Which sentence in the following excerpt from Amy Tan’s “Rules of the Game” shows that Waverly practices caution? The alley was quiet and I could see the yellow lights shining from our flat like two tiger's eyes in the night. I climbed the sixteen steps to the door, advancing quietly up each so as not to make any warning sounds. I turned the knob; the door was locked. I heard a chair moving, quick steps, the locks turning—click! click! click!—and then the door opened. "About time you got home," said Vincent. "Boy, are you in trouble." He slid back to the dinner table. On a platter were the remains of a large fish, its fleshy head still connected to bones swimming upstream in vain escape. Standing there waiting for my punishment, I heard my mother speak in a dry voice. "We not concerning this girl. This girl not have concerning for us." Nobody looked at me. Bone chopsticks clinked against the inside of bowls being emptied into hungry mouths.

The sentence from the excerpt that shows Waverly practices caution is:

I climbed the sixteen steps to the door, advancing quietly up each so as not to make any warning sounds.

Explanation:

"Rules of the Game" is a short story by Amy Tan. The main character is Waverly Jong, a young girl who becomes an excellent chess player. In the climax of the story, Waverly gets in trouble for speaking her mind. She ends up offending her mother and, embarrassed and scared, runs away from her.

Upon coming back home, Waverly is extremely cautious. The line that particularly shows us that is:

I climbed the sixteen steps to the door, advancing quietly up each so as not to make any warning sounds.

Waverly knows very well her mother is angry at her. She is hoping to make no sound and to remain unnoticed, which is why she is cautious when climbing the steps to their apartment. As a matter of fact, Waverly is a very smart girl. The story ends with her visualizing her difficult relationship with her mother as a game of chess. For now, she is losing. Her mother is still more clever, more experienced. No wonder the door was locked.

question

will give

you will find groups such as germans, acadians, irish/scots, french, spanish, anglo/americans, african americans, and native americans. you are looking for the contributions that each of these groups provided to the settlement of louisiana.

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs