Avaliação Final (Objetiva) - literatura norte americana

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GABARITO | Avaliação Final (Objetiva) - Individual (Cod.:821436)
Peso da Avaliação 3,00
Prova 63479379
Qtd. de Questões 12
Acertos/Erros 6/6
Nota 6,00
Leia o texto a seguir, extraído de Grant (2019, p. 31):
“Language or Culture may spread quickly and widely among the peoples of the earth […]. For example, the bow and arrow may have originated 
with some specific race of mankind, yet we find this invention in use all over the globe and in the hands of the most diverse peoples. The use of 
firearms and of horses by the American Indians indicates nothing more than their contact with the whites.”
Com relação ao período inicial dos primeiros contatos entre os nativos norte-americanos e os europeus recém-chegados à América, analise as 
sentenças a seguir:
I- As primeiras colônias estabeleceram-se na Carolina do Norte e na Virgínia.
II- Conflitos entre os forasteiros e os nativos locais podem ter dificultado a expansão da primeira colônia.
III- Os primeiros casamentos entre os povos europeu e nativo deram origem à história de Pocahontas.
IV- Pocahontas era filha de um Cacique ou Grande Chefe Nativo no período das primeiras colônias.Assinale a alternativa CORRETA:
FONTE: GRANT, M. The Conquest of a continent. August 21, 2019 E-book: #60145. Projeto Gutenberg. Disponível em: 
www.gutenberg.org/licence. Acesso em: 24 ago. 2022.
A As sentenças II, III e IV estão corretas.
B As sentenças III e IV estão corretas.
C As sentenças I e III estão corretas.
D As sentenças I, II e IV estão corretas.
Romanticism appeared in North American literature in the nineteenth century. During this time, America knew the influence of two main 
tendencies: Calvinism and the strict rules of puritanism on one hand. Secularism or the possibility of living without any divine entity or god. This 
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paradox throws authors into specific research: the beauty in the Arts. Among the choices given, check the one that DOES NOT CORRESPOND 
to one of the major characteristics of Romanticism in North American literature:
A Exploiting beauty in the North-American environment, such as flowers, mountains, and landscapes.
B The idea that feelings and ways of being are determined by nature, such as Charles Darwin had established by his scientific results.
C Positivity, which even inspired the transcendental writers of this period.
D The "self-notion" to be exploited in words such as self-reliance and self-expression.
Consider different periods of time and the books that were or are famous in these periods. Each one of them corresponds to historical and 
sociological facts that determine a society, and thus, influence the literature that is produced during the period. If you take into account the books 
below, associate them to their author, respectively:
I- Harry Potter and the Philosopher´s Stone.
II- Passion´s Promise.
III- The Thomas Berryman Number.
IV- A Song for Lya and Others.
( ) James Patterson.
( ) George R. R. Martin.
( ) J. K. Rowling.
( ) Danielle Steel.
Check the CORRECT sequence:
A III - I - II - IV.
B II - IV - III - I.
C I - IV - II - III.
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D III - IV - I - II.
The nineteenth century was a very changing period when it comes to ideas and feelings or discovering new ways of living. North American 
literature entered this period and absorbed the two main tendencies of the time: on the one hand, Calvinism and its harsh severity dictated a strict 
normative way of living according to the puritan religion and the will of God. Which one corresponds to the other one? 
Among the choices below, check the one that CORRESPONDS to the other option of the main ideas in the nineteenth century:
A God is the center of the world.
B God is in nature.
C Skepticism and the desire to live with God.
D Skepticism and the idea that God did not exist.
Anne Quindlen is an importante author of the american literature. She writes novels and also articles in newpapers and magazines, as a 
reporter for The New York Times. "Public & Private" is the result of this kind of publishing: a serial publishing in the newspaper which got into 
the taste of the public. Another female author from this period is Rita Dove, the author of "On the bus with Rosa Parks". Literature of this period 
is rich in day to day life, dreams and fight for rights. Analyze the sentences and relate them to the authors, according to the themes they explore.
I- Anne Quindlen.
II- Rita Dove.
( ) Historical events are treated, for instance: civil rights and justice.
( ) The yellow house on the corner has two main aspects from which it grabs it celebrity: Historical facts and personal details.
( ) Domestic violence is the main subject of her novel Black and Blue.
( ) Life at the 30´s got in the taste of the public and was published in an amount of 60 papers. 
Check the right sequence:
A II - I - II - II.
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B II - II - I - I.
C I - II - I - II.
D I - I - II - II.
History influences literature and the evolution of the different periods in it. In the United States of America, the passage between the 
nineteenth century and the twentieth century experienced great enthusiasm, a feeling of power and dynamism of mankind and societies. But soon 
after it, the Great Depression and two world wars induced disappointment and confusion. Order the following Works and/or events in 
chronological order:
I- The Great Gatsby, by Scott Fitzgerald, is issued.
II- Beginning of World War I in Europe.
III- The Grapes of Wrath, by John Steinbeck, is issued.
IV- Ernest Hemingway publishes The Sun Also Rises.
Check the right sequence:
A II - I - IV - III.
B III - IV - I - II.
C IV - II - III - I.
D I - III - II - IV.
Leia o texto a seguir extraído de Grant (2019, p. 109):
“Intermarriage between whites and Indians was almost unknown save in the occasional case in which a colonist was carried into captivity. The 
antipathy of the English settlers to the Indians was far too great to lead to the sort of miscegenation which was encouraged by the French in their 
part of the continen […]”.
Quanto aos primeiros contatos entre brancos e índios nativos, analise as sentenças a seguir:
I- Os nativos capturavam brancos que, após a captura, acabaram unindo-se com índias e gerando miscigenação entre os povos.
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II- Uma índia, chamada Pocahontas, casou-se com o capitão inglês John Smith, na Europa.
III- A tradição de Thanksgiving ainda lembra uma prática dos primeiros anos das colônias nos Estados Unidos.
IV- Os primeiros colonos valorizaram imensamente os nativos, considerando-os superiores como pessoas ou classe social.
Assinale a alternativa CORRETA:
FONTE: GRANT, M. The Conquest of a continent. 2019. Projeto Gutenberg. Disponível em: www.gutenberg.org/licence. Acesso em: 24 ago. 
2022.
A As sentenças I e III estão corretas.
B As sentenças II e IV estão corretas.
C As sentenças II e III estão corretas.
D As sentenças III e IV estão corretas.
Read the poetry of Emily Dickinson: "There´s a certain slant of light":
There's a certain slant of light,
On winter afternoons, 
That oppresses, like the weight 
Of cathedral tunes. 
Heavenly hurt it gives us; 
We can find no scar, 
But internal difference 
Where the meanings are.
None may teach it anything, 
(it) 'T is the seal, despair,
- An imperial affliction 
Sent us of the air. 
When it comes, the landscape listens, 
Shadows hold their breath; 
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When it goes, 't is like the distance 
On the look of death.
Mark T for true and F for false:
( ) It uses nature for treatingindividualism and emotions.
( ) Emily Dickinson is a representative of the Lost Generation.
( ) This poem shows some of her characteristics, such as being herself and not like others.
( ) Emmerson considers Dickinson as a Transcendentalist.
Check the right sequence:
FONTE: KURAN, Wendi. Becoming America. OER, 2019, p. 1486-7.
A T - F - F - T.
B T - F - T - T.
C F - T - T - F.
D F - F - T - F.
Read the following text, taken from Grant (2019, p. 31):
“Language or Culture may spread quickly and widely among the peoples of the earth […]. For example, the bow and arrow may have originated 
with some specific race of mankind, yet we find this invention in use all over the globe and in the hands of the most diverse peoples. The use of 
firearms and of horses by the American Indians indicates nothing more than their contact with the whites”.
Now consider the first contact between the North American native Indians and the Pilgrims.
Check the CORRECT answer:
I- The first settlement had been made in North Caroline around the year 1487.
II- The story of Pocahontas is due to a real close relationship between the British and Natives, which ended up in marriage.
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III- It is not sure that John Smith really got in close relation with the Native Indians.
IV- Pocahontas was the name of the daughter of a Great Native Chief in America.
Check the CORRECT answer:
FONTE: GRANT, M. The Conquest of a continent. 2019. Projeto Gutenberg. Disponível em: www.gutenberg.org/licence. Acesso em: 24 ago. 
2022.
A I and IV are correct.
B II and III are correct.
C II and IV are correct.
D III and IV are correct.
Eliot and Pound did not rationally use European and culturally refined references in their poetry. William Carlos Williams, in contrast with 
those poets, seems to be an ordinary person you could meet in the streets and have a nice conversation about day to day life with. His poetry does 
not demand whole research on Google to be understood. In the excerpts below, composing The Red Wheelbarrow, identify and relate the 
following aspects:
I- The simplicity of an ordinary object in an ordinary moment.
II- A relation between imagination and reality.
III- Opposing or contrasting units and categories.
IV- The beauty of nature enhanced.
Associate the items:
( ) "so much depends / upon / a red wheel barrow".
( ) "glazed with rain / water".
( ) "a red wheel barrow / glazed with rain / water".
( ) "a red wheel barrow / ... / beside the white / chickens".
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Check the right answer:
A III - I - II - IV.
B IV - II - III - I.
C II - IV - I - III.
D I - III - IV - II.
(ENADE, 2017) During an American Literature survey course at an American university, there was a racial incident at the university 
library. It was bad enough to make the President of the university send a message condemning racism and improper behavior and to lead many 
African American students hold protests and marches on campus.
In the final exam period, the professor responsible for the survey course exhorted students that such incidents show why we need to study 
literature, specifically literature of diverse voices from the past. He mentioned some texts which directly addressed white readership about the 
hypocrisy of racial bias, as a prime example of the type of literary work that the offending student, and all students, should be reading so as to 
interrogate critically their own prejudices and to nullify or respond thoughtfully to such hateful acts. He also encouraged them to be activists in 
addition to scholars, to speak up against injustice while remembering the lessons of earlier American culture wars. 
As the ensuing final project presentations demonstrated, he needn't have bothered. The class had already internalized these lessons and applied 
them to their anthology and literary recovery projects. These projects recovered forgotten or neglected voices and put them into conversation with 
our world of 2015 or grouped together activist or subversive texts from American writers. Regardless of the topic they chose, these students were 
making pre-1900 American literature speak to their time as well as to its own. In essence, this was the entire point of the survey course, which, 
throughout the semester, worked to surface issues of canon : who's in, who's out, and who decides, and what points in history.
FONTE: THOMSON, T; TONTI, K. American Literature Time Machine: Toward a Democratic Canon in the Undergratuate Survey Course. 
American Literature: A Journal of Theory and Practice. v. 8, n. 4, p. 14-38, 2017 (adaptado).
Segundo esse texto, o professor de Literatura norte-americana repensou o currículo e a sua prática na sala de aula a partir de um incidente 
ocorrido na universidade onde leciona. A proposta do professor foi:
A Apresentar a seus alunos as obras canônicas da literatura norte-americana para que pudessem conhecer a cultura daquele país.
B Apresentar a seus alunos as obras canônicas da literatura norte-americana para que pudessem conhecer a cultura daquele país.
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C Resgatar obras e autores do passado que dialogassem com questões socioculturais atuais e cuja leitura levasse a questionamentos críticos
acerca de posicionamentos preconceituosos no presente.
D Estudar em suas aulas de literatura as obras de autores norte-americanos que tratassem do tema do preconceito racial.
(ENADE, 2014) "Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
« Tis some visitor," I muttered, "tapping at my chamber door -
Only this, and nothing more."
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels name Lenore -
Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating,
Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more."
FONTE: POE, E. A. The Raven. Disponível em: http://eapoe.org/works/poems/ravent.htm. Acesso em: 18 jul. 2017 (adaptado).
Considere um professor de língua inglesa que decide trabalhar com poemas em sala de aula. Nesse contexto, avalie as afirmações a seguir, a 
respeito dos usos que o professor pode fazer do poema apresentado:
I- Utilizar o esquema de rimas para verificar a percepção de aspectos fonológicos pelos estudantes.
II- Abordar a compreensão textual de gêneros literários pelos estudantes.
III- Avaliar aspectos morfossintáticos.
IV- Verificar se os estudantes compreendem aspectos semânticos, como metáforas.
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É correto o que se afirma em:
A I e IV, apenas.
B II e III, apenas.
C I, II, III e IV.
D I, III e IV, apenas.
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