Write an autobiographical narrative, or true story about your own life, in which you describe how a shared experience shaped your conscience or how an act of conscience gave you a new perspective. Relate this experience to the texts that you have read and the research you have conducted in this section.

A speaker is the imaginary voice that says the words of a poem. Reread the poem and take notes on how the poet uses the speaker to create a study of conscience.

Is the speaker in this poem a person, or is it a state of mind? Explain, citing details from the poem to support your response.

Explain how the Latin root -stru-contributes to the meanings of the words construction, instruct, and structural. Consult a dictionary if necessary .

Reread all or part of the text to help you answer the following questions.

In Solzhenitsyn's view, how has world literature today changed from what it was in the past?

The italicized word in each item below appears in The Tragedy of Julius Caesar, Act II. For each item, determine whether or not the words are synonyms, or words of similar meanings. Explain your reasoning.

augmented, angered

Reread the identified passage. Then, respond to the questions that follow.

To administer the shocks, the teacher had in front of him a shock generator with 30 switches on its front panel. The buttons were arranged in ascending order from 15 volts, labeled with the words "slight shock," all the way up to 450 volts, ominously labeled "XXX." After each error the teacher had to depress the next switch to the right, increasing the jolt by 15 volts. Milgram was interested in seeing how far they would go. Wouldthey administer a "strong shock" of 135 volts? What about an "intense shock" of 225 volts? Perhaps they would instead stop at 375 volts: "danger: severe shock." Surely, Milgram thought, very few subjects would go all the way-although people from some countries might go further than residents of other nations. In particular, he posited that Germans might be willing to deliver bigger shocks than Americans typically would.

Milgram was taken aback by what he found next. His initial pilot studies' with Yale students showed that people regularly followed the experimenter's instructions. Indeed, the vast majority continued pressing switches all the way to the highest voltage-well beyond the point at which the shocks would prove lethal. Of course, the shock generator was not real, so the learners never really suffered. But the participants did not know this, so by all appearances Milgram's subjects seemed willing to deliver shocks sufficient to kill a person simply because they were asked to do so by a gray-coated lab assistant in a science experiment.

What were Milgram's subjects supposed to do if "learners" made mistakes?

Write an essay in which you analyze the development of a character portrayed in a play.

• Select a character with multiple or conflicting motivations from a play in Part 2 of this unit. You might select an antagonist, a protagonist, or a tragic hero.

• Explain which work and character you chose to analyze.

• Analyze the development of this character over the course of the text. Cite details that describe the character at the play's beginning. Then, trace the critical points at which the character changes. Explain how the character develops from the beginning to the end of the drama.

• Support your analysis with evidence from the texts, using direct quotations when appropriate.

• Provide a concluding statement that follows from and summarizes your analysis.

Following Caesar's assassination, both Mark Antony and Brutus address the people of Rome. In an essay, compare and contrast their two speeches. Consider the following:

• How are the two speeches similar? How are they different?

• What are the strengths and weaknesses of each speech?

• Which speech is more powerful or effective? Why?

Support your claims with strong evidence, citing specific details from the text.

Discuss the following passage with a small group of classmates. Take notes during the discussion. Contribute your own ideas, and support them with examples from the text.

But Juan wouldn't overdo it: any distraction could make him lose his edge, and the perfect censor had to be alert, keen, attentive, and sharp to nab cheats. He had a truly patriotic task, both self-denying and uplifting.

How does Juan's ambition to be a perfect censor demonstrate the changes in his characler?

Explain how the Latin suffix -ile contributes to the meanings of these words: fragile, mobile, and projectile. Consult a dictionary if necessary .

Neil Postman wrote this essay in 1992, before many recent developments in communications technology changed how people get news. Write an expository essay in which you update Neil Postman's examination of TV news by analyzing the pros and cons of a twenty-first century news source.

Write a compare-and-contrast essay in which you analyze Antigone and Ismene. Explain the values that motivate each sister to act as she does. Then, consider whether Ismene serves as a foil to Antigone, and explain your position.

The words listed below appear in The Tragedy of Julius Caesar, Act V. Use one word from the list to write a complete sentence about each numbered item that follows.

fawned presage demeanor disconsolate meditates

being too eager to please

Imagine that you are a journalist at the time of Caesar's murder. Write an editorial, a brief persuasive essay that presents and defends a position, to express your thoughts on Rome's future. Use a formal style, and include a clear thesis statement with sufficient evidence to support your position.

• Jot down notes on the major events and issues in the play.

• List consequences Rome faces because of the battle between the conspirators and Antony's allies.

• Mark each consequence as desirable or undesirable, and add a note explaining why.

• Anticipate your reader's concerns, biases, or opposing viewpoints, and address them directly. For each position you take, add a sentence that deflects a counterargument-a position someone might take against it.

• Include a concluding sentence that summarizes your overall thesis.