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35 Assessment Guide for Educators: RLA Chapter 3: Extended Response Tom contemplated the boy a bit, and said: “What do you call work?” “Why, ain’t THAT work?” Tom resumed his whitewashing, and answered carelessly: “Well, maybe it is, and maybe it ain’t. All I know, is, it suits Tom Sawyer. ” “Oh come, now, you don’t mean to let on that you LIKE it?” The brush continued to move. “Like it? Well, I don’t see why I oughtn’t to like it. Does a boy get a chance to whitewash a fence every day?” That put the thing in a new light. Ben stopped nibbling his apple. Tom swept his brush daintily back and forth— stepped back to note the effect—added a touch here and there—criticised the effect again—Ben watching every move and getting more and more interested, more and more absorbed. Presently he said: “Say, Tom, let ME whitewash a little. ” Tom considered, was about to consent; but he altered his mind: “No—no—I reckon it wouldn’t hardly do, Ben. Y ou see, Aunt Polly’s awful particular about this fence—right here on the street, you know—but if it was the back fence I wouldn’t mind and SHE wouldn’t. Y es, she’s awful particular about this fence; it’s got to be done very careful; I reckon there ain’t one boy in a thousand, maybe two thousand, that can do it the way it’s got to be done. ” “No—is that so? Oh come, now—lemme just try. Only just a little—I’d let YOU, if you was me, Tom. ”