Stealing the Day
by Samantha G. (excerpt)

I achieved the unofficial "smart kid" designation in elementary school, and it was not until years later that I met someone who threatened to depose me from my reign.

His name was George, after our nation's first president, and he had been the smartest kid in school during his early academic career as well; but George grew up on the other side of town, so we had really never crossed paths. We were introduced in our biology class, seated at opposite ends of the first row of desks. When our teacher began asking basic questions to test our science knowledge, George and I had not even noticed each other's existence.

But when Mr. Hartley inquired about the aardvark's natural habitat, both of us shot a hand into the air.

"Africa!" exploded the dual shout, followed by snickering from the rest of the class. I peeked in the direction of the other voice to see George gazing directly ahead, as though he was oblivious to anyone else. Surely, he perceived the awkwardness of this circumstance, and had the abrupt comprehension that there was another "smart kid" in the school! But no acknowledgment crossed his face, and I stared back at my own desk as class continued.

When the bell rang and students began jostling out the door, I hung back, thinking that I should at least introduce myself to George. He had waited for everyone else to push out of the classroom as well, and I extended my hand toward him with a smile.

"I just wanted to let you know that I plan to outdo you in every class we have together this semester, and every semester until graduation," he said.

Without glancing in my direction, George dashed out the door and down the hall toward his locker. I was left in shock at his words, at the audacity of his confidence and conceit. After standing immobile for a few moments, I ducked out the side door of the classroom into the late summer sunshine to comprehend what had just transpired. Ultimately, I came to the apparent explanation to his immature attack: George perceived me as a threat.

When the regional science fair was announced, I knew George had already begun working on his entry, as I had. On the day of presentations, as professors from the local university strolled among poster board displays and homemade volcanoes, I had a clear view of George's project. When he detected my surveillance, George began sauntering toward me and I planted my feet firmly, steeling myself for the verbal assault.

"Is this your first science fair?" he inquired, observing my display critically. "I want to make you aware that I'm going to—"

"I know, I know. You're going to beat me at everything." George smirked, self-satisfied and headed back toward his own project. Anger surged through me as I thought of his haughty conduct, his readiness to belittle me at every opportunity. But it was imperative that George not divert me, and I regained my composure as I spied a science fair judge in my peripheral vision.

By November, George was plainly exhausted by his one-sided antagonism, and I scarcely saw him after Thanksgiving. When report cards were distributed before Christmas, he never approached me to compare grades, and I knew that he had relinquished the battle.

1
Select the correct answer.
Which statement best expresses how the underlined section creates an effect in the plot?

A.
It establishes the surprise that the narrator feels throughout the plot.
B.
It shows the tension between George and the narrator that continues in the plot.
C.
It shows the tension between George and Mr. Hartley that continues throughout the plot.
D.
It establishes mystery about why the narrator dislikes George in the plot.