the six students who served on the committee in 1962.
- It does not mirror them: the 1962 students and the two visitors have nothing in common.
- Homesick students found friends through a shared project, just as two nervous visitors begin to feel at home.
- Both stories take place near the same bell tower on the same college campus.
From Both Banks (story)
[1] The trail crew had three weeks to build a footbridge across Hollis Creek, so the leader, Ms. Varga, divided the eight volunteers into two teams on opposite banks. [2] On the north bank, Tala’s team dug footings into rocky soil that rang under the shovels, and progress was measured in inches. [3] On the south bank, Milo’s team found soft clay that swallowed every post, and progress was measured in buckets of gravel. [4] Each evening the two teams shouted reports across the water, and each morning they returned to problems that the other side could not see.
[5] In the second week, Tala’s team broke two shovels on a buried boulder and finally had to build the footing around it, like a nest around an egg. [6] In the same week, Milo’s team lost an entire afternoon when the clay slid back into a hole they had just finished digging. [7] By the third week both footings were ready, and the long cedar beams were carried down the trail on twelve shoulders at once. [8] Tala and Milo stood at opposite ends of the first beam, guiding it across the gap until it settled into both footings with a solid knock. [9] The teams finished the deck boards together, and on the last afternoon Ms. Varga invited the newest volunteer, a quiet eleventh grader named Esme, to make the first crossing. [10] Everyone cheered, and the creek, which had divided them for three weeks, now ran calmly beneath a bridge they had built from both sides.
[11] That evening, Milo announced to the crew that the family was relocating to another state before school began. [12] The crew signed the underside of the last board with a marker, and Milo signed it twice, once on each half of the joint. [13] Tala crossed the bridge the following morning on the way to a summer job, and the boards no longer sounded completely new. [14] The creek still divided the two banks, but there was now a way across, and one of the people who had built it was already gone.
Bo lines up sentences 5 and 6, which pair Tala’s boulder with Milo’s sliding clay. Why pair these setbacks?
- They tell us that a boulder broke two shovels and that clay slid back into a hole.
- They show that the bridge will not be finished, since each team keeps failing at its task.
- Matching setbacks build the sense that both sides struggle alone toward one shared goal.
- They reveal that the two teams were secretly racing each other to finish first.
Kira reads sentence 12: one crew member signs the last board “twice, once on each half of the joint.” How does this echo the story’s parallel structure?
- It shows that the whole story is a memory told while the board was being signed.
- It tells us that the crew used a marker to sign the underside of the last board.
- It has no link to the structure; it simply shows that the crew member enjoys signing things.
- It repeats the two-sided pattern in one small act: a mark on both halves before leaving.
The Committee on Sound (story)
[1] Kira and Zee arrived for the campus tour twenty minutes early, which gave them time to argue about whether a college with so many brick buildings could possibly feel friendly. [2] Their guide, a senior named Mateo who walked backward without ever tripping, stopped the group beneath a bell tower whose bell had not rung in years.
[3] In the fall of 1962, Mateo began, the bell rang every hour, and a first-year student named Agnes Pell grew so tired of it that she wrote a polite letter of complaint to the college president. [4] The president replied that the bell was a tradition and would ring as it always had, so Agnes organized a committee of six homesick first-year students to study the problem. [5] For a month the committee met in the library, measured the tower, and calculated, with impressive seriousness, how far a sound could travel through damp October air. [6] Their final report proposed muffling the bell with a single wool blanket, and the president, amused by the arithmetic, agreed to let them try it for one week. [7] The blanket worked so well that the six students became inseparable friends, and by spring none of them was homesick anymore. [8] Agnes Pell later taught physics at the college for thirty years, Mateo said, and the bell was retired in her honor when she left.
[9] The group laughed, photographed the silent tower, and followed Mateo toward the dining hall. [10] Zee lingered at the back, wondering aloud whether the story was true or simply something guides told to make nervous visitors feel at home. [11] Kira pointed to a small brass plate beside the tower door, engraved with six names and the words Committee on Sound, 1962. [12] Neither of them was certain that one plate proved the whole story, but it was enough to start a different argument on the drive home. [13] This time, the argument was about which of them would be first to join a committee. [14] By the time they reached the highway, the brick buildings no longer seemed quite so unfriendly.
Tala draws an arrow from the opening to the ending. What does the ending resolve that sentence 1 set up?
- The question in sentence 1, whether the college could feel friendly, is quietly answered yes.
- Whether Agnes Pell really taught physics at the college for thirty years.
- Nothing: the ending is open, because the two visitors do not decide anything.
- Whether the visitors reach the highway on the long drive home after the tour.
From Both Banks (story)
[1] The trail crew had three weeks to build a footbridge across Hollis Creek, so the leader, Ms. Varga, divided the eight volunteers into two teams on opposite banks. [2] On the north bank, Tala’s team dug footings into rocky soil that rang under the shovels, and progress was measured in inches. [3] On the south bank, Milo’s team found soft clay that swallowed every post, and progress was measured in buckets of gravel. [4] Each evening the two teams shouted reports across the water, and each morning they returned to problems that the other side could not see.
[5] In the second week, Tala’s team broke two shovels on a buried boulder and finally had to build the footing around it, like a nest around an egg. [6] In the same week, Milo’s team lost an entire afternoon when the clay slid back into a hole they had just finished digging. [7] By the third week both footings were ready, and the long cedar beams were carried down the trail on twelve shoulders at once. [8] Tala and Milo stood at opposite ends of the first beam, guiding it across the gap until it settled into both footings with a solid knock. [9] The teams finished the deck boards together, and on the last afternoon Ms. Varga invited the newest volunteer, a quiet eleventh grader named Esme, to make the first crossing. [10] Everyone cheered, and the creek, which had divided them for three weeks, now ran calmly beneath a bridge they had built from both sides.
[11] That evening, Milo announced to the crew that the family was relocating to another state before school began. [12] The crew signed the underside of the last board with a marker, and Milo signed it twice, once on each half of the joint. [13] Tala crossed the bridge the following morning on the way to a summer job, and the boards no longer sounded completely new. [14] The creek still divided the two banks, but there was now a way across, and one of the people who had built it was already gone.
Luz is filling in the end margin. What does the ending resolve, and what does it leave unresolved?
- Everything is resolved happily: the bridge is done, and the whole crew will stay together.
- It resolves exactly where the family is moving and the reason for leaving before school.
- Nothing is resolved: the bridge is still unfinished when the crew member leaves.
- The bridge is finished and the two banks are joined, but the crew is already breaking apart.
The Committee on Sound (story)
[1] Kira and Zee arrived for the campus tour twenty minutes early, which gave them time to argue about whether a college with so many brick buildings could possibly feel friendly. [2] Their guide, a senior named Mateo who walked backward without ever tripping, stopped the group beneath a bell tower whose bell had not rung in years.
[3] In the fall of 1962, Mateo began, the bell rang every hour, and a first-year student named Agnes Pell grew so tired of it that she wrote a polite letter of complaint to the college president. [4] The president replied that the bell was a tradition and would ring as it always had, so Agnes organized a committee of six homesick first-year students to study the problem. [5] For a month the committee met in the library, measured the tower, and calculated, with impressive seriousness, how far a sound could travel through damp October air. [6] Their final report proposed muffling the bell with a single wool blanket, and the president, amused by the arithmetic, agreed to let them try it for one week. [7] The blanket worked so well that the six students became inseparable friends, and by spring none of them was homesick anymore. [8] Agnes Pell later taught physics at the college for thirty years, Mateo said, and the bell was retired in her honor when she left.
[9] The group laughed, photographed the silent tower, and followed Mateo toward the dining hall. [10] Zee lingered at the back, wondering aloud whether the story was true or simply something guides told to make nervous visitors feel at home. [11] Kira pointed to a small brass plate beside the tower door, engraved with six names and the words Committee on Sound, 1962. [12] Neither of them was certain that one plate proved the whole story, but it was enough to start a different argument on the drive home. [13] This time, the argument was about which of them would be first to join a committee. [14] By the time they reached the highway, the brick buildings no longer seemed quite so unfriendly.
Ari notices the visitors start “a different argument” on the drive home. Why end with a new argument?
- It tells us that the two visitors argue often and enjoy debating with each other.
- It shows the visit went badly, since the two visitors are still arguing at the end.
- It resolves whether the brass plate shows that Mateo’s story is true.
- It echoes the opening argument but reverses it, showing that the visit changed them.
From Both Banks (story)
[1] The trail crew had three weeks to build a footbridge across Hollis Creek, so the leader, Ms. Varga, divided the eight volunteers into two teams on opposite banks. [2] On the north bank, Tala’s team dug footings into rocky soil that rang under the shovels, and progress was measured in inches. [3] On the south bank, Milo’s team found soft clay that swallowed every post, and progress was measured in buckets of gravel. [4] Each evening the two teams shouted reports across the water, and each morning they returned to problems that the other side could not see.
[5] In the second week, Tala’s team broke two shovels on a buried boulder and finally had to build the footing around it, like a nest around an egg. [6] In the same week, Milo’s team lost an entire afternoon when the clay slid back into a hole they had just finished digging. [7] By the third week both footings were ready, and the long cedar beams were carried down the trail on twelve shoulders at once. [8] Tala and Milo stood at opposite ends of the first beam, guiding it across the gap until it settled into both footings with a solid knock. [9] The teams finished the deck boards together, and on the last afternoon Ms. Varga invited the newest volunteer, a quiet eleventh grader named Esme, to make the first crossing. [10] Everyone cheered, and the creek, which had divided them for three weeks, now ran calmly beneath a bridge they had built from both sides.
[11] That evening, Milo announced to the crew that the family was relocating to another state before school began. [12] The crew signed the underside of the last board with a marker, and Milo signed it twice, once on each half of the joint. [13] Tala crossed the bridge the following morning on the way to a summer job, and the boards no longer sounded completely new. [14] The creek still divided the two banks, but there was now a way across, and one of the people who had built it was already gone.
Noah reads the last sentence: the creek “still divided the two banks, but there was now a way across.” What does this final image resolve?
- It makes the ending open, because the creek is still there dividing the banks.
- It has nothing to do with the two teams; it is just a description of running water.
- It settles the bridge’s purpose while admitting a loss, joining joy and sadness.
- It resolves the argument between the two teams over who had worked harder.