| a. synthesizing information | ||
| b. inference | ||
| c. previewing text | ||
| d. prediction |
| a. synthesizing information | ||
| b. inference | ||
| c. previewing text | ||
| d. prediction |
| a. root words | ||
| b. prefixes | ||
| c. context clues | ||
| 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. | ||
| b. Plastic bags negatively affect on wildlife when ingested. | ||
| 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. | ||
| d. The petroleum used in manufacturing plastic bags contributes to air pollution. |
| a. Describing a character's looks | ||
| b. Describing a character's effect on other characters | ||
| c. Describing a character's speech | ||
| d. Describing a character |
| a. ship | ||
| b. hydrated | ||
| c. water | ||
| d. sea |
| a. Under | ||
| b. System | ||
| c. Ship | ||
| d. Over |
| a. Sea | ||
| b. Direction | ||
| c. Ship | ||
| d. Oceanic |
| a. Characterization | ||
| b. Exposition | ||
| c. Character Traits | ||
| d. Climax |
| a. Annoying | ||
| b. Intelligent | ||
| c. Cowardly | ||
| d. Stupid |
| a. Quiet | ||
| b. Clearly spoken | ||
| c. Unclearly spoken | ||
| d. Speaking in a foreign language |
| a. Both are Frenchmen. | ||
| b. Both are professors. | ||
| c. Both designed and built the Nautilus. | ||
| 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. | ||
| b. Aronnax is forced to choose between his love of science and his compassion for humanity when Captain Nemo begins using science for evil. | ||
| c. Ned Land must overcome his difficulties with Pierre Aronnax so that he can return home to his family. | ||
| d. None of these choices |
| a. The early 1900s, aboard the Nautilus as it traverses the Pacific, Atlantic, Indian, and Arctic Oceans | ||
| 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 | ||
| c. How to Make a Terrarium | ||
| 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. | ||
| c. Because his family is struggling to survive, Theo accepts donations and charitable acts from kind people who want to help him. | ||
| d. The main character in the novel proves that the only person you can change is yourself. |
| a. Presentation of research data | ||
| b. Starting in the middle of action | ||
| c. Dialogue | ||
| d. Painting a picture of the scene through vivid sensory language |
| a. Tinkerbell's broken wing | ||
| b. Peter Pan's shadow | ||
| c. Tinkerbell's parents | ||
| 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 | ||
| d. Because Mr. Darling paid Peter to teach her |
| a. Poetry | ||
| b. Fantasy | ||
| c. Memoir or personal narrative | ||
| 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. |