ENGLISH 10B REVIEW

Question 1
Which detail best supports the writer’s idea that “statesmanship is not an abstract skill, but a contextual one”?

adapted from Lincoln the Great

by Wilfred W. McClay

Which brings us to the question of Lincoln’s halfway measures, whose fuller context we need to remember. He rose
to prominence as a politician who was antislavery but also anti-abolitionist. A. The strategy he preferred would
have contained the spread of slavery, then gradually eliminated it—as opposed to overturning the institution in
one grand liberatory1 gesture. Such a position perhaps seems incoherent now, and B. it [Lincoln’s strategy] failed
in the end, since the South concluded that it could not trust President Lincoln, who received not a single
electoral vote from the South, to protect its “peculiar institution.” But it was a position predicated on Lincoln’s
belief that the maintenance of the Union was the key to all other political goods.

We find it harder to swallow Lincoln’s frank disbelief in racial equality and his support for African colonization
schemes. That such positions were common, even mildly progressive, in his day does not count for much with us.
But what should count for us is the fact that, C. in the maelstrom of war, Lincoln overcame his disinclinations2 to
see that the Union could only be preserved if it sought to achieve something greater than its own survival.

Statesmanship is not an abstract skill, but a contextual one, highly specific to the circumstances it finds. It is
irresistible to wonder what kind of leader Lincoln would have been had there been no secession attempt after his
election, or had he lived to be a postwar president. That the question is almost impossible to answer intelligently,
though, tells us a great deal. D. Lincoln was above all a war president. Like it or not, that condition of history
defined him. He was not elected to be such a president. He might have been no more effective in peacetime than
Andrew Johnson was. E. And he might well have found out, as Winston Churchill or George H. W. Bush later
did, that voters prefer very different kinds of leaders in times of peace and war. We will never know. In any
event, such was not to be his destiny.

__________________________

1
to grant freedom
2
the condition of being reluctant or unwilling to do something
Question 2
Handicrafts

Before the Industrial Revolution, everything was made by hand. An extraordinary amount of care and attention
went into the construction of just about everything. As the twentieth century progressed, however, the ability to
skillfully craft something by hand became less common. The rise of automated machines and mass production
began to replace the thought and detail of their human counterparts.
Though the market for skilled craftspeople has declined, it has not completely gone away. In fact, the popularity of
handicrafts and homemade items is seeing a revival. The crafts are often a form of hobby or art practiced by people
who have full-time jobs in other industries. The Internet has allowed for a whole new type of craftsperson to emerge.
People today are making handcrafts and selling them online to customers all over the world.
Many types of handicrafts are available online today. Though they may look different in design and usage from the
handicrafts of the eighteenth and nineteenth centuries, many of the techniques are still the same.

Embroidery

Embroidery is a craft that involves decorating fabric with a needle and thread (or yarn). Embroidery sometimes
uses other items, like beads, feathers, or sequins. Most of the classic embroidery stitches, such as the chain stitch,
the blanket stitch, and the cross stitch, are still used today. Traditional embroidery was often done on clothing,
sheets, towels, and pillows. A quick search of the Internet today will uncover artisans selling embroidered shirts
featuring company logos, Christmas stockings with popular cartoon characters, wall hangings with inspirational
sayings, coin purses with retro designs, and even monogrammed dog sweaters.

Origami

Origami is the art of paper folding that is often associated with Japan. Origami consists of transforming a flat sheet
of paper into a finished form through the use of folds and creases. Traditional origami does allow cutting the paper or
starting with non-square pieces of paper, a practice discouraged in modern origami. Paper cranes, fish, frogs, and
other natural elements are common forms in traditional origami. Today, modular origami is popular among paper
crafters. Modular origami consists of putting together multiple pieces of origami to create a final product. Fruit bowls,
lamp shades, vases, string light covers, earrings, door wreathes, and peacock-shaped table centerpieces are just a
small amount of the origami creations that one can find available for purchase.

Jewelry Making

The design and creation of jewelry is probably one of the longest lasting and consistently popular handicrafts. The
ancient profession of goldsmithing and metalworking has morphed into the jewelry production business. Jewelry is a
type of wearable art that traditionally involved metals and gemstones. Jewelry design has evolved to reflect popular
art styles. Earrings, necklaces, bracelets, decorative belts, and rings continue to be popular types of jewelry.
However, in modern online stores, buyers can find jewelry featuring objects unlikely to be found on historical pieces,
such as necklaces with jeweled mustaches, earrings that look like headphones, and bracelet charms painted to look
like the jar of a popular brand of peanut butter.
The popularity of the Internet and online shopping will only continue to drive more aspiring artisans to create and
sell their goods. Although automated machines and technology have eradicated many traditional practices, they have
also helped to revitalize the role of craftspeople in modern society.

What are two reasons why the author decided to include information about different types of handicrafts?

​ A. to show a wide range of popular handicrafts

​ B. to show a brief history of the development of handicrafts
​ C. to show how handicrafts are still thriving
​ D. to show how technology has replaced traditional handicraft techniques
​ E. to show how the demand for handicrafts is fading

Question 3

Tess of the d'Urbervilles

by Thomas Hardy

After Tess had settled down to her cow, there was for a time no talk in the barn. Not a sound interfered with the purr
of the milk-jets into the numerous pails, except a momentary exclamation to one or other of the beasts requesting her
to turn round or stand still. The only movements were those of the milkers' hands up and down, and the swing of the
cows' tails. Thus they all worked on, encompassed by the vast flat meadow which extended to either slope of the
valley.

"To my thinking," said the dairyman, rising suddenly from a cow he had just finished off, snatching up his
three-legged stool in one hand and the pail in the other, and moving on to the next hard-yielder in his vicinity; "to my
thinking, the cows don't give down their milk today as usual. Upon my life, if Winker begins keeping back like this,
she'll not be worth milking by midsummer."
"'Tis because there's a new hand come among us," said Jonathan Kail. "I've noticed such things before."

"To be sure. It may be so. I didn't think of that."

"I've been told that it goes up into their horns at times like this," said a dairymaid.

"Well, I don't know about that," said the dairyman, "but these cows do certainly keep back their milk today. Folks, we
must sing them a song or two. That's the only cure for it."

What inference can be made based on the highlighted sentence in the passage?

A. A new milker has to be careful because a cow might get spooked and use its horns.

B. Because Tess is present, the workers must sing to the cows.

C. When cows get nervous, they can't be milked as easily.

D. The new cowhand doesn’t know how to use a three-legged stool to milk a cow.

Question 4

Put the paragraph about an inference in proper order, with its claim first, evidence second, and commentary
third.
Question 5

Research Plan

source text: “What it Takes to Be an Astronaut”

summary: In this article, the author covers the physical, intellectual, and emotional attributes required of aspiring
astronauts. The author describes that, across these three areas of life, successful astronauts must be resilient and
willing to learn from failure.

research question: Which colleges did successful astronauts go to?

research text list:

My Life in Space (autobiographical book)

“Prerequisites to Space Travel” (journal article)

“Colleges and Career Readiness” (magazine article)

presentation plan: I will create a slideshow that describes the main points of my findings and present it to my
classmates. I will include images to help students understand the ideas and prepare a speech to go along with the
slideshow.

Review Bernadette's research plan. Then choose the correct way to complete the sentences.

Bernadette's ……………. needs to be improved.

A. research text
B. list summary
C. research question
D. presentation plan.

She can improve it by ………………..

A. preparing a more effective presentation
B. broadening her research question
C. shortening her summary
D. finding more legitimate research texts.
Question 6
Wind Farming: What’s the Debate?

(1) There has been a lot of recent debate over fossil fuel consumption, greenhouse gases, and climate change. (2)
Wind energy is one source of energy that gets far less news coverage than the “big three” (oil, coal, and natural gas).
(3) Nevertheless, it is a viable resource that should be considered.

(4) According to 1998 statistics provided by the U.S. Geological Survey, wind energy accounted for less than one-half
of one percent of total energy consumption in the United States. (5) By comparison, oil, coal, and natural gas
accounted for 40 percent, 23 percent, and 23 percent, respectively. (6) But the U.S. Department of Energy estimates
that by 2020 wind energy will surpass total energy consumption in the United States today. (7) So by 2020, that little
one-half of one percent will be the equivalent of all the energy consumed in 1998.

(8) What is wind farming? (9) It is the process of turning the force of the wind into electrical energy. (10) A wind farm
is a collection of wind towers that are hundreds of feet tall. (11) Each tower has blades that are spun by the wind,
turning a turbine and generating electricity. (12) The towers are spread in a pattern designed to take the best
advantage of the available wind. (13) Not too close together. (14) Not too far apart. (15) Contrary to some commonly
held beliefs, the resulting array of towers can be quite majestic.

(16) When you think of farms, you naturally think of wide-open spaces with lots of flat, fertile land. (17) The fact is,
though, that wind farms can be “cultivated” on flat land, on mountain ridges in valleys and even in the ocean. (18)
There is much debate on where wind farms should be developed. (19) Most of these debates focus on how wind
farms affect the land and wildlife.

(20) Some of the most heated arguments against wind farms are related to animal protection and the preservation of
the scenic beauty of nature. (21) Critics says that, in certain areas, wind farms can destroy bird populations. (22) The
American Wind Energy Association (AWEA) maintains that for every one bird death caused by wind towers, there are
at least ten thousand bird deaths caused by other factors. (23) However, Gail Kinsey Hill has reported in the
Oregonian newspaper that these statistics are misleading because they don’t account for rare birds. (24) While the
impact of wind farms on the overall population of more common birds is minimal, a single death in the golden eagle
or certain hawk families could have a far-reaching effect on the populations of those species. (25) For this reason,
many have argued that a wind farm’s acceptance, viability, and worth depends on its location.

(26) One of the most recent locations of choice for wind farm “planting” is in the ocean. (27) In 2007, the state of
Delaware debated whether to put a wind farm off its resort coastline or develop a new fossil-fuel power plant. (28) At
the time, residents and resort owners worried about the impact a wind farm development would have on tourism. (29)
The developers designed the farm so it would be six miles offshore. (30) Nevertheless, people were worried that the
appearance of the tall towers offshore would make tourists less likely to visit. (31) It turns out that, according to the
AWEA, tourism can sometimes increase with the development of a wind farm. (32) People like to see the majesty of
the tall turbines standing proudly in the distance.

(33) According to the U.S. Geological Survey, energy consumption in the United States is fairly evenly split among
transportation (27 percent), industry (38 percent), and residential/commercial (36 percent). (34) If we’re going to use
energy in the current quantities, and if energy is essential to all these element of society, then we should all help
support the development of alternatives.

Works Cited

American Wind Energy Association. “Wind Power: Myths vs. Facts.”

http://www.awea.org/pubs/factsheets/050629_Myths_vs_Facts_Fact_Sheet.pdf (accessed November 4, 2007).

Hill, Gail Kinsey. “Wind Farms Generate Bird Worries.” Oregonian. October 29,
2007.http://www.oregonlive.com/news/oregonian/index.ssf?/base/news/1193622908249580.xml&coll=7&thispage=1.

U.S. Geological Survey: Central Region Energy Resources Team. United States Energy and World Energy
Production and Consumption Statistics. http://energy.cr.usgs.gov/energy/stats_ctry/Stat1.html (accessed November
8, 2007).

Which research question most likely contributed to the author’s development of the sixth paragraph (sentences
26-32)?

A. Where are the various locations one can plant wind farms?

B. Who designs wind farms and why?

C. Why did the state of Delaware debate whether to build a wind farm off its resort coastline or develop a new
fossil-fuel power plant?

D. How do ocean wind farms affect tourism in their areas?

Question 7

adapted excerpt from Fierce

by Aly Raisman

My mom would eventually get tired of yet another screening of a US Championships or an invitational, but I couldn’t
get enough. When I wasn’t doing homework or at gymnastics practice, I was parked in front of the TV, watching one
of those tapes.

One day I want to be just like them, I thought, enchanted by the figures flying across the screen. I had already
decided that I would be a gymnast when I grew up. Well, either that or a pop star, like Britney Spears, my favorite
singer. That sounded good, too.

As they lined up, the faces of the seven US team members—Amanda Borden, Amy Chow, Dominique Dawes,
Shannon Miller, Dominique Moceanu, Jaycie Phelps, and Kerri Strug—projected concentration, confidence, and
strength. In their American flag leotards, they were my Supergirls. All they were missing were capes.

Read the excerpt. Then choose the correct way to complete the sentence.

The underlined phrase has a A figurative B connotative C denotative meaning, which creates A an inspired
voice B a gloomy mood C an arrogant tone.

Question 8

excerpt from The Happy Prince and Other Tales

by Oscar Wilde

High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of
fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword-hilt.

He was very much admired indeed. “He is as beautiful as a ship’s sail,” remarked one of the Town Leaders who
wished to gain a reputation for having artistic tastes; “only not quite so useful,” he added, fearing people should think
him unpractical, which he really was not.

“Why can’t you be like the Happy Prince?” asked a sensible mother of her little boy who was crying for the
moon. “The Happy Prince never dreams of crying for anything.”
“I am glad there is someone in the world who is quite happy,” muttered a disappointed man as he gazed at the
wonderful statue.

“He looks just like an angel,” said the children as they came out of the cathedral in their bright scarlet cloaks and their
clean white shirts.

“How do you know?” said the Mathematical Master, “you have never seen one.”

“Ah! but we have, in our dreams,” answered the children; and the Mathematical Master frowned and looked very
severe, for he did not approve of children dreaming.

How do the underlined words affect the meaning of this excerpt?

A. They indicate that the Town Leader plans to steal the Happy Prince statue.

B. They create an eerie atmosphere to indicate the statue is haunted.

C. They suggest that the Happy Prince statue actually is not very happy.

D. They show how the statue brings out each townsperson’s personality.

Question 9

adapted from Cats: Their Points and Characteristics

by W. Gordon Stables

“Are cats to be trusted?”

A question like this, which to kitty is a most momentous one, affecting not only her comfort and happiness, but her
standing as a social pet and her very existence itself, cannot be treated lightly in a work like mine. My own opinion is,
and always has been, that if cats are properly fed and cared for, they will do anything rather than steal. However, I
was not content with providing just my own experience in this volume, since some might say my cats have been
exceptional. Instead, I placed cats in court, as it were, and given them a long, fair, and impartial trial. For several
months, I have summoned evidence for and against cats’ honesty from people all throughout Great Britain and
Ireland.
Based on the information my participants provided, the verdict is as follows: “Cats are not as a rule thieves, but in
fact, quite the reverse.” In most cases, when properly treated, cats are to be trusted.

In every case investigated, where a feline theft was proven, it turned out that the cat had been mistreated. Of course,
a cat that has no food or is left out overnight may prowl or steal. However, by regular feeding, good housing,
occasional gentle correction — when your cat is misbehaving — and kindness, you may make almost any cat
honest.

What structural element of the paragraph is the underlined sentence, and how does it connect ideas in the text?

The underlined sentence is ………………..

A. a piece of reasoning in the text
B. a piece of evidence for the text’s argument
C. the conclusion of the text
D. the thesis statement for the text.

It connects ideas in the text by

A. making the main claim of the text
B. suggesting how a specific example relates to the broader argument
C. describing why the information provided matters to readers
D. relating a fact or story that demonstrates the text’s argument.

Question 10

adapted from Cats: Their Points and Characteristics

by W. Gordon Stables

“Are cats to be trusted?”

A question like this, which to kitty is a most momentous one, affecting not only her comfort and happiness, but her
standing as a social pet and her very existence itself, cannot be treated lightly in a work like mine. My own opinion is,
and always has been, that if cats are properly fed and cared for, they will do anything rather than steal. However, I
was not content with providing just my own experience in this volume, since some might say my cats have been
exceptional. Instead, I placed cats in court, as it were, and given them a long, fair, and impartial trial. For several
months, I have summoned evidence for and against cats’ honesty from people all throughout Great Britain and
Ireland.

Based on the information my participants provided, the verdict is as follows: “Cats are not as a rule thieves, but in
fact, quite the reverse.” In most cases, when properly treated, cats are to be trusted.

In every case investigated, where a feline theft was proven, it turned out that the cat had been mistreated. Of course,
a cat that has no food or is left out overnight may prowl or steal. However, by regular feeding, good housing,
occasional gentle correction — when your cat is misbehaving — and kindness, you may make almost any cat
honest.

What is most likely the author’s purpose for including the underlined phrase?

A. He wanted to provide relevant evidence for his argument.

B. He wanted to explain the reasoning that logically connects his argument to his evidence.

C. He wanted to describe the main argument for this text.

D. He wanted to conclude his text.

Question 11

A writer is using the following text to write an essay about greed:

adapted excerpt from To Be Famous We Must Be Ambitious

by Rosetta Dunigan

Ambition is an excessive quality and, as such, is apt to lead us to the most extraordinary results. If our ambition
leads us to excel or seek to excel in that which is good, the currents we follow will be of great good. But if our
ambition is stimulated by pride, envy, or vanity, we will confine our support principally to the counter currents of
life. In this way, we will leave behind us misery and destruction.
 The happiness promised by ambition dissolves in sorrow just as we are about to grasp it. It makes the same
mistake concerning wealth. She begins by accumulating power as a means of happiness, but she finishes by
continuing to accumulate it as an end.

Which sentence in the writer’s essay should the writer revise to include an in-text citation?

A. Greed is one of the most important issues in our society, and it has been for many decades.
B. Unfortunately, there are many people who prioritize money over other, more important things, such as their
relationships or values.
C. The happiness promised by wealth often dissolves in sorrow just as we are about to grasp it.
D. Those who believe money will make their lives better often eventually realize that the opposite is true.

Question 12

Which scenario is an example of plagiarism?

A. Ursula is writing a paper about New Zealand’s political structure. She paraphrases a speech from New
Zealand’s prime minister, followed by the prime minister’s name in parentheses.

B. Joseph is writing an essay about the Olympics. He takes a portion of a press release from the women’s
Olympic figure skating team and includes it in his introduction in quotation marks.

C. Michael is writing a summary of a movie review. He puts quotation marks around the reviewer’s text in his
summary and includes the reviewer’s name in parentheses.

D. Irene is writing a presentation on dolphins. When researching her section on dolphin biology, she notes the
details of two scientific articles and puts these in her reference page.

Question 13

CASSIUS: Why, man, he doth bestride the narrow world

Like a Colossus, and we petty men

Walk under his huge legs and peep about

To find ourselves dishonorable graves.

Men at some time are masters of their fates.

The fault, dear Brutus, is not in our stars

But in ourselves, that we are underlings.

Brutus and Caesar—what should be in that “Caesar”?

Why should that name be sounded more than yours?

Write them together, yours is as fair a name.

Sound them, it doth become the mouth as well.

Weigh them, it is as heavy. Conjure with 'em,

“Brutus” will start a spirit as soon as “Caesar.”

Now in the names of all the gods at once,

Upon what meat doth this our Caesar feed

That he is grown so great? Age, thou art shamed!

Rome, thou hast lost the breed of noble bloods!

When went there by an age, since the great flood,

But it was famed with more than with one man?

When could they say till now, that talked of Rome,

That her wide walks encompassed but one man?

Now is it Rome indeed, and room enough,

When there is in it but one only man.

Oh, you and I have heard our fathers say,

There was a Brutus once that would have brooked

Th' eternal devil to keep his state in Rome

As easily as a king.

Read the excerpt from Julius Caesar by William Shakespeare. Which statement best expresses how Cassius
advances the plot in this excerpt?

Cassius expresses …………………..

A. that “Cassius” is a better name

B. that he would be a better ruler
C. his displeasure for Caesar as a ruler
D. his wish to lead Rome

to convince Brutus ……………….

A. that he would make a better leader for Rome

B. to support him as ruler instead of Caesar
C. to eventually plot against Caesar
D. that the people of Rome prefer Brutus to Caesar.

Question 14

Read the excerpt from Julius Caesar by William Shakespeare. Which sentence in the text best shows that Brutus is
conflicted?
BRUTUS: What means this shouting? A. I do fear, the people
Choose Caesar for their king.

CASSIUS: Ay, do you fear it?

B. Then must I think you would not have it so.

BRUTUS: C. I would not, Cassius. Yet I love him well.

But wherefore do you hold me here so long?
What is it that you would impart to me?
If it be aught toward the general good,
Set honor in one eye and death i' th' other,
And I will look on both indifferently,
For let the gods so speed me as I love
The name of honor more than I fear death.

CASSIUS: D. I know that virtue to be in you, Brutus,

As well as I do know your outward favor.
Well, honor is the subject of my story.
I cannot tell what you and other men
Think of this life, but, for my single self,
I had as lief not be as live to be
In awe of such a thing as I myself.
D. I was born free as Caesar.

Question 15

Dictatorships
by Hal Marcovitz
(excerpt from “The Rise of Julius Caesar”)

Caesar’s ploy was not much of a gamble. His army easily swept aside his enemies, including his one-time ally,
Pompey. Caesar marched into the city and declared himself dictator. After another four years of warfare in which he
pursued his enemies across Europe and Africa, Caesar returned to Rome. He found the once-defiant senate now
willing to bow down to his authoritarian power. The Roman senators elected Caesar dictator for life, fearing for their
careers and their lives if they did not. Observing how the Roman republic, which had endured for some five centuries,
had now crumbled beneath the feet of a dictator, the ancient Roman historian Appian lamented, “The people hoped
that [Caesar] would also give them back democracy, just as Sulla had done, who had achieved a position of equal
power. However, they were disappointed in this.”

Which statement best expresses how the underlined sentence develops the central idea that the Roman senators
feared Caesar?

The Roman senators A. admired B. feared C. respected Caesar after seeing how he defeated many enemies
across Europe and Africa.

This led them to A. worry about the Roman Republic B. elect Caesar as dictator C. bring back democracy.

Question 16

Which detail in the text best reflects the central idea of the passage?

Dictatorships
by Hal Marcovitz
(excerpt from “The Rise of Julius Caesar”)

Sulla was a brutal and relentless dictator. But one enemy who escaped his wrath was Gaius Julius Caesar. Caesar
was born in 100 BCE to a wealthy family. As a nephew of Sulla’s opponent Marius, Caesar found himself on Sulla’s
list of enemies. No doubt he too would have been killed, but his family intervened, and Sulla reluctantly spared his
life. Next, Sulla ordered Caesar to divorce his wife. Caesar refused and fled the city. A. He joined a Roman army
campaigning in Turkey and did not return until after Sulla’s death in 78 BCE.
After returning to Rome, Caesar involved himself in the political intrigues of the republic and began his rise to power.
His chief adversary was Sulla’s son-in-law, the powerful general Gnaeus Pompeius Magnus, known familiarly as
Pompey. Instead of directly challenging Pompey, Caesar decided to bide his time. B. He struck an alliance with
Pompey, who convinced the Senate to place Caesar in command of a Roman army. Under Caesar, the Romans
conquered areas of modern France and Britain, as well as other parts of Europe. It was a campaign that would make
Caesar an enormously heroic figure among the Roman people.
C. As Caesar made his way back to Rome, the Senate ordered him to disband his army. Caesar refused.
Instead, on January 10 in 49 BCE, Caesar led his army in an attack on Rome. As his army crossed the Rubicon
River to reenter Italy, Caesar is said to have remarked, “Let the dice fly high!”
Caesar’s ploy was not much of a gamble. His army easily swept aside his enemies, including his one-time ally,
Pompey. Caesar marched into the city and declared himself dictator. After another four years of warfare in which he
pursued his enemies across Europe and Africa, Caesar returned to Rome. He found the once-defiant senate now
willing to bow down to his authoritarian power. D. The Roman senators elected Caesar dictator for life, fearing
for their careers and their lives if they did not. Observing how the Roman republic, which had endured for some
five centuries, had now crumbled beneath the feet of a dictator, the ancient Roman historian Appian lamented, “The
people hoped that [Caesar] would also give them back democracy, just as Sulla had done, who had achieved a
position of equal power. However, they were disappointed in this.”

Question 17

Which sentence best expresses Antony’s message that the people of Rome should grieve for Caesar?

Julius Caesar

by William Shakespeare

(excerpt from Act 3, Scene II)

ANTONY:
Come I to speak in Caesar’s funeral.
He was my friend, faithful and just to me.
But Brutus says he was ambitious,
And Brutus is an honorable man.
He hath brought many captives home to Rome
Whose ransoms did the general coffers fill.
Did this in Caesar seem ambitious?
A. When that the poor have cried, Caesar hath wept.
Ambition should be made of sterner stuff.
Yet Brutus says he was ambitious,
And Brutus is an honorable man.
You all did see that on the Lupercal
B. I thrice presented him a kingly crown,
Which he did thrice refuse. Was this ambition?
Yet Brutus says he was ambitious,
And, sure, he is an honorable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
C. You all did love him once, not without cause.
What cause withholds you then to mourn for him?
O judgment! Thou art fled to brutish beasts,
And men have lost their reason. Bear with me.
D. My heart is in the coffin there with Caesar,
And I must pause till it come back to me. (weeps)

Question 18

What area of the photograph emphasizes the hope to see the world on the other side of the Berlin Wall?

Question 19

Which word or phrase best completes the sentence?

In the poem Lift Every Voice and Sing, James Weldon Johnson conveys the message that freedom is worth the
struggle to obtain it.
A. For example, B. In contrast,C. In addition, D. At the same time, he uses phrases such as “our weary feet” and
“gloomy past” to acknowledge the hardships that have been endured.
A. Therefore, B. However, C. Specifically, D. Finally, he also emphasizes the joy of freedom through phrases
such as “the rising sun of our new day.”
Question 20

Which sentence best reflects each element of a literary argument?

Question 21

from Pride and Prejudice, A Play

by Mary Keith Medbery Mackaye

ACT I

The drawing-room at Longbourn. At the back, wide glass doors open upon a terrace which overlooks an English
landscape. It is winter, and coals are burning in the fireplace. On each side of the glass doors are rounded recesses
with windows. On one side of the room a door opens into the library. On the other side is a door to the hall—the chief
entrance of the house. The room is handsomely furnished in eighteenth century style. MR. and MRS. BENNET are
discovered sitting on either side of the table. MRS. BENNET is knitting—MR. BENNET reading.

MRS. BENNET: [After a slight pause and laying down her knitting.] My dear Mr.
Bennet, did not you hear me? Did you know that Netherfield
Park is let at last?
MR. BENNET: [Continues reading and does not answer.]

MRS. BENNET: [Impatiently.] Do not you want to know who has taken it?

MR. BENNET: [Ceases reading and looks up at her with an amused smile.] You
want to tell me, and I have no objection to hearing it.

MRS. BENNET: [With animation.] Why, my dear, you must know Lady Lucas
says that Netherfield is taken by a young man of large fortune
from the North of England. His name is Bingley, and he is single,
my dear. Think of that, Mr. Bennet! A single man of large
fortune; four or five thousand pounds a year. What a fine thing
for our girls!

MR. BENNET: How so? How can it affect them?

MRS. BENNET: My dear Mr. Bennet, how can you be so tiresome! You must
know that I am thinking of his marrying one of them.

Mary Keith Medbery Mackaye's Pride and Prejudice, A Play is a drama inspired by Jane Austen's novel Pride and
Prejudice. Which two details in the excerpt of Austen’s novel are included in the excerpt of Mackaye’s play?

Pride and Prejudice

by Jane Austen (excerpt)

It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.

A. However little known the feelings or views of such a man may be on his first entering a neighbourhood,
this truth is so well fixed in the minds of the surrounding families, that he is considered the rightful property
of some one or other of their daughters.

B. "My dear Mr. Bennet," said his lady to him one day, "have you heard that Netherfield Park is let at last?"

Mr. Bennet replied that he had not.

"But it is," returned she; "for Mrs. Long has just been here, and she told me all about it."
Mr. Bennet made no answer.
"Do you not want to know who has taken it?" cried his wife impatiently.
"You want to tell me, and I have no objection to hearing it."
C. This was invitation enough.
"Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the
north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted
with it, that he agreed with Mr. Morris immediately; D. that he is to take possession before Michaelmas, and
some of his servants are to be in the house by the end of next week."

"What is his name?"

"Bingley."
"Is he married or single?"

"Oh! Single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our
girls!"

"How so? How can it affect them?"

E. "My dear Mr. Bennet," replied his wife, "how can you be so tiresome! You must know that I am thinking of
his marrying one of them."

Question 22
Passage 1

from Pride and Prejudice, A Play

by Mary Keith Medbery Mackaye

ACT I

The drawing-room at Longbourn. At the back, wide glass doors open upon a terrace which overlooks an English
landscape. It is winter, and coals are burning in the fireplace. On each side of the glass doors are rounded recesses
with windows. On one side of the room a door opens into the library. On the other side is a door to the hall—the chief
entrance of the house. The room is handsomely furnished in eighteenth century style. MR. and MRS. BENNET are
discovered sitting on either side of the table. MRS. BENNET is knitting—MR. BENNET reading.

MRS. BENNET: [After a slight pause and laying down her knitting.] My dear Mr.
Bennet, did not you hear me? Did you know that Netherfield
Park is let at last?

MR. BENNET: [Continues reading and does not answer.]

MRS. BENNET: [Impatiently.] Do not you want to know who has taken it?
MR. BENNET: [Ceases reading and looks up at her with an amused smile.] You
want to tell me, and I have no objection to hearing it.

MRS. BENNET: [With animation.] Why, my dear, you must know Lady Lucas
says that Netherfield is taken by a young man of large fortune
from the North of England. His name is Bingley, and he is single,
my dear. Think of that, Mr. Bennet! A single man of large
fortune; four or five thousand pounds a year. What a fine thing
for our girls!

MR. BENNET: How so? How can it affect them?

MRS. BENNET: My dear Mr. Bennet, how can you be so tiresome! You must
know that I am thinking of his marrying one of them.

Passage 2

from Pride and Prejudice

by Jane Austen

It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a
wife.
However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth
is so well fixed in the minds of the surrounding families, that he is considered the rightful property of some one or
other of their daughters.
"My dear Mr. Bennet," said his lady to him one day, "have you heard that Netherfield Park is let at last?"
Mr. Bennet replied that he had not.
"But it is," returned she; "for Mrs. Long has just been here, and she told me all about it."
Mr. Bennet made no answer.
"Do you not want to know who has taken it?" cried his wife impatiently.
"You want to tell me, and I have no objection to hearing it."
This was invitation enough.
"Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the
north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted
with it, that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his
servants are to be in the house by the end of next week."
"What is his name?"
 "Bingley."
"Is he married or single?"
"Oh! Single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for
our girls!"
"How so? How can it affect them?"
"My dear Mr. Bennet," replied his wife, "how can you be so tiresome! You must know that I am thinking of his
marrying one of them."

Mary Keith Medbery Mackaye's Pride and Prejudice, A Play is a drama inspired by Jane Austen's novel Pride and
Prejudice. Which two statements express how Mackaye’s play transforms the original source?

​ A. The play includes more details about the setting than the novel.
​ B. The play has a dark, dreary mood compared to the novel’s bright, uplifting mood.
​ C. The play does not include a narrator while the novel does.
​ D. The play portrays Mr. Bennet as less talkative than the novel does.
​ E. The play portrays Mrs. Bennet as sharing different gossip than in the novel.

Question 23

Which two details, one from each excerpt, show how the two speakers treat the concept of a strong and growing
U.S. military power similarly?

Passage 1

excerpt from Franklin D. Roosevelt's Four Freedoms Speech

On January 6, 1941, President Franklin D. Roosevelt spoke to Congress about the potential effect that World War II
might have on the United States and its policies. His address has since become popularly known as the Four
Freedoms Speech.

. . . It is true that prior to 1914 the United States often had been disturbed by events in other Continents. We had
even engaged in two wars with European nations and in a number of undeclared wars in the West Indies, in the
Mediterranean and in the Pacific for the maintenance of American rights and for the principles of peaceful commerce.
But in no case had a serious threat been raised against our national safety or our continued independence.
What I seek to convey is the historic truth that the United States as a nation has at all times maintained clear, definite
opposition, to any attempt to lock us in behind an ancient . . . wall while the procession of civilization went past.
Today, thinking of our children and of their children, we oppose enforced isolation for ourselves or for any other part
of the Americas. . . .

The need of the moment is that our actions and our policy should be devoted primarily--almost exclusively--to
meeting this foreign peril. For all our domestic problems are now a part of the great emergency.

Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all
our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the
rights and dignity of all nations, large and small. And the justice of morality must and will win in the end. Our national
policy is this:

First, by an impressive expression of the public will and without regard to partisanship, we are committed to
all-inclusive national defense.

Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full
support of all those resolute peoples, everywhere, who are resisting aggression and are thereby keeping war away
from our Hemisphere. A. By this support, we express our determination that the democratic cause shall
prevail; and we strengthen the defense and the security of our own nation.

Third, by an impressive expression of the public will and without regard to partisanship, we are committed to the
proposition that principles of morality and considerations for our own security will never permit us to acquiesce in a
peace dictated by aggressors and sponsored by appeasers. We know that enduring peace cannot be bought at the
cost of other people's freedom. . . .

Let us say to the democracies: B. "We Americans are vitally concerned in your defense of freedom. We are
putting forth our energies, our resources and our organizing powers to give you the strength to regain and maintain a
free world. C. We shall send you, in ever-increasing numbers, ships, planes, tanks, guns. This is our purpose
and our pledge. . . ."

In the future days, which we seek to make secure, we look forward to a world founded upon four essential human
freedoms.

The first is freedom of speech and expression--everywhere in the world.

The second is freedom of every person to worship God in his own way--everywhere in the world.
The third is freedom from want--which, translated into world terms, means economic understandings which will
secure to every nation a healthy peacetime life for its inhabitants everywhere in the world.

The fourth is freedom from fear--which, translated into world terms, means a world-wide reduction of armaments to
such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical
aggression against any neighbor--anywhere in the world.

Passage 2

excerpt from George W. Bush's Address to the Nation

On September 11, 2001, the United States was attacked in the heart of New York City and Washington, D.C.
President George W. Bush addressed the country to inform them of the details of the attack and of rescue efforts.
President Bush also spoke of the country's intentions in response to the attack.

Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly
terrorist acts. . . .

Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America.
These acts shatter steel, but they cannot dent the steel of American resolve.

D. America was targeted for attack because we're the brightest beacon for freedom and opportunity in the
world. And no one will keep that light from shining.

Today, our nation saw evil, the very worst of human nature, and we responded with the best of America, with the
daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any
way they could.

Immediately following the first attack, I implemented our government's emergency response plans. E. Our military is
powerful, and it's prepared. Our emergency teams are working in New York City and Washington, D.C., to help with
local rescue efforts.

Our first priority is to get help to those who have been injured and to take every precaution to protect our citizens at
home and around the world from further attacks.

The functions of our government continue without interruption. Federal agencies in Washington which had to be
evacuated today are reopening for essential personnel tonight and will be open for business tomorrow.

Our financial institutions remain strong, and the American economy will be open for business as well.
The search is underway for those who are behind these evil acts. I've directed the full resources for our intelligence
and law enforcement communities to find those responsible and bring them to justice. We will make no distinction
between the terrorists who committed these acts and those who harbor them.

I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And
on behalf of the American people, I thank the many world leaders who have called to offer their condolences and
assistance.

F. America and our friends and allies join with all those who want peace and security in the world and we
stand together to win the war against terrorism.

Tonight I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all
whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than
any of us spoken through the ages in Psalm 23: "Even though I walk through the valley of the shadow of death, I fear
no evil, for You are with me."

G. This is a day when all Americans from every walk of life unite in our resolve for justice and peace.
America has stood down enemies before, and we will do so this time.

None of us will ever forget this day, yet H. we go forward to defend freedom and all that is good and just in our
world.

Question 24 (the same two passages as Question 23)

How do the purposes for Roosevelt’s and Bush’s speeches differ?

A. Roosevelt is trying to build support in the fight for freedom outside the United States; Bush is offering
reassurance to U.S. citizens after an attack on their soil.

B. Roosevelt is offering comfort to American citizens who are fighting abroad; Bush is trying to rally support for
an immediate counterattack against terrorists.

C. Roosevelt is providing an informational update on the security situation in Europe; Bush is reminding U.S.
citizens that freedom must be defended.

D. Roosevelt is declaring war on anti-democratic forces in Europe; Bush is urging restraint among those who
want revenge.
Question 25

The Montgomery Bus Boycott

The Montgomery Bus Boycott of 1955-1956 was one of the most significant events of the Civil Rights Movement
in the United States. Though it might have seemed like a fruitless endeavor to some when it began on December 1,
1955, the boycott was able to break segregation laws throughout Alabama.
The true spark of the boycott came unintentionally from Rosa Parks, now known as “the mother of the Civil Rights
Movement.” As stipulated by a Montgomery city ordinance, African American bus riders were required to sit in the
back of the bus. In addition, they were required to give up their seats to white riders if the “white seats” were taken.
Ms. Parks, an African American seamstress born in 1913, obeyed the law and sat in the back of the bus. However,
when a white man told her to give up her seat, she refused. The mere refusal was enough to get her arrested.
It is popular belief that Parks’ civil disobedience was merely the result of exhaustion. However, it is not widely
known that plans were underway by others to soon challenge the Montgomery bus laws—and that Parks was well
aware of this. Ms. Parks had belonged to the National Association for the Advancement of Colored People (NAACP)
since 1944. As a member of the Montgomery chapter, she knew that some civil rights leaders had been planning
action to overturn the bus segregation laws for some time. Apparently, Ms. Parks’ action was impulsive although it
hastened the battle for equality in Montgomery.
As a result of Ms. Parks’ arrest, the NAACP and other activists staged the now-famous bus boycott. Dr. Martin
Luther King, Jr., began organizing the boycott immediately, and soon fliers were being sent around Montgomery. His
call to action resulted in African Americans walking or carpooling rather than paying the fares of the Montgomery bus
system. Since 70% of the city’s bus ridership was made up of African Americans, the bus system was hit hard
financially.
Prompted by the activities in Montgomery, the United States Supreme Court put an end to the bus segregation
laws. On November 13, 1956, it struck down the laws in not only Montgomery, but all of Alabama, stating that these
laws violated the 14th Amendment to the U.S. Constitution. On December 20, 1956, the Montgomery buses were
finally desegregated. The boycott had lasted 381 days.
It was very fitting that Ms. Parks would be one of the first African Americans to ride on the newly-desegregated
buses and that Dr. King would go on to further victories for the Civil Rights Movement.
How does the author achieve his or her purpose?

A. by using descriptive details and dates to recall the events after the boycott

B. by using well-known names of civil rights leaders and the NAACP to show the magnitude of the boycott's
influence

C. by using a logical fallacy to distract from the weak argument against the boycott

D. by using references to popular belief to support assumptions about Ms. Parks

Question 26 (the same passage as Question 25)

What is the author’s purpose for writing this text?

A. to celebrate the achievements of Rosa Parks and Martin Luther King Jr.

B. to share lesser known details about Rosa Parks’s role in the Montgomery bus boycott

C. to argue that Rosa Parks has been undervalued as a civil rights pioneer

D. to explain the origins and the outcome of the Montgomery bus boycott

Question 27

Which sentence supports the theme that after the initial excitement of new love wears off, dissatisfaction can grow?

adapted from Madame Bovary

by Gustave Flaubert

She thought, sometimes, that, after all, this was the happiest time of her life—the honeymoon, as people called it. To
taste the full sweetness of it, it would have been necessary doubtless to fly to those lands with thundering names
where the days after marriage are full of laziness most pleasant. . . . It seemed to her that certain places on earth
must bring happiness, as a plant peculiar to the soil, and that cannot thrive elsewhere. Why could not she lean over
balconies in Swiss chalets, or enshrine her melancholy in a Scotch cottage, with a husband dressed in a black velvet
coat with long tails, and thin shoes, a pointed hat and frills? Perhaps she would have liked to confide all these things
to someone. A. But how tell an undefinable uneasiness, variable as the clouds, unstable as the winds? Words
failed her—the opportunity, the courage.

If Charles had but wished it, if he had guessed it, if his look had but once met her thought, it seemed to her that a
sudden generosity would have gone out from her heart, as the fruit falls from a tree when shaken by a hand. B. But
as the familiarity of their life became deeper, the greater became the gulf that separated her from him.

Charles's conversation was commonplace as a street pavement, and everyone's ideas trooped through it in their
everyday garb, without exciting emotion, laughter, or thought. C. He had never had the curiosity, he said, while he
lived at Rouen, to go to the theater to see the actors from Paris. D. He could neither swim, nor fence, nor
shoot, and one day he could not explain some term of horsemanship to her that she had come across in a
novel.

Question 28 (the same passage as Question 27)

Which detail from the passage best supports the idea of disappointment?

A. Why could not she lean over balconies in Swiss chalets, or enshrine her melancholy in a Scotch cottage, with
a husband dressed in a black velvet coat with long tails, and thin shoes, a pointed hat and frills?

B. It seemed to her that certain places on earth must bring happiness, as a plant peculiar to the soil, and that
cannot thrive elsewhere.

C. But how tell an undefinable uneasiness, variable as the clouds, unstable as the winds?

D. To taste the full sweetness of it, it would have been necessary doubtless to fly to those lands with thundering
names where the days after marriage are full of laziness most pleasant.

Question 29

The Secret Adversary

by Agatha Christie

It was 2 p.m. on the afternoon of May 7, 1915. The Lusitania had been struck by two torpedoes in succession and
was sinking rapidly, while the boats were being launched with all possible speed. The women and children were
being lined up awaiting their turn. . . . One girl stood alone, slightly apart from the rest. She was quite young, not
more than eighteen. She did not seem afraid, and her grave, steadfast eyes looked straight ahead.
“I beg your pardon.”
A man’s voice beside her made her start and turn. She had noticed the speaker more than once amongst the
first-class passengers. There had been a hint of mystery about him which had appealed to her imagination. He spoke
to no one. If anyone spoke to him he was quick to rebuff the overture. . . .
She noticed now that he was greatly agitated.

Read the excerpt. Which word and phrase best complete the sentence?

The A. foreshadowing B. dialogue C. flashback in this passage begins with the sentence
A. “She noticed now that he was greatly agitated.”
B. “She had noticed the speaker more than once amongst the first-class passengers.”
C. “The boats were being launched with all possible speed.”

Question 30

Read the excerpt from "The Tell-Tale Heart" by Edgar Allan Poe.

Hearken! and observe how healthily—how calmly I can tell you the whole story.
It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object
there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me
insult. For his gold I had no desire.

Which literary technique is used in the excerpt?

A. flash forward

B. symbolism

C. foreshadowing

D. flashback
Question 31

Match the sentence to the correct type of logical fallacy.

Question 32

Which of these is the best definition of a primary source?

A. research collected from other sources

B. a summary of firsthand accounts of events or time periods

C. created by someone who didn’t directly experience an event

 D. a firsthand account of an event or time period

E. an authentic retelling of events or time periods

Question 33

Yanni is writing a research paper about the influence of Nelson Mandela on the fight for equality in South Africa. His
teacher wants him to use primary sources. Which three sources are examples of primary sources?

Question 34

A student is researching the impact of food deserts on African American health in communities in south Houston. The
student wants to write a cause claim. Which statement is the most appropriate claim?

A. If city officials planned zones fairly, then south Houston communities would not have limited access to fresh
foods.

B. The lack of chain grocery stores in south Houston is a result poor city planning.

C. A lack of access to fresh produce and a variety of grocery stores have caused increases in obesity and heart
disease rates of African American in south Houston communities.

D. Food deserts are regions with limited access to fresh foods and chain grocery stories.

E. It is better to live in areas with access to a variety of grocery stores than in food deserts.
Question 35

Match each term to the appropriate definition.

CLAIMS OF FACT CLAIMS OF CAUSE CLAIMS OF VALUE CLAIMS OF POLICY

Question 36

Which phrase best completes the sentence?

When you synthesize information from source, you

A. critique the author’s writing style

B. put the information in your own words
C. draw a conclusion about the information
D. determine if the source is relevant or not.

Question 37
An advertisement is a message designed to promote a product, a service, or an idea. In everyday life, people
encounter many kinds of advertising. Printed advertisements make up a large part of newspapers and magazines.
Poster ads appear in many buses, subways, and trains. Neon signs along downtown streets flash advertisements.
Billboards dot the roadsides. Commercials interrupt TV and radio programs. The purpose of most advertising is to
sell products or services. Manufacturers advertise to try to persuade people to buy their products. Large business
firms also use advertising to create a favorable image of their company. Local businesses use it to gain new
customers and increase sales.

What two conclusions can be drawn from the paragraph?

​ A. Effective advertising is an important activity for most successful companies.

​ B. Printed advertisements are the most effective strategies to promote business.
​ C. TV and radio advertisements are the most effective ways to advertise business.
​ D. Companies use a variety of advertisement strategies to promote business.
​ E. Without good advertising, it is unlikely that you will have a successful company.

Question 38

Away with Standardized Testing!

For many high schoolers, achieving dreams means passing all classes, scoring favorably on standardized tests, and
getting accepted into a college or university. For many high schoolers, those big dreams are all too often jeopardized
by not receiving favorable scores on college entrance exams and state assessments. So why are these tests
dictating the futures of many high school students? Do these scores really sum up the abilities of these potential
college students? These standardized testing requirements are simply a money-making scheme at the expense of
bright futures.

Since the passing of No Child Left Behind (NCLB) in 2002, the US ranking in the world on the Programme for
International Student Assessment’s math component dropped from 18th to a whopping 31st place. According to the
National Research Council in a May 2011 report, test-based incentive programs were not working and do not
positively impact student achievement. Many child psychologists and literacy advocates noted that standardized
tests, which often follow a multiple-choice format, reduce creative thinking and promote simplistic thinking and
cheating. So, why are schools still requiring students to sit for these exams to prove their worth?

According to a study conducted by several universities, results indicated that these standardized tests not only
negatively impact students but teachers as well because they feel pressured to teach to these tests. Why is that
important? If students are not passing these standardized tests that will help them graduate from high school and get
into college, these teachers will be accused of not preparing students for the real world. This impacts their job
performance evaluations. Poor job evaluations lead to unmotivated employees, which leads to high teacher turnover.
High teacher turnover leads to poor student achievement.
Standardized testing is a billion dollar industry. The companies that create these tests charge school districts and
institutions millions of dollars to create and administer them. Let us not even forget the millions of dollars they make
selling study guide materials for college entrance exams. Some school districts provide waivers so that students do
not have to pay to take these exams. However, some students do not have that luxury and must pay for every
attempt at the test until they get a desirable score. Districts are refunded when errors on these tests are discovered
or when systems crash. Each year, school district funds are being reduced by states. Surely money poured into
testing can be used to support other needs, such as higher teacher salaries, better school lunches, more classroom
libraries, and infrastructure repairs.

Sure, supporters of this dream-killing, money-sucking machine believe that standardized tests push educators to
cover more content and skills and that stricter, more-aligned standardized tests ensure that students are college
ready. But do these supporters stop to think about the emotional impact of standardized testing on student
engagement and motivation? When students perform poorly test after test after test, not being able to gain
acceptance into a college of their dreams or graduate from high school or rank highly, they are more inclined to
consider dropping out of school and not pursuing college, and are more likely to tragically suffer from low
self-esteem.

Is ending dreams before they start really the goal? Are these tests worth it? Or perhaps we should be looking at what
the child brings to the table. Think back to when you applied for your first job after high school or college. Did your
potential employer ask you for your test scores? Or did they just look at your experiences and listen to what you
would bring to their company? Students deserve better.

Imani is researching the impact of standardized testing on student motivation and engagement. She finds this article
calling for the end of testing requirements. She is worried about bias. Which two phrases in the excerpt highlight the
author’s bias?

excerpt from Away with Standardized Testing!

Sure, supporters of this A. dream-killing, money-sucking machine believe that B. standardized tests push
educators to cover more content and skills and that stricter, more-aligned standardized tests ensure students are
college-ready. But do these C. supporters stop to think about the emotional impact of standardized testing on
student engagement and motivation? When students perform poorly test after test after test, not being able to gain
acceptance into a college of their dreams or graduate from high school or rank highly, they are more inclined to
consider dropping out of school and not pursuing college, and are more likely to D. tragically suffer from low
self-esteem.
Question 39

Select the correct answer.

Joel is conducting research about how crowdfunding can alleviate the financial burdens of teachers at low-funded
schools. He found a recently published article on this topic in an online, peer-reviewed journal.

What piece of information would make this online journal a credible source of information?

A. no copyright updates

B. external links to other interesting articles

C. website reviews

D. the author’s qualifications

E. embedded website advertisements

Question 40

Omar is writing a draft of a research paper about UFOs. Which information should he include to maintain the flow of
ideas in his paper?

The shape of celestial bodies often influences reports of unidentified flying objects (UFOs). For example, the rings
around Saturn may have influenced our ideas of how otherworldly spacecrafts should appear. Or better yet, strange
cloud formations or bright meteor showers could have actually been mistaken for UFOs. Whatever the explanation,
UFOs have
A. been popular in American culture
B. been described as circular or cylindrical
C. reflected society’s beliefs
D. reflected the rings around Saturn
for hundreds of years. Indeed, a sixteenth-century German news notice describes a strange group of
cylindrical-shaped objects flying over Nuremberg.
Question 41

Alina is revising her research paper about online classes to be sure she is citing her sources correctly. Alina is using
MLA style for her in-text citations. Which sentence should she revise?

A. The widespread use of technology (including computers and smartphones) have led to a wide variety of
online course opportunities (“Benefits of Digital Learning”).
B. Online classes can really support “students who struggle to build positive relationships with teachers, need to
recover failed credits, or have a work schedule that makes attending traditional school hours difficult”
(Deleon, Desiree).
C. Students can also “participate in unique courses that may not be offered at their own school, such as
language or business classes” (Deleon).
D. In an online class, “Emails and discussion board posts are utilized in place of in-person discussions”
(Rhodes).

Question 42

Which sentence in the passage uses parallel structure?

A. A fashion trend not only changes but is also evolving.

B. It grows and is sometimes defining the era in which it originated.
C. In the 1950s, for example, wide-circle skirts and wearing long dresses were in fashion.
D. Then in the 1960s, the A-line skirt and a miniskirt became trendy.
E. Fashion forecasting involves predicting future trends by observing changes in the current situation and
learning from the past trends.

Question 43

Determine whether each sentence has correct parallel structure or faulty parallel structure.