Question

the entire class in the chemistry lab was stunned into silence surveying the aftermath of the experiment gone awry. bright - pink foam coated every surface and every person. spongy pink globules oozed down the front of our lab coats and safety goggles, as my classmates and i simply gawked unmoving at the state of each other. when the eruption had first bubbled up from the beakers, several students had backed into the science panoramas on some of the lab tables which caused a rainbow - cardboard avalanche, and rows of foam core poster boards along the wall had toppled like dominoes. and in the middle of all this devastation, our chemistry teacher, mr. breenek, stood motionless like a comic mummy - his face frozen in an expression of shock. no one uttered a word, and then... suddenly, as if on cue, a giant, puffy, pink cloud of foam about the size of a banana cream pie, which until now had clung tenaciously to the ceiling, released itself and landed with a \plop\ right on top of his head. the room exploded into laughter! part a: which structure does the author use in the passage? 1. the author starts in the middle of an exciting event. 2. the author begins with a flashback to an earlier incident. 3. the author establishes a parallel plot for two different characters. part b: what is the effect of this structure? 1. it creates a sense of doom. 2. it slows the pace of the story. 3. it draws the reader into the action. jaliyah hyman phillips, id#******40 growth: reading 6+ mi 2010.1.1 question #5

Explanation:

Part A: The author starts in the middle of an exciting event as indicated by the sudden chaos in the chemistry - lab scene.
Part B: The structure creates a sense of doom as described in option 1, with the chaotic and potentially dangerous situation in the lab.

Answer:

Part A: 1. The author starts in the middle of an exciting event.
Part B: 1. It creates a sense of doom.