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a. synthesizing information |
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b. inference |
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c. previewing text |
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d. prediction |
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a. synthesizing information |
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b. inference |
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c. previewing text |
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d. prediction |
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a. root words |
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b. prefixes |
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c. context clues |
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d. definitive phrases |
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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. |
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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 |
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a. ship |
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b. hydrated |
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c. water |
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d. sea |
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a. Under |
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b. System |
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c. Ship |
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d. Over |
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a. Sea |
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b. Direction |
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c. Ship |
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d. Oceanic |
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a. Characterization |
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b. Exposition |
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c. Character Traits |
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d. Climax |
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a. Annoying |
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b. Intelligent |
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c. Cowardly |
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d. Stupid |
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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 |
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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. |
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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 |
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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 |
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c. The late 1860s, aboard the Nautilus as it traverses the Pacific, Atlantic, Indian, and Arctic Oceans. |
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d. The late 1860s, aboard the Nautilus as it is attacked by a sea monster in the Caribbean Sea |
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a. The Dangers of Tobacco Smoke |
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b. All about My Pet |
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c. How to Make a Terrarium |
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d. My Favorite Vacation Destination |
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a. The young girl works hard and overcomes obstacles to reach her dreams. |
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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. |
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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 |
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a. Tinkerbell’s broken wing |
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b. Peter Pan’s shadow |
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c. Tinkerbell’s parents |
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d. A wife for Peter |
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a. So that she could protect herself from Tiger Lily |
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b. Because Wendy begged him to do so |
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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 |
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a. Poetry |
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b. Fantasy |
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c. Memoir or personal narrative |
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d. Adventure |
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a. There are no similarities. |
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b. Parents can be too cautious and may interfere with childhood fun. |
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c. You shouldn’t set goals and have ambitions when you are young because you don’t know what life will bring. |
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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 |
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|
b. Checking for misspelled words and correcting errors you noticed in punctuation of dialogue |
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|
c. Adding more dialogue between characters to make the story more exciting |
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|
d. Adding graphics and illustrations to bring your story to life |
|
a. Excellent punctuation and grammar |
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|
b. Varied sentence lengths and beginnings |
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|
c. Vivid descriptive language |
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|
d. Well-sequenced ideas and content |
|
a. Excellent use of capitalization, punctuation, and grammar |
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|
b. Varied sentence lengths and beginnings |
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|
c. Vivid descriptive language |
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|
d. Well-sequenced ideas and content |
|
a. Both Peter Pan and Wendy face Captain Hook as an enemy. |
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|
b. Wendy is a girl while Peter Pan is a boy. |
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|
c. Peter Pan can read, but Wendy cannot read. |
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|
d. Peter Pan has no family while Wendy comes from a loving and supportive family. |
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a. Brainstorming, prewriting, drafting, revising, editing, and publishing |
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b. Brainstorming, prewriting, revising, drafting, editing, revising, and publishing |
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|
c. Brainstorming, prewriting, drafting, editing, publishing, and revising |
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|
d. Prewriting, brainstorming, drafting, revising, editing, and publishing |
|
a. The girls slowly got up and headed back to class. |
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|
b. Exhilarated by the news, the spritely young boy bounded up the stairs and gleefully waltzed back to class. |
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|
c. The children were excited to hear that their father had returned safely from the war. |
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|
d. None of these choices |
|
a. The event you choose to write about should be a single, solitary event from your childhood. |
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|
b. The event should be something that taught you a lesson. |
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|
c. The event should not have actually happened to or involved you. |
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|
d. The event should have changed you in some way. |
|
a. Reading for clues about choices the author made about text organization |
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|
b. Reading for content and to better understand ideas presented in the text |
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|
c. Reading to identify techniques and word choices the author used in the text |
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|
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 |
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|
b. Children on a rollercoaster at a theme park |
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|
c. A calm, empty lake at sunrise |
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|
d. A birthday party |
|
a. Revision includes correcting capitalization, punctuation, and grammar issues. |
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|
b. If you have misspelled words, you should correct them all during the revision step. |
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|
c. Key parts of revision are taking out unnecessary details, and adding and rearranging information. |
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|
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. |
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|
b. Though childhood is magical, growing up allows you to discover yourself and can be an adventure, too. |
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|
c. Everyone will have to face his or her enemies and learn from his or her mistakes. |
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|
d. Both B and C describe themes in the novel. |
|
a. Objective case |
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|
b. Possessive case |
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|
c. Nominative case |
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|
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. |