English II STAAR EOC
Review Guide
This study guide lists the tested skills on the assessment and sample questions to
correlate with those skills. Review the objectives and sample questions to prepare for
your English II STAAR Tests for Reading and Writing.
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EOC Reporting Categories and Sample Questions
Part I: Reading:
A. Vocabulary
B. Literary Text (Poetry, Drama, Fiction, Literary Nonfiction, Theme and Genre,
Sensory Language, Figure 19, Media Literacy, Short Answer)
C. Informational Text (Persuasive, Expository, Procedural Text, Culture and
History, Media Literacy, and Short Answer)
Part II: Writing
A. Revising
B. Editing
C. Composition

Answer Key
An answer key follows the study guide for your review. Read the provided explanation for
each answer.

Rubrics and Writing Sample
Review the attached Short Answer and Composition Rubrics. State-released prompts and
Sample responses are also included.
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Part I: Reading
A. Vocabulary – be able to define words using context clues and dictionary skills
1B: Context Clues – Be able to use context clues within a sentence/paragraph
to determine meaning of the word.
My absent-minded teacher loses his keys, his book, and
his chalk almost every day!
1. What key word in the sentence helps determine the meaning of the word
absent-minded?
A. loses
B. keys
C. teacher
D. book
2. The meaning of the word absent-minded can best be described as—
A. Demanding
B. Intelligent
C. Forgetful
D. Creative
1E: Dictionary Use – Using the dictionary, be able to determine the accurate
denotative/connotative definition of a word as it is used in the passage.
The tender of the flock of sheep watched closely as
a fox came near the field.
3. Read the dictionary entry for the word tender.
tender - /ten-dur/
noun 1. person who cares for something or someone else.
2. a boat that transports a larger boat 3. a form of payment
adjective 4. soft, delicate or sensitive.
Which definition represents the word tender as it is used in the sample
sentence above?
A. Definition 1
B. Definition 2
C. Definition 3
D. Definition 4
B. Literary Text – be able to make complex inferences in poetry, drama, fiction, literary nonfiction;
be able to analyze theme and genre and the use of sensory language
3A Poetry - Analyze the structure and prosody and the graphic elements of poetry
Those Winter Sundays
by Robert Hayden
1 Sundays too my father got up early
And put his clothes on in the blue black cold,
then with cracked hands that ached
From labor in the weekday weather made
blanked fires blaze.
No one ever thanked them.
2 I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
And slowly I would rise and dress,
Fearing the chronic angers of that house
3
Speaking indifferently to him,
Who had driven out the cold
And polished my good shoes as well,
What did I know, what did I know
Of love’s austere and lonely offices?
4. How does the writer organize the poem?
A. By illustrating a narrator’s struggle to deal with the winter cold
B. By depicting a father’s actions during Sunday mornings
C. By showing the narrator’s reflective memories of his father’s sacrifices
D. By describing the winter cold’s effect on the house
5. What is the most likely reason the last line in Stanza 1 is much shorter
than any other?
A. To help the reader form a mental image
B. To emphasize an idea
C. To show the father’s thoughts
D. To suggest that the speaker is being sarcastic
4A Drama – make complex inferences about the structure of drama, including how
archetypes and motifs advance the plot of the play
From “A Raisin in the Sun” by Lorraine Hansberry
WALTER: (Picks up the check) Do you know what this money means to me? Do you
know what this money can do for us? (Puts it back) Mama- I want so many things
MAMA: Yes, son
WALTER: I want so many things that they are driving me kind of crazy. Mama look at me.
MAMA: I'm looking at you. You a good-looking boy. You got a job, a nice wife, a fine boy
WALTER: A job. (Looks at her) Mama, a job? I open and close car doors all day long. I
drive a man around in his limousine - Mama, that ain't no kind of job . . .
(Very quietly) Mama, I don't know if I can make you understand.
MAMA: Understand what, baby?
WALTER: (Quietly) Sometimes it's like I can see the future stretched out in front of me
just plain as day. It’s a looming blank space full of nothing. But it don't have to be.
(Pause. Kneeling beside her chair) Mama sometimes when I'm downtown and I pass
them cool, quiet-looking restaurants where them white boys are sitting back and
talking 'bout things . . . sitting there turning deals worth millions of dollars . . .
sometimes I see guys don't look much older than me
MAMA: Son how come you talk so much ‘bout money?
WALTER: (With immense passion) Because it is life, Mama!
MAMA (Quietly) Oh (Very quietly) So now it's life. Money is life. Once upon a time
freedom used to be life now it's money. I guess the world really do change . . .
WALTER: No it was always money, Mama. We just didn't know about it.
MAMA: No ... something has changed. (She looks at him) You something new, boy. In
my time we was worried about not being lynched and getting to the North if we could
and how to stay alive and still have a pinch of dignity too . . . Now here come you
and Beneatha a talking 'bout things we ain't never even thought about hardly, me
and your daddy. You ain't satisfied or proud of nothing we done. I mean that you had
a home; that we kept you out of trouble till you was grown; that you don't have to ride
to work on the back of nobody's streetcar You my children but how different we done
become.
WALTER: (A long beat. He pats her hand and gets up) You just don't understand, Mama,
you just don't understand.
6. How does the motif of money help advance the plot of the passage?
A. It reflects Mom’s desire to want a better life for her children
B. It symbolizes the better life that Walter is increasingly obsessed
with getting
C. It shows that Walter realizes that money is not the most
important thing in life
D. It validates the importance of charity and donations to the poor
7. Which stage directions help convey Walter’s frustration with life?
A. (Very quietly)
B. (Pause. Kneeling beside her chair)
C. (With immense passion)
D. (She looks at him)
8. How does Momma’s archetypal mothering role help advance the plot?
A. Her dissatisfaction with her son’s life cause him to desire wealth
B. She listens to her son’s frustrations and offers her opinion on
the matter
C. She supports her son’s dream of wanting more money in life
D. She helps Walter understand that racism is a serious threat
9. What universal theme is best expressed in this excerpt?
A. Man’s fear of death
B. Man’s relationship with nature
C. Man’s quest for power
D. Man’s dissatisfaction in life
5A,B,C Fiction – make inferences about the elements of fiction, the contribution of
isolated scenes to the story, the differences in character’s moral dilemmas, and the
connection between forms of narration and tone
The Quilt
1
The unpleasant sensations of feeling chilled from the weather and overheated and exhausted
overtook Nettie. Although she searched the recesses of her mind, there was nothing to
contemplate that would take her mind off her immense weariness. She felt as tattered as the
worn clothes piled high in the mending basket. The laundry was backbreaking labor—all that
water to carry and humongous iron pots to hoist onto the fire. The quilt was immersed and
soaking in the kettle, waiting until Nettie had scrubbed the linen napkins. The napkins, which
made Nettie smile momentarily, in spite of herself, were Mama's way of holding onto her
family traditions of formality, no matter how ridiculous it might seem on the rough prairie. She
always insisted that their mealtimes be observed with some decorum. No one from their
family would wipe their dinner drippings on their sleeve. This seemed a frivolous practice to
Nettie, her prairie-born child—Nettie, the one who invariably did the scrubbing. To her,
Mama's tradition just meant more laundering—more water to carry, more kettles and pots to
hoist, more scrubbing to numb and damage her hands. She yearned for an idyllic location
where she could stretch out her back and melt away her aches in the sunshine. Daydreams
of peaceful slumber clouded her mind.
2
Mama roused her from her musings to help heave the quilt from the ancient kettle. Nettie
watched as the steam escaped into the frosty October air, and her mother grabbed the two
thick branches Papa had whittled and handed one to Nettie. "Now come on, child, and help
me with this quilt. We've practically boiled it to death."
3
Plunging the wooden branches into the kettle, Nettie and her mother maneuvered them
under the quilt to haul the soaking mass out of the pot. Nettie staggered under the
cumbersome weight of the quilt before regaining her balance, but Mama's feet were steady
and sure; as always, this gave Nettie comfort. Mama may have been slight in stature, but she
had the strength of a team of horses. Mama always gave the appearance of being hard and
uncompromising, but her interior was nothing but softness—nothing but a loving and
affectionate soul.
4
Together they hefted the quilt and hung it on the clothesline, which nearly collapsed to the
ground under its heavy burden. Why they needed that ancient quilt was a mystery. You
would have thought Papa had discovered gold when he brought it home from the trading
post, bursting into the cabin and practically flinging it at Mama.
5
Mama's eyes were gleaming, and her smile transformed her face, removing all traces of
hardship and leaving only radiance in its place. "Now, Oliver, I hope that's not the only thing
you brought back."
6
He affectionately kissed her cheek. "There's more in the wagon," he replied and then
collapsed in the chair like the bucket dropping to the bottom of a well.
7
"That pitiful quilt looks like a collection of discarded rags," Nettie heard herself say.
8
"It's an heirloom, Nettie. After some mending and a thorough washing, this handsome quilt
will be magnificent. You won't refer to it as a collection of rags when its encompassing folds
shield you from the harsh winter winds and bitter cold," added Mama in mild reproach.
9
Papa just laughed, finding humor in life's experiences as he always did; his was the way of
the optimist, and he faced every day on the prairie as an adventure to be encountered gladly.
Though the deep creases on his forehead told another story, Papa never indicated that he
felt anything but lighthearted.
10 "Nettie, quit fantasizing and grab an end so we can smooth this beauty out."
11 Nettie's hands were a brilliant crimson, and they stung fiercely, but she took heed and helped
Mama straighten the quilt. Water pooled into a murky puddle as it cascaded from the cloth.
Nettie stepped away gingerly, not wanting to drench her shoes any further in the allencompassing puddle forming under the quilt. That menacing puddle reminded her of what it
felt like when she had to do the washing, as if she were about to submerge herself into the
deepest darkest depths, only to resurface when she had discovered some way to escape
from the tedious task. She looked up, and there was the quilt suspended from the clothesline.
For the first time she saw something other than a collection of patchwork rags. Instead, she
saw beautiful depictions delicately embroidered in the patchwork: a tree in summer, boughs
laden with an abundance of speckled apples; the dark silhouettes of horses at pasture
against a sunset; a portrait of a young girl; waves of golden wheat blanketing fields. Nettie
reached out and traced these pictures with her fingertips. Who knew it was so beautiful? No
wonder Papa had borne it home in triumph; no wonder Mama had spent countless hours
repairing and restoring it. When it was finally dry, that lovely old quilt would surround her in
tenderness and warmth and protect her through all of the frigid prairie winter nights. No
howling wind, no piercing cold could ever touch her again.
10. How does the flashback in paragraphs 4-9 affect the progression of
the plot?
A. The explains the character’s initial reaction to seeing
the quilt
B. It explains why Nettie’s father is in awe of the quilt
C. It documents the events that occur after they are done washing
the quilt
D. It chronicles the complete history of the quilt
11. Which statement describes the point of view and its effect on the story?
A. First-person point of view helps document the mother’s main
internal conflict.
B. Third-person limited point of view allows readers only to know
what Nettie thinks and feels.
C. Second-person point of view gives the reader the feeling of
being in the story and part of the action
D. Third-person omniscient point of view allows the author to tell
the reader what all the characters think and feel.
12. Why is paragraph 11 important?
A. It illustrates Nettie’s unappreciative attitude which fuels the
conflict in the story
B. It marks Momma’s progression as a character which is
provided through imagery
C. It documents a flashback to help establish the theme of the
story
D. It conveys Nettie’s growth and maturity which provides a
resolution in the story
6A Literary Nonfiction – make complex inferences which include the analysis of the
role of syntax and diction and the effect of voice, tone, imagery on forms of nonfiction .
Fish Cheeks by Amy Tan
1
I fell in love with the minister's son the winter I turned fourteen. He was not
Chinese, but as white as Mary in the manger. For Christmas I prayed for this
blond-haired boy, Robert, and a slim new American nose.
2
When I found out that my parents had invited the minister's family over for
Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese
Christmas? What would he think of our noisy Chinese relatives who lacked
proper American manners? What terrible disappointment would he feel upon
seeing not a roasted turkey and sweet potatoes but Chinese food?
3
On Christmas Eve I saw that my mother had outdone herself in creating a
strange menu. She was pulling black veins out of the backs of fleshy prawns.
The kitchen was littered with appalling mounds of raw food: A slimy rock cod
with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu,
which looked like stacked wedges of rubbery white sponges. A bowl soaking
dried fungus back to life. A plate of squid, their backs crisscrossed with knife
markings so they resembled bicycle tires.
4
And then they arrived – the minister's family and all my relatives in a clamor of
doorbells and rumpled Christmas packages. Robert grunted hello, and I
pretended he was not worthy of existence.
5
Dinner threw me deeper into despair. My relatives licked the ends of their
chopsticks and reached across the table, dipping them into the dozen or so plates
of food. Robert and his family waited patiently for platters to be passed to them.
My relatives murmured with pleasure when my mother brought out the whole
steamed fish. Robert grimaced. Then my father poked his chopsticks just below
the fish eye and plucked out the soft meat. "Amy, your favorite," he said, offering
me the tender fish cheek. I wanted to disappear.
6
At the end of the meal my father leaned back and belched loudly, thanking my
mother for her fine cooking. "It's a polite Chinese custom to show you are
satisfied," explained my father to our astonished guests. Robert was looking
down at his plate with a reddened face. The minister managed to muster up a
quiet burp. I was stunned into silence for the rest of the night.
7
After everyone had gone, my mother said to me, "You want to be the same as
American girls on the outside." She handed me an early gift. It was a miniskirt
in beige tweed. "But inside you must always be Chinese. You must be proud
you are different. Your only shame is to have shame."
8
And even though I didn't agree with her then, I knew that she understood how
much I had suffered during the evening's dinner. It wasn't until many years
later – long after I had gotten over my crush on Robert – that I was able to fully
appreciate her lesson and the true purpose behind our particular menu. For
Christmas Eve that year, she had chosen all my favorite foods
13. The tone in paragraph 8 can best be described as -A. hesitant and ashamed
C. reflective and appreciative
B. sentimental and melancholic
D. objective and serious
14. What word choice does the author use to convey her embarrassment
during Christmas dinner?
A. whole steamed fish
C. miniskirt in beige tweed
B. stunned into silence
D. family waited patiently
15. How does the author’s perception affect the imagery used in paragraph 3?
A. She relates her pride in her mom’s cooking by describing the
dishes as appealing.
B. She lists the reasons why the Chinese dishes are popular
among American families.
C. She paints a picture of her mother’s cooking to share her critical
view of her mother as peculiar.
D. She describes the repulsive qualities of the dishes to share her
shares her disappointment in her mother’s strange choices. .
16. What function do the questions serve in paragraph 2?
A. It shows how the writer is eager to expose her Chinese
Christmas tradition with an American family.
B. It describes her feelings about her favorite Chinese dish.
C. It shows the writer’s apprehension about exposing her Chinese
culture to an American family.
D. It conveys the writer’s confusion about her feelings towards
Robert, an American.
2A,B,C Theme and Genre – Draw conclusions about varying themes and genre across
texts, including – comparing and contrasting themes across texts, analyzing archetypes
in mythical literature, and relate figurative language to its setting
17. In what similar ways do the writers convey their themes in “The Quilt”
and “Fish Cheeks”?
A. Allegory is used to teach a moral to the readers
B. Flashbacks are used to explain the origin of a symbolic piece
C. Allusions are used to make references to historical figures
D. Imagery is used to a portray character’s discontent.
18. How do the endings of “The Quilt” and “Fish Cheeks” convey a
similar theme?
A. A person is finally appreciative of something
B. A person is able to value a family heirloom
C. A person regrets being ashamed of their culture
D. A person never fully understands the importance of family
19. In “Those Winter Sundays,” how is the metaphor in the last line in
Stanza 2 appropriate for the setting?
A. Winter represents the father’s characteristics
B. Winter embodies a peaceful disposition
C. Winter is considered a destructive force
D. Winter is perceived differently by all characters
7A Sensory Language – Make complex inferences about the author's sensory language
and explain the function of symbolism, allegory, and allusions in literary works.
20. In “The Quilt,” what does the napkin symbolize to the mother?
A. More scrubbing and laundering
B. Family unity
C. All that’s left of a family inheritance
D. A more civilized existence
21. In “Those Winter Sundays,” what language element creates imagery?
A. The strong adjectives
B. The rhyme scheme
C. The use of dialogue
D. The rhetorical questions
Figure 19B Inferences – Make complex inferences about literature in individual texts
and across multiple texts
22. In “Those Winter Sundays,” what word best describes the writer’s tone in the
last stanza?
A. Agitated
C. Regretful
B. Sarcastic
D. Eager
23. “Those Winter Sundays,” what is the purpose of paragraph 1?
A. Establish the narrator’s internal conflict
B. Establish the setting’s contrast to the cold
C. Establish the father’s sacrifice for his family
D. Establish the narrator’s shame for his father
24. In “Those Winter Sundays,” how does the story’s setting affect the poem?
A. It represents the struggles the father endures to protect the
narrator
B. It symbolizes the narrator’s negative attitude
C. It shows the father’s agitation when dealing with his son
D. It illustrates the desire for the narrator to stay warm
25. In “Fish Cheeks,” what word best describes the narrator’s tone during the
Christmas dinner?
A. Agreeable
C. Open-minded
B. Indifferent
D. Condescending
Paired Selection Sample Questions
26. What literary element do “Raisin in the Sun” and “Fish Cheeks” rely on to
convey the writer’s message?
A. Allusions
C. Dialogue
B. Setting
D. Allegory
27. What theme is found in both “The Quilt” and “Fish Cheeks”?
A. Admiring the history in an object
B. Realizing the value of something
C. Relying on religion to overcome obstacles
D. Giving in to peer pressure
Short Answer: - be able to make complex inferences about text and use textual
evidence to support your claim
28. In “Fish Cheeks,” how are the fish cheeks symbolic?
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29. How are the roles of the mothers similar in both “Raisin in the Sun” and “The
Quilt”?
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12A,D Media Literacy – analyze images and graphics and compare the message and
tone to the literary text.
30. How does the image reinforce Walter’s view of money in “Raisin in the Sun”?
A. Money is not an important factor in life
B. Money can make people happy
C. Earning money requires sacrifices
D. Money causes conflict among family members
C. Informational Text – be able to make complex references in expository, persuasive and
procedural texts. Analyze informational text for culture and history.
10A Persuasive Text - make inferences about persuasive text, including explaining shifts
in argument and evaluating the support used in each viewpoint
Hot Hands
by Stephen Jay Gould
Everybody knows about “hot hands” in basketball. Most people accept the
phenomenon. You get that touch, build confidence; all nervousness fades, you
find your rhythm; swish, swish, swish. Basket after basket falls in.
Most people attribute the hot hands phenomenon to the old maxim:
"When you're hot, you're hot; and when you're not, you're not." So when
someone gets “hot,” they simply cannot be stopped.
The only problem is that no such phenomenon exists. The Stanford
psychologist Amos Tversky studied every basket made by the Philadelphia 76ers
for more than a season. He found, first of all, that probabilities of making a
second basket did not rise following a successful shot. Moreover, the number of
"runs," or baskets in succession, was no greater than what a standard random,
or coin-tossing, model would predict.
Of course Larry Bird, the great forward of the Boston Celtics, will have
more sequences of five than Joe Airball--but not because he has greater will or
gets in that magic rhythm more often. It’s not because he has those “hot
hands.” Larry just has longer runs because his average success rate is so much
higher, and random models predict more frequent and longer sequences. Joe
Airball, on the other hand, has a lower success rate and is expected to be less
successful in his shots.
The phenomena of “hot hands,” therefore, is fairly arbitrary and does not
serve as a predictability measure. To determine whether a player will make a
shot, one must consider the player’s successive rate, not whether or not he
made the last shot.
31. The primary support for the author’s argument about “hot hands” is --
A.
B.
C.
D.
A popular, accepted maxim
A study conducted by a psychologist
An explanation on the concept of “hot hands”
A biography on successful players
32. How is paragraph 4 important in advancing the author’s argument?
A. The writer argues that gifted players rely on their “hot hands” for
their success.
B. The writer intends to honor one of the greatest players of all time,
Larry Bird.
C. The writer uses two player’s success rates to show that having
“hot hands” is a myth.
D. The writer encourages Joe Airball to play more basketball to
increase his successive rate.
9A,B,C Expository Text – make inferences about expository text, including distinguishing
between a summary and a critique, distinguishing among different types of evidence, and
making inferences about its organizational pattern
Internet Plagiarism
Not all thieves lurk in dark alleys and parks. Some sit with their faces lit by the glow of
their computer monitors, copying, pasting, and printing.
It may seem like just another helpful source of information, but the Internet has taken
the theft of “intellectual property” to a new level. Part of the problem is that most students
don’t really know the exact definition of plagiarism or its consequences. Some say that using
someone else’s ideas without attributing them is a form of theft, but most people don’t think
of it as a serious crime.
For teachers, Internet plagiarism has been especially problematic compared to “theft”
from other sources. This is because it is so difficult to locate the origin of Internet material.
English teacher Barbara Swovelin said, “With all the info that’s on the Internet, it’s
understandable that we go to it to get information. It’s understandable that people would use
it as a resource. The legal and moral issues come in when students use it improperly.”
To counter student plagiarism, Internet services designed to detect copied material
have emerged to aid teachers. One Internet company, TurnItIn.com, has developed a
system for detecting material plagiarized from the Internet. Teachers can upload student
works onto the site, which searches for similarities to material from all over the Web. This
service helps catch the material that has been plagiarized.
“The threat of using [these programs] will stop a lot of students. They will be afraid
they’ll be caught. Unfortunately, fear is what works,” English teacher Judy Grear said.
The thieves are out there, and they aren’t wearing stocking caps. They’re not robbing
banks; they’re stealing words.
33. Which of the following provides the best summary of the selection?
A. Turnitin.com, an internet service, allows teachers to see
whether a student plagiarized material or not. Students submit
their work through the service site and it is then compared to
other online sources to check for originality.
B. Internet plagiarism is a type of theft that has become a prevalent
problem. Students are either not aware of what plagiarism is or don’t
think it’s a serious crime. However, there are internet services that
can help detect plagiarism and possibly deter it.
C. The passage does not address the statistics on plagiarism so it is
difficult to realize how big of a problem really is. Although there are
services that help catch plagiarism and, therefore, deter it, these
programs are not very affordable.
D. There are many types of internet plagiarism. It may involve
stealing words or ideas without citation. Because there are so
many types of plagiarism, it is impossible to address this problem.
34. The author organizes this essay by-A. Providing examples of types of plagiarisms teachers encounter
B. Detailing the problem of internet plagiarism and a possible solution
C. Suggesting possible reasons why students plagiarize
D. Surveying the history of internet use and its accessibility
11A,B Procedural Text – evaluate procedural text for clarity of its graphics and
visual appeal; synthesize information from graphical sources to draw conclusions
about ideas presented
Types of Plagiarisms
35. What conclusion can be made about the graph above?
A. Citation plays no part in avoiding plagiarism.
B. Plagiarism can occur even when it is not intentional.
C. Plagiarism is prevalent among high school students.
D. All research notes should be written paraphrased.
8A Culture and History – analyze the controlling idea and specific purpose of a passage
36. What is the purpose of “Internet Plagiarism”?
A. To report on the problem of plagiarism and a possible step to detect
and deter it
B. To examine the reasons why students chooses to plagiarize in school
C. To provide data on the number of plagiarism accounts in the country
D. To encourage the development of plagiarism detection programs
37. In “Internet Plagiarism,” how do the teachers’ quotes support the writer’s
controlling idea?
A. They share statistical data regarding the use of the internet in school
B. They relate examples of how their students were caught plagiarizing
C. They are able to comment on the need to teach plagiarism rules.
D. They help validate the idea that plagiarism is a growing problem
Part II Writing
A: Revising: 13C, 15A, 16A-F: be able to improve drafts paying attention to word choice,
language, sentence variety, and subtlety. Look for effective organization, thesis statement,
transitions, and the use of relevant details
1) Our school district is considering instituting a twelve-month school year.
(2) I believe this is a bad idea. (3) Many high school students have full-time
summer jobs, which they count on for spent money throughout the school year
and savings for college. (4) Without full-time summer work, some students may
not be able to attend college. (5) While students may work part time during the
school year, it is difficult to keep up with work, studies, and obligations. (6) To do
so year-round without a break could be damaging, physically and mentally. (7)
Many families count on their summer vacation time together. (8).Some feel,
however, that this proposed change would be beneficial to some. (9) They say
more material could be covered over a twelve-month period than currently.
38. What transition can be added at the beginning of Sentence 7 to make the
paragraph more cohesive?
A. After all,
C. Consequently,
B. Furthermore,
D. For example,
39. What sentence can replace the thesis in Sentence 2 to make it more specific
and sophisticated?
A. This needs to be reconsidered because it is a bad idea.
B. This is a bad idea because many people will suffer when this idea
becomes reality.
C. This idea will create extreme hardships for both students and
families in the area.
D. I don’t agree with this idea because it will cause many problems.
40. What sentence can be added before Sentence 8 to expand on the details of
Sentence 7?
A. They plan months in advance to take a trip to fun places like
Disneyworld or to visit family who live far away.
B. Some cannot afford to take vacations, so the twelve-month school
would not affect them. .
C. They like to skip school and work to be able to spend more time
together during their vacation.
41. What sentence can be added at the end to have a more effective conclusion?
A. This is a reason why the twelve-month school year should be
implemented.
B. There may be better test exam scores and more material is able to
be covered throughout the year.
C. However, the twelve-month school year could severely harm both
students and families.
B. Editing: 13D, 17A, C, 18A, B, 19A – edit essays for grammar, mechanics, and
spelling; use and understand functions of parts of speech; use a variety of
correctly structure sentences; use conventions of capitalization, correct
punctuation, and correct spelling
My Most Prized Possession
(1) In my old, battered black wallet, I carry many things, a letter from a
friend, my lunch ticket, my social security card, and other small items. (2) There
is one thing however, which I prize above all my possessions. (3) It is a small,
weathered photograph of a girl named Emily Stevenson.
(4) We first met almost four years ago when I moved to Vancouver. (4)
It was my first day, and the school was the largest I had ever been to.
(5) With wobble eyes, I walked into my first class slightly late. (6)
Looking around, noticing several people staring at me. (7) I caught a glimpse of
an empty desk and made my way to it. (8) Before I knew it, a tall, muscular
blond boy slams his things on that same desk.
(9) I froze until a red headed girl in glasses took my things from my
arms and placed it on a desk next to hers. (10) Sensing how nervous I was,
she smiled and made small conversation.
(11) The rest of the day, this girl walked me to my classes and let me sit
with her and her friends during lunch. (12) She soon became my best friend.
(13) Years later, those memories embodied within that aged photograph is my
most-prized possession. (14) It reminds me that it is possible to have good
friends.
42. What change if any should be made to Sentence 1?
A. Delete the comma after old
B. Change the comma after things to a colon
C. Delete the comma after card
D. Make no change
43. What change needs to be made to Sentence 2?
A. Change There to Their
B. Add a comma after thing
C. Change prize to price
D. Change possessions to possession’s
44. What change should be made to sentence 6?
A. Change Looking to I look
B. Change noticing to I noticed
C. Change several to severul
D. Change staring to starring
45. What change, if any, should be made to Sentence 9?
A. Change red headed to red-headed
B. Add a comma after arms
C. change hers to her’s
D. No change is needed
46. What change needs to be made to Sentence 13?
A. Change memories to Memories
B. Change is to are
C .Change my to mine
D. No change is needed
C. Composition: 13B, C, D, 16A-E Persuasive Writing
 Structure ideas in a persuasive way and develop drafts that include transitions
and rhetorical devices;
 Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning depending on purpose and audience;
 Edit drafts for grammar, mechanics and spelling
 Write a persuasive essay of sufficient length that
o Has a clear thesis supported with precise and relevant evidence
o Offers divergent views
o Is organized according to purpose, audience, and context
o Organizes structure according to purpose
o Includes appropriate language and rhetorical devices
Released Sample Prompt
Read the following quotation.
Authentic patriotism is not about you, what you
believe or what you think is right. . . . Authentic
patriotism is not an opinion. It is an action.
—Stephen Kiernan
Think carefully about the following statement. Some people define themselves by what
they believe, while others allow their actions to speak for them.
Write an essay stating your position on which is more important: what a person thinks
or what a person does.
Be sure to —





state your position clearly
use appropriate organization
provide specific support for your argument
choose your words carefully
edit your writing for grammar, mechanics, and spelling
Written Compositions
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Answer
Rationale
1.
A
The action “loses” explains the teacher’s characterization.
2.
C
Forgetful because he loses things.
3.
A
The person is protecting his sheep by watching out for foxes.
4.
C
5.
B
6.
B
The narrator reflects on his depiction of his father and regrets his not
being appreciative.
When comparing it to the previous long statements, it stands out and
emphasizes the idea.
He thinks money can buy happiness.
7.
C
He screams to his mother about his dissatisfaction.
8.
B
She offers him advice during his struggles.
9.
D
Walter assumes money is the only way to be happy.
10.
A
11.
B
12.
D
13.
C
14.
B
15.
D
Nettie is unimpressed with the quilt, while her parents are in awe of
it.
Nettie’s thoughts and feelings are emphasized and her perception
of her parents as well.
Nettie’s new appreciation for the quilt and the hard work her mother put
into repairing it demonstrates a mature response.
She shares her realization and appreciation towards her tradition
and parents.
She places judgment on her traditions thinking Americans would
do the same and is stunned in silence.
She focuses on the strangeness of food choices and seems embarrassed
16.
C
17.
D
The reader is able to feel a sense of her insecurity and possible
embarrassment since her traditions are not like Robert’s
They are both feeling unhappy about something.
18.
A
They both learn to appreciate something.
19.
C
Winter is depicted as angry, showing a destructive force.
20.
D
Mother wants a hint of formality at dinner, despite their background.
21.
A
Adjectives like cracked, blanketed, splintering, and chronic are used.
22.
C
He regrets not noticing or appreciating his father’s sacrifices.
23.
C
24.
A
25.
D
26.
C
It establishes the cold and the sacrifices the father makes to keep
the cold out.
He aims to protect his family by making sacrifices and dealing with the
frigid temperatures himself.
The narrator seems ashamed and places judgment on her traditions
in a condescending manner.
Characters are able to speak and converse with each other in both
selections.
Answer
Rationale
27.
B
28.
Short Answer
29.
Short Answer
30.
B
31.
B
They both learn to appreciate something –a dinner/tradition - the quilt
and/or the warmth it will provide.
See rubric (Possible symbolic references: fish cheeks could represent
family tradition, loyalty to your background, pride in your culture, etc)
See rubric (Possible comparisons: Both moms encourage their off
spring, act as mentors and teachers, encourage a change in attitude,
act as role models, etc)
The character’s facial expression suggests happiness brought about
by money.
Paragraph 3 mentions the psychologist who headed the study
32.
C
Both players show how having hot hands is a myth.
33.
B
34.
B
35.
B
36.
A
37.
D
38.
B
Expository summaries include the main idea and the supporting details
included in the passage.
The text first states the problem then it provides alternatives to help
address the issue.
Some errors can lead to plagiarism, like accidentally deleting sources
in the drafting stage.
The purpose of an expository text is to report or explain. In this case, it
reports on the growing problem of plagiarism.
Quotations help support the writer’s position that there is indeed a
problem in the classrooms. Thus, teachers wouldn’t be commenting on
its existence and possible solutions.
Transition to add a new detail and support is needed.
39.
C
New thesis focuses on the position and evidence stated in the text.
40.
A
Sentence expands on why families need summers off.
41.
C
Concluding sentence restates thesis: position and support.
42.
B
A colon is needed before a list is provided.
43.
B
A comma is needed to set off transitional devices.
44.
B
45.
A
Change is needed to turn a fragment into a complete sentence by adding
a Subject and Verb.
Compound modifiers before a noun need to be hyphenated.
46.
B
A compound subject needs a plural verb.
Score Point 3
Exemplary
Score Point 2
Sufficient
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□
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Score Point 0
Insufficient
Score Point 1
Partially Sufficient
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□
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□
□
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Short Answer Rubric
Single-Selection Response
The idea is perceptive and reflects an awareness of the complexities of the text.
The student is able to develop a coherent explanation of the idea by making
discerning connections across the text.
The text evidence used to support the idea is specific and well chosen. Overall, the
evidence strongly supports the validity of the idea.
The combination of the idea and the text evidence demonstrates a deep
understanding of the text.
The idea is reasonable and goes beyond a literal reading of the text. It is explained
specifically enough to show that the student can make appropriate connections
across the text and draw valid conclusions. The text evidence used to support the
idea is accurate and relevant.
The idea and text evidence used to support it are clearly linked.
The combination of the idea and the text evidence demonstrates a good
understanding of the text.
These responses have one of the following characteristics.
The idea is reasonable, but the response contains no text evidence. The idea is
reasonable, but the text evidence is flawed and does not adequately support the
idea. Text evidence is considered inadequate when it is
 only a general reference to the text,
 too partial to support the idea,
 weakly linked to the idea, or
 used inappropriately because it wrongly manipulates the meaning of the text.
The idea needs more explanation or specificity even though it is supported with text
evidence.
The idea represents only a literal reading of the text, with or without text evidence.
The idea is not an answer to the question asked. The idea is incorrect because it is
not based on the text.
The idea is too general, vague, or unclear to determine whether it is reasonable.
No idea is present. Sometimes the response contains only text evidence. At other
times there appears to be an idea; however, this idea cannot be considered an
answer to the question because it merely repeats verbatim, or “echoes,” the text
evidence.
Score Point 3
Exemplary
□
□
□
Score Point 2
Sufficient
□
□
□
Score Point 1
Partially Sufficient
□
□
□
□
□
Score Point 0
Insufficient
□
□
□
Short Answer
Paired-Selection Response
For both selections, the idea is perceptive and reflects an awareness of the
complexities of the text. The student is able to develop a coherent explanation
of the idea by making discerning connections across both selections.
For both selections, the text evidence that is used to support the idea is specific
and well chosen. Overall, the evidence strongly supports the validity of the idea.
For both selections, the combination of the idea and the text evidence
demonstrates a deep understanding of the text.
For both selections, the idea is reasonable and goes beyond a literal reading of
the text. It is explained specifically enough to show that the student can make
appropriate connections across the selections and draw valid conclusions. For
both selections, the text evidence that is used to support the idea is accurate
and relevant.
For both selections, the idea and text evidence used to support it are clearly
linked.
For both selections, the combination of the idea and the text evidence
demonstrates a good understanding of the text.
The idea is reasonable for both selections, but the response contains no text
evidence (from one or both selections). The idea is reasonable for both
selections, but the text evidence (from one or both selections) is flawed and
does not adequately support the idea. Text evidence is considered inadequate
when it is
 only a general reference to the text,
 too partial to support the idea,
 weakly linked to the idea, or
 used inappropriately because it wrongly manipulates the meaning of the
text.
For one or both selections, the idea needs more explanation or specificity even
though it is supported with text evidence from both selections.
For one or both selections, the idea represents only a literal reading of the text,
with or without text evidence (from one or both selections).
The response contains relevant textual evidence from both selections, but the
student offers an idea that is reasonable for only one selection.
The response contains an idea and relevant text evidence for both selections,
but the idea for one selection contains an inaccuracy.
For one or both selections, the idea is not an answer to the question asked.
The idea is incorrect because it is not based on one or both selections.
For one or both selections, the idea is too general, vague, or unclear to
determine whether it is reasonable.
No idea is present from either selection. Sometimes the response contains only
text evidence from one or both selections. At other times there appears to be
an idea; however, this idea cannot be considered an answer to the question
because it merely repeats verbatim, or “echoes,” the text evidence.
State-Released Sample Scored Responses for Persuasive Composition
Read the information in the box below.
Some argue that our so-called information age is really
an “interruption age.” With smart phones in hand, we spend
much of the day texting, tweeting, and surfing the Web. Rather
than concentrating on big issues, we fill our heads with the
trivia and gossip that interrupts our attention. So much
information passes our way that we have trouble remembering
any of it.
Do you believe that instant communication is helping or hurting us? Think carefully about
this question.
Write an essay stating your position on whether you believe that we live in an information
age or an interruption age.
Be sure to—
•
•
•
•
•
state your position clearly
use appropriate organization
provide specific support for your argument
choose your words carefully
edit your writing for grammar, mechanics, and sentences
Sample Student Response
Texting has become like breathing. We do it constantly and can almost not function
without it. With the huge amount of technology and instant communication we have today,
dependency on smart phones, computers, etc. has become detrimental to human beings.
The vast amount of useless information available has become harmful to us socially as well
as intellectually.
The “information age” has changed the way we interact with each other. Our
dependency on technology to communicate with each other is so great that holding a simple
conversation with a person has become impossible. In restaurants and other public places,
couples and groups of friends have their phones out – texting, calling, tweeting,
facebooking, you name it. It’s become an obsession. Not only have our toys affected the
way we communicate, but they have also affected the way we think.
People’s past times today are commonly spent on the Internet or on their phones
rather than with a book or with family. We’ve lost interest in the things that stimulate our
minds and turned our attention towards things that preoccupy us, filling our heads with
useless information. Our focus has turned away from the beneficial and towards the
unimportant.
As cool as modern technology may be, it has caused our world to change completely
– and not for the better. Our time has become constantly wasted.
Handwritten paper is 26 lines.