TumbleLit Grades 6–12
High-school TumbleLit lessons, added alongside the K–5 library.
Why does Tagore make the longest outward journey lead inward?Why does Tagore make the longest outward journey lead inward? · Rabindranath Tagore · Grade 930 minutes totalOpen plan →
How does Belle prove Scrooge has changed without listing what he has done?How does Belle prove Scrooge has changed without listing what he has done? · Charles Dickens · Grade 6-830 minutes totalOpen plan →How does Dickens make Scrooge seem less like a person and more like a climate?How does Dickens make Scrooge seem less like a person and more like a climate? · Charles Dickens · Grade 6-830 minutes totalOpen plan →What does Marley's chain make visible about responsibility?What does Marley's chain make visible about responsibility? · Charles Dickens · Grade 6-830 minutes totalOpen plan →Which action is the strongest evidence that Scrooge's transformation is more than a promise?Which action is the strongest evidence that Scrooge's transformation is more than a promise? · Charles Dickens · Grade 6-830 minutes totalOpen plan →
How does Hank convert an astronomical fact into political authority?How does Hank convert an astronomical fact into political authority? · Mark Twain · Grade 11-1230 minutes totalOpen plan →What happens to Hank's idea of progress when his inventions make fifty-four men 'masters' over thousands of dead?What happens to Hank's idea of progress when his inventions make fifty-four men 'masters' over thousands of dead? · Mark Twain · Grade 11-1230 minutes totalOpen plan →Why does Hank say the world's consent to authority is finer than authority itself?Why does Hank say the world's consent to authority is finer than authority itself? · Mark Twain · Grade 11-1230 minutes totalOpen plan →Why is the telephone-office sentence funnier because it appears inside a place famous for miracles?Why is the telephone-office sentence funnier because it appears inside a place famous for miracles? · Mark Twain · Grade 11-1230 minutes totalOpen plan →
How does Mansfield use Rosemary’s generosity to expose the self-image behind it?How does Mansfield use Rosemary’s generosity to expose the self-image behind it? · Katherine Mansfield · Grade 1230 minutes totalOpen plan →
How does the letter-box change Nora's secret from something she manages into something she can no longer control?How does the letter-box change Nora's secret from something she manages into something she can no longer control? · Henrik Ibsen · Grade 9-1030 minutes totalOpen plan →What does the doll metaphor let Nora say about both her father and her marriage?What does the doll metaphor let Nora say about both her father and her marriage? · Henrik Ibsen · Grade 9-1030 minutes totalOpen plan →What does the macaroon scene establish about Nora and Torvald before the serious secret is revealed?What does the macaroon scene establish about Nora and Torvald before the serious secret is revealed? · Henrik Ibsen · Grade 9-1030 minutes totalOpen plan →Why does Nora say coming back would require both people to change?Why does Nora say coming back would require both people to change? · Henrik Ibsen · Grade 9-1030 minutes totalOpen plan →
How can Helena understand that love has no judgment and still choose to follow it?How can Helena understand that love has no judgment and still choose to follow it? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →How does Shakespeare let the audience see the gap between Titania's language and what is actually in front of her?How does Shakespeare let the audience see the gap between Titania's language and what is actually in front of her? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What does Bottom's desire to play every role reveal about what he thinks acting is for?What does Bottom's desire to play every role reveal about what he thinks acting is for? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why does Theseus group the lunatic, the lover, and the poet together?Why does Theseus group the lunatic, the lover, and the poet together? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
How does Stanton turn private sympathy into a public obligation?How does Stanton turn private sympathy into a public obligation? · Lucy Stanton · Grade 1130 minutes totalOpen plan →
How does Woolf turn small interruptions into evidence about who is permitted intellectual freedom?How does Woolf turn small interruptions into evidence about who is permitted intellectual freedom? · Virginia Woolf · Grade 1230 minutes totalOpen plan →
How does Dunbar-Nelson make vengeance expose the person who seeks it?How does Dunbar-Nelson make vengeance expose the person who seeks it? · Alice Dunbar-Nelson · Grade 930 minutes totalOpen plan →
How does Holmes turn the policeman's irrelevant 'drunk' into the most important person in the scene?How does Holmes turn the policeman's irrelevant 'drunk' into the most important person in the scene? · Arthur Conan Doyle · Grade 9-1030 minutes totalOpen plan →What does Holmes's brain-attic metaphor allow him to justify that Watson finds absurd?What does Holmes's brain-attic metaphor allow him to justify that Watson finds absurd? · Arthur Conan Doyle · Grade 9-1030 minutes totalOpen plan →What makes Holmes's Afghanistan deduction feel impossible before he explains it and ordinary after he does?What makes Holmes's Afghanistan deduction feel impossible before he explains it and ordinary after he does? · Arthur Conan Doyle · Grade 9-1030 minutes totalOpen plan →Why does the word RACHE produce more information when Holmes refuses the obvious interpretation?Why does the word RACHE produce more information when Holmes refuses the obvious interpretation? · Arthur Conan Doyle · Grade 9-1030 minutes totalOpen plan →
How does Carton's resemblance to Darnay weaken evidence that had just seemed certain?How does Carton's resemblance to Darnay weaken evidence that had just seemed certain? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →What makes the knitting more threatening than an ordinary written list?What makes the knitting more threatening than an ordinary written list? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why does Dickens describe one historical moment as two opposite things at once?Why does Dickens describe one historical moment as two opposite things at once? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why does Dickens let the seamstress understand Carton's sacrifice before the narration explains it?Why does Dickens let the seamstress understand Carton's sacrifice before the narration explains it? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →
How does Zitkala-Sa make Tusee’s courage both inherit and revise the warrior tradition?How does Zitkala-Sa make Tusee’s courage both inherit and revise the warrior tradition? · Zitkala-Sa · Grade 1230 minutes totalOpen plan →
How does Lincoln move from imagining the war as judgment to defining what people should do next?How does Lincoln move from imagining the war as judgment to defining what people should do next? · Abraham Lincoln · Grade 9-1030 minutes totalOpen plan →How does Lincoln say both sides dreaded war while still distinguishing their responsibility for it?How does Lincoln say both sides dreaded war while still distinguishing their responsibility for it? · Abraham Lincoln · Grade 9-1030 minutes totalOpen plan →Why does Lincoln name slavery as the cause of war and then refuse to claim that God simply favors one side?Why does Lincoln name slavery as the cause of war and then refuse to claim that God simply favors one side? · Abraham Lincoln · Grade 9-1030 minutes totalOpen plan →Why does Lincoln pair 'high hope' with a refusal to predict victory?Why does Lincoln pair 'high hope' with a refusal to predict victory? · Abraham Lincoln · Grade 9-1030 minutes totalOpen plan →
What does Huck’s final refusal to be ‘sivilized’ reveal about what he still wants at the end of the novel?What does Huck’s final refusal to be ‘sivilized’ reveal about what he still wants at the end of the novel? · Mark Twain · Grade 9-1030 minutes totalOpen plan →Why does Huck describe helping Jim as damnation at the moment the reader sees it as his strongest moral choice?Why does Huck describe helping Jim as damnation at the moment the reader sees it as his strongest moral choice? · Mark Twain · Grade 9-1030 minutes totalOpen plan →Why does Huck pity people he knows have repeatedly harmed others?Why does Huck pity people he knows have repeatedly harmed others? · Mark Twain · Grade 9-1030 minutes totalOpen plan →Why is Huck's apology important precisely because he has been taught that it should humiliate him?Why is Huck's apology important precisely because he has been taught that it should humiliate him? · Mark Twain · Grade 9-1030 minutes totalOpen plan →
How does Twain imitate moral advice in order to undermine it?How does Twain imitate moral advice in order to undermine it? · Mark Twain · Grade 930 minutes totalOpen plan →
How does the fable overturn the lion’s first judgment?How does the fable overturn the lion’s first judgment? · Aesop, translated by George Fyler Townsend · Grade 730 minutes totalOpen plan →
How does Anthony use the Constitution's own pronouns to attack exclusion from voting?How does Anthony use the Constitution's own pronouns to attack exclusion from voting? · Susan B. Anthony · Grade 1230 minutes totalOpen plan →
What becomes possible once Time is treated as someone who can be offended?What becomes possible once Time is treated as someone who can be offended? · Lewis Carroll · Grade 6-830 minutes totalOpen plan →What is wrong with the Cat's proof that Alice must be mad?What is wrong with the Cat's proof that Alice must be mad? · Lewis Carroll · Grade 6-830 minutes totalOpen plan →Why does Alice treat changing size as evidence that she may have become a different person?Why does Alice treat changing size as evidence that she may have become a different person? · Lewis Carroll · Grade 6-830 minutes totalOpen plan →Why is 'sentence first—verdict afterwards' funny and threatening at the same time?Why is 'sentence first—verdict afterwards' funny and threatening at the same time? · Lewis Carroll · Grade 6-830 minutes totalOpen plan →
How does Hammon combine praise with instruction when addressing Wheatley?How does Hammon combine praise with instruction when addressing Wheatley? · Jupiter Hammon · Grade 1130 minutes totalOpen plan →
When does devotion become an argument against reality?When does devotion become an argument against reality? · Edgar Allan Poe · Grade 730 minutes totalOpen plan →
How does Anne turn an embarrassing mistake into evidence that she is improving?How does Anne turn an embarrassing mistake into evidence that she is improving? · L. M. Montgomery · Grade 6-830 minutes totalOpen plan →Why does Anne describe staying in Avonlea as a bend in the road rather than the end of the road?Why does Anne describe staying in Avonlea as a bend in the road rather than the end of the road? · L. M. Montgomery · Grade 6-830 minutes totalOpen plan →Why does Anne discover a disadvantage in finally entering the luxurious room she once dreamed about?Why does Anne discover a disadvantage in finally entering the luxurious room she once dreamed about? · L. M. Montgomery · Grade 6-830 minutes totalOpen plan →Why is being 'Anne of Green Gables' already better to Anne than being the imaginary Lady Cordelia?Why is being 'Anne of Green Gables' already better to Anne than being the imaginary Lady Cordelia? · L. M. Montgomery · Grade 6-830 minutes totalOpen plan →
How does the chorus make human intelligence seem both admirable and dangerous?How does the chorus make human intelligence seem both admirable and dangerous? · Sophocles (tr. F. Storr) · Grade 1030 minutes totalOpen plan →
How does the stage metaphor organize a lifetime while also making individual importance seem temporary?How does the stage metaphor organize a lifetime while also making individual importance seem temporary? · William Shakespeare · Grade 1030 minutes totalOpen plan →
What changes when Franklin calls something he once excused an 'erratum' of his life?What changes when Franklin calls something he once excused an 'erratum' of his life? · Benjamin Franklin · Grade 9-1030 minutes totalOpen plan →What does Franklin gain—and risk—by treating virtue as something that can be tracked in a table?What does Franklin gain—and risk—by treating virtue as something that can be tracked in a table? · Benjamin Franklin · Grade 9-1030 minutes totalOpen plan →Why does Franklin describe his dirty clothes, little money, and awkward appearance in such detail?Why does Franklin describe his dirty clothes, little money, and awkward appearance in such detail? · Benjamin Franklin · Grade 9-1030 minutes totalOpen plan →Why does Franklin tell the speckled-axe story immediately after describing his failure at perfect Order?Why does Franklin tell the speckled-axe story immediately after describing his failure at perfect Order? · Benjamin Franklin · Grade 9-1030 minutes totalOpen plan →
Why is Bartleby’s first refusal more disruptive because of the way he phrases it?Why is Bartleby’s first refusal more disruptive because of the way he phrases it? · Herman Melville · Grade 1130 minutes totalOpen plan →
How does Dickinson make death unsettling by presenting it as a calm, courteous journey?How does Dickinson make death unsettling by presenting it as a calm, courteous journey? · Emily Dickinson · Grade 1130 minutes totalOpen plan →
How does the poem make the fight feel decided by character before it is decided by strength?How does the poem make the fight feel decided by character before it is decided by strength? · Anglo-Saxon (tr. Francis B. Gummere) · Grade 1230 minutes totalOpen plan →
How does Merrylegs change the meaning of Ginger's 'bad habit' without excusing it?How does Merrylegs change the meaning of Ginger's 'bad habit' without excusing it? · Anna Sewell · Grade 6-830 minutes totalOpen plan →How does Wright turn witnessing cruelty into an obligation to intervene?How does Wright turn witnessing cruelty into an obligation to intervene? · Anna Sewell · Grade 6-830 minutes totalOpen plan →Why does Beauty's mother connect good breeding to behavior rather than pedigree alone?Why does Beauty's mother connect good breeding to behavior rather than pedigree alone? · Anna Sewell · Grade 6-830 minutes totalOpen plan →Why does John refuse to accept good intentions as enough?Why does John refuse to accept good intentions as enough? · Anna Sewell · Grade 6-830 minutes totalOpen plan →
At what point does Candide stop simply repeating Pangloss's philosophy and begin testing it against experience?At what point does Candide stop simply repeating Pangloss's philosophy and begin testing it against experience? · Voltaire · Grade 9-1030 minutes totalOpen plan →How does Voltaire make Pangloss's reasoning sound orderly and absurd at the same time?How does Voltaire make Pangloss's reasoning sound orderly and absurd at the same time? · Voltaire · Grade 9-1030 minutes totalOpen plan →What happens when the language of spectacle is placed directly beside the bodies it describes?What happens when the language of spectacle is placed directly beside the bodies it describes? · Voltaire · Grade 9-1030 minutes totalOpen plan →Why does Candide answer Pangloss's final theory with work instead of another argument?Why does Candide answer Pangloss's final theory with work instead of another argument? · Voltaire · Grade 9-1030 minutes totalOpen plan →
How does confidence become the cause of defeat?How does confidence become the cause of defeat? · Ernest Lawrence Thayer · Grade 730 minutes totalOpen plan →
At what point does Thoreau's machine metaphor change from tolerating imperfection to requiring resistance?At what point does Thoreau's machine metaphor change from tolerating imperfection to requiring resistance? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →How can Thoreau claim greater freedom while describing stone walls, iron doors, and a locked cell?How can Thoreau claim greater freedom while describing stone walls, iron doors, and a locked cell? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →Why does Thoreau move from 'governs not at all' to asking immediately for a better government?Why does Thoreau move from 'governs not at all' to asking immediately for a better government? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →Why does Thoreau say majority rule explains who wins but not who is right?Why does Thoreau say majority rule explains who wins but not who is right? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →
What changes when Paine says the decision belongs not just to the present but to posterity?What changes when Paine says the decision belongs not just to the present but to posterity? · Thomas Paine · Grade 9-1030 minutes totalOpen plan →Why does Paine begin by separating society from government instead of treating them as the same thing?Why does Paine begin by separating society from government instead of treating them as the same thing? · Thomas Paine · Grade 9-1030 minutes totalOpen plan →Why does Paine treat habit itself as an obstacle to political reasoning?Why does Paine treat habit itself as an obstacle to political reasoning? · Thomas Paine · Grade 9-1030 minutes totalOpen plan →Why is the island/continent comparison more persuasive than simply saying England is far away?Why is the island/continent comparison more persuasive than simply saying England is far away? · Thomas Paine · Grade 9-1030 minutes totalOpen plan →
How does the Great Law turn a political system into a physical image people can remember?How does the Great Law turn a political system into a physical image people can remember? · Haudenosaunee / Iroquois Great Law of Peace · Grade 1130 minutes totalOpen plan →
What changes when Raskolnikov's confession becomes one plain sentence with no theory attached?What changes when Raskolnikov's confession becomes one plain sentence with no theory attached? · Fyodor Dostoevsky · Grade 11-1230 minutes totalOpen plan →What limit does Raskolnikov try to place on his idea that extraordinary people may break the law?What limit does Raskolnikov try to place on his idea that extraordinary people may break the law? · Fyodor Dostoevsky · Grade 11-1230 minutes totalOpen plan →Why does Dostoevsky place the story of resurrection in a room with Raskolnikov and Sonia?Why does Dostoevsky place the story of resurrection in a room with Raskolnikov and Sonia? · Fyodor Dostoevsky · Grade 11-1230 minutes totalOpen plan →Why does Raskolnikov keep revising his explanation of why he killed the pawnbroker?Why does Raskolnikov keep revising his explanation of why he killed the pawnbroker? · Fyodor Dostoevsky · Grade 11-1230 minutes totalOpen plan →
Why does Betsey reduce her hopes for David to three prohibitions instead of a list of achievements?Why does Betsey reduce her hopes for David to three prohibitions instead of a list of achievements? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why does David begin by asking whether he will be the hero of his own life?Why does David begin by asking whether he will be the hero of his own life? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why does David refuse to treat natural ability as enough?Why does David refuse to treat natural ability as enough? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why is Barkis's repeated message funnier and more revealing than a direct proposal?Why is Barkis's repeated message funnier and more revealing than a direct proposal? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →
How does the Declaration move from universal principles to a case against a particular government?How does the Declaration move from universal principles to a case against a particular government? · Thomas Jefferson and the Continental Congress · Grade 1130 minutes totalOpen plan →
At what point does Don Quixote stop reading chivalric stories and start living inside their rules?At what point does Don Quixote stop reading chivalric stories and start living inside their rules? · Miguel de Cervantes · Grade 9-1030 minutes totalOpen plan →How does Don Quixote keep the helmet interpretation alive while a room full of people calls the object a basin?How does Don Quixote keep the helmet interpretation alive while a room full of people calls the object a basin? · Miguel de Cervantes · Grade 9-1030 minutes totalOpen plan →What does Don Quixote reject when he says he is Alonso Quixano again?What does Don Quixote reject when he says he is Alonso Quixano again? · Miguel de Cervantes · Grade 9-1030 minutes totalOpen plan →Why doesn't Sancho's accurate explanation of the windmills change Don Quixote's belief?Why doesn't Sancho's accurate explanation of the windmills change Don Quixote's belief? · Miguel de Cervantes · Grade 9-1030 minutes totalOpen plan →
How does Jekyll turn his own secrecy into a theory about human nature?How does Jekyll turn his own secrecy into a theory about human nature? · Robert Louis Stevenson · Grade 9-1030 minutes totalOpen plan →What changes once Utterson can replace an imagined Hyde with a person he has actually seen?What changes once Utterson can replace an imagined Hyde with a person he has actually seen? · Robert Louis Stevenson · Grade 9-1030 minutes totalOpen plan →Why does Enfield stop describing Hyde as a man and compare him to a Juggernaut?Why does Enfield stop describing Hyde as a man and compare him to a Juggernaut? · Robert Louis Stevenson · Grade 9-1030 minutes totalOpen plan →Why does seeing the transformation fail to make Lanyon feel certain about what he knows?Why does seeing the transformation fail to make Lanyon feel certain about what he knows? · Robert Louis Stevenson · Grade 9-1030 minutes totalOpen plan →
What makes Van Helsing's description of Dracula sound investigative rather than legendary?What makes Van Helsing's description of Dracula sound investigative rather than legendary? · Bram Stoker · Grade 9-1030 minutes totalOpen plan →Why does Harker describe the vampire women as both desirable and repulsive at the same time?Why does Harker describe the vampire women as both desirable and repulsive at the same time? · Bram Stoker · Grade 9-1030 minutesOpen plan →Why does Harker end a book made of journals and records by saying they are not proof?Why does Harker end a book made of journals and records by saying they are not proof? · Bram Stoker · Grade 9-1030 minutes totalOpen plan →Why is the mirror more disturbing to Harker than simply noticing something strange about Dracula?Why is the mirror more disturbing to Harker than simply noticing something strange about Dracula? · Bram Stoker · Grade 9-1030 minutes totalOpen plan →
How does Freud position his method between superstition and conventional medicine?How does Freud position his method between superstition and conventional medicine? · Sigmund Freud (tr. M. D. Eder) · Grade 1030 minutes totalOpen plan →
How does the snow move Gabriel's realization beyond Michael Furey and beyond Gabriel himself?How does the snow move Gabriel's realization beyond Michael Furey and beyond Gabriel himself? · James Joyce · Grade 9-1030 minutes totalOpen plan →What does 'prisoner for life' reveal about how Chandler interprets family responsibility in this moment?What does 'prisoner for life' reveal about how Chandler interprets family responsibility in this moment? · James Joyce · Grade 9-1030 minutes totalOpen plan →What does the darkened bazaar make the narrator understand about the story he has been telling himself?What does the darkened bazaar make the narrator understand about the story he has been telling himself? · James Joyce · Grade 9-1030 minutes totalOpen plan →Why does Eveline's body become passive at the exact moment she must act?Why does Eveline's body become passive at the exact moment she must act? · James Joyce · Grade 9-1030 minutes totalOpen plan →
How does Emma influence Harriet while insisting that she has not influenced her?How does Emma influence Harriet while insisting that she has not influenced her? · Jane Austen · Grade 9-1030 minutes totalOpen plan →What does Knightley make Emma see that she did not see when she joked about Miss Bates?What does Knightley make Emma see that she did not see when she joked about Miss Bates? · Jane Austen · Grade 9-1030 minutes totalOpen plan →Why are Emma's greatest disadvantages invisible to Emma herself?Why are Emma's greatest disadvantages invisible to Emma herself? · Jane Austen · Grade 9-1030 minutes totalOpen plan →Why does Knightley connect difficulty speaking with the strength of his feeling?Why does Knightley connect difficulty speaking with the strength of his feeling? · Jane Austen · Grade 9-1030 minutes totalOpen plan →
When does Victor stop sounding like the person responsible?When does Victor stop sounding like the person responsible? · Mary Wollstonecraft Shelley · Grade 9-1030 minutes totalOpen plan →
How does Dickens let Pip understand the truth before Magwitch says it outright?How does Dickens let Pip understand the truth before Magwitch says it outright? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →How much of what Pip 'knows' in the opening actually comes from evidence?How much of what Pip 'knows' in the opening actually comes from evidence? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →What does Pip decide the instant he hears the news—and what evidence is actually missing?What does Pip decide the instant he hears the news—and what evidence is actually missing? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →When does Estella's contempt stop belonging to Estella and start belonging to Pip?When does Estella's contempt stop belonging to Estella and start belonging to Pip? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →
How does the king turn Gulliver's proud account of England into evidence against it?How does the king turn Gulliver's proud account of England into evidence against it? · Jonathan Swift · Grade 9-1030 minutes totalOpen plan →How has living among giants changed Gulliver's sense of what counts as normal?How has living among giants changed Gulliver's sense of what counts as normal? · Jonathan Swift · Grade 9-1030 minutes totalOpen plan →What makes rope-dancing a satire of political advancement rather than merely a strange custom?What makes rope-dancing a satire of political advancement rather than merely a strange custom? · Jonathan Swift · Grade 9-1030 minutes totalOpen plan →Why are the Academy's projects funny rather than merely unusual?Why are the Academy's projects funny rather than merely unusual? · Jonathan Swift · Grade 9-1030 minutes totalOpen plan →
How does a skull lead Hamlet from personal memory to a claim about everyone?How does a skull lead Hamlet from personal memory to a claim about everyone? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →How does Hamlet's language move from sadness about his father to judgment of the world around him?How does Hamlet's language move from sadness about his father to judgment of the world around him? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What does Hamlet do when he realizes that suspicion is not the same thing as proof?What does Hamlet do when he realizes that suspicion is not the same thing as proof? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Which step in Hamlet's reasoning turns the possibility of death from a solution into a problem?Which step in Hamlet's reasoning turns the possibility of death from a solution into a problem? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
How does Liliuokalani use personal witness to contest an official story of political change?How does Liliuokalani use personal witness to contest an official story of political change? · Liliuokalani · Grade 1230 minutes totalOpen plan →
What does the repeated word 'my' reveal about how Kurtz understands people, land, and power?What does the repeated word 'my' reveal about how Kurtz understands people, land, and power? · Joseph Conrad · Grade 11-1230 minutes totalOpen plan →Why does Marlow describe the Company's city as something clean on the outside and corrupt within?Why does Marlow describe the Company's city as something clean on the outside and corrupt within? · Joseph Conrad · Grade 11-1230 minutes totalOpen plan →Why does Marlow replace Kurtz's actual last words with the Intended's name?Why does Marlow replace Kurtz's actual last words with the Intended's name? · Joseph Conrad · Grade 11-1230 minutes totalOpen plan →Why does the restraint of the starving crew become more mysterious to Marlow the more he thinks about it?Why does the restraint of the starving crew become more mysterious to Marlow the more he thinks about it? · Joseph Conrad · Grade 11-1230 minutes totalOpen plan →
How does the prophecy turn fear into the force that begins the conflict?How does the prophecy turn fear into the force that begins the conflict? · Hamilton Wright Mabie (Perseus adapted from Charles Kingsley) · Grade 630 minutes totalOpen plan →
Why does a poem that promises to “count” love keep moving beyond measurement?Why does a poem that promises to “count” love keep moving beyond measurement? · Elizabeth Barrett Browning · Grade 930 minutes totalOpen plan →
How does Dickinson turn the idea of escape into a conflict between instinctive hope and repeated defeat?How does Dickinson turn the idea of escape into a conflict between instinctive hope and repeated defeat? · Emily Dickinson · Grade 1130 minutes totalOpen plan →
Why does the poem make being “Somebody” sound less desirable than being “Nobody”?Why does the poem make being “Somebody” sound less desirable than being “Nobody”? · Emily Dickinson · Grade 830 minutes totalOpen plan →
How does the invention contain a warning before the failure occurs?How does the invention contain a warning before the failure occurs? · Josephine Preston Peabody · Grade 730 minutes totalOpen plan →
How does Dunbar-Nelson make a whole neighborhood function like a narrator?How does Dunbar-Nelson make a whole neighborhood function like a narrator? · Alice Dunbar-Nelson · Grade 1130 minutes totalOpen plan →
How can invented words still create a precise story?How can invented words still create a precise story? · Lewis Carroll · Grade 630 minutes totalOpen plan →
How does Jane turn feeling into an argument for equality?How does Jane turn feeling into an argument for equality? · Charlotte Brontë · Grade 9-1030 minutes totalOpen plan →
How does the opening make La Juanita seem both part of the community and set apart from it?How does the opening make La Juanita seem both part of the community and set apart from it? · Alice Dunbar-Nelson · Grade 1030 minutes totalOpen plan →
How does learning to read become an act of independence rather than simply a school skill?How does learning to read become an act of independence rather than simply a school skill? · Frances Ellen Watkins Harper · Grade 830 minutes totalOpen plan →
How does Du Bois turn reassurance into a demanding definition of self-respect?How does Du Bois turn reassurance into a demanding definition of self-respect? · W. E. B. Du Bois · Grade 630 minutes totalOpen plan →
How does Mother Jones turn respect for presidential authority into pressure to act?How does Mother Jones turn respect for presidential authority into pressure to act? · Mother Jones · Grade 730 minutes totalOpen plan →
What changes when Hancock reports war through the work of caring for bodies rather than battlefield glory?What changes when Hancock reports war through the work of caring for bodies rather than battlefield glory? · Cornelia Hancock · Grade 830 minutes totalOpen plan →
How does Paine turn an abstract political idea into something readers are asked to defend physically?How does Paine turn an abstract political idea into something readers are asked to defend physically? · Thomas Paine · Grade 1230 minutes totalOpen plan →
How does the poem move from celebration to historical memory and then to commitment?How does the poem move from celebration to historical memory and then to commitment? · James Weldon Johnson · Grade 930 minutes totalOpen plan →
How does Wordsworth redefine what it means to "see" nature as he grows older?How does Wordsworth redefine what it means to "see" nature as he grows older? · William Wordsworth · Grade 1230 minutes totalOpen plan →
Why does a scene full of pleasure lead the speaker to lament human behavior?Why does a scene full of pleasure lead the speaker to lament human behavior? · William Wordsworth · Grade 1030 minutes totalOpen plan →
How do the four sisters reveal different ideas about what it means to have enough?How do the four sisters reveal different ideas about what it means to have enough? · Louisa May Alcott · Grade 9-1030 minutes totalOpen plan →What does Jo's imagined future reveal about what she values before she has achieved any of it?What does Jo's imagined future reveal about what she values before she has achieved any of it? · Louisa May Alcott · Grade 9-1030 minutes totalOpen plan →What does the failed Saturday teach the March sisters that Marmee's warning alone did not?What does the failed Saturday teach the March sisters that Marmee's warning alone did not? · Louisa May Alcott · Grade 9-1030 minutes totalOpen plan →Why is the destroyed manuscript more than simply a possession Jo has lost?Why is the destroyed manuscript more than simply a possession Jo has lost? · Louisa May Alcott · Grade 9-1030 minutes totalOpen plan →
What argument does Macbeth make against himself?What argument does Macbeth make against himself? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
How does Ovid make Lycaon's crime feel like evidence against all humankind?How does Ovid make Lycaon's crime feel like evidence against all humankind? · Ovid (tr. Brookes More) · Grade 930 minutes totalOpen plan →
What does Ahab's pasteboard-mask metaphor allow him to claim about the white whale?What does Ahab's pasteboard-mask metaphor allow him to claim about the white whale? · Herman Melville · Grade 11-1230 minutes totalOpen plan →What does Ishmael gain by reversing the usual meanings of sanity and insanity?What does Ishmael gain by reversing the usual meanings of sanity and insanity? · Herman Melville · Grade 11-1230 minutes totalOpen plan →Why does Ishmael describe going to sea as an alternative to violence or despair?Why does Ishmael describe going to sea as an alternative to violence or despair? · Herman Melville · Grade 11-1230 minutes totalOpen plan →Why is Ishmael saved by an object designed for death?Why is Ishmael saved by an object designed for death? · Herman Melville · Grade 11-1230 minutes totalOpen plan →
How can an opponent's argument reveal the argument against him?How can an opponent's argument reveal the argument against him? · Frederick Douglass · Grade 9-1030 minutes totalOpen plan →
How does Keats make permanence both attractive and limiting in the scenes on the urn?How does Keats make permanence both attractive and limiting in the scenes on the urn? · John Keats · Grade 1230 minutes totalOpen plan →
How can Nancy be helping Oliver and still be the person delivering him into danger?How can Nancy be helping Oliver and still be the person delivering him into danger? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →What does Nancy risk when she steps between Fagin and Oliver?What does Nancy risk when she steps between Fagin and Oliver? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →What does the adults' reaction to one ordinary request reveal about the workhouse system?What does the adults' reaction to one ordinary request reveal about the workhouse system? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →Why is Nancy's understanding of her situation not enough to make escape possible for her?Why is Nancy's understanding of her situation not enough to make escape possible for her? · Charles Dickens · Grade 9-1030 minutes totalOpen plan →
How does Wheatley use the poem’s closing turn to challenge the racial judgment named earlier in the poem?How does Wheatley use the poem’s closing turn to challenge the racial judgment named earlier in the poem? · Phillis Wheatley · Grade 1130 minutes totalOpen plan →
How does Michelangelo use exaggerated physical imagery to challenge the glamorous idea of artistic creation?How does Michelangelo use exaggerated physical imagery to challenge the glamorous idea of artistic creation? · Michelangelo Buonarroti (tr. John Addington Symonds) · Grade 1030 minutes totalOpen plan →
How does Iago make suspicion feel like Othello's own conclusion?How does Iago make suspicion feel like Othello's own conclusion? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What does Iago reveal about himself by saying that faithful service can be a form of deception?What does Iago reveal about himself by saying that faithful service can be a form of deception? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What does Othello's refusal to name what he is about to do allow him to believe about himself?What does Othello's refusal to name what he is about to do allow him to believe about himself? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why is Othello's claim that he is 'rude' in speech difficult to believe by the end of his defense?Why is Othello's claim that he is 'rude' in speech difficult to believe by the end of his defense? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
How does Shelley make Ozymandiass attempt to control his legacy produce the opposite effect?How does Shelley make Ozymandiass attempt to control his legacy produce the opposite effect? · Percy Bysshe Shelley · Grade 1230 minutes totalOpen plan →
How does the poem make the future feel attractive and frightening at the same time?How does the poem make the future feel attractive and frightening at the same time? · Sarojini Naidu · Grade 1030 minutes totalOpen plan →
How does Harlan redefine segregation as a problem of citizenship rather than social preference?How does Harlan redefine segregation as a problem of citizenship rather than social preference? · U.S. Supreme Court · Grade 1230 minutes totalOpen plan →
How does the Preamble turn a list of governmental purposes into a claim about the source of political authority?How does the Preamble turn a list of governmental purposes into a claim about the source of political authority? · United States Constitutional Convention · Grade 1230 minutes totalOpen plan →
How can a proposal contain its own insult?How can a proposal contain its own insult? · Jane Austen · Grade 9-1030 minutes totalOpen plan →
How does the opening question define heroism before the hero appears?How does the opening question define heroism before the hero appears? · Valmiki (tr. Ralph T. H. Griffith) · Grade 1030 minutes totalOpen plan →
How does the cave setup make a mistaken view of reality feel reasonable rather than foolish?How does the cave setup make a mistaken view of reality feel reasonable rather than foolish? · Plato (tr. Benjamin Jowett) · Grade 1030 minutes totalOpen plan →
How does Richard turn a public moment of peace into a private justification for villainy?How does Richard turn a public moment of peace into a private justification for villainy? · William Shakespeare · Grade 1230 minutes totalOpen plan →
How does Rikki win by controlling what Nagaina wants?How does Rikki win by controlling what Nagaina wants? · Rudyard Kipling · Grade 730 minutes totalOpen plan →
How does Douglass praise individual effort without pretending individuals act outside social conditions?How does Douglass praise individual effort without pretending individuals act outside social conditions? · Frederick Douglass · Grade 1230 minutes totalOpen plan →
How does Fanny change Mr. Dashwood's promise without ever directly telling him to break it?How does Fanny change Mr. Dashwood's promise without ever directly telling him to break it? · Jane Austen · Grade 9-1030 minutes totalOpen plan →What does Lucy gain by telling Elinor about her engagement to Edward?What does Lucy gain by telling Elinor about her engagement to Edward? · Jane Austen · Grade 9-1030 minutes totalOpen plan →What does Marianne's definition of a suitable husband make almost impossible before she has met one?What does Marianne's definition of a suitable husband make almost impossible before she has met one? · Jane Austen · Grade 9-1030 minutes totalOpen plan →Why is certainty more painful to Elinor than an event she had already told herself was certain?Why is certainty more painful to Elinor than an event she had already told herself was certain? · Jane Austen · Grade 9-1030 minutes totalOpen plan →
How does Eppie change the direction of Silas's thinking in a way gold never could?How does Eppie change the direction of Silas's thinking in a way gold never could? · George Eliot · Grade 9-1030 minutes totalOpen plan →What does the image of thoughts moving in a circle reveal about Silas's relationship with gold?What does the image of thoughts moving in a circle reveal about Silas's relationship with gold? · George Eliot · Grade 9-1030 minutes totalOpen plan →Why does Eppie reject the 'strongest of all claims' that Godfrey thinks biology gives him?Why does Eppie reject the 'strongest of all claims' that Godfrey thinks biology gives him? · George Eliot · Grade 9-1030 minutes totalOpen plan →Why is Eppie's claim that 'nobody could be happier' a stronger ending than restoring everything Silas lost?Why is Eppie's claim that 'nobody could be happier' a stronger ending than restoring everything Silas lost? · George Eliot · Grade 9-1030 minutes totalOpen plan →
How does the speaker define love by describing what it refuses to do?How does the speaker define love by describing what it refuses to do? · William Shakespeare · Grade 930 minutes totalOpen plan →
How does Truth answer an abstract argument about equality with evidence from lived experience?How does Truth answer an abstract argument about equality with evidence from lived experience? · Sojourner Truth · Grade 830 minutes totalOpen plan →
How does Henry disagree with respected opponents without weakening the force of his own position?How does Henry disagree with respected opponents without weakening the force of his own position? · Patrick Henry · Grade 1030 minutes totalOpen plan →
What breaks the spell of stopping, and why does the poem repeat the reason for leaving?What breaks the spell of stopping, and why does the poem repeat the reason for leaving? · Robert Frost · Grade 930 minutes totalOpen plan →
Why is the bird’s song not evidence that the cage has been accepted?Why is the bird’s song not evidence that the cage has been accepted? · Paul Laurence Dunbar · Grade 830 minutes totalOpen plan →
How does Bly expose a system by showing how easily it accepts a performance?How does Bly expose a system by showing how easily it accepts a performance? · Nellie Bly · Grade 830 minutes totalOpen plan →
How does Stonehenge make Tess's final 'I am ready' feel prepared rather than sudden?How does Stonehenge make Tess's final 'I am ready' feel prepared rather than sudden? · Thomas Hardy · Grade 11-1230 minutes totalOpen plan →Why does Tess believe Angel's confession creates the conditions for forgiveness, and what exposes that belief as mistaken?Why does Tess believe Angel's confession creates the conditions for forgiveness, and what exposes that belief as mistaken? · Thomas Hardy · Grade 11-1230 minutes totalOpen plan →Why does Tess call herself a murderess when the people around her do not?Why does Tess call herself a murderess when the people around her do not? · Thomas Hardy · Grade 11-1230 minutes totalOpen plan →Why is the letter's position under the carpet more important than anything Tess wrote inside it?Why is the letter's position under the carpet more important than anything Tess wrote inside it? · Thomas Hardy · Grade 11-1230 minutes totalOpen plan →
How does Tom make work desirable without ever arguing that whitewashing is fun?How does Tom make work desirable without ever arguing that whitewashing is fun? · Mark Twain · Grade 6-830 minutes totalOpen plan →What is logical about Tom's argument even if the supernatural premise is not?What is logical about Tom's argument even if the supernatural premise is not? · Mark Twain · Grade 6-830 minutes totalOpen plan →What makes Tom's kite-line more important than luck in finding the way out of the cave?What makes Tom's kite-line more important than luck in finding the way out of the cave? · Mark Twain · Grade 6-830 minutes totalOpen plan →Why does Tom's testimony count as courage even though he is terrified?Why does Tom's testimony count as courage even though he is terrified? · Mark Twain · Grade 6-830 minutes totalOpen plan →
What changes in Edna before she has actually swum very far?What changes in Edna before she has actually swum very far? · Kate Chopin · Grade 9-1030 minutes totalOpen plan →What does Edna object to in Robert's idea that her husband could 'set her free'?What does Edna object to in Robert's idea that her husband could 'set her free'? · Kate Chopin · Grade 9-1030 minutes totalOpen plan →Why does Chopin describe new understanding as something that both shows the way and forbids it?Why does Chopin describe new understanding as something that both shows the way and forbids it? · Kate Chopin · Grade 9-1030 minutes totalOpen plan →Why does the wedding ring resist the meaning Edna tries to force onto it?Why does the wedding ring resist the meaning Edna tries to force onto it? · Kate Chopin · Grade 9-1030 minutes totalOpen plan →
How does London make Buck's comfortable life feel like a kingdom before that life is taken from him?How does London make Buck's comfortable life feel like a kingdom before that life is taken from him? · Jack London · Grade 6-830 minutes totalOpen plan →What does Curly's death teach Buck that no command or explanation could have taught him?What does Curly's death teach Buck that no command or explanation could have taught him? · Jack London · Grade 6-830 minutes totalOpen plan →What makes Buck's love for Thornton different from every earlier human relationship in his life?What makes Buck's love for Thornton different from every earlier human relationship in his life? · Jack London · Grade 6-830 minutes totalOpen plan →Why does Thornton's death change the call of the forest from temptation into something Buck can finally obey?Why does Thornton's death change the call of the forest from temptation into something Buck can finally obey? · Jack London · Grade 6-830 minutes totalOpen plan →
What does Chaucer make us notice before he tells us what to think?What does Chaucer make us notice before he tells us what to think? · Geoffrey Chaucer · Grade 11-1230 minutes totalOpen plan →
How much of Montresor's plan does he reveal to Fortunato before Fortunato understands it?How much of Montresor's plan does he reveal to Fortunato before Fortunato understands it? · Edgar Allan Poe · Grade 9-1030 minutes totalOpen plan →What does Montresor's definition of 'successful' revenge reveal before the plot even begins?What does Montresor's definition of 'successful' revenge reveal before the plot even begins? · Edgar Allan Poe · Grade 9-1030 minutes totalOpen plan →When Montresor says his heart grows sick because of the damp, what does the surrounding evidence allow us to question?When Montresor says his heart grows sick because of the damp, what does the surrounding evidence allow us to question? · Edgar Allan Poe · Grade 9-1030 minutes totalOpen plan →Why does Montresor keep offering Fortunato ways not to come?Why does Montresor keep offering Fortunato ways not to come? · Edgar Allan Poe · Grade 9-1030 minutes totalOpen plan →
What makes Dantès stop treating Faria's treasure as proof of madness?What makes Dantès stop treating Faria's treasure as proof of madness? · Alexandre Dumas · Grade 9-1030 minutes totalOpen plan →Which part of Dantès's escape depends on preparation rather than luck?Which part of Dantès's escape depends on preparation rather than luck? · Alexandre Dumas · Grade 9-1030 minutes totalOpen plan →Why are 'wait and hope' a different kind of wisdom from Monte Cristo's earlier need to control outcomes?Why are 'wait and hope' a different kind of wisdom from Monte Cristo's earlier need to control outcomes? · Alexandre Dumas · Grade 9-1030 minutes totalOpen plan →Why does the hidden casket matter before Dantès even opens it?Why does the hidden casket matter before Dantès even opens it? · Alexandre Dumas · Grade 9-1030 minutes totalOpen plan →
How does the opening make negotiation feel like a choice made under coercion?How does the opening make negotiation feel like a choice made under coercion? · James Baldwin · Grade 730 minutes totalOpen plan →
How does Browning make the children's suffering function as an argument against the society around them?How does Browning make the children's suffering function as an argument against the society around them? · Elizabeth Barrett Browning · Grade 1230 minutes totalOpen plan →
How does Poe make the narrators emotional reaction seem to arise before he can explain it rationally?How does Poe make the narrators emotional reaction seem to arise before he can explain it rationally? · Edgar Allan Poe · Grade 1130 minutes totalOpen plan →
How does Madison narrow the problem of faction from something to eliminate into something a government must manage?How does Madison narrow the problem of faction from something to eliminate into something a government must manage? · James Madison · Grade 1230 minutes totalOpen plan →
How does Lincoln turn a ceremony for the dead into a task for the living?How does Lincoln turn a ceremony for the dead into a task for the living? · Abraham Lincoln · Grade 830 minutes totalOpen plan →
How does the opening turn a small amount of money into the story's first major conflict?How does the opening turn a small amount of money into the story's first major conflict? · O. Henry · Grade 930 minutes totalOpen plan →
How does the ending move from Gatsby's green light to a statement about 'we'?How does the ending move from Gatsby's green light to a statement about 'we'? · F. Scott Fitzgerald · Grade 11-1230 minutes totalOpen plan →What does Gatsby's answer to 'You can't repeat the past' reveal about what he thinks desire can control?What does Gatsby's answer to 'You can't repeat the past' reveal about what he thinks desire can control? · F. Scott Fitzgerald · Grade 11-1230 minutes totalOpen plan →Why does Nick call Gatsby 'worth the whole damn bunch' after spending the novel criticizing him?Why does Nick call Gatsby 'worth the whole damn bunch' after spending the novel criticizing him? · F. Scott Fitzgerald · Grade 11-1230 minutes totalOpen plan →Why does the green light lose its 'colossal significance' when Daisy is beside Gatsby?Why does the green light lose its 'colossal significance' when Daisy is beside Gatsby? · F. Scott Fitzgerald · Grade 11-1230 minutes totalOpen plan →
How does the setting make an entrance feel inevitable before the rider appears?How does the setting make an entrance feel inevitable before the rider appears? · Alfred Noyes · Grade 730 minutes totalOpen plan →
What does Hawthorne gain by describing the house as if it were a face?What does Hawthorne gain by describing the house as if it were a face? · Nathaniel Hawthorne · Grade 11-1230 minutes totalOpen plan →Why does opening the cent-shop feel like a public fall to Hepzibah rather than simply a new job?Why does opening the cent-shop feel like a public fall to Hepzibah rather than simply a new job? · Nathaniel Hawthorne · Grade 11-1230 minutes totalOpen plan →Why does the daguerreotype become evidence against Judge Pyncheon's respectable appearance?Why does the daguerreotype become evidence against Judge Pyncheon's respectable appearance? · Nathaniel Hawthorne · Grade 11-1230 minutes totalOpen plan →Why is the ticking watch more frightening than a dramatic description of the Judge's death?Why is the ticking watch more frightening than a dramatic description of the Judge's death? · Nathaniel Hawthorne · Grade 11-1230 minutes totalOpen plan →
How does the final question destabilize the poem’s apparent criticism of the idler?How does the final question destabilize the poem’s apparent criticism of the idler? · Alice Dunbar-Nelson · Grade 1230 minutes totalOpen plan →
How does Priam make Achilles see an enemy father's grief as connected to his own father's love?How does Priam make Achilles see an enemy father's grief as connected to his own father's love? · Homer · Grade 11-1230 minutes totalOpen plan →How does the opening turn one man's anger into the cause of a whole army's suffering?How does the opening turn one man's anger into the cause of a whole army's suffering? · Homer · Grade 11-1230 minutes totalOpen plan →What does Achilles reveal about his values when he describes a choice between long life and lasting fame?What does Achilles reveal about his values when he describes a choice between long life and lasting fame? · Homer · Grade 11-1230 minutes totalOpen plan →Why does Achilles choose to return to battle immediately after Thetis tells him it will bring his own death closer?Why does Achilles choose to return to battle immediately after Thetis tells him it will bring his own death closer? · Homer · Grade 11-1230 minutes totalOpen plan →
How does Equiano use a sequence of perceptions to show terror growing from uncertainty into understanding?How does Equiano use a sequence of perceptions to show terror growing from uncertainty into understanding? · Olaudah Equiano · Grade 1130 minutes totalOpen plan →
How does Tamenund make Uncas's death mean more than the loss of one person?How does Tamenund make Uncas's death mean more than the loss of one person? · James Fenimore Cooper · Grade 9-1030 minutes totalOpen plan →How does Tamenund's list make expansion look like a pattern rather than a single injustice?How does Tamenund's list make expansion look like a pattern rather than a single injustice? · James Fenimore Cooper · Grade 9-1030 minutes totalOpen plan →What does Hawkeye reveal by asserting his identity while admitting his own people's wrongdoing?What does Hawkeye reveal by asserting his identity while admitting his own people's wrongdoing? · James Fenimore Cooper · Grade 9-1030 minutes totalOpen plan →What does Uncas abandoning his rifle reveal about what matters most in the pursuit?What does Uncas abandoning his rifle reveal about what matters most in the pursuit? · James Fenimore Cooper · Grade 9-1030 minutes totalOpen plan →
How does Irving make the place itself responsible for what people are willing to believe?How does Irving make the place itself responsible for what people are willing to believe? · Washington Irving · Grade 6-830 minutes totalOpen plan →What does Ichabod's imagination reveal about what he wants when he thinks about Katrina?What does Ichabod's imagination reveal about what he wants when he thinks about Katrina? · Washington Irving · Grade 6-830 minutes totalOpen plan →Which details support Brom Bones more strongly than the supernatural explanation?Which details support Brom Bones more strongly than the supernatural explanation? · Washington Irving · Grade 6-830 minutes totalOpen plan →Why is the thrown 'head' more suspicious once Ichabod expects the Horseman to vanish at the bridge?Why is the thrown 'head' more suspicious once Ichabod expects the Horseman to vanish at the bridge? · Washington Irving · Grade 6-830 minutes totalOpen plan →
How does the story make a voluntary choice feel like a trap?How does the story make a voluntary choice feel like a trap? · W. W. Jacobs · Grade 830 minutes totalOpen plan →
How does the opening turn dissatisfaction into a conflict between circumstances and self-image?How does the opening turn dissatisfaction into a conflict between circumstances and self-image? · Guy de Maupassant · Grade 930 minutes totalOpen plan →
How does Hughes use rivers to turn one speakers voice into a voice spanning Black history?How does Hughes use rivers to turn one speakers voice into a voice spanning Black history? · Langston Hughes · Grade 1130 minutes totalOpen plan →
How does the poem redefine what makes a nation powerful?How does the poem redefine what makes a nation powerful? · Emma Lazarus · Grade 730 minutes totalOpen plan →
How does Woolf make Mabel’s dress become a screen onto which she projects an entire social judgment?How does Woolf make Mabel’s dress become a screen onto which she projects an entire social judgment? · Virginia Woolf · Grade 1230 minutes totalOpen plan →
How does the narrator make an impossible event feel absurdly official and ordinary?How does the narrator make an impossible event feel absurdly official and ordinary? · Nikolai Gogol · Grade 1030 minutes totalOpen plan →
What is the cost of Ulysses withholding the truth about Scylla from his crew?What is the cost of Ulysses withholding the truth about Scylla from his crew? · Homer · Grade 11-1230 minutes totalOpen plan →Why does Ulysses design a plan that assumes his future self cannot be trusted?Why does Ulysses design a plan that assumes his future self cannot be trusted? · Homer · Grade 11-1230 minutes totalOpen plan →Why is the bed a better test of identity than Ulysses' appearance?Why is the bed a better test of identity than Ulysses' appearance? · Homer · Grade 11-1230 minutes totalOpen plan →Why is the name 'Noman' useful only because Ulysses predicts how language will work later?Why is the name 'Noman' useful only because Ulysses predicts how language will work later? · Homer · Grade 11-1230 minutes totalOpen plan →
How does Dunbar hold painful history and cherished memory in the same place?How does Dunbar hold painful history and cherished memory in the same place? · Paul Laurence Dunbar · Grade 1130 minutes totalOpen plan →
How does Vera build a believable lie?How does Vera build a believable lie? · Saki · Grade 6-830 minutes totalOpen plan →
What does Dorian's wish reveal about what he has learned to value in only a few minutes?What does Dorian's wish reveal about what he has learned to value in only a few minutes? · Oscar Wilde · Grade 9-1030 minutes totalOpen plan →What is ironic about Lord Henry's argument that influence destroys individuality?What is ironic about Lord Henry's argument that influence destroys individuality? · Oscar Wilde · Grade 9-1030 minutes totalOpen plan →When does the portrait stop being a record of beauty and become a moral instrument?When does the portrait stop being a record of beauty and become a moral instrument? · Oscar Wilde · Grade 9-1030 minutes totalOpen plan →Why does destroying the portrait destroy Dorian instead of freeing him?Why does destroying the portrait destroy Dorian instead of freeing him? · Oscar Wilde · Grade 9-1030 minutes totalOpen plan →
At what point does Goodwood's promise of freedom begin to feel like another form of possession?At what point does Goodwood's promise of freedom begin to feel like another form of possession? · Henry James · Grade 11-1230 minutes totalOpen plan →What changes when Isabel can name her husband's opposition to Ralph as opposition to her freedom of mind?What changes when Isabel can name her husband's opposition to Ralph as opposition to her freedom of mind? · Henry James · Grade 11-1230 minutes totalOpen plan →What does Isabel mean when she says marrying Lord Warburton would be 'giving up' even though she would gain so much?What does Isabel mean when she says marrying Lord Warburton would be 'giving up' even though she would gain so much? · Henry James · Grade 11-1230 minutes totalOpen plan →Why do Madame Merle and Isabel disagree about whether possessions and surroundings express the self?Why do Madame Merle and Isabel disagree about whether possessions and surroundings express the self? · Henry James · Grade 11-1230 minutes totalOpen plan →
How does Tagore make one character’s practical departure become another character’s emotional catastrophe?How does Tagore make one character’s practical departure become another character’s emotional catastrophe? · Rabindranath Tagore · Grade 1230 minutes totalOpen plan →
How does the repeated word “nevermore” change from an answer into a trap for the speaker’s thinking?How does the repeated word “nevermore” change from an answer into a trap for the speaker’s thinking? · Edgar Allan Poe · Grade 930 minutes totalOpen plan →
What happens to Henry's idea of courage once he sees brave-looking men run?What happens to Henry's idea of courage once he sees brave-looking men run? · Stephen Crane · Grade 6-830 minutes totalOpen plan →Why does 'Where yeh hit?' terrify Henry when the speaker means it kindly?Why does 'Where yeh hit?' terrify Henry when the speaker means it kindly? · Stephen Crane · Grade 6-830 minutes totalOpen plan →Why does Henry's final confidence require him to remember his shame rather than erase it?Why does Henry's final confidence require him to remember his shame rather than erase it? · Stephen Crane · Grade 6-830 minutes totalOpen plan →Why does the squirrel feel like proof to Henry even though it cannot answer the moral question he is asking?Why does the squirrel feel like proof to Henry even though it cannot answer the moral question he is asking? · Stephen Crane · Grade 6-830 minutes totalOpen plan →
What tension exists between the choice as it happened and the story the speaker expects to tell about it later?What tension exists between the choice as it happened and the story the speaker expects to tell about it later? · Robert Frost · Grade 830 minutes totalOpen plan →
How can punishment fail at its stated purpose and still change the person being punished?How can punishment fail at its stated purpose and still change the person being punished? · Nathaniel Hawthorne · Grade 9-1030 minutes totalOpen plan →What changes the instant Dimmesdale makes his hidden identity public?What changes the instant Dimmesdale makes his hidden identity public? · Nathaniel Hawthorne · Grade 9-1030 minutes totalOpen plan →What happens when the symbol meant to humiliate Hester becomes the most beautiful thing she wears?What happens when the symbol meant to humiliate Hester becomes the most beautiful thing she wears? · Nathaniel Hawthorne · Grade 9-1030 minutes totalOpen plan →Why does the natural world seem to change when Hester removes the letter?Why does the natural world seem to change when Hester removes the letter? · Nathaniel Hawthorne · Grade 9-1030 minutes totalOpen plan →
What changes in Mary's voice once she admits that she is lonely?What changes in Mary's voice once she admits that she is lonely? · Frances Hodgson Burnett · Grade 6-830 minutes totalOpen plan →What does Colin experience in the garden that changes 'I want to get well' into 'I shall get well'?What does Colin experience in the garden that changes 'I want to get well' into 'I shall get well'? · Frances Hodgson Burnett · Grade 6-830 minutes totalOpen plan →When Colin calls Magic a scientific experiment, which parts of his method can actually be tested?When Colin calls Magic a scientific experiment, which parts of his method can actually be tested? · Frances Hodgson Burnett · Grade 6-830 minutes totalOpen plan →Why does Burnett make Mary's discovery feel like both an accident and an invitation?Why does Burnett make Mary's discovery feel like both an accident and an invitation? · Frances Hodgson Burnett · Grade 6-830 minutes totalOpen plan →
How does Chopin make Louise Mallard’s private response overturn the response everyone around her expects?How does Chopin make Louise Mallard’s private response overturn the response everyone around her expects? · Kate Chopin · Grade 1130 minutes totalOpen plan →
What changes when a word becomes more than a signal?What changes when a word becomes more than a signal? · Helen Keller · Grade 630 minutes totalOpen plan →
What does the narrator accidentally prove?What does the narrator accidentally prove? · Edgar Allan Poe · Grade 9-1030 minutes totalOpen plan →
What does Prospero's “’Tis new to thee” add to Miranda's praise of the people she sees?What does Prospero's “’Tis new to thee” add to Miranda's praise of the people she sees? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What kinds of responsibility can Prospero's 'I acknowledge mine' mean?What kinds of responsibility can Prospero's 'I acknowledge mine' mean? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why does Ariel's imagined human pity change Prospero more than the prisoners' suffering itself?Why does Ariel's imagined human pity change Prospero more than the prisoners' suffering itself? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why does Prospero move from a vanished entertainment to the claim that the world itself will dissolve?Why does Prospero move from a vanished entertainment to the claim that the world itself will dissolve? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
Why does the hermit answer the questions with events instead of definitions?Why does the hermit answer the questions with events instead of definitions? · Leo Tolstoy · Grade 730 minutes totalOpen plan →
What should a reader do when the evidence breaks the theory?What should a reader do when the evidence breaks the theory? · H. G. Wells · Grade 6-830 minutes totalOpen plan →
How does the scene turn names from labels into obstacles the characters try to reason around?How does the scene turn names from labels into obstacles the characters try to reason around? · William Shakespeare · Grade 930 minutes totalOpen plan →
What changes when Mrs. Grose can name the man the governess has described?What changes when Mrs. Grose can name the man the governess has described? · Henry James · Grade 11-1230 minutes totalOpen plan →What does calling herself a 'screen' reveal about the role the governess has begun to assign herself?What does calling herself a 'screen' reveal about the role the governess has begun to assign herself? · Henry James · Grade 11-1230 minutes totalOpen plan →What does the governess actually know after seeing the man on the tower, and what has she already begun to infer?What does the governess actually know after seeing the man on the tower, and what has she already begun to infer? · Henry James · Grade 11-1230 minutes totalOpen plan →Which details in the final exchange support the governess's interpretation, and which keep another interpretation possible?Which details in the final exchange support the governess's interpretation, and which keep another interpretation possible? · Henry James · Grade 11-1230 minutes totalOpen plan →
At what point does the crowd stop treating the cylinder as an object and start treating it as a threat?At what point does the crowd stop treating the cylinder as an object and start treating it as a threat? · H. G. Wells · Grade 9-1030 minutes totalOpen plan →What happens to human importance when Wells makes us the creatures under the microscope?What happens to human importance when Wells makes us the creatures under the microscope? · H. G. Wells · Grade 9-1030 minutes totalOpen plan →Why does the narrator keep comparing Martian machinery to familiar human things?Why does the narrator keep comparing Martian machinery to familiar human things? · H. G. Wells · Grade 9-1030 minutes totalOpen plan →Why does Wells end the invasion by making the smallest organisms stronger than the strongest machines?Why does Wells end the invasion by making the smallest organisms stronger than the strongest machines? · H. G. Wells · Grade 9-1030 minutes totalOpen plan →
How does Mole's experience change what the Wild Wood means to him?How does Mole's experience change what the Wild Wood means to him? · Kenneth Grahame · Grade 6-830 minutes totalOpen plan →How does Toad turn genuine kindness into evidence of his own importance?How does Toad turn genuine kindness into evidence of his own importance? · Kenneth Grahame · Grade 6-830 minutes totalOpen plan →What does the crash do to Rat's grand declaration about boating?What does the crash do to Rat's grand declaration about boating? · Kenneth Grahame · Grade 6-830 minutes totalOpen plan →Why does Grahame give Mole and Rat a perfect revelation and then take the memory away?Why does Grahame give Mole and Rat a perfect revelation and then take the memory away? · Kenneth Grahame · Grade 6-830 minutes totalOpen plan →
When should we trust the narrator?When should we trust the narrator? · Charlotte Perkins Gilman · Grade 9-1030 minutes totalOpen plan →
Why is the poem’s peaceful future more unsettling than reassuring?Why is the poem’s peaceful future more unsettling than reassuring? · Sara Teasdale · Grade 830 minutes totalOpen plan →
How can a sequence of questions function as an accusation?How can a sequence of questions function as an accusation? · James Weldon Johnson · Grade 830 minutes totalOpen plan →
How does London turn the man's declaration that he is safe into evidence of the mistake that may kill him?How does London turn the man's declaration that he is safe into evidence of the mistake that may kill him? · Jack London · Grade 9-1030 minutes totalOpen plan →Which understands the cold more accurately—the man or the dog—and what kind of knowledge does each possess?Which understands the cold more accurately—the man or the dog—and what kind of knowledge does each possess? · Jack London · Grade 9-1030 minutes totalOpen plan →Why does knowing the exact temperature fail to mean that the man understands the danger?Why does knowing the exact temperature fail to mean that the man understands the danger? · Jack London · Grade 9-1030 minutes totalOpen plan →Why does the dog survive the same cold that kills the man?Why does the dog survive the same cold that kills the man? · Jack London · Grade 9-1030 minutes totalOpen plan →
How does Wheatley elevate a current political struggle by placing it inside epic and divine imagery?How does Wheatley elevate a current political struggle by placing it inside epic and divine imagery? · Phillis Wheatley · Grade 1230 minutes totalOpen plan →
How does Jim know Israel Hands intends to kill him before Hands attacks?How does Jim know Israel Hands intends to kill him before Hands attacks? · Robert Louis Stevenson · Grade 6-830 minutes totalOpen plan →How does Jim realize what 'gentleman of fortune' actually means before anyone says 'pirate'?How does Jim realize what 'gentleman of fortune' actually means before anyone says 'pirate'? · Robert Louis Stevenson · Grade 6-830 minutes totalOpen plan →How does Silver use the pirates' own rules and superstitions to regain control after they depose him?How does Silver use the pirates' own rules and superstitions to regain control after they depose him? · Robert Louis Stevenson · Grade 6-830 minutes totalOpen plan →Why can a scrap of paper frighten Billy Bones more than a visible weapon?Why can a scrap of paper frighten Billy Bones more than a visible weapon? · Robert Louis Stevenson · Grade 6-830 minutes totalOpen plan →
How does Viola tell Olivia the truth about herself without revealing the disguise?How does Viola tell Olivia the truth about herself without revealing the disguise? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →What makes the forged letter convincing to Malvolio even when its clues are weak?What makes the forged letter convincing to Malvolio even when its clues are weak? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why does Orsino ask for more music in order to stop wanting it?Why does Orsino ask for more music in order to stop wanting it? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →Why does Viola treat disguise as a way to act rather than merely hide?Why does Viola treat disguise as a way to act rather than merely hide? · William Shakespeare · Grade 9-1030 minutes totalOpen plan →
How does the Court’s reasoning change once it asks how the Africans came to be held rather than simply who possessed them?How does the Court’s reasoning change once it asks how the Africans came to be held rather than simply who possessed them? · U.S. Supreme Court · Grade 1230 minutes totalOpen plan →
How does Washington change the meaning of 'cast down your bucket' when he turns from Black listeners to white listeners?How does Washington change the meaning of 'cast down your bucket' when he turns from Black listeners to white listeners? · Booker T. Washington · Grade 9-1030 minutes totalOpen plan →What does Washington learn by traveling before deciding what Tuskegee should teach?What does Washington learn by traveling before deciding what Tuskegee should teach? · Booker T. Washington · Grade 9-1030 minutes totalOpen plan →Why does sweeping one room tell the teacher something an ordinary entrance exam would not?Why does sweeping one room tell the teacher something an ordinary entrance exam would not? · Booker T. Washington · Grade 9-1030 minutes totalOpen plan →Why does Washington argue that restricting Black advancement harms the people doing the restricting?Why does Washington argue that restricting Black advancement harms the people doing the restricting? · Booker T. Washington · Grade 9-1030 minutes totalOpen plan →
How does Bradstreet’s speaker argue with her own attachment to the destroyed house?How does Bradstreet’s speaker argue with her own attachment to the destroyed house? · Anne Bradstreet · Grade 1130 minutes totalOpen plan →
What does Thoreau mean by calling resignation a form of desperation rather than acceptance?What does Thoreau mean by calling resignation a form of desperation rather than acceptance? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →What does Thoreau want to remove from life in order to discover what life actually is?What does Thoreau want to remove from life in order to discover what life actually is? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →Why does Thoreau defend moving at a different pace rather than simply choosing a different destination?Why does Thoreau defend moving at a different pace rather than simply choosing a different destination? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →Why does Thoreau surround his command to simplify with images of counting, clutter, storms, and navigation?Why does Thoreau surround his command to simplify with images of counting, clutter, storms, and navigation? · Henry David Thoreau · Grade 11-1230 minutes totalOpen plan →
What changes when Catherine stops trying to persuade her father but does not stop intending to marry Morris?What changes when Catherine stops trying to persuade her father but does not stop intending to marry Morris? · Henry James · Grade 9-1030 minutes totalOpen plan →What does 'admirable old maid' conceal about the costs of Catherine's self-sufficient life?What does 'admirable old maid' conceal about the costs of Catherine's self-sufficient life? · Henry James · Grade 9-1030 minutes totalOpen plan →What is the difference between the Doctor saying Morris belongs to the wrong 'category' and Morris insisting Catherine marries an individual?What is the difference between the Doctor saying Morris belongs to the wrong 'category' and Morris insisting Catherine marries an individual? · Henry James · Grade 9-1030 minutes totalOpen plan →Where has Catherine learned the language she uses to diminish herself?Where has Catherine learned the language she uses to diminish herself? · Henry James · Grade 9-1030 minutes totalOpen plan →
How does the repeated mask image explain the difference between public appearance and private suffering?How does the repeated mask image explain the difference between public appearance and private suffering? · Paul Laurence Dunbar · Grade 930 minutes totalOpen plan →
Why does Douglass say that argument is no longer the right rhetorical tool at this point in the speech?Why does Douglass say that argument is no longer the right rhetorical tool at this point in the speech? · Frederick Douglass · Grade 1130 minutes totalOpen plan →
Why does Pasteur present criticism as a discipline researchers must direct at their own ideas?Why does Pasteur present criticism as a discipline researchers must direct at their own ideas? · Louis Pasteur · Grade 1030 minutes totalOpen plan →
What makes Lockwood's encounter frightening even if the reader does not decide whether the ghost is real?What makes Lockwood's encounter frightening even if the reader does not decide whether the ghost is real? · Emily Brontë · Grade 11-1230 minutes totalOpen plan →Why does Catherine describe one love as foliage and the other as rock?Why does Catherine describe one love as foliage and the other as rock? · Emily Brontë · Grade 11-1230 minutes totalOpen plan →Why does Heathcliff ask Catherine both to torment him and never leave him?Why does Heathcliff ask Catherine both to torment him and never leave him? · Emily Brontë · Grade 11-1230 minutes totalOpen plan →Why does Lockwood's final peaceful scene refuse to settle whether the dead are at rest?Why does Lockwood's final peaceful scene refuse to settle whether the dead are at rest? · Emily Brontë · Grade 11-1230 minutes totalOpen plan →