Category: Writing

What evidence does Dzubay provide to support her argument? Point  to two pieces of evidence she uses.Do you find this evidence convincing? why or why not? – An Outbreak of the Irrational

Julia resorts to violence more quickly than Winston. Quote from the Novel Type of Characterization: What this tells the reader about the character(s): Winston desires a real relationship with Julia. Quote from the Novel Type of Characterization: What this tells the reader about the character(s): Julia rejects the Party’s rules on women’s appearance. Quale from the Novel Type of Characterization: What this tells the reader about the character(s): acteristics or attributes, according to your work in the chart. On a

what is the main idea of the first samurai poem?
what is the message about the relationship between life and death in the second samurai poem?
how would you describe the french knights view of life and death?

Read the following passage carefully before you choose your answer.
This passage is taken from a speech given by President Ronald Reagan to the people of West Berlin in 1987.
(1) Chancellor Kohl, Governing Mayor Diepgen, ladies and gentlemen: Twenty-four years ago, President John F. Kennedy visited Berlin, speaking to the people of this city and the world at the City Hall. (2) Well, since then two other presidents have come, each in his turn, to Berlin. (3) And today I, myself, make my second visit to your city.
(4) We come to Berlin, we American presidents, because it’s our duty to speak, in this place, of freedom. (5) But I must confess, we’re drawn here by other things as well: by the feeling of history in this city, more than 500 years older than our own nation; by the beauty of the Grunewald and the Tiergarten; most of all, by your courage and determination. (6) Perhaps the composer Paul Lincke understood something about American presidents. (7) You see, like so many presidents before me, I come here today because wherever I go, whatever I do: Ich hab noch einen Koffer in Berlin. [I still have a suitcase in Berlin.]
(8) Our gathering today is being broadcast throughout Western Europe and North America. (9) I understand that it is being seen and heard as well in the East. (10) To those listening throughout Eastern Europe, a special word: Although I cannot be with you, I address my remarks to you just as surely as to those standing here before me. (11) For I join you, as I join your fellow countrymen in the West, in this firm, this unalterable belief: Es gibt nur ein Berlin. [There is only one Berlin.]
(12) Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that divides the entire continent of Europe. (13) From the Baltic, south, those barriers cut across Germany in a gash of barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall. But there remain armed guards and checkpoints all the same—still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state. (14) Yet it is here in Berlin where the wall emerges most clearly; here, cutting across your city, where the news photo and the television screen have imprinted this brutal division of a continent upon the mind of the world. (15) Standing before the Brandenburg Gate, every man is a German, separated from his fellow men. Every man is a Berliner, forced to look upon a scar.
Which of the following sentences, if placed before sentence 12, would provide the most effective introduction to the topic of the paragraph?
And yet, this one and only Berlin is not free.
For this reason, Berlin is a city with tight borders.
In fact, there is one thing that has helped to keep the city unique.
Many cities have erected walls, and Berlin is no different.
Take, for example, the Berlin Wall.
Read the following passage carefully before you choose your answer.
This passage is taken from a book that chronicles a man’s exploration of Alaska.
(1) It was now near dark, and I made haste to make up my flimsy little tent. The ground was desperately rocky. I made out, however, to level down a strip large enough to lie on, and by means of slim alder stems bent over it and tied together soon had a home. While thus busily engaged I was startled by a thundering roar across the lake. Running to the top of the moraine, I discovered that the tremendous noise was only the outcry of a newborn berg about fifty or sixty feet in diameter, rocking and wallowing in the waves it had raised as if enjoying its freedom after its long grinding work as part of the glacier. After this fine last lesson I managed to make a small fire out of wet twigs, got a cup of tea, stripped off my dripping clothing, wrapped myself in a blanket and lay brooding on the gains of the day and plans for the morrow, glad, rich, and almost comfortable.
(2) It was raining hard when I awoke, but I made up my mind to disregard the weather, put on my dripping clothing, glad to know it was fresh and clean; ate biscuits and a piece of dried salmon without attempting to make a tea fire; filled a bag with hardtack, slung it over my shoulder, and with my indispensable ice-axe plunged once more into the dripping jungle. I found my bridge holding bravely in place against the swollen torrent, crossed it and beat my way around pools and logs and through two hours of tangle back to the moraine on the north side of the outlet,—a wet, weary battle but not without enjoyment. The smell of the washed ground and vegetation made every breath a pleasure, and I found
Calypso borealis
, the first I had seen on this side of the continent, one of my darlings, worth any amount of hardship; and I saw one of my Douglas squirrels on the margin of the grassy pool. The drip of the rain on the various leaves was pleasant to hear. More especially marked were the flat low-toned bumps and splashes of large drops from the trees on the broad horizontal leaves of
Echinopanax horridum
, like the drumming of thundershower drops on veratrum and palm leaves, while the mosses were indescribably beautiful, so fresh, so bright, so cheerily green, and all so low and calm and silent, however heavy and wild the wind and the rain blowing and pouring above them. Surely never a particle of dust has touched leaf or crown of all these blessed mosses; and how bright were the red rims of the cladonia cups beside them, and the fruit of the dwarf cornel! And the wet berries, Nature’s precious jewelry, how beautiful they were!—huckleberries with pale bloom and a crystal drop on each; red and yellow salmon-berries, with clusters of smaller drops; and the glittering, berry-like raindrops adorning the interlacing arches of bent grasses and sedges around the edges of the pools, every drop a mirror with all the landscape in it. A’ that and a’ that and twice as muckle’s a’ that in this glorious Alaska day, recalling, however different, George Herbert’s “Sweet day, so cool, so calm, so bright.”
(3) In the gardens and forests of this wonderful moraine one might spend a whole joyful life.
1 A rare orchid found in northern, mountainous areas.
2 Also called Devil’s Club, Echinopanax is

Shakespeare had fewer words, but doper rhymes, than rappers
[1]
New York-based data scientist and designer Matt Daniels recently noted Shakespeare’s much touted vast vocabulary and charted how many different words Shakespeare used in comparison to contemporary hip-hop artists. It turns out that a good handful of rappers use a greater vocabulary than Shakespeare did, for the same sized block of lyrics.
Daniels doesn’t draw the conclusion that today’s rappers are more creative and poetic than Shakespeare, but the implication hovers.
It’s true that admirers of Shakespeare have often celebrated the sheer size of the vocabulary he used in his works. There’s a paragraph in the introduction to the current Norton Shakespeare which does exactly this.
Looking further back, a century and a half ago the philologist Max Müller contrasted the 300 words used by a rural labourer with the 3,000 of the educated person of his day and the 15,000 of Shakespeare’s. It seemed natural that the pre-eminent creative writer in the Western tradition should also have the largest vocabulary ever known, something suitably prodigious and extraordinary.
[5]
But in an age of data claims such as these are bound to be tested, and two separate studies, one in a book on stylistics (2011), and one in a Shakespeare journal (also from 2011), have now shown that, when you compare like with like, Shakespeare does not in fact have a very large vocabulary.
If you take six plays by Shakespeare and six plays by one of his contemporaries, the number of different words used in Shakespeare’s plays is no larger, and often smaller, than in the others. Shakespeare does not introduce any more new words in successive plays than his rivals do.
The myth of Shakespeare’s prodigious vocabulary
There are three obvious reasons why the myth of Shakespeare’s huge vocabulary had such a grip, and lasted so long: his celebrity as an author, already mentioned; the number of his plays that have survived, reflecting both his productivity and the efforts made to preserve his plays after his death; and the fact that whereas there are many good ways of estimating his vocabulary from concordances and good complete editions, the same was not true for his peers.
Shakespeare was just better documented and his vocabulary was easier to measure.
But the end of the myth does not leave Shakespeare diminished. It just makes you think about whether using a vast vocabulary is such a good thing anyway.
[10]
After all, writing with incessant new and different words can be quite hard to read or listen to. This may work well when the writer wants to depict an unfamiliar world like the civilisation of a remote planet (science fiction) or an underground, secret organisation (gangster fiction) but not with a domestic comedy, or an imaginary dialogue between two people who know each other well.
Does vocabulary size really matter?
So many of Shakespeare’s memorable lines are not based on fancy vocabulary:
To be or not to be…
All the world’s a stage…
Some are born great…
Shall I compare thee…
It looks as though it is what a writer does with words, rather than how many different words they cram into a speech or a song, that matters.
In fact, it may be that what is remarkable about Shakespeare’s language is not its outlandishness but how close it is to the overall standard of the language of his time, as another numbers-based analysis suggests.
So what is it that fascinates people about vocabulary size? It seems to offer a neat quantitative measure for literary quality. But this does not stand up to scrutiny.
[15]
The good thing about busting the Shakespeare vocabulary myth is that we can now avoid that particular dead-end in working out what makes his use of language so remarkable and explore more promising ones, such as the abundance and creativity of his metaphors, and his ear for the turns of ordinary speech.
As for the rappers graphic, it is interesting to compare the word use of the different artists. Although, as one of the busters of the Shakespeare vocabulary myth Ward Elliott pointed out to me, it’s not fair to put the Wu-Tang Clan on the same scale as individual rappers, as combining different writers will always make for a larger overall vocabulary.
But all in all we have lots to learn from bringing quantification to the study of the language of writers. Just as long as we don’t confuse vocabulary size with literary quality.
1. PART A: Which statement best identifies the central idea of the text?
A: Shakespeare didn’t need an extensive vocabulary to make his written work impressive, rather he used simple words in interesting and engaging ways.
B: Many rappers and hip hop artists take inspiration from Shakespeare because he was able to convey so much with so few words.
C: Shakespeare wasn’t the literary genius many believe him to be as many writers today prove to have a more advanced vocabulary.
D: It’s likely that many playwrights from Shakespeare’s time had a better grasp on the English language, but their work was never properly preserved.
2. PART B: Which detail from the text best supports the answer to Part A?
A: “It turns out that a good handful of rappers use a greater vocabulary than Shakespeare did, for the same sized block of lyrics.” (Paragraph 1)
B: “and the fact that whereas there are many good ways of estimating his vocabulary from concordances and good complete editions, the same was not true for his peers. Shakespeare was just better documented and his vocabulary was easier to measure.” (Paragraph 7-8)
C: “So what is it that fascinates people about vocabulary size? It seems to offer a neat quantitative measure for literary quality. But this does not stand up to scrutiny.” (Paragraph 14)
D: “The good thing about busting the Shakespeare vocabulary myth is that we can now avoid that particular dead-end in working out what makes his use of language so remarkable and explore more promising ones, such as the abundance and creativity of his metaphors” (Paragraph 15)
3. Which statement best describes how the author responds to the new insight about Shakespeare’s vocabulary?
A: He expresses disappointment that Shakespeare didn’t have the impressive vocabulary he believed him to.
B: He explores Shakespeare’s use of words, rather than the size of his vocabulary, that contributes to the quality of his writing.
C: He defends Shakespeare’s small vocabulary, referencing other writers that produce quality work with a limited vocabulary

; Quiz 05 no UnitS Pre-Tesl x + <——>c A ‘r. Eva n Garrity L? Dashboard Courses Calendar Resources o springfieldpublicschools instructure.corII/courseS/l 377632/quizze5/44159425/take l_/ The Foundation Builders by Gina and Audrey DeAngelis from Cobbleston. vol. 37. no.5’ 2016 These men used their positions in the federal government to have a lasting impact on preservation and conservation. Theodore Roosevelt (1858* 1919) In 1901, 42*yeareold Theodore Roosevelt became the youngest U.S. President. His energy and determination rede?ned the powers of that of?ce. He suggested important legislation and signed landmark laws that protected the health and welfare ofAmericans, and he established the United States as an emerging leader in foreign affairs. Roosevelt’s many accomplishments during his two terms in of?ce were impressive, but his work to make conservation a national issue stands out. In 1887. years before he became president. he was one of the founders of the Boone and Crockett Club. The organization promoted the hunting of game animals and the protection of their habitats. Several years later. club members stepped in to help save Yellowstone from the harmful impact of potential commercial development. As president. Roosevelt created the first national wild life refuge in Florida in 1903 and formed the U.5. Forest Service in 1905. He signed the Antiquities Act of 1906, which protects artifacts and historic ruins from destruction and allows the president to create national monuments from public lands. During his presidency. ?ve national parks and 18 national monuments. nearly 60 wildlife and bird refuges, and more than 100 million acres of national forest were created. As he prepared to protectthe Grand Canyon in 1908 as a national monument. Roosevelt said. “Arizona has a natural wonder which is in kind absolutely unparalleled throughout the rest of the world. I want to ask you to keep this great wonder of nature as it now is. . . . Leave it as it is. You
A Quiz: 05.00 Unit 5 Pre-Test X + X + -> C A springfieldpublicschools.instructure.com/courses/1377632/quizzes/4459425/take A As he prepared to protect the Grand Canyon in 1908 as a national monument, Roosevelt said, “Arizona has a natural wonder which is in kind absolutely unparalleled throughout the rest of the world. I want to ask you to keep this great wonder of nature as it now is. .. . Leave it as it is. You cannot improve on it. The ages have been at work on it, and man can only mar it.” Evan Garrity Gifford Pinchot Dashboard Courses 898 Calendar Inbox (1865-1946) History Gifford Pinchot (pronounced PIN-cho) was a friend and trusted advisor to Theodore Roosevelt. He founded the Society of American Foresters in 1900, and that same year, his family provided financial Search support for a forestry school at Yale University for the scientific study of forest management. (? Roosevelt appointed Pinchot as the first chief of the U.S. Forest Service. Pinchot supported Help conservation, but his ideas differed from those of other leading conservationists of the day. He wanted to preserve wild places for people to enjoy, but he also believed that good management by the federal government could allow businesses to use the country’s natural resources. He believed Resources that industries such as timber, commercial fishing, and mining could be successful as long as those natural resources were not over-taxed and were allowed to replenish. For example, Pinchot supported limited timber cutting in national forests. Pinchot served as chief of the Forest Service from 1905 until President William H. Taft fired him in 1910 for publicly disagreeing with him. Pinchot then founded the National Conservation Commission, serving as its chief for more than a decade. Later, he served two separate terms as the governor of Pennsylvania, where he expanded state parks. K
A Quiz: 05.00 Unit 5 Pre-Test X + X + -> C A springfieldpublicschools.instructure.com/courses/1377632/quizzes/4459425/take state parks. A Stephen T. Mather Evan Garrity Dashboard Courses 898 Calendar (1867-1930) Inbox You might think that people who own big mining companies can’t be conservationists, but Stephen T. Mather was both! In 1904, Mather and a friend started a company to mine and sell borax, a cleaning chemical. The company was so successful that Mather was able to retire early. He turned History his attention and energy to conservation. In 1915, he visited Washington, D.C. He expressed concern about the random management of the various national parks. There were no laws or funds Search to help protect the parks from vandals or game hunters. He helped convince Congress to create the (? National Park Service (NPS) and was named its first director in 1917. Help Mather helped recruit professionals to run the parks-the first of today’s 20,000 park service employees. He believed that once people visited national parks, they would support them, so he encouraged railroad companies to bring people closer to parks. He proposed that a National Park-to- Resources Park Highway be built connecting several large western parks. Mather was also responsible for adding hotels, campgrounds, and concessions to the parks. All those efforts made visiting national parks easier and more enjoyable for more people. In 1929, Mather retired as director of the NPS because of illness, and he died the next year. By that time, the NPS had 20 national parks and more than 30 national monuments-and a good start, thanks to Mather’s vision and efforts. K
Use the text to answer the following questions.
1.Pick the four paraphrased ideas that would be most important to include in a summary of the passage.
Group of answer choices
The Antiquities Act of 1906 was created to protect historical places and to allow national monuments to be erected on public lands.
Theodore Roosevelt worked to bring conservation of U.S. lands to the forefront of the American conscience.
As the U.S. Forest Service Chief, Pinchot believed that the government had a responsibility to manage natural resources even if it meant limiting industry.
After retiring from business, Stephen T. Mather worked to establish Congressional laws to protect national parks and became the first director of the National Parks Service.
After being released from his office of chief of the Forest Service, Gifford Pinchot remained in politics serving as Pennsylvania’s governor.
Even though Stephen T. Mather was ill, he still enjoyed going camping at national parks.
Roosevelt’s Boone and Crockett Club helped establish the organizational structures of the National Rifle Association.
2.Read the quote from paragraph 4 of the passage.
“‘Arizona has a natural wonder which is in kind absolutely unparalleled throughout the rest of the world. I want to ask you to keep this great wonder of nature as it now is. . . . Leave it as it is. You cannot improve on it. The ages have been at work on it, and man can only mar it.’”
What is Theodore Roosevelt suggesting about the relationship between humans and nature?
Group of answer choices
Humans should avoid damaging nature’s pure beauty.
Nature can disrupt the intended path of humans.
Nature’s beauty will deteriorate without humans’ help.
Humans want to add their own artistic touch to nature.
3.Which evidence from the passage best shows the author’s purpose in establishing the impact humans can have on conservation?
Group of answer choices
“. . . club members stepped in to help save Yellowstone from the harmful impact of potential commercial development.” (paragraph 2)
“The organization promoted the hunting of game animals and the protection of their habitats.” (paragraph 2)
“[Pinchot] wanted to preserve wild places for people to enjoy. . . .” (paragraph 6)
“[Mather] believed that once people visited national parks, they would support them, so he encouraged railroad companies to bring people closer to parks.” (paragraph 10)
The People Upstairs
by Ogden Nash
The people upstairs all practise ballet
Their living room is a bowling alley
Their bedroom is full of conducted tours.
Their radio is louder than yours,
They celebrate week-ends all the week.
When they take a shower, your ceilings leak.
They try to get their parties to mix
By supplying their guests with Pogo sticks,
And when their fun at last abates,
They go to the bathroom on roller skates.
I might love the people upstairs more
If only they lived on another floor.
The Goops
by Gelett Burgess
The meanest trick I ever knew
Was one I know you never do.
I saw a Goop once try to do it,
And there was nothing funny to it.
He pulled a chair from under me
As I was sitting down; but he
Was sent to bed, and rightly, too.
It was a horrid thing to do!
Table Manners
The Goops they lick their fingers,
And the Goops they lick their knives;
They spill their broth on the tablecloth—
Oh, they lead disgusting lives!
The Goops they talk while eating,
And loud and fast they chew;
And that is why I’m glad that I
Am not a Goop—are you?
Use the poems to answer the following questions.
4.In the first stanza of the poem “The Goops,” the word “Goop” refers to which of the following?
Group of answer choices
a rude person in the poem
a lazy person in the poem
the speaker in the poem
the listener in the poem
5.One theme of these poems is “People should be considerate.” Which of these statements best reflect the speakers’ attitudes toward inconsiderate people? Select all that apply.
Group of answer choices
“Was sent to bed, and rightly, too.” (“The Goops,” line 7)
“. . . I’m glad that I / Am not a Goop . . .?” (“The Goops,” lines 15-16)
“I might love the people upstairs more” (“The People Upstairs,” line 11)
“The Goops they talk while eating,” (“The Goops,” line 13)
“Their radio is louder than yours,” (“The People Upstairs,” line 4)
“They go to the bathroom on roller skates.” (“The People Upstairs,” line 10)
6.Which of these best explains the relationship between the two poems?
Group of answer choices
Both encourage you to consider others.
Both warn you not to pull pranks.
Both warn you not to have too much fun.
Both encourage you to be a good neighbor.
7.In “The Goops,” the narrator is trying to teach a lesson about the consequences of “unacceptable” behavior. Which quotation from the poem best supports this lesson?
Group of answer choices
“Was sent to bed, and rightly, too. / It was a horrid thing to do!” (lines 7-8)
“The meanest trick I ever knew / Was one I know you never do.” (lines 1-2)
“They spill their broth on the tablecloth— / Oh, they lead disgusting lives!” (lines 11-12)
“And that is why I’m glad that I / Am not a Goop—are you?” (lines 15-16)
Amber Waves of Grain by Eric B. Schultz
What a stunning scene Katharine Lee Bates must have seen as she looked out from her train in the summer of 1893: Kansas wheat fields as far as the eye could see! Planted the previous fall, the wheat had turned golden as the kernels ripened in May. By July, it was tall, thick, and ready for harvest. As the train chugged along, the prairie wind made the acres of “amber” stalks move like waves, reminding Bates of the Atlantic Ocean.
When Bates described “amber waves of grain” in her poem, however, she was thinking about much more than wheat. Her trip through America’s Midwest in 1893 reminded her of how truly vast and abundant the country had become.
The term Midwest was first used in 1894. It captured the beginning of Americans viewing their country as stretching from the Atlantic Ocean to the Pacific Ocean. The term was specifically used to refer to 12 states in the middle of the country: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Ohio, North Dakota, South Dakota, and Wisconsin. Most of the land in the Midwest consists of flat plains or small, rolling hills. Much of the acreage in the flat land became devoted to farming and growing various crops.
By the 1860s, farmers already planted wheat, corn, soybeans, oats, rye, and barley in the rich soil found throughout the Midwest. President Abraham Lincoln called agriculture the “largest interest” of the nation in 1862. That year, he established the Department of Agriculture and signed into law the Homestead Act. The act allowed hopeful farmers the chance to own 160 acres of public land if they were willing to farm and improve the land and live on it for five years. One enterprising Kansas farmer planted his wheat alongside the railroad tracks—a living advertisement for new settlers.
By the 1870s, pioneers and immigrants were flooding west along old Native American trails and new railroad routes. Between 1870 and 1900, 430 million acres of America were settled. That number is greater than all the land settled between 1607 and 1870.
America’s Midwest farms also felt the impact of the Industrial Revolution. The invention of barbed wire in 1874 made it easier to protect farmland from grazing animals. New ways to irrigate crops and to bind harvested grains with twine were introduced. Innovative milling technology improved the quality of flour. The rapid spread of the railroad gave rural farmers better access to consumers in heavily populated towns and cities. The result was an increase in America’s production of wheat from 211 million bushels in 1867 to 599 million bushels in 1900. Over a similar period, new technology greatly reduced the labor required to produce a bushel of wheat. These new levels of production began a trend of gradually replacing small family farms with modern, large-scale industrial operations.
The fields of wheat that Bates saw in 1893 gave her a special feeling of patriotism. She could see the product and benefit of the country’s westward expansion and settlement. In 1889, North Dakota, South Dakota, Montana, and Washington had become states. Idaho and Wyoming had followed in 1890. By 1900, 80 million acres had become new farmland under the Homestead Act. By then, America stretched “from sea to shining sea.” In the middle sat the Midwest, a region so fertile and productive that it has been called “the breadbasket of the world.”
Today, the United States is the world’s third-largest producer of wheat, growing more than 2 billion bushels annually. Kansas remains the largest producing state. Americans are the world’s fourth-greatest consumer of wheat in the form of bread, cakes, crackers, cookies, cereal, and pasta.
A combination of good soil, favorable climate, and advanced technology also makes the Midwest a large-scale producer of many other important crops. America is among the top exporters of soybeans. The country is also the leader in corn, responsible for producing nearly half the world’s volume. Corn is a particularly important crop, used in everything from food to animal feed, ethanol (fuel), pharmaceuticals, adhesives, dyes, cardboard, and fiberglass.
Americans were reminded of Bates’ wonderful vision many years after her trip when Kansas included “The Wheat State” on its license plates and Indiana drivers proudly displayed “Amber Waves of Grain” on theirs.
*breadbasket: A breadbasket is a geographic region or country that produces a significant quantity of food, especially for export sale to other markets.
Use the text to answer the following questions.
8.The prefix “ex-” means “out of or from.” What does exporters mean as it is used in paragraph 9?
Group of answer choices
those who ship products to other countries for sale
those who purchase products from other countries
those who receive items from other countries
those who locally produce and sell items
9.The author’s purpose is to establish America as a country that is built on agriculture. Which pieces of evidence from paragraph 7 best show this purpose? Select all that apply.
Group of answer choices
The fields of wheat that Bates saw in 1893 gave her a special feeling of patriotism
In the middle sat the Midwest, a region so fertile and productive that is has been called “the breadbasket of the world.”
In 1889, North Dakota, South Dakota, Montana, and Washington had become states
Idaho and Wyoming had followed in 1890
By then, America stretched “from sea to shining sea.”
10.How does the author’s choice to frame the passage with imagery about “amber waves of grain” impact the reader?
Group of answer choices
It helps the reader understand how the development of agriculture affected America.
It helps the reader understand Bates’s influence on agricultural development.
It establishes Bates’s poem as the inspiration for the Homestead Act.
It establishes America as a world-leading crop producer.
Children’s Prattle by Hans Christian Andersen (1859)
At a rich merchant’s house there was a children’s party, and the children of rich and great people were there. The merchant was a learned man, for his father had sent him to college, and he had passed his examination. His father had been at first only a cattle dealer, but always honest and industrious, so that he had made money, and his son, the merchant, had managed to increase his store. Clever as he was, he had also a heart; but there was less said of his heart than of his money. All descriptions of people visited at the merchant’s house, well born, as well as intellectual, and some who possessed neither of these recommendations.
Now it was a children’s party, and there was children’s prattle, which always is spoken freely from the heart. Among them was a beautiful little girl, who was terribly proud; but this had been taught her by the servants, and not by her parents, who were far too sensible people.
Her father was groom of the Chambers, which is a high office at court, and she knew it. “I am a child of the court,” she said; now she might just as well have been a child of the cellar, for no one can help his birth; and then she told the other children that she was well-born, and said that no one who was not well-born could rise in the world. It was no use to read and be industrious, for if a person was not well-born, he could never achieve anything. “And those whose names end with ‘sen,’” said she, “can never be anything at all. We must put our arms akimbo, and make the elbow quite pointed, so as to keep these ‘sen’ people at a great distance.” And then she stuck out her pretty little arms, and made the elbows quite pointed, to show how it was to be done; and her little arms were very pretty, for she was a sweet-looking child.
But the little daughter of the merchant became very angry at this speech, for her father’s name was Petersen, and she knew that the name ended in “sen,” and therefore she said as proudly as she could, “But my papa can buy a hundred dollars’ worth of bonbons, and give them away to children. Can your papa do that?”
“Yes; and my papa,” said the little daughter of the editor of a paper, “my papa can put your papa and everybody’s papa into the newspaper. All sorts of people are afraid of him, my mamma says, for he can do  as he likes with the paper.” And the little maiden looked exceedingly proud, as if she had been a real princess, who may be expected to look proud.
But outside the door, which stood ajar, was a poor boy, peeping through the crack of the door. He was of such a lowly station that he had not been allowed even to enter the room. He had been turning the spit for the cook, and she had given him permission to stand behind the door and peep in at the well-dressed children, who were having such a merry time within; and for him that was a great deal. “Oh, if I could be one of them,” thought he, and then he heard what was said about names, which was quite enough to make him more unhappy. His parents at home had not even a penny to spare to buy a newspaper, much less could they write in one; and worse than all, his father’s name, and of course his own, ended in “sen,” and therefore he could never turn out well, which was a very sad thought. But after all, he had been born into the world, and the station of life had been chosen for him, therefore he must be content.
And this is what happened on that evening.
Many years passed, and most of the children became grown-up persons.
There stood a splendid house in the town, filled with all kinds of beautiful and valuable objects. Everybody wished to see it, and people even came in from the country round to be permitted to view the treasures it contained.
Which of the children whose prattle we have described could call this house his own? One would suppose it very easy to guess. No, no; it is not so very easy. The house belonged to the poor little boy who had stood on that night behind the door. He had really become something great although his name ended in “sen”—for it was Thorwaldsen.
And the three other children—the children of good birth, of money, and of intellectual pride—well, they were respected and honored in the world, for they had been well provided for by birth and position, and they had no cause to reproach themselves with what they had thought and spoken on that evening long ago, for, after all, it was mere “children’s prattle.” Born in Copenhagen around 1770 to a Danish/Icelandic family of humble means, the sculptor Bertel Thorvaldsen (also spelled Thorwaldsen) became the first internationally acclaimed Danish artist.
Use the text to answer the following questions.
11.Read the sentence from paragraph 3.
“We must put our arms
akimbo
, and make the elbow quite pointed, so as to keep these ‘sen’ people at a great distance.”
Which of these attributes is best associated with the meaning of the word
akimbo
as it is used in the sentence?
Group of answer choices
arrogance
protection
welcome
12.What evidence in the passage best  leads the young boy to believe that his name determines his position in life?
Group of answer choices
“‘And those whose names end with ‘sen,’” said she, ‘can never be anything at all.’” (paragraph 3)
“. . . for if a person was not well-born, he could never achieve anything.” (paragraph 3)
“His parents at home had not even a penny. . . .” (paragraph 6)
“. . . and worse than all, his father’s name, and of course his own, ended in ‘sen’. . . .” (paragraph 6)
13.How do the individuals view themselves at the time of the party?
Match each trait to the box with the correct character name.
Group of answer choices
envious
[ Choose ]
daughter of the groom
little poor boy
daughter of the merchant
proud
[ Choose ]
daughter of the groom
little poor boy
daughter of the merchant
superior
[ Choose ]
daughter of the groom
little poor boy
daughter of the merchant
14.Based on the passage, what inference is best supported regarding what happens during the missing time period in the passage?
Group of answer choices
The boy becomes an internationally acclaimed artist.
The boy is unsuccessful because of his last name.
The boy continues to work in the kitchen.
The boy starts his own newspaper.
The Beadwork by Zitkala-Sa
In this memoir, renowned Native American author, Zitkala-Sa, member of the Dakota Sioux Nation, reminisces about her childhood days making intricate beaded designs with her mother. Her story depicts a familiar scene to children: first, doing the hard work of family life, and then, running free in the outdoors with friends.
Soon after breakfast mother sometimes began her beadwork. On a bright, clear day, she pulled out the wooden pegs that pinned the skirt of our wigwam to the ground, and rolled the canvas part way up on its frame of slender poles. Then the cool morning breezes swept freely through our dwelling, now and then wafting the perfume of sweet grasses from newly burnt prairie.
Untying the long tasseled strings that bound a small brown buckskin bag, my mother spread upon a mat beside her bunches of colored beads, just as an artist arranges the paints upon his palette. On a lapboard she smoothed out a double sheet of soft white buckskin; and drawing from a beaded case that hung on the left of her wide belt a long, narrow blade, she trimmed the buckskin into shape. Often she worked upon small moccasins for her small daughter. Then I became intensely interested in her designing. With a proud, beaming face, I watched her work. In imagination, I saw myself walking in a new pair of snugly fitting moccasins. I felt the envious eyes of my playmates upon the pretty red beads decorating my feet.
Close beside my mother I sat on a rug, with a scrap of buckskin in one hand and an awl in the other. This was the beginning of my practical observation lessons in the art of beadwork. From a skein of finely twisted threads of silvery sinews my mother pulled out a single one. With an awl she pierced the buckskin, and skillfully threaded it with the white sinew. Picking up the tiny beads one by one, she strung them with the point of her thread, always twisting it carefully after every stitch.
It took many trials before I learned how to knot my sinew thread on the point of my finger, as I saw her do. Then the next difficulty was in keeping my thread stiffly twisted, so that I could easily string my beads upon it. My mother required of me original designs for my lessons in beading. At first I frequently ensnared many a sunny hour into working a long design. Soon I learned from self-inflicted punishment to refrain from drawing complex patterns, for I had to finish whatever I began.
After some experience I usually drew easy and simple crosses and squares. These were some of the set forms. My original designs were not always symmetrical nor sufficiently characteristic, two faults with which my mother had little patience. The quietness of her oversight made me feel strongly responsible and dependent upon my own judgment. She treated me as a dignified little individual as long as I was on my good behavior; and how humiliated I was when some boldness of mine drew forth a rebuke from her!
In the choice of colors she left me to my own taste. I was pleased with an outline of yellow upon a background of dark blue, or a combination of red and myrtle-green. There was another of red with a bluish-gray that was more conventionally used. When I became a little familiar with designing and the various pleasing combinations of color, a harder lesson was given me. It was the sewing on, instead of beads, some tinted porcupine quills, moistened and flattened between the nails of the thumb and forefinger. My mother cut off the prickly ends and burned them at once in the centre fire. These sharp points were poisonous, and worked into the flesh wherever they lodged. For this reason, my mother said, I should not do much alone in quills until I was as tall as my cousin Warca-Ziwin.
Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose in the open again. Many a summer afternoon a party of four or five of my playmates roamed over the hills with me. We each carried a light sharpened rod about four feet long, with which we pried up certain sweet roots. When we had eaten all the choice roots we chanced upon, we shouldered our rods and strayed off into patches of a stalky plant under whose yellow blossoms we found little crystal drops of gum. Drop by drop we gathered this nature’s rock-candy, until each of us could boast of a lump the size of a small bird’s egg. Soon satiated with its woody flavor, we tossed away our gum to return again to the sweet roots.
I remember well how we used to exchange our necklaces, beaded belts, and sometimes even our moccasins. We pretended to offer them as gifts to one another. We delighted in impersonating our own mothers. We talked of things we had heard them say in their conversations. We imitated their various manners, even to the inflection of their voices. In the lap of the prairie we seated ourselves upon our feet, and leaning our painted cheeks in the palms of our hands, we rested our elbows on our knees, and bent forward as old women were most accustomed to do.
While one was telling of some heroic deed recently done by a near relative, the rest of us listened attentively, and exclaimed in undertones, “Han! han!” (yes! yes!) whenever the speaker paused for breath, or sometimes for our sympathy. As the discourse became more thrilling, according to our ideas, we raised our voices in these interjections. In these impersonations our parents were led to say only those things that were in common favor.
No matter how exciting a tale we might be rehearsing, the mere shifting of a cloud shadow in the landscape nearby was sufficient to change our impulses; and soon we were all chasing the great shadows that played among the hills. We shouted and whooped in the chase; laughing and calling to one another, we were like little sportive nymphs on that Dakota sea of rolling green.
*awl: a small pointed tool used for piercing holes, especially in leather
*skein: a length of thread or yarn, loosely coiled and knotted
Use the text to answer the following questions.
15.Read the sentences from paragraph 4 of the passage. Choose the words or phrases that help establish the tone of frustration. Select all that apply.
At first I frequently ensnared many a sunny hour into working a long design. Soon I learned from self-inflicted punishment to refrain from drawing complex patterns, for I had to finish whatever I began.
Group of answer choices
ensnared many a
drawing complex patterns
sunny hour
long design
whatever I began
16.Which piece of evidence from paragraph 8 best shows that all the children in the story respected their mothers?
I remember well how we used to exchange our necklaces, beaded belts, and sometimes even our moccasins. We pretended to offer them as gifts to one another. We delighted in impersonating our own mothers. We talked of things we had heard them say in their conversations. We imitated their various manners, even to the inflection of their voices. In the lap of the prairie we seated ourselves upon our feet, and leaning our painted cheeks in the palms of our hands, we rested our elbows on our knees, and bent forward as old women were most accustomed to do.
Group of answer choices
We imitated their various manners, even to the inflection of their voices.
We talked of things we had heard them say in their conversations.
In the lap of the prairie we seated ourselves upon our feet,
and bent forward as old women were most accustomed to do.
17.What is the most likely reason the author chose a narrative structure for this passage?
Group of answer choices
The narrative structure gives a snapshot of everyday life.
The narrative structure shows the importance of chronological order.
The narrative structure tells mostly about the mother and her lessons.
The narrative structure gives only the most important information about beading.
18.Which phrases best describe central ideas of the passage? Select all that apply.
Group of answer choices
continuing tradition
respecting family
choosing patterns
valuing friendship
helping others
Thunder Butte by Virginia Driving Hawk Sneve
Introduction: One night, 15-year-old Norman agrees to abide by his grandfather’s command that he make the rocky climb to the top of Thunder Butte, located in the Dakota plains. The next morning, Norman sets out, despite his unspoken fear and reluctance. He completes the courageous climb and finds a treasure that further proves his bravery, to himself and to his grandfather.
The ascent sharply steepened and the sun rose with him as Norman climbed. What looked like a smooth path from the prairie floor was a rough rocky terrain. The trail spiraled up a sharp incline and Norman had to detour around fallen rocks. He paused to rest about half way up and then saw how sharply the overhanging ledge of the butte protruded. Getting to the top of it was going to be a difficult struggle. He climbed on. His foot slipped and his ankle twisted painfully. He wiggled his foot until the pain left his ankle. Then he started to trudge up the incline again.
Finally Norman spied a narrow opening in the ledge which tapered down to only a few feet from where he clung. He inched his way up until he reached the base of the opening and then he found a use for the cane. He jammed the stout branch high into the boulders above him. Cautiously he pulled to see if it would hold his weight. It held. Using the cane as a lever he pulled himself to the top.
He gazed at a new world. The sun bathed the eastern valley in pale yellow which was spotted with dark clumps of sage. The creek was a green and silver serpent winding its way to the southeast. His grandfather’s tent was a white shoe box in its clearing and beside it stood a diminutive form waving a red flag. It was Matt Two Bull signaling with his shirt, and Norman knew that his grandfather had been watching him climb. He waved his hat in reply and then walked to the outer edge of the butte.
The summit was not as smoothly flat as it looked from below. Norman stepped warily over the many cracks and holes that pitted the surface. He was elated that he had successfully made the difficult ascent, but now as he surveyed the butte top he had a sense of discomfort.
There were burn scars on the rough summit, and Norman wondered if these spots were where the lightning had struck, or were they evidence of ancient man-made fires? He remembered that this was a sacred place to the old ones and his uneasiness increased. He longed to be back on the secure level of the plains.
On the west edge he saw that the butte cast a sharp shadow below because the rim protruded as sharply as it had on the slope he’d climbed. Two flat rocks jutted up on either side of a narrow opening, and Norman saw shallow steps hewn into the space between. This must be the trail of which his grandfather had spoken.
Norman stepped down and then quickly turned to hug the butte face as the steps ended abruptly in space. The rest of the rocky staircase lay broken and crumbled below. The only way down was to jump.
He cautiously let go of the willow branch and watched how it landed and bounced against the rocks. He took a deep breath as if to draw courage from the air. He lowered himself so that he was hanging by his fingertips to the last rough step, closed his eyes and dropped.
The impact of his landing stung the soles of his feet. He stumbled and felt the cut of the sharp rocks against one knee as he struggled to retain his balance. He did not fall and finally stood upright breathing deeply until the wild pounding of his heart slowed. “Wow,” he said softly as he looked back up at the ledge, “that must have been at least a twenty foot drop.”
Thirsty and hungry, Norman decided to go straight down the butte and head for home.
Walking more confidently as the slope leveled out he thrust the pointed cane carelessly into the ground. He suddenly fell as the cane went deep into the soft shale.
Carefully he pulled at the stout branch, wiggling it this way and that with one hand while he dug with the other. It came loose, sending a shower of rocks down the hill, and Norman saw that something else was sticking up in the hole he had uncovered.
Curious, he kept digging and soon found the tip of a leather-covered stick. Bits of leather and wood fell off in his hand as he gently pulled. The stick, almost as long as he was tall and curved on one end, emerged as he tugged. Holding it before him, his heart pounding with excitement, he realized he had found a thing that once belonged to the old ones.
The creek was in deep shade of the butte when he reached it and thirstily flopped down and drank. He crossed the shallow stream and walked to his grandfather’s tent.
“You have been gone a long time,” Matt Two Bull greeted as Norman walked into the clearing where the old man was seated.
“I have come from the west side of the butte, Grandpa,” Norman said wearily. He sat down on the ground and examined a tear in his jeans and the bruise on his knee.
“Was it difficult?” the old man asked.
“Yes,” Norman nodded. He told of the rough climb up the south slope, the jump down and finally his fall which led him to discover the long leather covered stick. He held the stick out to his grandfather.
“You have found a coup stick which belonged to the old ones.”
“I know that it is old because the wood is brittle and the leather is peeling, but what is—was a coup stick?” Norman asked.
“In the days when the old ones roamed the plains,” the old man swept his hand in a circle, “a courageous act of valor was thought to be more important than killing an enemy. When a warrior rode or ran up to his enemy, close enough to touch the man with a stick, without killing or being killed, the action was called
coup
.”
Use the text to answer the following questions.
19.What is the main effect of the figurative language used in paragraph 3?
Group of answer choices
It highlights the new perspective of the village and plains.
It enhances the idea that the climb was worth the struggle.
It solidifies the link between humans and nature.
It identifies the need to establish direction.
20.How does the structure of the text help the reader develop an understanding of the passage?
Group of answer choices
It uses chronological order and sequencing to process through Norman’s journey.
It uses flashback to help the reader understand Norman’s heritage.
It includes foreshadowing to link events of the future to the past.
It provides a detailed description of each character.
21.Which of the following summarizes the passage most accurately and concisely?
Group of answer choices
Norman embarks on a long journey to discover the meaning of courage.
Norman embraces a long journey by connecting to his ancestral heritage.
Norman completes a long journey with more questions than answers.
Norman struggles through a long journey filled with danger.
22.Read paragraph 1 of the passage. Select the word that best reflects the overall tone of the paragraph and the beginning of the passage.
The ascent sharply steepened and the sun rose with him as Norman climbed. What looked like a smooth path from the prairie floor was a rough rocky terrain. The trail spiraled up a sharp incline and Norman had to detour around fallen rocks. He paused to rest about half way up and then saw how sharply the overhanging ledge of the butte protruded.
Getting to the top of it was going to be a difficult struggle. He climbed on. His foot slipped and his ankle twisted painfully. He wiggled his foot until the pain left his ankle. Then he started to trudge up the incline again.
Group of answer choices
struggle
spiraled
climbed
sharply
23.Read paragraphs 4-6 of the passage. Which of these inferences is most likely to be true based on the paragraphs?
Group of answer choices
This is Norman’s first time on the butte.
The butte is haunted by Norman’s ancestors.
Norman’s grandfather is familiar with the butte.
Norman is increasingly comfortable on the butte.
24.A student is conducting research on endangered turtles for a class project. Which of these is the most credible source?
Group of answer choices
http://www.coalitionforreptilepreservation.edu
http://bitmap.articles.rhinos_hippos_turtles.org
http://wikianimals.com/turtles_feedinghabits
http://www.timsdeadlyturtles.com
25.Sal is writing a letter to his state representative about a proposed cut to funding for school sports. Sal does not think that the cut is a good idea. Select the information that would be appropriate to include in the letter. Select all that apply.
Group of answer choices
statistics about how many students participate in sports
testimonial from Sal about how sports have positively impacted his life
the budget of Sal’s school district
testimonial about how academics take a back seat to sports
an opinion editorial about how community sports are increasing
information about the socioeconomic status of students in the state
26.Read the excerpt from a student essay.
A recent news post being passed around on social media warns about rubber bands on door knobs. Kim Fleming, who wrote the article, claims that her local sheriff warned her that criminals would wrap rubber bands around door knobs to keep them from latching shut. This could allow them to sneak into the house later. This article would turn out to be false and misleading.
Which of these sources might be useful to provide research for the essay? Select all that apply.
Group of answer choices
national news stories
statistics from government offices
academic essays
no sources needed
historical documentaries
personal stories and experiences

Directions: The thesis statements that follow are in response to the writing prompt. In each group of three thesis statements, rank one “best,” one “better,” and one “poor.” You should rank the strongest thesis statement as “best,” the satisfactory to somewhat satisfactory thesis statement as “better,” and the worst thesis statement as “poor.” Then, answer the question that follows each group.
1. Some congressmen believe wind power, which receives billions a year in tax breaks, should continue to be supported.
2. Even though tax breaks for wind power cost billions a year, Congress should continue to support this source of clean energy.
3. The issue of tax breaks for certain types of energy has caused debate in Congress.
Why is the “best” thesis the best of the three?
A. This is the
only
thesis that defines the author’s opinion on the subject.
B. This is the
only
thesis that asserts one main idea.
C. This is the
only
thesis that uses specific language.

when answering the questions please try to list the answers in order desperately in need of the answers so i can study for my final
Punctuating Quotations
Don’t: A technology company in Wisconsin will soon be offering microchips to its employees, which can be implanted voluntarily and give workers the option to “easily pay for items, access the building and their computers all with a scan of their hand (Bowerman, para. 4).”
(Note: Here, the citation and end punctuation are improperly placed within the quotation marks.)
Do: A technology company in Wisconsin will soon be offering microchips to its employees, which can be implanted voluntarily and give workers the option to “easily pay for items, access the building and their computers all with a scan of their hand” (Bowerman, para. 4).
(Note: Here, the citation and end punctuation are placed correctly outside of the end quotation mark.)
1) Directions: Read the following passage and consider the ways in which the writer has integrated evidence. Then use the dropdown menus to complete the statements about the passage.
¹Have you noticed that your grandparents tend to forget things more often than you do? ²The
New York Times
article “Aging in Brain Found to Hurt Sleep Needed for Memory” by Benedict Carey explains, “Scientists have known for decades that the ability to remember . . . declines with age.” ³However, a new answer has emerged as to why this occurs. 4″The prefrontal cortex tends to lose volume with age, and that part of this region helps sustain quality sleep, which is critical to consolidating new memories” (Carey). 5University of California researchers have performed experiments to see how to improve the deep, slow-wave phase of sleep. 6″The brain moves memories from temporary to longer-term storage during this deep sleep” (Carey). 7However, how can older people improve the duration and quality of their sleep? 8By placing electrodes on the scalp, researchers have mimicked high-quality slow waves. According to Matthew Walker, one of the sleep study’s authors, “What we have discovered is a dysfunctional pathway that helps explain the relationship between brain deterioration, sleep disruption and memory loss as we get older—and with that, a potentially new treatment avenue (Woodard)”. ¹ºHowever, a person doesn’t need to go to bed with electrodes on his or her scalp to get good sleep.
²[This sentence] a direct quotation.
4[This sentence] a direct quotation.
6[This sentence] a direct quotation.
[This sentence] a direct quotation.
(WORD BOX: overuses or misuses; repeats the introductory phrase in; incorrectly punctuates; drops in)
Directions: Read the thesis, and answer the question that follows.
The Titan, Goliath, and Hercules species of beetle share the distinction of immense size, but each has its own unique qualities that set it apart.
2) Which of the following topic sentences support the thesis?
Check all that apply.
The Titan beetle is a massive insect with two unusual defenses.
The Hercules beetle is known for its size and great strength.
The Goliath beetle is the largest insect in the world in both length and weight.
Chan’s Megastick is a species of stick insect with two remarkable features.
Directions: Read the body paragraph, and answer the questions that follow.
THE TITAN BEETLE
(1) The Titan beetle is one of the largest insect species on Earth, but what makes it unique is its use of two defense mechanisms. (2) The first defense used by the 6.5-inch beetle species is a set of sharp claws. (3) These claws are called “spines” by scientists, and the Titan beetle uses the strength in its legs to impale an attacker on them. (4) If this defense is unsuccessful, a Titan beetle may use its fearsome jaws. (5) Unlike many other beetles, the Titan beetle has extremely powerful jaw muscles that look like pinchers. (6) They are so strong that they can literally snap a wooden pencil in half.
3) Which sentence is a major supporting idea?
Sentence 1
sentence 3
sentence 4
4) Which sentence is a minor supporting idea?
Sentence 1
sentence 3
sentence 4
5)
Directions: Read each quotation in the following table and determine whether it is an indirect quotation or a direct quotation.
Ms. Patel says, “Computer programming is not as complicated as it seems at first.”
Diego Garcia, spelling bee champion, says that winning is the best feeling in the world.
Corporate executive Jim Davis states, “Marketing is extremely important in business.”
Actor Tom Cruise tells his fans that antidepressant medications are unhealthy.
Professional editor Greg Everitt says, “The Oxford comma will never be obsolete!”
6)
Directions: Read the following scenario and use the dropdown menus to select which type of quotation would work best for this student’s paper and why.
“I’m writing a literary analysis of ‘The Love Song of J. Alfred Prufrock’ by T. S. Eliot for my poetry class, and I have to include quotations. I’m not sure if I should directly quote lines from the poem or if I should indirectly quote the main points. What type of quotation is best in this case?”
This student should use DIRECT OR INDIRECT because his readers ARE PROBABLY ALREADY FAMILIAR WITH THE POEM OR NEED TO SEE WHICH LINE OF THE POEMS HE IS ANALYZING
When you want to use information from a source, you have the choice of quoting it directly or putting it into your own words. The latter is called
paraphrasing
. Here are the general rules to follow for using a direct quotation:
1. Use a direct quotation only when it will make a difference, that is, the language is precise or striking, or you want to refer to the language specifically in your own elaboration. 2. Use introductory or signal phrases to lead your reader into the quote, such as:
Hemingway is best known for his stark prose with sentences like “. . . .” In his bestselling book, Dr. Brenner argues, “. . . .” As the research suggests, “. . . .”
3. Format the quotation properly, and include the in-text citation: • If the quotation is less than or equal to four lines (or 40 words in APA), then use double quotation marks. Close the quotation after the text and before the citation reference, like this:
According to their research, sleepeaters might eat “up to five times a night” (Epstein).
• If the quotation is more than four lines (or 40 words), then use a block quotation after a colon; indent the complete quotation and do NOT use quotation marks. Note that in a block quotation, the citation reference, in parentheses, goes after the punctuation mark. Remember, with either quotation marks or a block quotation, you must copy the source text exactly as it is in the original.
7) Read the passage from a student essay below and consider how the student has used direct quotations. Ask yourself: Does the student use a quotation only when necessary, or are quotations overused? Does the student provide a proper lead-in to the quote, and is the lead-in language varied? Is the quotation properly punctuated? Then complete the statements about his passage using the fill-in dropdown menu.
(1) Have you noticed that your grandparents tend to forget things more often than you do? (2) The
New York Times
article “Aging in Brain Found to Hurt Sleep Needed for Memory” by Benedict Carey explains, “Scientists have known for decades that the ability to remember . . . declines with age.” (3) However, a new answer has emerged as to why this occurs. (4) “The prefrontal cortex tends to lose volume with age, and that part of this region helps sustain quality sleep, which is critical to consolidating new memories” (Carey). (5) University of California researchers have performed experiments to see how to improve the deep, slow-wave phase of sleep. (6) “The brain moves memories from temporary to longer-term storage during this deep sleep” (Carey). (7) However, how can older people improve the duration and quality of their sleep? (8) By placing electrodes on the scalp, researchers have mimicked high-quality slow waves. (9) According to Matthew Walker, one of the sleep study’s authors, “What we have discovered is a dysfunctional pathway that helps explain the relationship between brain deterioration, sleep disruption and memory loss as we get older—and with that, a potentially new treatment avenue (Anwar)”. (10) However, a person doesn’t need to go to bed with electrodes on his or her scalp to get good sleep. (11) Exercising and cutting out caffeine can also help to stimulate quality deep sleep that helps the brain to save memories.
Sentence (2) a direct quotation.
Sentence (4) a direct quotation.
Sentence (6) a direct quotation.
Sentence (9) a direct quotation.
(DROP BOX: Overuses, drops in, incorrectly punctuates, repeats the introductory phrase in)
If the title of a short story or poem appears in a longer title, use both quotation marks and italics. However, if the title of a short work appears within the title of another short, both double and single quotation marks are required. See below for examples.
Shorter work within a longer work:
A Critical Companion to “Beowulf”
by Andy Orchard
Shorter work within a shorter work: “On 712 [‘Because I could not stop for Death’]” by Allen Tate
8) Which of the following correctly formats the song or poem title below?
My favorite song is ‘Brown Eyed Girl’ by Van Morrison.
My favorite song is Brown Eyed Girl by Van Morrison.
My favorite song is “Brown Eyed Girl” by Van Morrison.
9) Which of the following correctly formats the titles shown below?
I recently read a tasty article by Gabriella Gershenson in
The Wall Street Journal
called “Caesar Salads that Wow: Standout Variations on a Beloved Classic.”
I recently read a tasty article by Gabriella Gershenson in ‘The Wall Street Journal’ called “Caesar Salads that Wow: Standout Variations on a Beloved Classic.”
I recently read a tasty article by Gabriella Gershenson in The Wall Street Journal called Caesar Salads that Wow: Standout Variations on a Beloved Classic.
I recently read a tasty article by Gabriella Gershenson in “The Wall Street Journal” called
Caesar Salads that Wow: Standout Variations on a Beloved Classic
.
10)
Directions

T – THEME AND TEST PRACTICE Traveling Through the Dark by William Stafford Traveling through the dark I found a deer dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: that road is narrow, to swerve might make more dead. By glow of the tail-light I stumbled back of the car and stood by the heap, a doe, a recent killing, she had stiffened already, almost cold I dragged her off, she was large in the belly. My fingers touching her side brought me the reason– her side was warm, her fawn lay there waiting. alive, still, never to be born Beside that mountain road I hesitated Annotate the following poem paying close attention to details that develop the theme. The car aimed ahead its lowered parking lights, under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red, around our group I could hear the wilderness listen. I thought hard for us all – my only swerving – then pushed her over the edge into the river.

Strengthening Relationships amidst Diversity cepting and understanding the people around you amidst your similarities and ferences shows how you appreciate and value them in your lives. Making them feel at you respect them will strengthen your relationship with them. opy the table on a clean sheet of paper. Think of five significant people around you amily, friends, etc.) who made a positive impact in your life in spite of having different jews, interest, culture or values. Then, share ways on showing respect amidst diversity that strengthen your relationship. An example is provided below to serve as your guide. Significant In what way/s In what How did he/she How do you person are you ways are made a show you (name and similar? you positive impact respect and your different? in your life? strengthen your relationship) relationship? Ana, my best We both come She is quite She supports I make sure to friend from a big shy while I everything that I always listen to family. We am an do, motivates her and be with enjoy singing outgoing me to do my her when she and dancing person. best in school. needs ma. together. Processing Questions: 1. How did you feel while doing the activity? 2. What is the importance of recognizing your similarities and differences in strengthening your relationship with others? 3. How will you inspire others to respect individual differences?