Randall’s fourth period English class seemed to drag on forever. The assigned reading list his teacher had handed out in the beginning of class was a huge disappointment to this book lover; the curriculum was stale like week-old bread. After analyzing the list at the dinner table, his parents remarked that they had read many of the books assigned to Randall’s class. Teachers were subjecting today’s students to a thirty-year-old reading list! This didn’t make any sense to Randall. Though he understood the value of classical literature, Randall felt that the curriculum needed a better balance of old and new.
Randall was a true bookworm, and the bookshelves in his room were overflowing. Some of his favorites were autobiographies of athletes and political figures. The personal stories behind the famous faces always fascinated Randall. He also enjoyed reading stories about adolescents like him because he could relate to the issues they tackled every day: school, family, friends, and other elements of teenage life.
Randall found it difficult to relate to the characters in many of the assigned books, which made the reading a chore for him. Randall had always been very disciplined about doing his homework, but when it came to these assigned readings, he often found himself feeling bored and distracted. After several weeks, Randall spoke with his guidance counselor about his frustrations. He explained how he truly believed that a wider variety of reading materials would benefit all of the students in the school. After listening to Randall, his guidance counselor encouraged him to take action. She explained that the best place to advocate for change was the bi-annual curriculum meeting. Teachers and faculty members met twice a year to discuss proposed changes in the curriculum. This would be the ideal place for Randall to state his case.
Inspired by his counselor’s advice, Randall pleaded his case in front of the teachers. He argued that if teachers added contemporary books to the curriculum, more students would be excited about their reading assignments. This would stimulate in-class discussions and possibly persuade students to peruse other popular titles in their spare time. Once Randall finished his address, many of the English teachers nodded their heads in agreement. They believed they could easily accommodate Randall’s ideas into their lesson plans. The teachers unanimously voted to implement the curriculum change, and they started discussing which books they would add to the reading list. Randall’s eyes lit up and a huge smile spread across his face. Now, Randall and his classmates could look forward to reading a variety of contemporary books as well as classic novels. From the corner of his eye, Randall saw his friends approaching. They congratulated Randall and told him how excited they were about the curriculum change.
As they left the teachers to work on their updated lesson plans, Randall thought about how proud he was of his accomplishment—and for the first time in a long time, he was looking forward to fourth period English class.
Question
Which statement BEST explains the effect of using a third-person point of view in this passage?
Responses
A It creates an impersonal tone.It creates an impersonal tone.
B It makes the passage more subjective.It makes the passage more subjective.
C It allows the narrator to seem objective.It allows the narrator to seem objective.
D It reveals the inner thoughts of Randall and his parents.
1 answer
The statement that BEST explains the effect of using a third-person point of view in this passage is:
C. It allows the narrator to seem objective.
This choice accurately reflects how third-person narration provides a broader perspective on the events and characters without imparting personal bias or emotions, creating a more objective tone.
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