A)
Use the scenario to answer the question.
You want to write an essay about global warming and the various ways countries and activist groups have attempted to fight it. You plan to focus on how similar or different each attempt has been and how well each attempt managed to address the specific parts of the issue it set out to correct.
Which text structures would best fit this essay? Select the two correct answers.
(1 point)
Responses
• compare and contrast
compare and contrast
• sequential
sequential
• problem and solution
problem and solution
• reverse sequential
reverse sequential
• cause and effect
cause and effect
Question 10
A)
Use the description to answer the question.
A writer is creating a guide to help children learn how to take care of their first pet.
What items will the writer most likely use to develop the topic? Select the two correct answers.
(1 point)
Responses
• simple explanations of basic ideas
simple explanations of basic ideas
• statistics from scientific studies
statistics from scientific studies
• quotations from experts
quotations from experts
• specialized or academic language
specialized or academic language
• examples that support claims
examples that support claims
Question 11
A)
Use the sentences to answer the question.
Millions of books are purchased every year. However, authors only collect a small fraction of the profit.
How does the effectiveness of the two sentences compare?
(1 point)
Responses
• The second is more effective.
The second is more effective.
• The first is more effective.
The first is more effective.
• They are equally effective.
They are equally effective.
• Neither sentence is effective.
Neither sentence is effective.
11 answers
Question 9
The best text structures for your essay on global warming would be:
compare and contrast
problem and solution
These structures allow you to analyze the different methods used by countries and activist groups while also addressing the specific issues related to global warming and their solutions.
Question 10
The items the writer will most likely use to develop the topic of helping children learn how to take care of their first pet are:
simple explanations of basic ideas
examples that support claims
These approaches would make the information accessible and relatable for children learning about pet care.
Question 11
In comparing the effectiveness of the two sentences:
The second is more effective.
The first sentence provides general information about book purchases, while the second highlights a specific and impactful issue regarding author profits, making it more effective in conveying a significant point.
Question 12
A)
Use the paragraph to answer the question.
Look at that fantastic light display! I wish I could do something like that. Our outdoor outlet hasn’t worked in a few years. If I’m going to make it happen, I’ll have to call for repairs.
Which sentence is in the indicative mood?
(1 point)
Responses
• Our outdoor outlet hasn’t worked in a few years.
Our outdoor outlet hasn’t worked in a few years.
• I wish I could do something like that.
I wish I could do something like that.
• If I’m going to make it happen, I’ll have to call for repairs.
If I’m going to make it happen, I’ll have to call for repairs.
• Look at that fantastic light display!
Look at that fantastic light display!
Question 13
Epidemiology’s Fight Against Ebola
by Carol Hand
Emile was a two-year-old boy living in Meliandou, a village in the West African nation of Guinea. In December 2013, Emile may have been bitten by a fruit bat, a common animal in West Africa. On December 26, he became ill. He died two days later. By January 14, his three-year-old sister, his mother, and his grandmother had also died. No one yet realized it, but researchers now believe Emile was patient zero—the first person to contract and begin spreading the Ebola virus during this outbreak. There have been more than two dozen Ebola outbreaks since the virus’s discovery in 1976. The 2014 outbreak quickly became by far the most devastating.
The indicative mood is used to make factual statements, and this sentence expresses a fact.
Question 13
The transition that would best link the paragraph to a section about the effects of Ebola is:
Ebola has several effects on the body, including…
This transition directly leads into a discussion about the physiological impact of the virus, which is relevant to the narrative about Emile and the outbreak.
Question 14
A)
Use the sentence to answer the question.
The students were late to the meeting.
Which revisions would make the sentence more precise? Select the two correct answers.
(1 point)
Responses
• add “student council” before “meeting”
add “student council” before “meeting”
• replace “late” with “delayed getting”
replace “late” with “delayed getting”
• add “at the school” after “students”
add “at the school” after “students”
• replace “students” with “twelfth grade class officers”
replace “students” with “twelfth grade class officers”
• add “running a little” before “late”
add “running a little” before “late”
Question 15
Big Water
by Andrea Curtis
Henry and Eva fold the sails and get out oars. We are bumping up against the stone-filled cribs of a large, wide dock within minutes.
I watch the men on the docks with their untamed beards and callused hands, their frayed wool pants and faded hats. They are young and old and move about like a kind of machine, few of them speaking but working together without need of words. Moving cargo, hauling wood, cleaning boats. Picking up, passing, carrying. I hear one call to another in French, someone respond in English. A thick-necked tabby cat sneaks down the dock, sniffing here and there. It rubs its long orange-and-white striped side along one burly man’s boot. The man reaches down and scratches the old cat behind its ear, and it leans in toward him.
These men pay us little attention until we are banging up against the high dock. Their faces flicker with confusion, then disbelief as Daniel calls out, “We were on the Asia. The boat is sunk. We are survivors! Help us.” He holds up the pillowcase with S.S. Asia stenciled along the hem.
Excerpt from Big Water by Andrea Curtis. Printed with permission by Orca Book Publishers
A)
Use the excerpt below from “Big Water” to answer the question.
What detail from the text explicitly supports the analysis that the men on the dock work well together? Select the two correct answers.
(1 point)
Responses
• They move cargo, haul wood, and clean boats.
They move cargo, haul wood, and clean boats.
• They work without need of words.
They work without need of words.
• They speak to each other in different languages.
They speak to each other in different languages.
• They pick up, pass, and carry things.
They pick up, pass, and carry things.
• They move like a kind of machine.
They move like a kind of machine.
Question 14
To make the sentence "The students were late to the meeting" more precise, the two correct revisions are:
add “student council” before “meeting”
replace “students” with “twelfth grade class officers”
These revisions specify which students are being referred to and specify the meeting's context, enhancing clarity and precision.
Question 15
The two details from the text that explicitly support the analysis that the men on the dock work well together are:
They work without need of words.
They move like a kind of machine.
These descriptions illustrate their coordinated and efficient teamwork, suggesting a level of harmony in their actions.
Question 18
A)
Use the story description to answer the question.
A story begins with a character trying to make a major life decision. The character goes to sleep, and the next day the storyline splits in two. One thread of scenes follows the character showing their life if they had decided the big choice one way. The other follows the character showing their life if they had decided the big choice another way. Both paths involve unexpected downsides and upsides. Near the end of the story, the character hits their head in both storylines. For a moment, the character fully understands both realities and must choose which reality to return to.
Which subplot would add tension to the story?
(1 point)
Responses
• one in which the character ends up with a different pet in each reality
one in which the character ends up with a different pet in each reality
• one in which the character’s decision has dramatically different effects on a dear friend in each reality
one in which the character’s decision has dramatically different effects on a dear friend in each reality
• one in which the character uncovers a series of clues to discover what made them dislike making big decisions
one in which the character uncovers a series of clues to discover what made them dislike making big decisions
• one in which there are small hints that the character was dealing with a head injury the whole time
one in which there are small hints that the character was dealing with a head injury the whole time
Question 19
A)Which setting would best support a main character’s terrible, angry mood?(1 point)
Responses
• a waterpark
a waterpark
• a shack during a thunderstorm
a shack during a thunderstorm
• a coffee shop on a fall morning
a coffee shop on a fall morning
• a park bench on a sunny afternoon
a park bench on a sunny afternoon
Question 18
The subplot that would add tension to the story is:
one in which the character’s decision has dramatically different effects on a dear friend in each reality.
This subplot introduces emotional stakes and complexity to the character's decision-making process, potentially amplifying the tension as they consider the impact of their choices on someone they care about.
Question 19
The setting that would best support a main character’s terrible, angry mood is:
a shack during a thunderstorm.
This setting evokes feelings of confinement and chaos, which can enhance and reflect the character's anger and turmoil effectively.
Question 20
The Crow-Child
by Mary Mapes Dodge
Midway between a certain blue lake and a deep forest there once stood a cottage, called by its owner “The Rookery.”
The forest shut out the sunlight and scowled upon the ground, breaking with shadows every ray that fell, until only a few little pieces lay scattered about. But the broad lake invited all the rays to come and rest upon her, so that sometimes she shone from shore to shore, and the sun winked and blinked above her, as though dazzled by his own reflection. The cottage, which was very small, had sunny windows and dark windows. Only from the roof could you see the mountains beyond, where
baby voice were “law” to Nep at any time.
Nep and Ruky often talked together, and though one used barks and the other words, there was a perfect understanding between them. Woe to the straggler that dared to rouse Nep’s wrath, and woe to the bird or rabbit that ventured too near!—those great teeth snapped at their prey without even the warning of a growl. But Ruky could safely pull Nep’s ears or his tail, or climb his great shaggy back, or even snatch away the untasted bone. Still, as I said before, every one loved the child; so, of course, Nep was no exception.
One day Ruky’s “Cor! Cor!” had sounded oftener than usual. His rosy face had bent saucily to kiss Cora’s upturned forehead, as she raised her arms to lift him from the tree; but the sparkle in his dark eyes had seemed to kindle so much mischief in him that his sister’s patience became fairly exhausted.
“Has Cor nothing to do but to wait upon you?” she cried, “and nothing to listen to but your noise and your racket? You shall go to bed early to-day, and then I shall have some peace.”
“No, no, Cor. Please let Ruky wait till the stars come. Ruky wants to see the stars.” “Hush! Ruky is bad. He shall have a whipping when Uncle comes back from town.” Nep growled.
“Ha! ha!” laughed Ruky, jerking his head saucily from side to side; “Nep says ‘No!’”
Nep was shut out of the cottage for his pains, and poor Ruky was undressed, with many a hasty jerk and pull.
“You hurt, Cor!” he said, plaintively. “I’m going to take off my shoes my own self.”
“No, you’re not,” cried Cora, almost shaking him; and when he cried she called him naughty, and said if he did not stop he should have no supper. This made him cry all the more, and Cora, feeling in her angry mood that he deserved severe punishment, threw away his supper and put him to bed. Then all that
"The Crow Child" by Mary Mapes Dodge
A)
Use the story to answer the question.
What motivates Cora to forgive Roky? Select the two correct answers.
(1 point)
Responses
• hope that her forgiveness will help her brother grow and change
hope that her forgiveness will help her brother grow and change
• her love for her brother
her love for her brother
• the fact that she is a complex character
the fact that she is a complex character
• guilt she feels after events cause her to examine her actions
guilt she feels after events cause her to examine her actions
• the fear of her uncle’s anger
the fear of her uncle’s anger
To determine what motivates Cora to forgive Ruky in "The Crow Child," the two correct answers would be:
her love for her brother
guilt she feels after events cause her to examine her actions
Cora's love for Ruky would naturally lead her to forgive him despite her earlier anger, and feelings of guilt about her treatment of him could prompt her to reconsider her actions and seek reconciliation.
Question 21
A)
Use the sentence to answer the question.
The bed whined when I climbed out of it—as reluctant to let go of me as I was to let go of it.
What role does personification play in the text?
(1 point)
Responses
• It vividly describes the sound the bed makes.
It vividly describes the sound the bed makes.
• It shows that the text is part of the fantasy genre.
It shows that the text is part of the fantasy genre.
• It tells readers that the bed is old and uncomfortable.
It tells readers that the bed is old and uncomfortable.
• It helps readers understand how the bed feels.
It helps readers understand how the bed feels.
Question 22
A)
Use the paragraph to answer the question.
Look, to make a truly remarkable sandwich you must go full scientist. Toast the bread wrong? Throw it out! I’m talking about precision, here. Use a microscope. Get that bread to just the right crunch level—and then we’ll talk about lettuce. You can make a good sandwich with science, but the product is art!
What purpose does the analogy serve?
(1 point)
Responses
• orienting a reader to a setting
orienting a reader to a setting
• explaining something about a character
explaining something about a character
• getting a point across in a clever way
getting a point across in a clever way
• breaking down a difficult concept
breaking down a difficult concept
Question 23
A)
Use the paragraph to answer the question.
The leafless trees were like plain toothpicks sticking out of a flavorless pastry. Cars hummed by, each one just as uninteresting as the last. It was no wonder most of the residents left for the winter.
What conclusion can you draw about the tone of the text based on the sensory language?
(1 point)
Responses
• The author is bored.
The author is bored.
• The author is content.
The author is content.
• The author is amused.
The author is amused.
• The author is confused.
The author is confused.
Question 21
The role of personification in the text is:
It helps readers understand how the bed feels.
This use of personification gives the bed human-like qualities, allowing readers to empathize with both the bed and the speaker's reluctance to leave it.
Question 22
The purpose of the analogy is:
getting a point across in a clever way.
The analogy compares making a sandwich to being scientific, emphasizing the precision involved in creating a great sandwich while also presenting the artistic side of it.
Question 23
Based on the sensory language provided, the conclusion about the tone of the text is:
The author is bored.
The descriptions of the trees and cars as uninteresting and mundane convey a sense of boredom and a lack of excitement in the setting.
