Question
Bold to Boulder!
B. Haq
Tessie woke up not fresh or well-rested and certainly not like her usual self. Her leg muscles, sore and tender as they hadn’t felt in a long time after the episode, could barely move, and painful cramps erupted in her legs if she tried.
You can do it, Tessie’s willpower coaxed her to roll out of her warm and cozy bed. As soon as her feet touched the soft, shaggy rug that lay by the side of her bed, she lost her balance and fell back on the bed. Her legs were old logs, stiff and fatigued.
It hurts like anything, but I am happy, she thought as she propped herself up on the edge of the bed. A wide smile dawned on her face as she quietly cried in pain.
“Oh, Tessie, I am so proud of you,” said her mom, encouraging her as she walked into Tessie’s room upon hearing her muffled cries.
Yesterday was Tessie’s first lesson at the Summit Bouldering Gym. She was beyond thrilled before and after the experience. Finally, she and her mom had together figured out, though after much contemplation, what Tessie could do in a safe environment.
Up until six months ago, she was a healthy, robust 13-year-old, training for 400-meter sprints and hurdle race. She was a cheetah on the track and fast coming up as a star track and field athlete when everything suddenly changed, not only for Tessie but also for her family.
On that fateful morning, the last thing Tessie remembered was that she felt dizzy as she walked to her class. When she came around, she was groggy, and her heart pounded in her head. She looked around to find paramedics around her, asking her, her name and other questions.
Later that day, the doctors explained to her parents that Tessie had multiple seizures and that it could happen again. She was immediately put on anti-seizure medicine, and her training as a track and field athlete was put on hold.
Tessie’s world fell apart within her mom’s tight embrace. Their tears mingled with each other’s, and from that point onward, Tessie’s life was a roller-coaster ride, and tight turns and steep slopes were part and parcel of it.
Tessie, who loved the outdoors, was stuck indoors. As hard as she and her mother tried to figure out what she could do, there weren’t any options.
“Mom, I don’t think it’s gonna work,” uttered Tessie in a soft, barely audible melancholy tone.
“Hey, remember what I told you?” replied her mom, as they got in the car, one more time, in search of a safe place for Tessie where she could take up physical activity. “Chin up and happy thoughts. We will get there.”
And she was right! As it turned out, a bouldering gym was the safest place for Tessie. With a padded floor and walls fitted with rock climbing holds, she could climb without fear of hurting herself if she seized and fell.
Tessie was over the moon, and she and her mom decided to celebrate the day with an ice cream sundae.
ssage 2
Lost in My Mind
Hannah Bright
Adrift in the sea of thoughts,
I was lost in my mind.
Not knowing where to turn,
I was sure to find
5 the troubles, the woes
that came with the grind.
I was lost in my mind.
The day turned to darkness,
and the darkness declined
10 for it couldn’t be praised nor maligned.
And it seemed certain to be resigned
to the fate that was once signed
and sealed by the unkind.
I was lost in my mind
15 A pearl of wisdom that the sage
opined
is neither to be trifled with nor declined.
The need is ever-growing for humankind
to heed it, to shine it,
20 and to keep it enshrined.
I was lost in my mind.
My eyes were lights left behind
by the stars shooting by
in the darkest night.
25 Not confined
to the bounds of my mind,
I realized
I was NOT lost in my mind.
Which statement best describes how the structures of "Bold to Boulder" and "Lost in My Mind" contribute to their meaning?
Responses
A The passage uses dialogue to reveal the character’s emotions, while the poem uses dialogue to highlight the tone.The passage uses dialogue to reveal the character’s emotions, while the poem uses dialogue to highlight the tone.
B The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.
C Both the author of the passage and the poet use exaggeration to describe the main problem to the reader.Both the author of the passage and the poet use exaggeration to describe the main problem to the reader.
D Both the author of the passage and the poet hint at the resolution of the problem at the beginning of the text.
B. Haq
Tessie woke up not fresh or well-rested and certainly not like her usual self. Her leg muscles, sore and tender as they hadn’t felt in a long time after the episode, could barely move, and painful cramps erupted in her legs if she tried.
You can do it, Tessie’s willpower coaxed her to roll out of her warm and cozy bed. As soon as her feet touched the soft, shaggy rug that lay by the side of her bed, she lost her balance and fell back on the bed. Her legs were old logs, stiff and fatigued.
It hurts like anything, but I am happy, she thought as she propped herself up on the edge of the bed. A wide smile dawned on her face as she quietly cried in pain.
“Oh, Tessie, I am so proud of you,” said her mom, encouraging her as she walked into Tessie’s room upon hearing her muffled cries.
Yesterday was Tessie’s first lesson at the Summit Bouldering Gym. She was beyond thrilled before and after the experience. Finally, she and her mom had together figured out, though after much contemplation, what Tessie could do in a safe environment.
Up until six months ago, she was a healthy, robust 13-year-old, training for 400-meter sprints and hurdle race. She was a cheetah on the track and fast coming up as a star track and field athlete when everything suddenly changed, not only for Tessie but also for her family.
On that fateful morning, the last thing Tessie remembered was that she felt dizzy as she walked to her class. When she came around, she was groggy, and her heart pounded in her head. She looked around to find paramedics around her, asking her, her name and other questions.
Later that day, the doctors explained to her parents that Tessie had multiple seizures and that it could happen again. She was immediately put on anti-seizure medicine, and her training as a track and field athlete was put on hold.
Tessie’s world fell apart within her mom’s tight embrace. Their tears mingled with each other’s, and from that point onward, Tessie’s life was a roller-coaster ride, and tight turns and steep slopes were part and parcel of it.
Tessie, who loved the outdoors, was stuck indoors. As hard as she and her mother tried to figure out what she could do, there weren’t any options.
“Mom, I don’t think it’s gonna work,” uttered Tessie in a soft, barely audible melancholy tone.
“Hey, remember what I told you?” replied her mom, as they got in the car, one more time, in search of a safe place for Tessie where she could take up physical activity. “Chin up and happy thoughts. We will get there.”
And she was right! As it turned out, a bouldering gym was the safest place for Tessie. With a padded floor and walls fitted with rock climbing holds, she could climb without fear of hurting herself if she seized and fell.
Tessie was over the moon, and she and her mom decided to celebrate the day with an ice cream sundae.
ssage 2
Lost in My Mind
Hannah Bright
Adrift in the sea of thoughts,
I was lost in my mind.
Not knowing where to turn,
I was sure to find
5 the troubles, the woes
that came with the grind.
I was lost in my mind.
The day turned to darkness,
and the darkness declined
10 for it couldn’t be praised nor maligned.
And it seemed certain to be resigned
to the fate that was once signed
and sealed by the unkind.
I was lost in my mind
15 A pearl of wisdom that the sage
opined
is neither to be trifled with nor declined.
The need is ever-growing for humankind
to heed it, to shine it,
20 and to keep it enshrined.
I was lost in my mind.
My eyes were lights left behind
by the stars shooting by
in the darkest night.
25 Not confined
to the bounds of my mind,
I realized
I was NOT lost in my mind.
Which statement best describes how the structures of "Bold to Boulder" and "Lost in My Mind" contribute to their meaning?
Responses
A The passage uses dialogue to reveal the character’s emotions, while the poem uses dialogue to highlight the tone.The passage uses dialogue to reveal the character’s emotions, while the poem uses dialogue to highlight the tone.
B The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.
C Both the author of the passage and the poet use exaggeration to describe the main problem to the reader.Both the author of the passage and the poet use exaggeration to describe the main problem to the reader.
D Both the author of the passage and the poet hint at the resolution of the problem at the beginning of the text.
Answers
GPT-4o mini
The statement that best describes how the structures of "Bold to Boulder" and "Lost in My Mind" contribute to their meaning is:
**B** The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.
In "Bold to Boulder", Tessie's journey with her health and her pursuit of an activity she can engage in represents a subplot that enriches the main theme of resilience and overcoming adversity. In "Lost in My Mind", the repetition of the phrase "I was lost in my mind" serves as a refrain that emphasizes the speaker's journey through confusion and ultimately to a realization of clarity.
**B** The passage uses a subplot in the story to support the main plot, while the poem uses a refrain for emphasis.
In "Bold to Boulder", Tessie's journey with her health and her pursuit of an activity she can engage in represents a subplot that enriches the main theme of resilience and overcoming adversity. In "Lost in My Mind", the repetition of the phrase "I was lost in my mind" serves as a refrain that emphasizes the speaker's journey through confusion and ultimately to a realization of clarity.