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ACT Reading 2.3 Prose Fiction. Which of the following best describes the narrator's beliefs about revenge?
ACT Reading 2.6 Prose Fiction. Based on the information provided in the passage, which of the following would be a reasonable assumption to ma...
ACT Reading 2.10 Prose Fiction. Which of the following words best describes the narrator's behavior in this passage?
ACT Reading 2.8 Humanities Passage 190 Views
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ACT Reading 2.8 Humanities Passage. How did Frederick Wieck contribute to Schumann's career?
Transcript
- 00:04
Here's your Shmoop du jour, brought to you by Frederick Wieck <<veek>>. Ain't got nothin'
- 00:08
but love, babe... eight days a Wieck.
- 00:43
As described in the passage, how did Frederick Wieck contribute to Schumann's career?
- 00:54
To get to the bottom of this one, we need to know just what good old Freddy Wieck did for Robert Schumann.
- 00:59
Even if we don't remember from the passage, we can tell from the possible answer choices
Full Transcript
- 01:03
that Wieck must've given some kind of alley-oop to Schumann as he soared towards his slam-dunk
- 01:09
of composer fame. Choices (B) and (D) are the easiest to remove
- 01:12
from our lives, because they don't remotely resemble anything that the passage covers.
- 01:16
There's no talk of Wieck booking shows for Schumann, like (D) tries to make us believe.
- 01:23
And there's definitely no talk of Wieck co-writing anything that Schuman even vaguely
- 01:27
conceived of writing. We can leave both (B) and (D) by the wayside.
- 01:30
Let's see what answer (A) has to offer.
- 01:32
Well, we know from an earlier question, and from the passage, that Schumann's first
- 01:37
teacher was some old nameless pedantic guy from Zwickau <<zwick-ow>> High School.
- 01:42
So we're sure that Wieck wasn't whoever this dude was, and we can eliminate choice (A).
- 01:48
Choice (C) totally gets it right. The passage tells us that Wieck was the guy who was the
- 01:52
first to really school Schumann on what music was all about.
- 01:58
Whether he liked it or not.
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