Name: ________________________ Class: ___________________ Date: __________
Unit Eight
Directions
Read the following selection. Then answer the questions that follow.
from Tricky Twisters
Jacqueline Adams
Last November 6, a tornado tore through Indiana, killing 23 people. It was the
deadliest tornado to hit the state in more than 30 years. But that was just the
beginning. Six days later, nine twisters whirled through Iowa, followed on
November 15 by a line of thunderstorms that spawned 35 tornadoes across five
states.
The twist: Spring is considered peak tornado season in the U.S., so people
weren't expecting a funnel-filled fall. Plus, some of these twisters sprang up out
of unusual storm systems. New research suggests that tornadoes may arise
from unsuspected storms more often than once thought.
10
Recipe for Disaster
Whether it's springtime or fall, a tornado doesn't just strike out of the clear
blue sky. These whirlwinds form inside of a thunderstorm. Three main
ingredients are needed to cook up a thunderstorm: moist air near the ground,
cold air above, and a trigger to make the moist air rise. “Where the air is forced
to rise, that's where thunderstorms are triggered,” says Paul Markowski, an
atmospheric scientist at the Pennsylvania State University.
The rising air forms a cloud. The condensation, or water that changed from
vapor to a liquid, within the cloud produces warming that is critical to sustain
the thunderstorm.
If a fourth ingredient—wind shear—gets added to the mix, trouble really
brews. That's because these wild winds, which blow at different speeds or
directions at different altitudes, can turn an ordinary thunderstorm into a
supercell—a swirling thunderstorm most likely to produce a twister. Wind
shear causes the air to spin like a rolling pin. Then, the storm's updraft, or
rising warm air, tugs the rolling column of air upward. Scientists think a tug-ofwar between downdrafts, or cool, sinking air, and warm updrafts stretch the
rotating air column into a tornado.
20
Tornado Target
The Great Plains area, which extends from Texas to Nebraska, often
experiences the perfect mix of ingredients for tornadoes, earning the region the
nickname “Tornado Alley” (see map). In this region, warm, moist air blowing
north from the Gulf of Mexico collides with drier air from the high plateaus of
Mexico. This collision, called a dryline, causes the moist air to rise and form
thunderstorms. The gradually sloping terrain of the Great Plains region helps
30
1
ID: A
Name: ________________________
ID: A
produce strong wind shear that's ideal for tornado formation. “Tornado Alley
has more tornadoes than any other part of the world,” says Markowski.
Most of Tornado Alley's twisters form from supercells that develop on
spring afternoons-when the sun's heat has had plenty of time to warm the
surface air. This warmer, less dense air rises, helping to trigger the
40 thunderstorm.
Extra Ordinary
Most of what scientists know about tornado formation comes from
studying supercells in Tornado Alley. But last fall's tornadoes show that
terrible twisters can form anywhere-sometimes even developing from a
completely different type of thunderstorm.
Some of last November's disasters began in a squall line. Unlike a
supercell, this line made up of individual thunderstorms can stretch for
hundreds of miles.
But how much of a threat do squall lines actually pose? To find out, Robert
50 J. Trapp, an atmospheric scientist at Purdue University in Indiana, and his
colleagues studied storm records and radar images of 3,828 tornadoes that
formed in the U.S. from 1998 to 2000. Their findings: Squall lines spin out
tornadoes more often than previously thought, especially in regions outside of
Tornado Alley. Overall, only 18 percent of the tornadoes they studied were
spawned by squall lines. But when the team zeroed in on specific areas, some
of the percentages were much higher. For example, they found that half of the
tornadoes in Indiana-one of the states hit hardest last fall-spun out of squall
lines.
From “Tricky Twisters” by Jacqueline Adams. From Science World, March 6, 2006 issue. Copyright © 2006 by Scholastic Inc.
Reprinted by permission of Scholastic Inc.
2
Name: ________________________
ID: A
Comprehension
Directions
Answer the following questions about the excerpt from “Tricky Twisters.”
____
1. The first paragraph contains which of the following?
a. percentages
b. opinions
c. opinions
d. graphics
____
2. Which statement is the main idea of the second paragraph?
a. Most tornadoes in the United States happen in spring.
b. People must be prepared for tornadoes every day.
c. Tornadoes are sometimes called “twisters.”
d. Scientists have new information about tornadoes.
____
3. The subheading “Recipe for Disaster” refers to what must happen for
a. warm air to rise
b. tornadoes to form
c. thunderstorms to weaken
d. wind to blow at different speeds
____
4. Which statement best summarizes lines 17–19?
a. Clouds form thunderstorms that cause condensation that rises.
b. Rising air forms a cloud of condensation that warms and maintains a storm.
c. Condensation warms air and causes vapor and liquid to rise.
d. Thunderstorms produce vapor that changes into warm condensation in clouds.
3
Name: ________________________
ID: A
____
5. Which text feature helps you find definitions for weather terms?
a. subheadings
b. the title
c. a list
d. italicized words
____
6. Which statement best summarizes lines 37–40?
a. The warm air of spring creates supercells that form most tornadoes in Tornado Alley.
b. The sun triggers thunderstorms that, in turn, cause tornadoes.
c. Spring tornadoes are warmer than those that form in the fall.
d. Tornado Alley’s twisters form only in the spring.
____
7. The graphic aid that appears in this article is a
a. diagram
b. map
c. chart
d. timeline
____
8. The author’s purpose in including the graphic aid is to
a. make the article longer
b. hold readers’ attention
c. highlight an important concept
d. persuade readers to avoid tornadoes
____
9. Which text feature tells you where to look to find out where tornadoes strike?
a. “Tricky Twisters”
b. “Recipe for Disaster”
c. “Tornado Target”
d. “Extra Ordinary”
____ 10. The author’s purpose in including dates, percentages, and other data in lines 49–58 is to
a. entertain
b. show feeling
c. persuade
d. inform
____ 11. You know that the statement “only 18 percent of the tornadoes they studied were spawned by squall lines” is
a fact because it
a. can be proved true
b. includes the author’s ideas
c. is a scientist’s belief
d. describes what someone feels
____ 12. Which main idea does the detail about storms in Indiana in lines 56–58 support?
a. The Great Plains region is also called “Tornado Alley.”
b. Squall lines produce more tornadoes in some areas than in others.
c. Most tornadoes in Tornado Alley form from supercells.
d. Unexpected storms can hit the United States in the fall.
4
Name: ________________________
ID: A
Directions
Read the following selection. Then answer the questions that follow.
In this article, author Peter Tyson ponders why the United States seems to host three-quarters of all the
tornadoes in the world.
from Tornado Country
Peter Tyson
Have you ever stopped to wonder why the Great Plains, and by extension
the country as a whole, gets the lion's share of our annual planetary quota of
tornadoes? I hadn't—mostly, I suspect, because I'm an East Coaster, and for
us tornadoes lie in the realm of the freak occurrence. As we'll see, most people
elsewhere in the world appear to feel similarly about tornadoes.
The answer, I found, is two-fold. It has to do with what you might expect
(climatological conditions in the Great Plains are unparalleled for spawning
tornadoes), but also with what might come as a surprise (very few nations even
bother to record tornadoes). One expert I spoke with believes that even
10 countries that report their worst windstorms may be underreporting by a
factor of seven. And "tornadic events" that get reported as a single tornado
in a country with a nonexistent damage-assessment system might, with a better
such system, be found to have been 10 separate tornadoes—this makes
assigning twister numbers by country even trickier.
The truth is, the U.S. very well may not get three out of every four
tornadoes that occur on Earth; it may just look that way.
Accident of Geography
The Great Plains has been likened to a funnel factory. It possesses all the
ingredients needed to produce, as one expert put it to me, “some hellacious
20 thunderstorms”-the parents of tornadoes. In spring and early summer, warm,
moist air blowing in from the Gulf of Mexico can become trapped beneath a
"lid" of hot, dry air gusting from the high desert region of the Southwest and,
above that, cold, dry air sweeping over the Rockies. Like a lid on a pot of
boiling water, this “convection cap” keeps the warm air from rising. The
pressure builds, until a cold front or other boundary between air masses moves
in and weakens the cap. Quite suddenly, the warm, humid air can burst forth,
billowing upwards at up to 100 miles per hour and swelling into 50,000-foottall thunderstorms in minutes.
Some of these thunderstorms begin rotating through most of their depth.
30 (This happens because of wind shear, a dramatic change in wind speed or
direction over a very short distance.) Called “supercells,” these storms serve as
ideal generators of tornadoes, from those that scrape off a few shingles to those
rare, mile-wide monsters that leave nothing in their wake but cleared concrete
foundations. “No other place on the planet has the source of warm, moist air on
the equatorward side and a wide, high range of mountains extending from north
5
Name: ________________________
ID: A
to south on the west side,” says Harold Brooks, a tornado expert at the National
Severe Storms Laboratory in Norman, Oklahoma. “The Andes aren't as wide
as the Rockies, and the Himalayas don't extend very far from north to south.”
While the Great Plains gets the bulk of American tornadoes, other parts of
40 the country witness them as well. Florida sees more twisters than Oklahoma,
though they're far weaker. Cyclones also strike Colorado, and occasionally a
ripsnorter will touch down in other states. In 1979, I was living in Hartford,
Connecticut, when a tornado raked through nearby Windsor Locks. That
tornado is fifth on a list of tornadoes that have caused at least $200 million in
damage (in inflation-adjusted 1999 dollars). All 50 states, in fact, have
experienced twisters.
All told, about 1,200 tornadoes occur annually in the United States. The
entire rest of the world collectively reports just 200 to 300 every year. Yet only
in this country is the number of reported tornadoes roughly equal to the
50 number of actual tornadoes in any given year. The U.S. began officially
collecting tornado reports back in 1953 and rating tornadoes using the Fujita
Scale 20 years later. No other nation has such a robust or longstanding system.
As a sign of how lackluster tornado reporting is elsewhere, can you name a
single country outside the U.S. where tornadoes regularly occur? I couldn't
before starting this article. In fact, I couldn't remember hearing of a single
tornado that ever struck anywhere else in the world. I'm sure I've heard of
some, but they didn't stick in my mind.
Tornado Countries
Not surprisingly, the planet does have other tornado seedbeds, and some
occasionally germinate twisters to rival the nastiest the U.S. has to dole out. In
raw numbers, Canada probably comes in second to the U.S. The same
climatological regime that brings tornadoes to the southern Great Plains in early
spring moves north through the year to unleash more of the same on western
Canada in July.
60
After the U.S. and Canada, Bangladesh and East India probably get the
most violent tornadoes; they certainly suffer the deadliest. On April 26, 1989,
the most lethal tornado on record swept Bangladesh, killing about 1,300 people,
injuring 12,000, and leaving 80,000 homeless. High population density, flimsy
housing, and a nonexistent tornado warning system mean killer tornadoes are
70 all too common there, says Jonathan Finch, a meteorologist at the National
Weather Service in Dodge City, Kansas, who is an expert on that region's
tornado climatology.
From “Tornado Country” by Peter Tyson, NOVA website. Copyright © 1996-2007 WGBH Educational Foundation. Used by
permission.
6
Name: ________________________
ID: A
Comprehension
Directions
Answer the following questions about the excerpt from “Tornado Country.”
____ 13. The word “believes” reveals that lines 9–11 contain
a. a fact
b. an opinion
c. a statistic
d. a percentage
____ 14. The quotation from a tornado expert in lines 34–38 supports the main idea that conditions in the Great Plains
are
a. perfect for producing tornadoes
b. unlike those in the mountains
c. surprising to tornado experts
d. always windy, hot, and dry
____ 15. The statement that the United States began collecting tornado reports in 1953 is
a. a fact because it results from observation
b. an opinion because it has no source
c. a fact because it can be proved
d. an opinion because it expresses a belief
____ 16. Information that would best fit under the subheading “Tornado Countries” would be about tornadoes in
a. Texas
b. Nebraska
c. Colorado
d. Mexico
7
Name: ________________________
ID: A
____ 17. Which lines include details to support the main idea that countries other than the United States have
dangerous tornado activity?
a. lines 18–28
b. lines 39–46
c. lines 53–57
d. lines 65–68
____ 18. The statistics included in lines 65–68 help you know that the author’s purpose is to
a. explain an event
b. give information
c. change your beliefs
d. express a feeling
Comprehension
Directions
Answer the following questions about both selections.
____ 19. Which feature do both excerpts use to help readers understand where tornadoes occur?
a. list
b. chart
c. diagram
d. map
____ 20. The authors of both articles write mainly for the purpose of
a. describing tornado features to readers
b. informing readers about tornadoes
c. persuading readers to study tornadoes
d. expressing readers’ fears of tornadoes
Short Response
Directions
Write two or three sentences to answer each question on a separate sheet of paper.
21. Summarize the information in the first paragraph of the excerpt from “Tricky Twisters.”
22. Identify two facts that appear in lines 29–38 of the excerpt from “Tornado Country.”
Extended Response
Directions
Write a paragraph to answer this question on a separate sheet of paper.
23. Identify the two main ideas that the author of “Tornado Country” offers to explain why the United States has
more tornadoes than other countries. Provide details from the excerpt that show how the author supports
these main ideas.
8
Name: ________________________
ID: A
Directions
Use context clues and your knowledge of base words to answer the following questions.
____ 24. What is the meaning of the word formation in line 35 of the excerpt from “Tricky Twisters”?
a. creation
b. study
c. movement
d. power
____ 25. What is the meaning of the word especially in line 53 of the excerpt from “Tricky Twisters”?
a. powerfully threatened
b. actually identified
c. increasingly anticipated
d. particular to an area
____ 26. What is the meaning of the word percentages in line 56 of the excerpt from “Tricky Twisters”?
a. costs
b. winds
c. damages
d. proportions
____ 27. What is the meaning of the word occurrence in line 4 of the excerpt from “Tornado Country”?
a. the act of studying the atmosphere
b. a large number of tornado sightings
c. an incident or event
d. a general location in the United States
Directions
Use context clues and your knowledge of suffixes to answer the following questions.
____ 28. What is the meaning of the word specific as it is used in line 55 of the excerpt from “Tricky Twisters”?
a. exact
b. dangerous
c. scientific
d. technical
____ 29. What is the meaning of the word planetary as it is used in line 2 of the excerpt from “Tornado Country”?
a. living on the Great Plains
b. causing the creation of mountains
c. studying the features of plants
d. relating to or involving planets
____ 30. What is the meaning of the word tornadic as it is used in line 11 of “Tornado Country”?
a. relating to tornadoes
b. recording climate changes
c. destroying by windstorms
d. identifying weather patterns
9
Name: ________________________
ID: A
____ 31. What is the meaning of the word dramatic as it is used in line 30 of the excerpt from “Tornado Country”?
a. fantastic
b. powerful
c. rapid
d. intense
Directions
Read the problem-solution essay and answer the questions that follow.
(1) After the school day ends, many Valley Junior High students enjoy spending time together. (2) However
where can students do this? (3) Many have gathered in the parking lot of Tot’s convenience store. (4) The
store owner, Gordon Bancroft, has expressed concern about student loitering. (5) He claims that student
loitering has kept customers from shopping and has hurt sales. (6) As a solution, Valley Junior High needs to
extend the student lounge hours.
(7) Carl Purdy, editor of the valley junior scout courier student newspaper, recently wrote an article
suggesting that students need a safe place to gather after school. (8) Currently this place is Tot’s parking lot.
(9) The parking lot is not a safe gathering place, though. (10) Students need an enclosed area in which they
can sit and talk comfortably, and the student lounge would provide such an area. (11) The student lounge
closes early. (12) If the lounge stayed open later, students could socialize safely.
(13) As Purdy’s article, “a note to valley administration: what your students need,” suggests, Valley students
should have a safe place to gather. (14) Keeping the lounge open would solve the student loitering problem.
(15) It would improve business at Tot’s convenience store. (16) Most importantly, the students of Valley
Junior High would have an area in which to socialize in comfort and safety.
____ 32. Which sentence identifies the problem stated in the introduction?
a. Gordon Bancroft owns Tot’s.
b. Students are loitering in Tot’s parking lot.
c. Tot’s customers need places to park.
d. The student lounge is never open.
____ 33. To punctuate sentence 2 correctly, insert a comma after
a. However
b. where
c. students
d. this
____ 34. Which transition would best connect ideas in sentences 2 and 3?
a. Lately
b. Instead
c. Regardless
d. Undoubtedly
____ 35. Which of the following sentences functions as the essay’s thesis statement?
a. sentence 1
b. sentence 5
c. sentence 6
d. sentence 7
10
Name: ________________________
ID: A
____ 36. Choose the correct way to capitalize the title in sentence 7.
a. valley junior scout Courier
b. valley Junior Scout Courier
c. Valley junior scout courier
d. Valley Junior Scout Courier
____ 37. To punctuate sentence 8 correctly, insert a comma after
a. Currently
b. place
c. Tot’s
d. parking
____ 38. Which sentence best uses precise words to express the problem in sentence 11?
a. Before breakfast, the lounge is closed.
b. The student lounge closes at 2:30 P.M.
c. During break, the student lounge closes.
d. After lunch, the student lounge closes.
____ 39. Which sentence best uses precise words to express the solution in sentence 12?
a. Students could socialize safely if the lounge stayed open until dinner.
b. The student lounge, if kept open later, could be used by students to hang out safely.
c. Students could socialize safely if the lounge stayed open after classes ended.
d. If the lounge stayed open until 4:00 P.M., students could socialize safely.
____ 40. Which detail could you add after sentence 12 to help explain the solution to the problem?
a. Students would eat pizza together.
b. Teachers could assign more homework.
c. They would stay out of Tot’s parking lot.
d. Games in the lounge would be exciting.
____ 41. Choose the correct way to capitalize the title in sentence 13.
a. “A note to Valley Administration: what your students need”
b. “a note to Valley administration: What Your Students Need”
c. “A note to Valley Administration: what your Students need”
d. “A Note to Valley Administration: What Your Students Need”
____ 42. Which detail could you add after sentence 15 to help explain the solution to the problem?
a. Newspapers would be easy to purchase.
b. Soda machines could be placed outside.
c. Banners could be hung in the windows.
d. Customers would quickly return to shop.
____ 43. Which sentence best summarizes the solution to the problem identified in the conclusion?
a. Valley Junior High is a great place to attend school.
b. Extending lounge hours helps Tot’s business and gives students a place to meet.
c. Tot’s convenience store places an emphasis on customer service.
d. Students can buy treats at Tot’s and enjoy them together in the student lounge.
11
Name: ________________________
ID: A
Directions
Read the following quotation. Then read the prompt that follows and complete the writing activity.
“Whatever creativity is, it is in part a solution to a problem.”
- Brian Aldias
44. Prompt: Write a problem-solution essay that solves a problem at your school. Use your own creativity to
think of a solution, as Aldiss would advise.
Now write your problem-solution essay. The following reminders will help you.
Reminders
- Be sure your writing does what the prompt asks.
- State the problem in a clearly worded thesis.
- Explain the causes and effects of the problem.
- Give details to help explain the solution to the problem.
- Conclude by summing up the best solution.
- Check for correct grammar, spelling, and punctuation.
12
ID: A
Unit Eight
Answer Section
1. ANS:
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C
PTS: 1
Unit 8 Test A
D
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Unit 8 Test A
B
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Unit 8 Test A
B
PTS: 1
R.03.8.3.1.PO2
mllit8_2008
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PTS: 1
R.03.8.3.1.PO5
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C
PTS: 1
R.03.8.3.1.PO4 | R.03.8.3.3.PO1
mllit8_2008
C
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Unit 8 Test A
D
PTS: 1
R.03.8.3.1.PO4 | R.03.8.3.3.PO1
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PTS: 1
Unit 8 Test A
B
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R.03.8.3.1.PO1
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Unit 8 Test A
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86fcc66a-dc3b-11dc-8feb-0016cfd7b5f9
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86fced7a-dc3b-11dc-8feb-0016cfd7b5f9
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86ff01b4-dc3b-11dc-8feb-0016cfd7b5f9
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8703c668-dc3b-11dc-8feb-0016cfd7b5f9
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870628c2-dc3b-11dc-8feb-0016cfd7b5f9
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87064fd2-dc3b-11dc-8feb-0016cfd7b5f9
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870676e2-dc3b-11dc-8feb-0016cfd7b5f9
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87088b1c-dc3b-11dc-8feb-0016cfd7b5f9
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8708b22c-dc3b-11dc-8feb-0016cfd7b5f9
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Unit 8 Test A
REF: 870aed76-dc3b-11dc-8feb-0016cfd7b5f9
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1
ID: A
19. ANS: D
PTS: 1
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NOT: mllit8_2008
20. ANS: B
PTS: 1
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21. ANS:
Students may summarize the paragraph in the following way: During a 10-day period last November, 45
tornadoes struck Indiana, Iowa, and other states. At least one tornado was deadly.
PTS: 1
REF: 870d4fd0-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.2.PO6 | W.04.8.2.5.PO1 TOP: Unit 8 Test A
NOT: mllit8_2008
22. ANS:
Responses will vary. Students may identify any two of the following facts: a. Some thunderstorms rotate
through their depth (line 29). b. Wind shear is a dramatic change in wind speed or direction over a short
distance (lines 30–31). c. Rotating storms are called “supercells” and create different kinds of tornadoes.
(lines 31–34). d. The Great Plains has the specific conditions required to produce tornadoes: warm, moist air
on the equator side and a wide, high north-to-south mountain range on the west side (lines 34–37). e. The
Andes and the Himalayas have dimensions that differ from the Rockies, the mountain range that abuts the
Great Plains (lines 37–38).
PTS: 1
REF: 870d76e0-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.5.PO1
TOP: Unit 8 Test A
NOT: mllit8_2008
23. ANS:
Responses will vary. Students should recognize that the two main ideas offered to explain why the United
States has more tornadoes than other countries are that climatological conditions in the Great Plains are
perfect for forming tornadoes and that other countries underreport tornado activity. Students may offer any of
the following supporting details: a. The specific geographic features of the Great Plains allow the area to
produce storms called “supercells” that spawn tornadoes (lines 18–28) b. The United States records 1,200
tornadoes each year, and the rest of the world reports 200 to 300 tornadoes annually (lines 47–57). c.
Tornado reporting in the United States is fairly comprehensive and accurate in contrast to other countries’
reporting systems (lines 53–57).
PTS: 1
REF: 870d9df0-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.2.PO1 | W.04.8.2.1.PO1 | W.04.8.2.1.PO2 | W.04.8.2.1.PO3 | W.04.8.2.1.PO4 |
W.04.8.2.2.PO4 | W.04.8.2.5.PO1 | W.04.8.2.5.PO2 | W.04.8.2.6.PO11
TOP: Unit 8 Test A
NOT: mllit8_2008
24. ANS: A
PTS: 1
REF: 870fb22a-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
25. ANS: D
PTS: 1
REF: 870fd93a-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
26. ANS: D
PTS: 1
REF: 8710004a-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
2
ID: A
27. ANS: C
PTS: 1
REF: 87121484-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
28. ANS: A
PTS: 1
REF: 87123b94-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
29. ANS: D
PTS: 1
REF: 871262a4-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
30. ANS: A
PTS: 1
REF: 871476de-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
31. ANS: B
PTS: 1
REF: 87149dee-dc3b-11dc-8feb-0016cfd7b5f9
STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4
TOP: Unit 8 Test A
NOT: mllit8_2008
32. ANS: B
PTS: 1
REF: 8716d938-dc3b-11dc-8feb-0016cfd7b5f9
TOP: Unit 8 Test A
NOT: mllit8_2008
33. ANS: A
PTS: 1
REF: 87170048-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.6.PO2.f | W.04.8.2.6.PO2.h
TOP: Unit 8 Test A
NOT: mllit8_2008
34. ANS: A
PTS: 1
REF: 87172758-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO5 TOP: Unit 8 Test A
NOT: mllit8_2008
35. ANS: C
PTS: 1
REF: 87193b92-dc3b-11dc-8feb-0016cfd7b5f9
TOP: Unit 8 Test A
NOT: mllit8_2008
36. ANS: D
PTS: 1
REF: 871962a2-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.6.PO1.a.1 | W.04.8.2.6.PO1.a.2 | W.04.8.2.6.PO1.a.3 | W.04.8.2.6.PO1.a.4 |
W.04.8.2.6.PO1.a.5 | W.04.8.2.6.PO1.a.6 | W.04.8.2.6.PO1.a.7 | W.04.8.2.6.PO1.a.8 | W.04.8.2.6.PO1.b |
W.04.8.2.6.PO1.c | W.04.8.2.6.PO1.d | W.04.8.2.6.PO1.e | W.04.8.2.6.PO1.f
TOP: Unit 8 Test A
NOT: mllit8_2008
37. ANS: A
PTS: 1
REF: 871989b2-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.6.PO2.f | W.04.8.2.6.PO2.h
TOP: Unit 8 Test A
NOT: mllit8_2008
38. ANS: B
PTS: 1
REF: 871b9dec-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.3.PO1
TOP: Unit 8 Test A
NOT: mllit8_2008
39. ANS: D
PTS: 1
REF: 871bc4fc-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.3.PO1
TOP: Unit 8 Test A
NOT: mllit8_2008
40. ANS: C
PTS: 1
REF: 871bec0c-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO2 TOP: Unit 8 Test A
NOT: mllit8_2008
41. ANS: D
PTS: 1
REF: 871e0046-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.2.6.PO1.a.1 | W.04.8.2.6.PO1.a.2 | W.04.8.2.6.PO1.a.3 | W.04.8.2.6.PO1.a.4 |
W.04.8.2.6.PO1.a.5 | W.04.8.2.6.PO1.a.6 | W.04.8.2.6.PO1.a.7 | W.04.8.2.6.PO1.a.8 | W.04.8.2.6.PO1.b |
W.04.8.2.6.PO1.c | W.04.8.2.6.PO1.d | W.04.8.2.6.PO1.e | W.04.8.2.6.PO1.f
TOP: Unit 8 Test A
NOT: mllit8_2008
3
ID: A
42. ANS: D
PTS: 1
STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO2
NOT: mllit8_2008
43. ANS: B
PTS: 1
STA: R.03.8.3.1.PO2
NOT: mllit8_2008
44. ANS:
Rubric: Problem-Solution Essay
REF: 871e2756-dc3b-11dc-8feb-0016cfd7b5f9
TOP: Unit 8 Test A
REF: 871e4e66-dc3b-11dc-8feb-0016cfd7b5f9
TOP: Unit 8 Test A
1 States the problem in a clearly worded thesis
2 Explains the causes and effects of the problem
3 Discusses different solutions
4 Gives details to help explain the solution to the problem
5 Makes the importance of the problem clear in the introduction
6 Uses transitions to connect ideas
7 Concludes by summing up the best solution
8 Maintains a tone that is suited to topic, audience, and purpose
9 Uses precise words to express the problem and solution
10 Varies sentence beginnings
11 Uses correct grammar, spelling, and punctuation
PTS: 1
REF: 872062a0-dc3b-11dc-8feb-0016cfd7b5f9
STA: W.04.8.1.2.PO1 | W.04.8.2.1.PO1 | W.04.8.2.1.PO2 | W.04.8.2.1.PO3 | W.04.8.2.1.PO4 |
W.04.8.2.2.PO4 | W.04.8.2.2.PO6 | W.04.8.2.5.PO1 | W.04.8.2.5.PO2 | W.04.8.2.6.PO11
TOP: Unit 8 Test A
NOT: mllit8_2008
4