a. synthesizing information ![]() |
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b. inference ![]() |
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c. previewing text ![]() |
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d. prediction ![]() |
a. synthesizing information ![]() |
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b. inference ![]() |
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c. previewing text ![]() |
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d. prediction ![]() |
a. root words ![]() |
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b. prefixes ![]() |
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c. context clues ![]() |
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d. definitive phrases ![]() |
a. Scientists have identified in the ocean a collection of plastic debris comparable to the better known “Pacific garbage patch” that’s widely described as being twice the size of Texas. ![]() |
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b. Plastic bags negatively affect on wildlife when ingested. ![]() |
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c. Plastic bags are cheaper to distribute than other alternatives, and businesses might lose customers if they didn’t offer a way to transport purchases. ![]() |
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d. The petroleum used in manufacturing plastic bags contributes to air pollution. ![]() |
a. Describing a character’s looks ![]() |
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b. Describing a character’s effect on other characters ![]() |
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c. Describing a character’s speech ![]() |
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d. Describing a character ![]() |
a. ship ![]() |
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b. hydrated ![]() |
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c. water ![]() |
||
d. sea ![]() |
a. Under ![]() |
||
b. System ![]() |
||
c. Ship ![]() |
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d. Over ![]() |
a. Sea ![]() |
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b. Direction ![]() |
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c. Ship ![]() |
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d. Oceanic ![]() |
a. Characterization ![]() |
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b. Exposition ![]() |
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c. Character Traits ![]() |
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d. Climax ![]() |
a. Annoying ![]() |
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b. Intelligent ![]() |
||
c. Cowardly ![]() |
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d. Stupid ![]() |
a. Quiet ![]() |
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b. Clearly spoken ![]() |
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c. Unclearly spoken ![]() |
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d. Speaking in a foreign language ![]() |
a. Both are Frenchmen. ![]() |
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b. Both are professors. ![]() |
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c. Both designed and built the Nautilus. ![]() |
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d. Both have backgrounds in science and engineering. ![]() |
a. Aronnax and Nemo must overcome the effects of nature to persevere and build the ship of their dreams, the Nautilus. ![]() |
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b. Aronnax is forced to choose between his love of science and his compassion for humanity when Captain Nemo begins using science for evil. ![]() |
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c. Ned Land must overcome his difficulties with Pierre Aronnax so that he can return home to his family. ![]() |
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d. None of these choices ![]() |
a. The early 1900s, aboard the Nautilus as it traverses the Pacific, Atlantic, Indian, and Arctic Oceans ![]() |
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b. The late 1860s, aboard the Nautilus as it traverses the fictitious oceans created by Jules Verne ![]() |
||
c. The late 1860s, aboard the Nautilus as it traverses the Pacific, Atlantic, Indian, and Arctic Oceans. ![]() |
||
d. The late 1860s, aboard the Nautilus as it is attacked by a sea monster in the Caribbean Sea ![]() |
a. The Dangers of Tobacco Smoke ![]() |
||
b. All about My Pet ![]() |
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c. How to Make a Terrarium ![]() |
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d. My Favorite Vacation Destination ![]() |
a. The young girl works hard and overcomes obstacles to reach her dreams. ![]() |
||
b. The two students from very different backgrounds overcome their own prejudices and biases about each other and become an unlikely pair of best friends. ![]() |
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c. Because his family is struggling to survive, Theo accepts donations and charitable acts from kind people who want to help him. ![]() |
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d. The main character in the novel proves that the only person you can change is yourself. ![]() |
a. Presentation of research data ![]() |
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b. Starting in the middle of action ![]() |
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c. Dialogue ![]() |
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d. Painting a picture of the scene through vivid sensory language ![]() |
a. Tinkerbell’s broken wing ![]() |
||
b. Peter Pan’s shadow ![]() |
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c. Tinkerbell’s parents ![]() |
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d. A wife for Peter ![]() |
a. So that she could protect herself from Tiger Lily ![]() |
||
b. Because Wendy begged him to do so ![]() |
||
c. So that Wendy could go back to Neverland and read to the Lost Boys ![]() |
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d. Because Mr. Darling paid Peter to teach her ![]() |
a. Poetry ![]() |
||
b. Fantasy ![]() |
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c. Memoir or personal narrative ![]() |
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d. Adventure ![]() |
a. There are no similarities. ![]() |
||
b. Parents can be too cautious and may interfere with childhood fun. ![]() |
||
c. You shouldn’t set goals and have ambitions when you are young because you don’t know what life will bring. ![]() |
||
d. The joys and dreams of childhood are magical life moments, even if they never become realities. ![]() |
a. Rearranging your paragraphs to improve the flow of the story ![]() |
||
b. Checking for misspelled words and correcting errors you noticed in punctuation of dialogue ![]() |
||
c. Adding more dialogue between characters to make the story more exciting ![]() |
||
d. Adding graphics and illustrations to bring your story to life ![]() |
a. Excellent punctuation and grammar ![]() |
||
b. Varied sentence lengths and beginnings ![]() |
||
c. Vivid descriptive language ![]() |
||
d. Well-sequenced ideas and content ![]() |
a. Excellent use of capitalization, punctuation, and grammar ![]() |
||
b. Varied sentence lengths and beginnings ![]() |
||
c. Vivid descriptive language ![]() |
||
d. Well-sequenced ideas and content ![]() |
a. Both Peter Pan and Wendy face Captain Hook as an enemy. ![]() |
||
b. Wendy is a girl while Peter Pan is a boy. ![]() |
||
c. Peter Pan can read, but Wendy cannot read. ![]() |
||
d. Peter Pan has no family while Wendy comes from a loving and supportive family. ![]() |
a. Brainstorming, prewriting, drafting, revising, editing, and publishing ![]() |
||
b. Brainstorming, prewriting, revising, drafting, editing, revising, and publishing ![]() |
||
c. Brainstorming, prewriting, drafting, editing, publishing, and revising ![]() |
||
d. Prewriting, brainstorming, drafting, revising, editing, and publishing ![]() |
a. The girls slowly got up and headed back to class. ![]() |
||
b. Exhilarated by the news, the spritely young boy bounded up the stairs and gleefully waltzed back to class. ![]() |
||
c. The children were excited to hear that their father had returned safely from the war. ![]() |
||
d. None of these choices ![]() |
a. The event you choose to write about should be a single, solitary event from your childhood. ![]() |
||
b. The event should be something that taught you a lesson. ![]() |
||
c. The event should not have actually happened to or involved you. ![]() |
||
d. The event should have changed you in some way. ![]() |
a. Reading for clues about choices the author made about text organization ![]() |
||
b. Reading for content and to better understand ideas presented in the text ![]() |
||
c. Reading to identify techniques and word choices the author used in the text ![]() |
||
d. Reading to locate different text features to get ideas for your own writing ![]() |
a. The hallways of a school building during the last day of school ![]() |
||
b. Children on a rollercoaster at a theme park ![]() |
||
c. A calm, empty lake at sunrise ![]() |
||
d. A birthday party ![]() |
a. Revision includes correcting capitalization, punctuation, and grammar issues. ![]() |
||
b. If you have misspelled words, you should correct them all during the revision step. ![]() |
||
c. Key parts of revision are taking out unnecessary details, and adding and rearranging information. ![]() |
||
d. If you are running short on time, revision is the one step of the writing process that is permissible to skip. ![]() |
a. Growing up is an unfortunate thing that everyone is forced to do. ![]() |
||
b. Though childhood is magical, growing up allows you to discover yourself and can be an adventure, too. ![]() |
||
c. Everyone will have to face his or her enemies and learn from his or her mistakes. ![]() |
||
d. Both B and C describe themes in the novel. ![]() |
a. Objective case ![]() |
||
b. Possessive case ![]() |
||
c. Nominative case ![]() |
||
d. Subjective case ![]() |
a. objective case ![]() |
||
b. subjective case ![]() |
||
c. possessive case ![]() |
||
d. basket case ![]() |
a. Onto ![]() |
||
b. Write ![]() |
||
c. Across ![]() |
||
d. Hand ![]() |
a. One ![]() |
||
b. Alone ![]() |
||
c. Together ![]() |
||
d. Humanity ![]() |
a. Loathe ![]() |
||
b. Gallant ![]() |
||
c. Obscure ![]() |
||
d. Notorious ![]() |
a. Movie ![]() |
||
b. Kendra ![]() |
||
c. Artist ![]() |
||
d. Animation ![]() |
a. Leah was a healthy eater. ![]() |
||
b. Leah enjoyed learning. ![]() |
||
c. Leah liked eating fruit but not vegetables. ![]() |
||
d. Leah was the smartest student in her family. ![]() |
a. The classroom computer was painted to look like a dinosaur. ![]() |
||
b. The class had a dinosaur as a class pet. ![]() |
||
c. The class computer was very old and outdated. ![]() |
||
d. The classroom didn’t have any computers. ![]() |
a. Preposition ![]() |
||
b. Pronoun ![]() |
||
c. Interjection ![]() |
||
d. Conjunction ![]() |
a. Adverb ![]() |
||
b. Noun ![]() |
||
c. Preposition ![]() |
||
d. Adjective ![]() |
a. Simile ![]() |
||
b. Analogy ![]() |
||
c. Personification ![]() |
||
d. Metaphor ![]() |
a. Simile ![]() |
||
b. Hyperbole ![]() |
||
c. Personification ![]() |
||
d. Metaphor ![]() |
a. Simile ![]() |
||
b. Hyperbole ![]() |
||
c. Metaphor ![]() |
||
d. Personification ![]() |
a. Genre; text 1 is a poem, and text 2 is part of a nonfiction argumentative essay ![]() |
||
b. Genre; text 1 is fantasy, and text 2 is part of a nonfiction biography ![]() |
||
c. Theme; text 1 has no theme, and text 2 is about helping others ![]() |
||
d. There are no differences. ![]() |
a. Genre; both are nonfiction argumentative essays ![]() |
||
b. Author; both were written by the same person ![]() |
||
c. Use of figurative language; both include many similes and metaphors ![]() |
||
d. Theme; both tackle the importance of solving environmental problems ![]() |
a. Large ![]() |
||
b. Numbers ![]() |
||
c. Important ![]() |
||
d. People ![]() |
a. persuade readers to take his or her side on the topic ![]() |
||
b. present information on a topic in an unbiased manner ![]() |
||
c. argue a point and provide evidence to support the argument ![]() |
||
d. entertain readers as they enjoy reading the text ![]() |
a. Summarize the text by comparing and contrasting the person’s childhood with his or her adulthood. ![]() |
||
b. Summarize the major challenges and issues discussed using the problem/solution text structure. ![]() |
||
c. Summarize every life event mentioned in the text in sequential order as in the text. ![]() |
||
d. Summarize only the key life events in sequential order as presented in the text. ![]() |
a. The characters’ favorite foods and hobbies ![]() |
||
b. The manner in which the characters respond to conflict in plot ![]() |
||
c. Personality traits of the main characters ![]() |
||
d. The characters’ personal weaknesses ![]() |
a. Freewriting about what interests you or what you want to learn more about ![]() |
||
b. Revision of freewriting to better organize your thoughts ![]() |
||
c. Conducting some background reading about a topic ![]() |
||
d. Checking to see if there are a variety of resources available on the topic ![]() |
a. Resources can become outdated and be replaced by new information, so it is important to use multiple resources to verify that information is correct. ![]() |
||
b. Different authors may have different opinions or viewpoints, so it is important to collect information from various sources to ensure that research is not biased. ![]() |
||
c. Some resources may look more interesting and colorful than others. ![]() |
||
d. Not every resource is credible, so it is important to gather information from many sources in case a particular resource isn’t accurate. ![]() |
a. Enlist as many people as you can to read and respond to your draft. ![]() |
||
b. Read your writing aloud, even if you are the only one listening, to hear how it flows. ![]() |
||
c. Run spell-check software on your draft to be sure all misspelled words are corrected. ![]() |
||
d. After writing a draft, take some time to cool off and do something else for a while so that you can revise your paper with fresh eyes. ![]() |
a. Did I punctuate the quotes cited in my paper correctly? ![]() |
||
b. Do my paragraphs include strong topic and concluding sentences? ![]() |
||
c. Are my sentences complete, accurate, and detailed? ![]() |
||
d. Did I include plenty of evidence and details to give readers enough information? ![]() |
a. A summary should be written in your own words, not copied word for word from a source. ![]() |
||
b. The summary should be shorter in length than the original source. ![]() |
||
c. A summary should only include main points and necessary information. ![]() |
||
d. Copying word-for-word from a source is important so that all key details are included. ![]() |
a. If you include a bibliography at the end of a paper, you won’t be plagiarizing if you copy things directly from a text since you list sources at the end. ![]() |
||
b. The style of bibliography discussed, taught, and used in this course is called MLA style. ![]() |
||
c. A bibliography is a list of sources used in research and can include books, articles, interviews, and online sources. ![]() |
||
d. A bibliography is also sometimes called a “Works Cited” or “References” page. ![]() |
a. Early Life ![]() |
||
b. Presidency ![]() |
||
c. Other Famous Abes ![]() |
||
d. Death by Assassination ![]() |
a. Interviewing a Holocaust survivor ![]() |
||
b. Reading diaries of people who experienced life in concentration camps ![]() |
||
c. Reading a historical fiction novel set in the time period of the Holocaust ![]() |
||
d. Visiting the National Holocaust Museum in Washington, D. C. ![]() |
a. A poem written in honor of the 100th anniversary of the battle by someone who was born 37 years after the battle occurred ![]() |
||
b. A diary entry written by a soldier who heard about the battle from his brother ![]() |
||
c. A diary entry written by the wife of a soldier who was killed in the battle ![]() |
||
d. A court record reporting the events as recounted by 34 different soldiers who swore on their word to justices of the peace ![]() |
a. A younger sibling’s science project about Pluto ![]() |
||
b. A science textbook with a chapter about the solar system published in 1993 ![]() |
||
c. An online forum called “Pluto People” ![]() |
||
d. A nonfiction book written by NASA scientists called Why Pluto is No Longer a Planet ![]() |
a. Observing the number of people riding the subway on a weekday ![]() |
||
b. Interviewing a lifelong Boston resident ![]() |
||
c. Looking in a Boston telephone book ![]() |
||
d. Researching the United States Census Bureau’s population data ![]() |
a. Although she had never gone on a trip alone before, Samantha was excited for her journey. ![]() |
||
b. The sandcastle was intricately designed; it had turrets, a moat, and a drawbridge. ![]() |
||
c. Yesterday, we traveled to Virginia because we were visiting family who live there. ![]() |
||
d. Nadia is a health food nut; for example, her favorite food is quinoa, and she snacks on edamame. ![]() |
a. The perspectives from which the texts are written ![]() |
||
b. The names of main characters ![]() |
||
c. The genres of the texts ![]() |
||
d. The publication dates of the texts ![]() |
a. Hook, evidence, and conclusion ![]() |
||
b. Introduction paragraph (introduce issue), body paragraphs (with support + evidence + quotes), and concluding paragraph ![]() |
||
c. Introduction paragraph (with support + evidence + quotes), body paragraphs (introduce issue), and concluding paragraph ![]() |
||
d. Compare/contrast and cause/effect text structures ![]() |
a. Being open about the sources of food sold in stores could have a damaging effect on the economy, as people may not buy as much food at grocery stores. ![]() |
||
b. In Montana, a number of laws have been passed that provide support for organically certified farmers and tax incentives for customers who choose to buy food grown locally. ![]() |
||
c. Many citizens believe that government should stay out of the food business completely. ![]() |
||
d. Lobbyists influence the decisions of lawmakers throughout the country. ![]() |
a. These laws criminalize people and organizations that expose animal welfare abuses in places where food is produced. ![]() |
||
b. Many people are choosing to shop locally at farmers’ markets because of the increased focus and education of the public regarding organic food. ![]() |
||
c. Ag-gag laws are currently passed or pending in 29 US states. ![]() |
||
d. Millions of lobbyist dollars are poured into passage of ag-gag bills in state Congresses. ![]() |
a. Prezi ![]() |
||
b. YouTube ![]() |
||
c. iTunesU ![]() |
||
d. Minecraft ![]() |
a. Humor ![]() |
||
b. A question ![]() |
||
c. Description of the story’s setting ![]() |
||
d. Sweeping claim ![]() |
a. To explain or clarify a topic by providing significant details and examples ![]() |
||
b. To make an effective argument by supporting an opinion with evidence ![]() |
||
c. To cite a variety of credible sources from which information was gathered ![]() |
||
d. To write with strong voice and word choice ![]() |
a. Timeline ![]() |
||
b. Web ![]() |
||
c. Venn diagram ![]() |
||
d. Flow chart ![]() |
a. If shared, your writing could inspire others, promote a cause, or bring joy to readers. ![]() |
||
b. Other people may have new ideas that could make your writing even better. ![]() |
||
c. A fresh set of eyes reviewing your writing may catch mistakes you overlooked. ![]() |
||
d. People might tell you to edit or rewrite something, resulting in grammatical errors. ![]() |
a. Lead the introductory paragraph with the thesis statement. ![]() |
||
b. Introduce it in the body paragraphs that follow the introductory paragraph. ![]() |
||
c. Make the thesis one sentence, or break it up throughout the introductory paragraph. ![]() |
||
d. Lead up to the thesis and make it the final sentence of the introductory paragraph. ![]() |
a. It should be organized alphabetically by title of the resource. ![]() |
||
b. It should be organized in chronological order according to publication date. ![]() |
||
c. It should be organized alphabetically according to the author’s first name. ![]() |
||
d. It should be organized alphabetically according to the author’s last name. ![]() |
a. Did I correctly punctuate the quotes cited in my paper? ![]() |
||
b. Did I use the spell-check function to ensure accurate spelling in my paper? ![]() |
||
c. Have I accurately capitalized all proper nouns? ![]() |
||
d. Do I include plenty of evidence and details to give readers enough information? ![]() |
a. It should detail all pieces of evidence and quotes that will back up the argument. ![]() |
||
b. It should immediately engage and interest readers. ![]() |
||
c. It should reveal the central issue or topic. ![]() |
||
d. It should provide a basis for understanding what the rest of the essay will be about. ![]() |
a. Twenty-five years of research indicates that living with pets provides certain health benefits including lowered blood pressure, lessened anxiety levels, and boosts in immunity. ![]() |
||
b. Research has found that kids growing up in a home with “furred animals” such as pet cats or dogs, or on a farm where they’re exposed to large animals, will have a lower risk of allergies and asthma. ![]() |
||
c. According to research from the Mayo Clinic, male pet owners have less sign of heart disease − lower triglyceride and cholesterol levels − than those without pets. ![]() |
||
d. Data from Bankrate indicates that the average yearly expense for having a pet dog is between $700−$1,000. ![]() |
a. Temperatures are most comfortable in December and January, and the world-famous Winter Fest in Jamaica’s capital city runs from mid-November through the New Year. ![]() |
||
b. Flights are often cheaper for Jamaican travel during the summer months. ![]() |
||
c. Climbing the gorgeous Jamaican waterfalls can often be too treacherous during the winter. ![]() |
||
d. Summer temperatures can soar to 110 degrees or higher on a regular basis. ![]() |
a. Children of all ages love this book series, which appeals equally to boys and girls. ![]() |
||
b. This series is one of the best selling and most popular series of all time. ![]() |
||
c. There are many scenes with graphic violence; some characters are killed in the plot. ![]() |
||
d. I thought it was good, but it was pretty scary at times. ![]() |
a. Over half of people with lung cancer die within one year of being diagnosed. ![]() |
||
b. Each year more men are diagnosed with lung cancer, but more women are living with the disease. ![]() |
||
c. The number of deaths due to lung cancer has increased approximately 4.3% between 1999 and 2008, from 152,156 to 158,656. ![]() |
||
d. Compared to people who have never smoked, men who smoke are 23 times more likely to develop lung cancer. Women are 13 times more likely. ![]() |