Literature

Question 21literary devices and wordplay · core

Five fluffy feathers floated past the fence.

What creates the strongest sound pattern?

Choose one answer

Several nearby words begin with the same f sound. Every word describes a different colour. All the words rhyme with fence. Every word has exactly five letters.

VC2E4LE04

Question 22literary devices and wordplay · core

The old bus coughed like a sleepy giant.

What does the comparison help a reader imagine?

Choose one answer

A literal giant sitting in the bus. A silent bicycle moving quickly. A large, slow, uneven engine sound. A bus that has become very small.

VC2E4LE04

Question 23literary devices and wordplay · core

At sunset, the windows were squares of honey.

What is the metaphor mainly suggesting?

Choose one answer

The glass had been replaced with actual honey. The house was falling apart. Bees had built every window. The windows glowed with a warm golden colour.

VC2E4LE04

Question 24literary devices and wordplay · core

Plop! A pebble broke the pond's smooth face.

What does “Plop!” contribute?

Choose one answer

The name of the person throwing. The exact depth of the pond. A word that imitates the sound of the pebble entering water. An instruction to leave immediately.

VC2E4LE04

Question 25literary devices and wordplay · core

Recipe for a terrible sandwich: First, butter the plate. Next, put the bread in your pocket. Finally, serve the empty knife.

How does the passage create humour?

Choose one answer

It carefully teaches a useful sandwich recipe. It uses the structure of instructions but gives absurd actions. It changes every sentence into a question. It contains no action words.

VC2E4LE04

Question 26literary devices and wordplay · core

“I saw the child with the telescope,” said Mo.

Why could a writer use this sentence for a misunderstanding in a story?

Choose one answer

It means the child is invisible. It proves both characters own telescopes. It could mean Mo used a telescope or the child had one. It has no verb.

VC2E4LE04

Question 27literary devices and wordplay · core

Slow steps. Long hill. / Stop. Breathe. Climb still.

How do the short groups of words affect the rhythm?

Choose one answer

They sound like one long uninterrupted speech. They provide the hill's exact height. They suggest effort and pauses while climbing. They show the walker running effortlessly.

VC2E4LE04

Question 28literary devices and wordplay · core

The tiny captain gave an enormous sneeze.

Which contrast helps create the comic image?

Choose one answer

“tiny” and “enormous”. “captain” and “gave”. “gave” and “sneeze”. “the” and “an”.

VC2E4LE04

Question 29literary devices and wordplay · core

When the teacher said to keep an eye on the clock, the story's robot drew an eye on its face.

What makes the robot's response funny?

Choose one answer

It treats an expression meaning “watch” as a literal instruction. It refuses to look at the time. It knows every expression perfectly. It turns a statement into a song.

VC2E4LE04

Question 30literary devices and wordplay · core

Each verse of a travelling poem ends, “And still the road rolls on.”

What could this repeated line help convey?

Choose one answer

A continuing journey that links the verses. The exact width of the road. The end of all movement after the first verse. A new narrator in every word.

VC2E4LE04