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MISSOURI ASSESSMENT
PROGRAM PRACTICE
EMCParadigm Publishing Saint Paul, Minnesota
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Staff Credits
Editorial
Design
Laurie Skiba
Managing Editor
Shelley Clubb
Production Manager
Brenda Owens
Editor
Jennifer Wreisner
Design Coordinator
Nichola Torbett
Associate Editor
Lisa Beller
Design and Production Specialist
Becky Palmer
Associate Editor
Jennifer J. Anderson
Associate Editor
Valerie Murphy
Editorial Assistant
Cover Credits
Cover Designer: C. Vern Johnson
Watson and the Shark [Detail], 1778. John Singleton Copley. Museum of Fine Arts, Boston.
Something on the Eight Ball [Detail], 1953. Stuart Davis. Philadelphia Museum of Art.
Aspects of Negro Life: From Slavery through Reconstruction [Detail], 1934. Aaron Douglas. Schomberg
Center for Research in Black Culture, New York.
Sample: WWY212952
ISBN 0-8219-2924-0
© 2003 EMC Corporation
All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without permission from the publisher.
Published by EMC/Paradigm Publishing
875 Montreal Way
St. Paul, Minnesota 55102
800-328-1452
www.emcp.com
E-mail: [email protected]
Printed in the United States of America.
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Test-Taking Skills Practice Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Preparing for Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Answering Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Answering Reading Comprehension Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Finding the Main Idea or Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Answering Constructed-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Responding to Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Analyzing a Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Planning Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Drafting Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Revising Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Grade 11 MAP Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Unit 1 Test
Reading (“‘Follow the Drinking Gourd’ and the Underground Railroad”) . . . . . . . . . . . . . . . . . . . . . . . . .35
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Unit 2 Test
Reading (from “Sinners in the Hands of an Angry God”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Unit 3 Test
Reading (from Crisis, No. 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Unit 4 Test
Reading (“The Real Beatrice?”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Unit 5 Test
Reading (from Incidents in the Life of a Slave Girl, Seven Years Concealed) . . . . . . . . . . . . . . . . . . . . . . . . .78
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
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Unit 6 Test
Reading (“The Story of an Hour”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Unit 7 Test
Reading (“Patterns”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Unit 8 Test
Reading (“A Legacy Preserved: Alice Walker and Zora Neale Hurston”) . . . . . . . . . . . . . . . . . . . . . . . . .112
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116
Unit 9 Test
Reading (“Modern American Drama”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Unit 10 Test
Reading (“The Postwar Literary Scene”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
Unit 11 Test
Reading (Inaugural Address) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
Unit 12 Test
Reading (“American Culture from the 1980s into the Future”) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
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Introduction
The EMC Masterpiece Series, Literature and the Language Arts textbook program has been designed to
address the competencies assessed by the Missouri Assessment Program (MAP) test. Competencies are
developed throughout the program, giving students the opportunity to internalize them through multiple
practice opportunities. The Test-Taking Skills Worksheets and MAP Practice Tests in this book are only a
small part of this practice.
AN INTEGRATED APPROACH
Carefully constructed practice opportunities for reading and writing are integrated throughout the
Literature and the Language Arts textbook program. Development of these skills is outlined in the Lesson
Plans book, located in the Literacy Resource binder. There you will find a comprehensive list of integrated
reading, writing, and other communication arts activities.
The Reading Strategies Resource, also located in the Literacy Resource binder, is specifically designed to
help Missouri students internalize the reading strategies they need, not only to succeed on the MAP and
other standardized tests, but to become proficient, lifelong readers. The Reading Strategies Resource covers
eight reading strategies that help students monitor their comprehension as they read the selections in the
textbook and answer reading comprehension questions after reading.
Each Reading Strategy Mini-Lesson helps students work through a textbook selection by focusing on one
specific reading strategy that they learn to use before, during, and after reading. A fix-up strategy is
provided for students who need extra help. Work with the reading strategy culminates with a Test Practice
page in which students are asked to demonstrate their successful use of the reading strategy by answering
sample multiple-choice and constructed-response questions. Questions focus on:
• Making inferences
• Drawing conclusions
• Interpreting visual material
• Finding the main idea
• Analyzing a text’s organizational features
• Understanding sequence
• Evaluating the author’s purpose
• Understanding point of view
• Classifying and reorganizing information
• Distinguishing fact from opinion
• Comparing and contrasting
• Determining cause and effect
• Understanding literary devices
The Teaching Notes for each Reading Strategy Mini-Lesson include sample think-aloud discussions that
model effective ways to approach each standardized test question.
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Writing practice can be found in the Guided Writing lessons at the end of each unit, in the Writer’s
Journal prompts following each selection, and on the Selection Tests and Unit Tests. Writing tasks stress
the importance of prewriting prior to drafting, even in timed writing situations.
MISSOURI ASSESSMENT PROGRAM PRACTICE BOOK
In addition to the assessment practice integrated throughout the core components of Literature and the
Language Arts, test practice can be found in Missouri Assessment Program Practice books, available for
grades six through twelve in print and downloadable online (www.emcp.com) formats.
TEST-TAKING SKILLS WORKSHEETS. This book contains a set of test-taking skills worksheets that help students
use the strategies and skills they develop as they work through the Literature and the Language Arts
program to succeed on standardized tests. These worksheets cover such topics as making inferences, using
context clues, and finding the main idea; they also give students tips on answering multiple-choice,
constructed-response and writing-prompt questions. Each worksheet contains instruction followed by
multiple practice opportunities.
SAMPLE MAP TESTS. You will also find in this book twelve practice tests integrated with the twelve literature
units in the textbook. Each practice test contains a reading passage related to the unit, followed by
multiple-choice and constructed-response reading comprehension questions. As on the actual MAP,
constructed-response questions progress from recall or low-level interpretation to various higher-level
thinking tasks.
Following the reading test for each unit is an independent essay prompt for writing practice. These writing
tests follow the same format as Session Two of the MAP.
MAP PRACTICE SCORING GUIDE. Based on actual MAP scoring procedures, the Scoring Guide at the back of
this book includes correlations to the Show-Me Content and Process Standards, scoring criteria, and
sample top-score-point responses for all test-taking skills worksheet and MAP reading practice items. The
MAP Writing Scoring Guide is provided for evaluating writing responses.
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Test–Taking Skills Practice Worksheets
PREPARING
FOR
TESTS
Standardized tests like the MAP and others are a common part of school life. These guidelines will help
you prepare for and take a variety of tests.
TEST-TAKING TIPS
Preparing for a Test
Taking a Test
• Pay attention in class. Exercises and activities
throughout the year practice skills that will
benefit you on standardized tests.
• Know what to expect. Your teacher can
provide you with information about the tests
you will be taking.
• Get plenty of sleep the night before the test
and eat a healthy breakfast in the morning.
• Arrive on time. Running late can raise your
stress level and hurt your performance.
• Read directions and questions carefully.
• Consider every choice. Don’t be fooled by
distractors, or answers that are almost correct.
• Spend test time wisely. Within each section,
answer the easiest questions first and come
back to the more difficult questions later.
• Make sure to record your answer on the correct
line of the answer sheet. As you mark each
answer, ask yourself “Am I on the right question
number in the right section of the test?” and “Is
this the answer I mean to mark?”
• Use any extra time to check your work.
EXERCISE
Test-Taking Strategies
Write a brief response to each set of suggestions above. Do you use these strategies now? Which would
help you most on your next test?
1. Preparing for a test
2. Taking a test
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ANSWERING MULTIPLE-CHOICE QUESTIONS
On many standardized tests, including Session Three of the Missouri Assessment Program (MAP) test,
questions are multiple-choice and have a single correct answer. The guidelines below will help you answer
these kinds of questions effectively.
TIPS FOR ANSWERING MULTIPLE-CHOICE QUESTIONS
Read each question carefully. Pay special attention to any words that
are bolded, italicized, written in all capital letters, or otherwise
emphasized.
Read all choices before deciding on the answer.
Eliminate any answers that do not make sense, that disagree with what
you remember from the passage, or that seem too extreme. Also, if
two answers have the same meaning, you can eliminate both.
Beware of distractors. These are incorrect answers that look attractive
because they are partially correct, they contain a common
misconception, or they apply the right information in the wrong way.
Distractors are based on common mistakes students make.
Rule out incorrect answers; then choose the answer that is most
accurate or complete. Pay special attention to choices such as none of
the above or all of the above.
If a question seems too difficult, skip it and come back to it later. Keep
in mind, though, that most tests allow you to go back only to
questions within a section.
To make sure your answers are scanned accurately, be sure to fill in all
circles solidly.
EXERCISE
Answering Multiple-Choice Questions
Read the Nobel Prize Acceptance Speech by William Faulkner on pages 586–587 of your textbook. Then
select the best answer to each of the following questions.
1. What is the purpose of Faulkner’s speech?
A. to explain how he became a writer worthy of the Nobel prize
B. to inspire young writers
C. to persuade listeners to buy his books
D. to inform listeners of the dangers of living in modern times
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2. To what audience does Faulkner speak in this speech?
A. the Nobel committee
B. writers of his own generation
C. young writers
D. politicians who control the world’s future
3. What, according to Faulkner, is the greatest obstacle to writing?
A. fear
B. compassion
C. pity
D. lust
4. What, according to Faulkner, is the writer’s duty?
A. to record human history
B. to preserve the human spirit
C. to ignore the danger in the world
D. to capture victories without hope
5. The word acclaim in the first paragraph means
A. recognition
B. payment
C. review
D. written endorsement
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ANSWERING READING COMPREHENSION QUESTIONS
Reading comprehension questions ask you to read a short piece of writing and answer several questions
about it. To answer reading comprehension questions, follow these steps:
1. Read through all the questions quickly.
2. Read the passage with the questions in mind.
3. Reread the first question carefully.
4. Scan the passage to look for key words related to the question. When you find a key word, slow
down and read carefully.
5. Answer the question.
6. Repeat this process to answer the rest of the questions.
EXERCISE
Answering Reading Comprehension Questions
Read “On the Mall” by Joan Didion on pages 916–920 of your textbook. Then select the best answer to
the questions that follow.
1. According to Didion, which of the following had the GREATEST influence on the
development of shopping malls?
A. World War II
B. automobiles
C. shopping center theory
D. freedom
2. Didion compares shopping centers to “pyramids to the boom years.” This comparison
suggests that
A. many shopping centers are shaped like Egyptian monuments
B. the boom years deserve monuments
C. shopping centers are the land of the living dead
D. the boom years are over
3. James B. Douglas and David D. Bohannon could BEST be described as
A. loan officers
B. early frontiersmen
C. shopping-center theorists
D. avid shoppers
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4. The tone of this essay could BEST be described as
A. informative but critical
B. serious and sincere
C. familiar and playful
D. formal and persuasive
5. Joan Didion suggests that shopping centers reflect the culture of post-World-War-II America. What
information from the essay supports this idea?
6. Think about a shopping center you have visited. Analyze the layout of this shopping center using
information from Didion’s article.
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MAKING INFERENCES
Sometimes the answers to reading comprehension questions can be found in the text you have read.
Other times, however, you will need to make an inference in order to answer the question. Making an
inference means putting together the clues given in the text with your own prior knowledge to make an
educated guess. For example, read the following passage:
Laurel was glad to see that she’d gotten to work a little early and that the regulars hadn’t
yet gathered outside to wait for her to open. She didn’t like to be watched as she put on
her apron, scrubbed her hands, ground the first espresso of the day, and unpacked the
muffins and scones waiting in the box outside the employee entrance. She’d learned a long
time ago that you had to be on time opening the door. Never come between a regular and
his coffee!
What does Laurel do for a living? The passage itself does not say, but it does give you clues: the regulars,
the apron, the espresso, and the pastries. By putting these clues together with your prior knowledge, you
can be pretty certain that Laurel works at a coffee shop.
As you make inferences, remember that each inference needs to fit with all of the clues in the passage and
with your prior knowledge. In multiple-choice questions, you can eliminate answers that contradict the
text and those for which there is no evidence. Then, from the remaining answers, choose the one that
seems most logical.
EXERCISE
Read Joyce Carol Oates’s short story “Journey”on pages 903–905 of your textbook. Then use clues from
the story and your prior knowledge to answer the inference questions that follow.
1. A person who is a “lover of maps” is MOST LIKELY
A. disorganized
B. frightened
C. carefree
D. systematic
2. In this story, roads symbolize
A. the way one moves toward one’s goals
B. the way one treats other people
C. the way one should live
D. the way one thinks about one’s self
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3. You remember the map as a blank sheet of paper because
A. you are becoming senile
B. your destination has become less important to you
C. you never had a map to begin with
D. you are so frightened at being lost
4. In this story, why do you turn off the smooth, expensive highway onto a smaller road? Use details
from the story to support your answer.
5. Predict whether you will ever reach the city you’ve set out to reach. Why or why not? Use
information from the story to support your predictions.
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FINDING
THE
MAIN IDEA
OR
THEME
Many standardized test questions will ask you to identify the main idea or theme of a passage of text. In
general, nonfiction texts have main ideas; literary texts (poems, stories, novels, plays, and personal essays)
have themes. Sometimes, however, the term main idea is used to refer to the theme of a literary work,
especially an essay or poem.
The main idea is a brief statement of what the author wants you to know, think, or feel after reading the
text. In some cases, the main idea will actually be stated. Check the first and last paragraphs for a sentence
that sums up the entire passage.
Usually, however, the author will not tell you what the main idea is, and you will have to infer it. To infer a
main idea, ask yourself these questions about the text:
• Who or what is this passage about?
• What does the author want me to know, think, or feel about this “who” or “what”?
• If I had to tell someone in one sentence what this passage is about, what would I say?
After you have a main idea in mind, check to see whether all the details in the passage fit that main idea. If
any detail contradicts your statement, you need to revise that statement.
TIPS FOR ANSWERING MULTIPLE-CHOICE MAIN IDEA QUESTIONS
• Eliminate any statement that contains incorrect information.
• Eliminate any statement that applies only to one paragraph or section of the passage.
• If two statements are similar, choose the one that contains more information, as long as all
information is correct.
Following a literary passage, you might be asked to identify the theme, or central idea, of the passage. The
theme is usually a general statement or insight about life. It is expressed through the plot, images,
characters, and symbols in a text. To find the theme of a passage, ask yourself these questions:
• How and why has the main character or speaker changed by the end of the story?
• What has the main character learned by the end of the story?
• How is the reader supposed to feel about the events of the story?
• What is the author trying to say about life?
• What is the “moral” or lesson of the story?
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EXERCISE
1. Read Patrick Henry’s Speech in the Virginia Convention on pages 154–156 of your textbook. Which of the following statements BEST expresses the main idea of this essay?
A. Having exhausted all peaceful means of resolving conflict, Americans must now fight
the British.
B. In times of crisis, it is important that people speak their minds without reservation.
C. People should not be deceived by false hopes, no matter how much they want those
hopes to be real.
D. Liberty is worth dying for.
2. Turn to page 659 in your textbook and read the essay “How It Feels to Be Colored Me” by
Zora Neale Hurston. Which of the following statements BEST expresses the theme of the
essay?
A. Race doesn’t matter at all.
B. The memories and experiences and personality traits you have are more important
that your race.
C. Being “colored” is more fun than being “white.”
D. People of all races should just concentrate on having fun.
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USING CONTEXT CLUES
Some standardized test questions will ask you to choose the best definition for a word that might be
unfamiliar to you. You can often figure out the meaning of this word by using context clues. Context
clues frequently can be found in nearby words and phrases that provide hints about the word.
EXAMPLES
comparison clue
cause.
Charise is as ardent about her horse as the most devoted activist is about his or her
If Charise feels about her horse the way a devoted activist feels about a cause, ardent must mean
“passionate” or “enthusiastic.”
contrast clue
While the plaintiff’s case seemed tenuous, the opposing lawyer’s defense was solid and
nearly indisputable.
The word while signals a contrast between the validity of one side of the legal dispute and the other. If the
defense was “solid and nearly indisputable,” the plaintiff’s case must be much less solid. Tenuous must
mean “weak” or “flimsy.”
restatement clue
closely.
Stop scrutinizing every move I make! I can’t stand to have someone watch me so
As the second sentence suggests, scrutinize means “examine closely and in great detail.”
apposition clue
not go his way.
Jeffrey expressed with a sigh his resignation, his acceptance that this argument would
By restating the word resignation in different terms, the apposition indicates that resignation means
“acceptance, usually of something undesirable.”
examples clue
one’s eyes.
There are many ways to express reverence, including bowing, kneeling, and lowering
From the actions listed here— bowing, kneeling, and lowering one’s eyes —you can guess that reverence
means “honor” or “respect.”
cause and effect clue
When the dog skulked out of the room as we came in, we immediately
suspected that he had done something bad.
If skulking made this speaker suspect misbehavior, skulk must mean “hide or conceal oneself out of fear or
shame.”
The following table shows words that signal each type of context clue. Look for these words in the
sentences around an unfamiliar word to see if they signal a context clue.
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comparison
and, like, as, just as, as if, as though
contrast
but, nevertheless, on the other hand, however, although, though, in spite of
restatement
that is, in other words, or
examples
including, such as, for example, for instance, especially, particularly
cause and effect
if/then, when/then, thus, therefore, because, so, as a result of, consequently
EXERCISE
Read the following sentences. Then choose the best definitions for the underlined words.
1. The new ruler set in place many aspects of a totalitarian regime: he eliminated freedom of
speech, he made it illegal to congregate in public places, he increased surveillance, and he
dissolved the elected congress.
A. illegal
B. based on strict control
C. democratic
D. capitalist
2. I am ravenous, as if I hadn’t eaten in weeks!
A. thoroughly frustrated
B. extremely hungry
C. oversensitive
D. very energetic
3. When we entered this war, I was moderately concerned, but when I saw the list of
casualties from just one battle, I was aghast.
A. reassured
B. worried
C. horrified
D. driven
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4. Ari is so bellicose that he can start fights with even relatively mild-mannered students.
A. imposing
B. hostile
C. relaxed
D. depressed
5. Unfortunately, the policies instituted to improve the economy have been ineffectual. We
need to admit that they just haven’t worked.
A. unsuccessful
B. slow to act
C. uninteresting
D. unethical
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ANSWERING CONSTRUCTED-RESPONSE QUESTIONS
In addition to multiple-choice questions, many standardized tests, including the Missouri Assessment
Program (MAP) test, include constructed-response questions that require you to write answers in the test
booklet.
Constructed-response questions might ask you to identify key ideas or examples from the text by writing a
sentence about each. In other cases, you will be asked to write a paragraph in response to a question
about the selection and to use specific details from the passage to support your answer.
EXAMPLE
Essay prompt: Zora Neale Hurston’s essay “How It Feels to Be Colored Me” ends with
an image of bags in various colors propped against a wall. What is the significance of these
bags for the meaning of Hurston’s essay? Use details from the selection to support your
answer.
Short response: The colored bags represent individuals with different skin colors.
Hurston describes herself as a brown bag, in other words, a woman with brown skin.
What she emphasizes, however, is that the bags are filled with an assortment of small,
significant objects that are not much different from the objects in the bags of other colors.
This seems to suggest that people of different races are not that different from each other.
The MAP also contains constructed-response questions that ask you to apply information or ideas from a
text in a new way. For example, you might be asked to write a letter from the point of view of a character
from the text. Another question might ask you to use information from the text in a particular imaginary
situation. As you answer these questions, remember that you are being evaluated based on your
understanding of the text. Although these questions offer opportunities to be creative, you should still
include ideas, details, and examples from the passage you have just read.
The following tips will help you answer constructed-response questions effectively.
TIPS FOR ANSWERING CONSTRUCTED-RESPONSE QUESTIONS
• Before reading the passage, skim the questions. When you skim, you glance through material
quickly to get a general idea of what it is about.
• As you read, underline any information that relates to the questions. After you have finished
reading, you can decide which of the underlined details to use in your answers.
• On extra paper or in the margin of your test booklet, list the most important points to include in
each answer. Then number them to show the order in which they should be included. Finally,
draft your answer.
• On the MAP, the constructed-response questions progress from easiest to most complex. Answer
the easiest questions first.
• If you have extra time, use it to revise and proofread your answers.
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EXERCISE
Turn to page 573 and read “A Clean, Well-Lighted Place” by Ernest Hemingway. Then answer the
constructed-response questions below.
1. Explain what happened to the old man the week before this story took place.
2. Why did this happen? Use details from the selection to support your answer.
3. The older waiter in this story says he is “of those who like to stay late at the café.” What is the waiter
saying about himself with his statement? Use details from the selection to support your answer.
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4. Imagine that you are the older waiter in this story. Write a one-paragraph letter to the younger
waiter in which you explain why it is important to keep the café open late at night.
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RESPONDING
TO
WRITING PROMPTS
Many standardized tests, including the Missouri Assessment Program (MAP) test, include writing sections
that ask you to respond to a prompt by writing an essay.
When you take writing tests, be sure you know how your essay will be evaluated. MAP essays are evaluated
on the following criteria:
• whether your essay has a beginning, middle, and end
• how well you use paragraphs
• how smoothly your paper flows from one idea to another
• whether you stay on topic
• whether you use enough details and examples
• how precise and vivid your language is
• how varied your sentences are
• how well you use writing techniques such as imagery, humor, point of view, and voice
• whether your essay shows a clear sense of your audience and purpose for writing
• how correctly you use grammar, punctuation, capitalization, and spelling
No matter what kind of essay you are writing, follow this two-step rule: 1) State a thesis, and 2) Explain
and support it. The “thesis” in an essay is a statement of the main idea. It should come in the introductory
paragraph. The rest of your essay, which is just as important, contains an explanation and supporting
details for your thesis. The more specific examples and concrete details you can supply to support your
thesis, the better you are likely to score. Your conclusion, which is the last paragraph of your essay, should
sum up your thesis and your support for it.
Use an abbreviated version of the writing process to write an answer to each writing prompt. Follow these
steps:
1. Preview the test. Figure out which questions will take longest to answer, and budget your time.
Plan time for planning, drafting, and reviewing your work. Stick to your plan.
2. Analyze the prompt. Essay prompts contain clues about what is expected of you. You can use the
writing prompt to help you identify your purpose and audience and to narrow your topic.
3. Plan your response. Once you’ve understood the writing prompt, you need to collect and organize
your thoughts about it. First, brainstorm ideas using whatever method is most comfortable for you.
If you don’t immediately have ideas, try freewriting for five minutes or drawing a cluster chart. Then,
organize the ideas you came up with. A simple outline or chart can help. For example, the following
graphic organizer might help you organize a compare and contrast essay.
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Subject #1
Subject #2
Similarity or Difference #1
Similarity or Difference #2
Similarity or Difference #3
Think in advance about other charts that can help you organize your ideas.
Before moving on, reread the prompt to make sure you are writing about the topic.
4. Write your answer. Include your thesis in your introduction. Then follow your organizational plan to
write each body paragraph. Devote one paragraph to each major point of support for your thesis.
Write quickly and keep moving. Don’t spend too much time on any single paragraph, but try to
make your answer as complete as possible. End your essay with a conclusion that sums up your
major points.
5. Revise your answer. Make sure you have included everything you were asked to include. On the
MAP, you will find a Writer’s Checklist on the page following the writing prompt. Each statement in
this checklist refers to one of the scoring criteria. Check to see that your essay possesses each feature
listed in the checklist. Make any necessary corrections to your essay.
EXERCISE
Below is a writing prompt that mirrors those you will find on the MAP. Read the prompt. Then use the list
of steps above to prepare your response. Space has been provided for your prewriting notes as well as for
your essay.
Many of the selections in your literature book deal with the theme of individuality. Think of a time
when you did something that expressed your unique self. Write to explain what you did and what it
revealed about you.
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WRITER’S CHECKLIST
❏ My paper has a beginning, middle, and end.
❏ My paper uses paragraphing appropriately.
❏ My paper flows smoothly from one idea to another.
❏ My paper stays on topic.
❏ My paper includes details and examples.
❏ My paper uses precise and vivid language.
❏ My paper includes a variety of sentences structures.
❏ My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
1. Plan your essay here.
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2. Write your essay on the lines below.
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ANALYZING
A
WRITING PROMPT
The first step in responding to a writing prompt is to analyze the prompt itself. You can use the writing
prompt to help you identify your purpose and audience and to narrow your topic.
Your purpose is your reason for writing. On the MAP, you may be asked to write to inform or to persuade.
• Informative writing explains, describes, or instructs. Textbooks, encyclopedias, research reports, and
newspaper articles are examples of informative writing.
• Persuasive writing attempts to convince readers to believe as the author believes. Editorials,
campaign speeches, and opinion essays are examples of persuasive writing.
Your audience is the person or group of people you want to read what you are writing. Often, the writing
prompt specifies who your audience is. For example, if the prompt asks you to write to persuade school
administrators to accept your opinion on the dress code, your audience is school administrators. In
informative prompts, the audience may be missing. In that case, assume that your audience is the essay
scorer, a person much like your teacher.
The topic is the subject you will write about. In the example above, the topic is the school dress code.
Often, the writing prompt will give you a general topic, and you will need to select a specific aspect of that
topic to cover in your essay. Consider the following prompt:
EXAMPLE
The story “American History” takes place on the day President John F. Kennedy was
killed. Think about a significant national or world event that has taken place in your
lifetime. Imagine that someone younger than you asks you where you were when you
found out about this event and what it was like. Write to explain this experience to your
younger friend.
This prompt specifies a general topic: a significant national or world event. In order to write the response,
however, you will need to narrow this topic to one specific day when something significant happened.
EXERCISE
Analyze each of the following prompts by identifying the purpose, the audience, and the topic. Then
narrow each topic so that it would be manageable in a two-page handwritten essay.
1. The selections you just read deal with issues of censorship. Imagine that the public library in your
neighborhood is considering installing screens on their computers that would limit the Internet
content people could view while using those computers. The purpose of this measure is to protect
children using library computers to do Internet research, but the screens would also limit what adults
could view. Do you think this measure is justified? Write to persuade the library’s board to agree with
you on this issue.
Purpose: __________________________________________________________________________________
Audience: ________________________________________________________________________________
Topic: ____________________________________________________________________________________
Narrowed topic: __________________________________________________________________________
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2. In the selections you have just read, people were involved in creating works of art. Think about your
own experiences with art, whether as a participant or as a spectator. Write to explain the value of art
for either those who make it or those who seek it out.
Purpose: __________________________________________________________________________________
Audience: ________________________________________________________________________________
Topic: ____________________________________________________________________________________
Narrowed topic: __________________________________________________________________________
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PLANNING YOUR RESPONSE
Once you have analyzed the writing prompt to identify purpose, audience, and topic, you are ready to
plan your response.
1. Narrow your topic. The first step is to narrow your topic. The topics presented in writing prompts
are intentionally broad so that they can appeal to a wide variety of students. In order to focus your
essay on a single controlling idea, you will need to narrow the broad topic. A good way to narrow
the topic is by creating a cluster chart. Around the center of a cluster chart, you write subtopics
related to the broader topic in the middle. Then you add supporting details for each subtopic. Study
the writing prompt below and the cluster chart Bryce created in order to narrow the topic.
EXAMPLE
The story “American History” takes place on the day President John F. Kennedy was killed. Think about a
significant national or world event that has taken place in your lifetime. Imagine that someone younger
than you asks you where you were when you found out about this event and what it was like. Write to
explain this experience to your younger friend.
stayed up late
with mom
heard only
after school
morning news
report
2000 Election –
No Clear Winner
for President
Columbine
Shootings
sunny
morning
radio
9/11/01 Attacks
Significant
National or World
Events
Death of Senator
Paul Wellstone
mom
upset
crying
people
Crash of Space
Shuttle
gathered
around TV
at hockey
practice
Bryce remembered five different significant days. From those five, he must now choose just one to
write about.
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2. Gather ideas. Once you have narrowed your topic, you need to gather ideas about it. Common
methods for gathering ideas include brainstorming, freewriting, clustering, questioning,
analyzing, and using sensory detail charts, timelines, story maps, and pro and con charts. To
learn more about each of these methods, read the Language Arts Survey Writing Resource 2.9 and
2.12–2.21.
3. Organize your ideas. Once you have generated ideas for your essay, it’s time to organize them.
Writing can be organized in different ways:
Method
Description
Chronological Order
Write about events in the order in which they happened or in
the order they should be done.
Spatial Order
Describe parts in the order of their location in space—for
example, from back to front, left to right, or top to bottom.
Order of Importance
Write details or reasons from least important to most important
or from most to least important.
Comparison and Contrast
Order
Present unique characteristics of one subject followed by unique
characteristics of the other subject. Alternatively, present one
quality of both subjects followed by a second quality, and so on.
Cause and Effect Order
Present one or more causes followed by one or more effects.
Alternatively, present effects followed by causes.
Part by Part Order
Present material in such a way that each idea is connected
logically to the one that precedes it and/or to the one that
follows it.
Using the method of organization that makes the most sense, create a rough outline of your
response. In a rough outline, you simply list your main ideas in the order they should appear in
your response. Using chronological order, Bryce created the following rough outline for his essay
about a significant national event.
EXAMPLE
Significant National Event: 9/11/01 Attacks
• beautiful, sunny morning
• my mother driving me to school when we heard about first plane
• second plane crashed as we pulled into school parking lot
• school in chaos—crying, updates, sick jokes
• watching TV in class
• candlelight vigil that night
• sense that everything can change in an instant
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EXERCISE
Follow the steps outlined on the last two pages to plan a response to each of the writing prompts that
follow. Try using a different technique to gather ideas for each prompt. Finish by creating a rough outline
for each response.
The selections you just read deal with issues of censorship. Imagine that the public library in your
neighborhood is considering installing screens on their computers that would limit the Internet
content people could view while using those computers. The purpose of this measure is to protect
children using library computers to do Internet research, but the screens would also limit what adults
could view. Do you think this measure is justified? Write to persuade the library’s board to agree with
you on this issue.
WRITER’S CHECKLIST
❏ My paper has a beginning, middle, and end.
❏ My paper uses paragraphing appropriately.
❏ My paper flows smoothly from one idea to another.
❏ My paper stays on topic.
❏ My paper includes details and examples.
❏ My paper uses precise and vivid language.
❏ My paper includes a variety of sentences structures.
❏ My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
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In the selections you have just read, people were involved in creating works of art. Think about your
own experiences with art, whether as a participant or as a spectator. Write to explain the value of art
for either those who make it or those who seek it out.
WRITER’S CHECKLIST
❏ My paper has a beginning, middle, and end.
❏ My paper uses paragraphing appropriately.
❏ My paper flows smoothly from one idea to another.
❏ My paper stays on topic.
❏ My paper includes details and examples.
❏ My paper uses precise and vivid language.
❏ My paper includes a variety of sentences structures.
❏ My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
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DRAFTING YOUR RESPONSE
Once you have planned your response, use your plan to write a draft.
Draft an introduction. The introduction to an essay is your hook. It invites readers into your essay. It
should raise questions in readers’ minds and make them want to read on because they want the answers
to those questions. An effective introduction can start with a quotation, a question, an anecdote, an
intriguing fact, or a description. The bait at the end of the hook is your thesis statement, a one-sentence
summary of your main idea. Here is Bryce’s introduction for his response on a significant day in recent
national history.
EXAMPLE
Later, looking back, the sun will seem to have been shining a little too brightly that
morning. I will remember the colors of the sky and trees and late-summer flowers as
impossibly vivid. The truth is, though, that I barely noticed the perfect weather that
September morning. It was only the second week of school, but already the novelty of the
new school year had worn off, and I was sleepy. I stumbled with my little brother to my
mom’s car. The disc jockey on the radio sounded strange—unusually serious. I caught the
words “unclear” and “accident” and “airplane.” Then he repeated, “Again, a jet plane
appears to have crashed into one of the two towers that make up the World Trade Center
in New York City. It is unclear if it was an accident.” I heard that and muttered, “Freaky.”
Little did I know that this “freaky” report was the beginning of a surreal day that changed
my sense of what was possible and woke me up for good.
Draft body paragraphs. The body of a piece of writing is the longest part. It contains most of the
information on your topic and should fulfill the purpose specified in the writing prompt.
Follow your rough outline to write each body paragraph. Devote one paragraph to each major point of
support for your thesis. Write quickly and keep moving. Don’t spend too much time on any single
paragraph, but try to make your response as complete as possible.
Draft a conclusion. In the conclusion of an essay, you bring together the main points you included in the
body paragraphs and create a sense of closure to the issue you raised in your thesis.
Creating a sense of closure is difficult for many students. The chart on the next page shows some possible
ways Bryce might accomplish this task. As you examine the options, think about which one brings the
essay most effectively to a close.
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Method
Example
Make a generalization
Maybe every generation needs to experience a day that shakes
them up.
Restate your thesis and major
supporting ideas in different
words
I was sleepy that morning, but I’ve been awake in a new way
ever since.
Summarize the points made
earlier in the essay
It was a day of questions and crying and chaos.
Include a lesson or a moral
I realize now that the future can change in an instant.
Encourage your reader to
support your viewpoint or take
specific action
Don’t forget to appreciate the mornings when it seems like
nothing is happening; you never know when it all will change.
Expand your thesis or main
idea by connecting it to the
reader’s own interests
What would it take now to shake us out of our apathy?
Link your thesis to a larger
issue or concern
Not only did that day change my feelings about what could
change in a day’s time, but it changed what it means for
Americans to feel safe.
Which of these options do you think would work best for Bryce’s conclusion?
Use transitions effectively. Transitions are words and phrases that provide a smooth shift from one idea
to the next in your writing. They should be used as necessary throughout your paper, but they are
especially important in connecting the body paragraphs. The transition words you use depend on the
method of organization you have chosen.
EXAMPLES
Chronological order: first, second, third, next, then, finally, after that
Spatial order: next to, adjoining, above, below, beside, beyond, around, near, under, beneath
Order of importance: more important, less important, most important, least important
Comparison and contrast order: likewise, similarly, in contrast, another difference, alike, comparable,
conversely
Part by part order: Any words or phrases that indicate the relationship or connection between ideas
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EXERCISE
Select one of the prompts for which you planned a response on the worksheet “Planning Your Response.”
Use the plan you have created to draft a response to the prompt.
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REVISING YOUR RESPONSE
Once you have written a draft, use the Writer’s Checklist following the prompt to review what you
have written.
Does your paper have a beginning, a middle, and an end?
Have you used paragraphing appropriately?
Do your ideas flow smoothly from one to another with the help of transitions?
Does your paper stay on topic?
Does your paper include enough details and examples?
Can you make your word choices more precise or more vivid?
Do you vary your sentence structures?
Have you made any errors in grammar/usage, punctuation, capitalization, or spelling?
Thinking about these questions should help you make improvements to your response. To avoid wasting
time erasing and rewriting large sections of your response, use proofreading symbols to mark corrections.
Familiarize yourself with the following proofreading marks.
PROOFREADER’S SYMBOLS
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Symbol and Example
Meaning of a Symbol
The very first time
Delete (cut) this material.
cat’ cradle
Insert (add) something that is missing.
Georze
Replace this letter or word.
All the horses king’s
Move this word to where the arrow points.
french toast
Capitalize this letter.
the vice-President
Lowercase this letter.
housse
take out this letter and close up space.
book keeper
Close up space.
gebril
Change the order of these letters.
end. “Watch out,” she yelled.
Begin a new paragraph.
Love conquers all
Put a period here.
Welcome friends.
Put a comma here.
Getthe stopwatch
Put a space here.
Dear Madam
Put a colon here,
She walked he rode.
Put a semicolon here.
name brand products
Put a hyphen here.
cats meow
Put an apostrophe here.
cat’s cradle
Let it stand. (Leave as it is.)
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EXERCISE
Review the practice response you wrote on the “Drafting Your Response” worksheet or on a practice test
your teacher has administered. Use the questions above to improve your draft, and practice using the
proofreader’s symbols to mark changes to it.
Summarize the changes you made here:
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MAP Practice, Grade 11
UNIT 1 TEST
READING
DIRECTIONS
This passage is about a folk song that had a secret meaning for African Americans living in slavery in
the nineteenth century. Read the passage. Then answer Numbers 1 through 8.
“Follow the Drinking Gourd” and the Underground Railroad
The Underground Railroad was a system of routes that helped lead escaping slaves to freedom in the
northern United States and Canada. Although it was not an actual railroad, the Underground
Railroad used railroad terminology such as station for stopping place and conductor for a person who
helped the escaping slaves. The Underground Railroad extended throughout fourteen northern states
from Maine to Nebraska with its heaviest activities concentrated in Pennsylvania, Ohio, Indiana, New
York, and the New England states. It extended into Canada as well, where slaves were safe from
fugitive slave hunters. Many members of the free African-American community, including Harriet
Tubman, worked diligently for the Underground Railroad. Tubman, in fact, was called “the Moses of
her people” for the huge numbers of slaves she helped to reach the Promised Land, or freedom in the
North. Estimates of the number of fugitive slaves aided by the Underground Railroad range from
forty thousand to one hundred thousand.
Knowledge of Underground Railroad routes was passed on in coded songs like one called “Follow
the Drinking Gourd.” This particular song is believed to have been written by a man named Peg Leg
Joe, who worked as a carpenter on Southern plantations every winter and taught slaves this song.
“Follow the Drinking Gourd”
When the sun comes back and the first quail calls,
Follow the drinking gourd,
For the old man is a-waiting for to carry you to freedom
If you follow the drinking gourd.
Chorus
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is a-waiting for to carry you to freedom
If you follow the drinking gourd.
The river bank will make a very good road,
The dead trees show you the way,
Left foot, peg foot2 traveling on
Follow the drinking gourd.
Repeat Chorus
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The river ends between two hills,
Follow the drinking gourd.
There’s another river on the other side,
Follow the drinking gourd.
Repeat Chorus
Where the little river meets the great big river,
Follow the drinking gourd.
The old man is a-waiting for to carry you to freedom
If you follow the drinking gourd.
Ohio
Indiana
pp
ssi
ssi
Mi
Illinois
West Virginia
r
ive
iR
er
io
Oh
Missouri
Riv
Virginia
Kentucky
ne
sse
eR
ive
r
North Carolina
Te
n
Tennessee
South Carolina
Tombigbee River
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Arkansas
Mi i i
Alabama
Georgia
i
This song is a part of the African-American oral tradition. African Americans living as slaves in the
nineteenth century were not encouraged to become literate because slave owners rightly feared that
knowing how to read and write would make it easier for slaves to escape or rebel. For this reason,
African-American culture originated as an oral culture. This meant that stories, history, values, and
beliefs were passed from one person to the next by word of mouth rather than in written form. An
important component of this oral culture was folk music, including spirituals. A spiritual is a folk song
of deep religious and emotional character. Developed during slavery, spirituals are most often related
to biblical passages and frequently reflect the patient, profound melancholy of life under slavery, even
though the songs seldom refer to slavery itself. Spirituals have influenced blues, jazz, and gospel songs.
________________________________________________________________________________
1. Drinking Gourd. Dried, hollowed-out shell of a gourd (a hard-rinded inedible fruit similar to a pumpkin)
used for dipping water to drink. In this selection, the speaker is using drinking gourd as code words for the Big
Dipper, a constellation that served as a guide for escaping slaves.
2. peg foot. Wooden foot (replacement for a person’s foot)
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1. What is the MOST LIKELY meaning for the word literate in this selection?
A. extremely intelligent
B. well-read
C. excessively snobby
D. able to read and write
2. Which season is referenced in the song “Follow the Drinking Gourd”?
A. winter
B. spring
C. summer
D. fall
3. The “old man” in the song PROBABLY refers to
A. Peg Leg Joe
B. Harriet Tubman
C. a slaveholder
D. God
4. “Follow the Drinking Gourd” qualifies as a spiritual because it
A. has influenced contemporary blues music
B. contains passages from the Bible
C. treats slavery in a deeply emotional way
D. contains a refrain
5. Judging by the map on page 36, this song was probably passed around in
A. New York
B. Alabama
C. South Carolina
D. Maine
6. The song “Follow the Drinking Gourd” mentions several landmarks to guide escaping slaves. List
three of these landmarks.
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7. What does it mean to “follow the drinking gourd”? Why isn’t this song more straightforward?
8. Imagine that you are a musicologist who collects folk songs. For a new collection of songs, write an
introduction to “Follow the Drinking Gourd.”
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MAP Practice, Grade 11
UNIT 1 TEST
WRITING
DIRECTIONS
Now you will write a paper in response to a writing prompt. First, read the prompt in the box
below.
Then use the separate paper your teacher has given you for your prewriting activity (such as brainstorming, listing, freewriting, clustering, mapping, or drawing).
After you finish your prewriting activity, write your first draft on the separate paper your teacher has
given you. Look back at your prewriting activity for ideas.
WRITING PROMPT
The song in the selection you just read had special meaning to slaves. Think of a song that has
special meaning to people your age or to members of some group to which you belong. Write to
explain the significance of this song.
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UNIT 1 TEST
WRITING: FINAL COPY
DIRECTIONS
Now you have time to revise your draft. Reread your draft and think about the Writer’s Checklist
below. Check every box that makes a true statement about your draft.
WRITER’S CHECKLIST
❏ My paper has a beginning, middle, and end.
❏ My paper uses paragraphing appropriately.
❏ My paper flows smoothly from one idea to another.
❏ My paper stays on topic.
❏ My paper includes details and examples.
❏ My paper uses precise and vivid language.
❏ My paper includes a variety of sentences structures.
❏ My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
For every box you did not check, make the necessary revisions on your draft before you write your
final copy on pages 41 through 45.
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FINAL COPY
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FINAL COPY
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FINAL COPY
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FINAL COPY
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MAP Practice, Grade 11
UNIT 3 TEST
READING
DIRECTIONS
This excerpt from an essay was written and distributed during a particularly discouraging time early
in the American Revolutionary War. Read the passage. Then answer Numbers 1 through 8.
from Crisis, No. 1
by Thomas Paine
These are the times that try men’s souls. The
summer soldier and the sunshine patriot will, in
this crisis, shrink from the service of their country,
but he that stands it now, deserves the love and
thanks of man and woman. Tyranny, like hell, is
not easily conquered; yet we have this consolation
with us, that the harder the conflict, the more
glorious the triumph. What we obtain too cheap,
we esteem too lightly: it is dearness only that gives
everything its value. Heaven knows how to put a
proper price upon its goods; and it would be
strange indeed if so celestial an article as freedom
should not be highly rated. Britain, with an army
to enforce her tyranny, has declared that she has a
right (not only to tax) but “to bind us in all cases
whatsoever,” and if being bound in that manner is
not slavery, then is there not such a thing as
slavery upon earth. Even the expression is impious;
for so unlimited a power can belong only to God.
Whether the independence of the continent was
declared too soon, or delayed too long, I will not
Original copy of Crisis. No. 1. Library of Congress
now enter into as an argument; my own simple
opinion is, that had it been eight months earlier,
it would have been much better. We did not make a proper use of last winter, neither could we, while
we were in a dependent state. However, the fault, if it were one, was all our own;2 we have none to
blame but ourselves. But no great deal is lost yet. All that Howe3 has been doing for this month past is
rather a ravage than a conquest, which the spirit of the Jerseys,4 a year ago, would have quickly
repulsed, and which time and a little resolution will soon recover.
I have as little superstition in me as any man living, but my secret opinion has ever been, and
still is, that God Almighty will not give up a people to military destruction, or leave them
unsupportedly to perish, who have so earnestly and so repeatedly sought to avoid the calamities of
war, by every decent method which wisdom could invent. Neither have I so much of the infidel5 in
me as to suppose that He has relinquished the government of the world, and given us up to the
care of devils; and as I do not, I cannot see on what grounds the King of Britain can look up to
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heaven for help against us: a common murderer, a highwayman, or a housebreaker has as good a
pretense as he.
’Tis surprising to see how rapidly a panic will sometimes run through a country. All nations and
ages have been subject to them: Britain has trembled like an ague6 at the report of a French fleet of
flat-bottomed boats, and in the fourteenth century7 the whole English army, after ravaging the
kingdom of France, was driven back like men petrified with fear; and this brave exploit was performed
by a few broken forces collected and headed by a woman, Joan of Arc. Would that heaven might
inspire some Jersey maid to spirit up her countrymen, and save her fair fellow sufferers from ravage
and ravishment! Yet panics, in some cases, have their uses; they produce as much good as hurt. Their
duration is always short; the mind soon grows through them, and acquires a firmer habit than before.
But their peculiar advantage is that they are the touchstones8 of sincerity and hypocrisy, and bring
things and men to light, which might otherwise have lain forever undiscovered. In fact, they have the
same effect on secret traitors, which an imaginary apparition would have upon a private murderer.
They sift out the hidden thoughts of man, and hold them up in public to the world. Many a disguised
tory9 has lately shown his head, that shall penitentially solemnize with curses the day on which Howe
arrived upon the Delaware. . . .
The far and the near, the home counties and the back,10 the rich and poor will suffer or rejoice
alike. The heart that feels not now is dead: the blood of his children will curse his cowardice who
shrinks back at a time when a little might have saved the whole, and made them happy. I love the man
that can smile in trouble, that can gather strength from distress, and grow brave by reflection. ’Tis the
business of little minds to shrink; but he whose heart is firm, and whose conscience approves his
conduct, will pursue his principles unto death. My own line of reasoning is to myself as straight and
clear as a ray of light. Not all the treasures of the world, so far as I believe, could have induced me to
support an offensive war, for I think it murder; but if a thief breaks into my house, burns and destroys
my property, and kills or threatens to kill me, or those that are in it, and to “bind me in all cases
whatsoever’’11 to his absolute will, am I to suffer it? What signifies it to me, whether he who does it is a
king or a common man; my countryman or not my countryman; whether it be done by an individual
villain, or an army of them? If we reason to the root of things we shall find no difference; neither can
any just cause be assigned why we should punish in the one case and pardon in the other. Let them call
me rebel, and welcome, I feel no concern from it; but I should suffer the misery of devils were I to
make a whore of my soul by swearing allegiance to one whose character is that of a sottish, stupid,
stubborn, worthless, brutish man. I conceive likewise a horrid idea in receiving mercy from a being,
who at the last day shall be shrieking to the rocks and mountains to cover him, and fleeing with terror
from the orphan, the widow, and the slain of America.
________________________________________________________________________________
1. Massanello. Thomas Anello, or Massanello, a fisherman, became king for a day after inciting a revolt
against the Spanish who were occupying his city of Naples.
2. own. Paine wanted an immediate declaration of independence uniting the colonies.
3. Howe. Lord William Howe was commander of the British Army in America from 1775 to 1778.
4. Jerseys. East and West Jersey were separate colonies.
5. infidel. Person who does not accept some particular theory, belief, etc.; used derogatorily
6. ague. Chill; fit of shivering
7. fourteenth century. Actually the fifteenth; Joan of Arc triumphed over the English in 1429.
8. touchstones. Types of stone formerly used to test the purity of gold or silver; hence, any test for
determining genuineness or value
9. tory. Supporter of continued allegiance to Great Britain
10. back. Backwoods
11. “bind me . . . whatsoever.” On February 24, 1776, the Declaratory Act of Parliament established British
authority over the American colonies.
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1. In the first sentence of this passage, what is the meaning of the word try?
A. attempt
B. inspire
C. pry open
D. test
2. Which of the following statements BEST expresses the main idea of this passage?
A. God is on the side of the revolutionaries.
B. The trials faced by the revolutionary forces now will make them stronger in the end.
C. Freedom is worth fighting for.
D. We’re all in this together.
3. Paine PROBABLY wrote this essay to
A. encourage Americans in the face of losses
B. express his anger at the British
C. criticize American leadership for delaying the start of the war
D. persuade General Washington to adopt his plans for the next battle
4. The American forces as they are described in this essay could best be compared to
A. a dictator about to seize power
B. a team that will come from behind and win
C. an athlete who has always been destined for greatness
D. a force of nature
5. Your friend says to you, “It seems like Paine thinks the worst thing Americans can do at this point is
to panic.” Which of the following sentences MOST CLEARLY contradicts your friend’s interpretation?
A. ‘Tis surprising to see how rapidly a panic will sometimes run through a country.
B. Would that heaven might inspire some Jersey maid to spirit up her countrymen, and save her fair
fellow sufferers from ravage and ravishment!
C. Yet panics, in some cases, have their uses; they produce as much good as hurt.
D. Not all the treasures of the world, so far as I believe, could have induced me to support an
offensive war, for I think it murder….
6. Explain what Paine means by “the summer soldier and the sunshine patriot.”
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7. Paine compares an offensive war to murder. Explain why he thinks the Revolutionary War, in
contrast, is just. Use details from the passage to support your answer.
8. Imagine that you are a soldier in the Revolutionary War and that you have just read Thomas Paine’s
essay in Crisis, No. 1. Write a journal entry about how the essay has affected you.
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MAP Practice, Grade 11
UNIT 3 TEST
WRITING
DIRECTIONS
Now you will write a paper in response to a writing prompt. First, read the prompt in the box
below.
Then use the separate paper your teacher has given you for your prewriting activity (such as brainstorming, listing, freewriting, clustering, mapping, or drawing).
After you finish your prewriting activity, write your first draft on the separate paper your teacher has
given you. Look back at your prewriting activity for ideas.
In the essay you just read, Thomas Paine writes about “the times that try men’s souls.” Write an essay
about a time when your soul was tried.
Explain what
happened and how the experience affected
WRITING
PROMPT
you.
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UNIT 3 TEST
WRITING: FINAL COPY
DIRECTIONS
Now you have time to revise your draft. Reread your draft and think about the Writer’s Checklist
below. Check every box that makes a true statement about your draft.
WRITER’S CHECKLIST
❏ My paper has a beginning, middle, and end.
❏ My paper uses paragraphing appropriately.
❏ My paper flows smoothly from one idea to another.
❏ My paper stays on topic.
❏ My paper includes details and examples.
❏ My paper uses precise and vivid language.
❏ My paper includes a variety of sentences structures.
❏ My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
For every box you did not check, make the necessary revisions on your draft before you write your
final copy on pages 63 through 67.
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FINAL COPY
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Scoring Guide
Example of top-score-point response:
Didion’s belief that shopping centers reflect the
culture of post-World-War-II America is
supported by several details. First, she links the
success of shopping centers to the widespread
use of cars and the development of suburbs,
both qualities of post-World-War-II culture.
Second, she says that shopping centers fuse
the profit motive and the idea of equality, both
of which were part of the fifties optimism
about the future.
Test-Taking Skills Practice
Worksheets
PREPARING
FOR
TESTS
1. Responses will vary.
2. Responses will vary.
ANSWERING MULTIPLE-CHOICE QUESTIONS
1. Answer: B; Content Standard(s): 3, 5; Process
Standard(s): 1.7, 4.3
2. Answer: C; Content Standard(s): 3, 5; Process
Standard(s): 1.5, 1.6
3. Answer: A; Content Standard(s): 3, 5; Process
Standard(s): 1.5
4. Answer: B; Content Standard(s): 3, 5; Process
Standard(s): 1.5
5. Answer: A; Content Standard(s): 3, 5, 7;
Process Standard(s): 1.6
ANSWERING READING COMPREHENSION
QUESTIONS
1. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.4, 1.5
2. Answer: D; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
3. Answer: C; Content Standard(s): 3; Process
Standard(s): 1.5, 4.3
4. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.7
Item No: 5
Content Standard(s): 3, 4
Process Standard(s): 1.4, 2.3, 3.5
Item 5:
Joan Didion suggests that shopping centers
reflect the culture of post-World-War-II
America. What information from the essay
supports this idea?
Scoring Guide:
2 points—The response supports Didion’s
point with at least TWO details from the text.
1 point—The response supports Didion’s
point with ONE detail from the text.
0 points—other
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Examples of acceptable responses may
include:
• related to widespread use of cars
• fused the profit motive and the idea of
equality
• associated with “not quite current” words
like Baby Boom, Consumer Explosion,
Leisure Revolution, Do-It-Yourself Revolution,
Backyard Revolution, and Suburbia
• considered suburbs as new frontier for
development
• reflected optimism of the time
Item No: 6
Content Standard(s): 3, 4, 5
Process Standard(s): 1.5, 1.6, 1.8, 1.10, 2.4,
3.2
Item 6:
Think about a shopping center you have
visited. Analyze the layout of this shopping
center using information from Didion’s article.
Scoring Guide:
2 points—The response appropriately applies
at least TWO ideas from Didion’s article.
1 point— The response appropriately applies
ONE idea from the article.
0 points—other
Example of top-score-point response:
Rosedale Mall reflects many of the tenets of
shopping center theory. For one thing, it has
the kind of hopeful name Didion mentions:
“All those Plazas and Malls and Esplanades. All
those Squares and Fairs. All those Towns and
Dales….” It also has several anchor stores, or
large department stores that draw customers—
a J. C. Penney, a Marshall Fields, and a Sears.
These stores are located as far away from each
other as possible so that customers have to
walk past all of the other, smaller stores to get
from one to the other. Rosedale would thus be
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classified as an “A” center because it has a
department store—Sears—that carries major
appliances.
Item No: 5
Content Standard(s): 2, 4
Process Standard(s): 1.6, 2.4, 3.5
Examples of acceptable points of analysis
may include:
• name of center
• classification of center as A, B, or C
• presence of anchor stores
• layout of parking lots
• presence and location of small loan offices
• location of restaurants, Chinese or otherwise
• presence or absence of small animals,
including (or not) monkeys
• temptations for impulse buying
Item 5:
Predict whether you will ever reach the city
you’ve set out to reach. Why, or why not? Use
information from the story to support your
predictions.
MAKING INFERENCES
1. Answer: D; Content Standard(s): 2; Process
Standard(s): 1.5, 1.6
2. Answer: A; Content Standard(s): 2; Process
Standard(s): 1.5, 1.6
3. Answer: B; Content Standard(s): 2; Process
Standard(s): 1.5, 1.6, 1.7
Item No: 4
Content Standard(s): 2, 4
Process Standard(s): 1.6, 2.4, 3.6
Item 4:
In this story, why do you turn off the smooth,
expensive highway onto a smaller road? Use
details from the story to support your answer.
Scoring Guide:
2 points—The response presents a plausible
explanation for turning off the highway and
supports this explanation with TWO details
from the story.
1 point— The response presents a plausible
explanation for turning off and supports it with
ONE detail from the story.
0 points—other
Example of top-score-point response:
You turn off the highway because the welltraveled, easy route becomes boring after a
while: “…you become sleepy from the
monotony and wonder if perhaps there is
another, less perfect road parallel to this.”
There seems to be something about the
relentless cheeriness of the highway “where
the sun shines ceaselessly” that is oppressive.
The winding road, with its “small cramped
turns,” goes past more interesting scenery—
villages and foothills and forests.
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Scoring Guide:
2 points—The response contains a prediction
and supports it with information from the text.
1 point— The response presents a prediction
but does NOT support it with information from
the text.
0 points—other
Example of top-score-point response:
The “you” in the story will probably never
reach the city. Shortly after turning off the
highway, you drove into some woods and lost
sight of the city. When you turned off the
smaller road onto the unpaved one, you
moved further and further into the country. It
seems unlikely that such a road will take you to
the city. Perhaps more importantly, you seem
to have lost your drive to get to the city and
are pleased to be exactly where you are.
FINDING
THE
MAIN IDEA
OR
THEME
1. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
2. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
USING CONTEXT CLUES
1. Answer: B; Content Standard(s): 7; Process
Standard(s): 1.5, 1.6, 3.2
2. Answer: B; Content Standard(s): 7; Process
Standard(s): 1.5, 1.6, 3.2
3. Answer: C; Content Standard(s): 7; Process
Standard(s): 1.5, 1.6, 3.2
4. Answer: B; Content Standard(s): 7; Process
Standard(s): 1.5, 1.6, 3.2
5. Answer: A; Content Standard(s): 7; Process
Standard(s): 1.5, 1.6, 3.2
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ANSWERING CONSTRUCTED-RESPONSE
QUESTIONS
Item No: 1
Content Standard(s): 2
Process Standard(s): 1.5, 2.3
Item 1:
Explain what happened to the old man the
week before this story took place.
Scoring Guide:
2 points—The response accurately identifies
what happened to the old man AND explains
it in some detail.
1 point— The response identifies what
happened but offers NO explanation.
0 points—other
Example of top-score-point response:
A week before this story took place, the old
man tried to kill himself. He hanged himself in
his room, but his niece found him and cut him
down.
Item No: 2
Content Standard(s): 2
Process Standard(s): 1.5, 1.6, 2.4, 3.6
Item 2:
Why did this happen? Use details from the
selection to support your answer.
Scoring Guide:
2 points—The response offers a plausible
explanation for the man’s suicide attempt and
supports it with TWO details from the text.
1 point— The response offers a plausible
explanation for the man’s suicide attempt and
supports it with ONE detail from the text
0 points—other
Example of top-score-point response:
According to the waiter, the old man tried to
kill himself because he “was in despair.” The
story does not say exactly why the old man
despairs, but we do get some clues. He is deaf,
which makes connecting with other people
difficult. This is evidenced by his failure to
understand the younger waiter’s rude
comments. The old man also appears to lack
the things the young waiter has: youth,
confidence, and a job. He probably also lacks a
wife and children, since his niece is taking care
of him. The old man seems lonely out by
himself late at night.
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Item No: 3
Content Standard(s): 2, 4
Process Standard(s): 1.5, 1.6, 2.4, 3.6
Item 3:
The older waiter in this story says he is “of
those who like to stay late at the café.” What is
the waiter saying about himself with his
statement? Use details from the selection to
support your answer.
Scoring Guide:
2 points—The response offers a plausible,
thorough interpretation of the quotation AND
supports it with at least TWO details from the
selection
1 point— The response offers a plausible but
less thorough interpretation AND supports it
with ONE detail from the text.
0 points—other
Example of top-score-point response:
By saying that he is “of those who like to stay
late at the café,” the waiter identifies himself
with the old man. Part of that identification is
that, like the old man, the older waiter lacks
youth and confidence. The other part of what
he means is that he sympathizes with people
who need a pleasant place to be in the face of
darkness. The night seems to be associated
with the nada that the waiter fears. Staying in
the well-lighted café helps him avoid
confronting this nothingness.
Item No: 4
Content Standard(s): 2, 4
Process Standard(s): 1.5, 1.8, 2.4, 3.6
Items 4:
Imagine that you are the older waiter in this
story. Write a one-paragraph letter to the
younger waiter in which you explain why it is
important to keep the café open late at night.
Scoring Guide:
2 points—The response accurately reflects the
older waiter’s perspective AND supports it with
a detail from the story. Conventions of
personal letter writing are also observed.
1 point— The response accurately reflects the
older waiter’s perspective but does NOT
support it with a detail from the story.
Conventions of personal letter writing may be
lacking.
0 points—other
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Example of top-score-point response:
Dear Pedro,
I know that you are always eager to get home
at night, but you need to realize why it is
important for us to stay open late. As a young,
confident man with a wife waiting for you, this
might be hard for you to understand, but there
are those of us for whom the night is a sad and
frightening time. In the darkness, it is hard to
avoid the nothingness at the center of one’s
life. There is a giant void where a purpose or
reason for living should be. The only thing that
helps protect us from the nothingness is light
and a clean, pleasant, orderly place to be.
RESPONDING
TO WRITING PROMPTS
1. Content Standard: 4; Process Standard: 2.1.
Responses will vary. Check to make sure that
students understand how to organize an essay
response before they begin drafting.
2. Content Standard: 4; Process Standard: 2.4.
Responses will vary. Use the Writing Scoring
Guide on page 62 to evaluate responses.
ANALYZING
A
WRITING PROMPT
1. Content Standard: 4; Process Standard: 2.1.
Purpose: to persuade
Audience: library board
Topic: screens to limit Internet access
Narrowed topic: responses will vary
2. Content Standard: 4; Process Standard: 2.1.
Purpose: to inform
Audience: not given; assume scorer is audience
Topic: value of art
Narrowed topic: responses will vary
PLANNING YOUR RESPONSE
1. Content Standard: 4; Process Standards: 1.4,
1.6, 1.8. Responses will vary. Check to make
sure that students understand how to organize
an essay response before they begin drafting.
2. Content Standard: 4; Process Standards: 1.4,
1.6, 1.8, 1.9. Responses will vary. Check to
make sure that students understand how to
organize an essay response before they begin
drafting.
DRAFTING YOUR RESPONSE
Content Standard: 4; Process Standard: 2.4.
Responses will vary. Students’ drafts should
show clear evidence of an introduction, a
body, and a conclusion and should use
transitions to connect ideas. You may wish to
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have students review each other’s drafts or to
collect and review the drafts yourself. Students
will be asked to revise these drafts on the
worksheet called “Revising Your Response.”
REVISING YOUR RESPONSE
Content Standard: 4; Process Standard: 2.2.
Responses will vary. Note the kinds of changes
students make to their drafts. Use the Writing
Scoring Guide on page 62 to evaluate final
responses.
Grade 11 MAP Practice Tests
UNIT 1 TEST
READING
1. Answer: D; Content Standard(s): 3, 7; Process
Standard(s): 1.5, 1.6, 3.3
2. Answer: B; Content Standard(s): 2; Process
Standard(s): 1.5, 1.6, 1.9
3. Answer: A; Content Standard(s): 2, 3; Process
Standard(s): 1.4, 1.5, 1.6
4. Answer: C; Content Standard(s): 2, 3; Process
Standard(s): 1.5, 1.6
5. Answer: B; Content Standard(s): 2, 3, 5;
Process Standard(s): 1.5, 1.6, 1.9, 3.5
Item No.: 6
Content Standard(s): 2
Process Standard(s): 1.4, 1.5, 2.3
Item 6:
The song “Follow the Drinking Gourd”
mentions several landmarks to guide escaping
slaves. List three of these landmarks.
Scoring guide:
2 points – The response includes THREE
landmarks from the song.
1 point – The response includes TWO
landmarks from the song.
0 points – other
Example of top-score-point response:
The song advises escaping slaves to follow the
Big Dipper, and then the river, which “will
make a very good road.” When the river ends,
fugitives should go between two hills to find
another river.
Examples of acceptable responses:
• Big Dipper
• little river
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• two hills
• another “great big” river
penned and spread by a traveling carpenter
known only as Peg Leg Joe, the song contains
coded instructions to escaping slaves for
finding the Underground Railroad, a system of
aide for slaves trying to reach safety in the
North. The “drinking gourd” in the song is a
coded reference to the Big Dipper.
Item No.: 7
Content Standard(s): 2, 3, 4
Process Standard(s): 1.5, 1.6, 2.4
Item 7:
What does it mean to “follow the drinking
gourd”? Why isn’t this song more
straightforward?
Scoring guide:
2 points – The response explains what the
advice means AND why the advice is presented
in code.
1 point – The response explains what the
advice means OR why the advice is presented
in code but not both.
0 points – other
Example of top-score-point response:
To “follow the drinking gourd” means to walk
toward the Big Dipper, which will lead slaves
toward the North. This instruction is presented
in code rather than in a straightforward way so
that slave owners who hear this song won’t
interpret it as an escape route. Straightforward
instructions would give away the Underground
Railroad route and make it easy for
slaveholders to capture fugitive slaves.
Item No.: 8
Content Standard(s): 3, 4
Process Standard(s): 1.5, 1.8, 2.4, 2.6
Item 8:
Imagine that you are a musicologist who
collects folk songs and publishes their lyrics.
For a new collection of songs, write an
introduction to “Follow the Drinking Gourd.”
Scoring guide:
2 points – The response provides a brief but
comprehensive introduction to the song,
including at least THREE significant details from
the text.
1 point – The response provides a brief,
cursory introduction to the song, including
TWO significant details from the text.
0 points – other
Example of top-score-point response:
“Follow the Drinking Gourd” is a spiritual in
the African-American oral tradition. Probably
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WRITING
Use the Writing Scoring Guide on page 184 to
evaluate responses.
UNIT 2 TEST
READING
1. Answer: D; Content Standard(s): 3; Process
Standard(s): 1.5, 3.6
2. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.5, 3.6
3. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
4. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
5. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.4, 1.5, 1.6
Item No.: 6
Content Standard(s): 3
Process Standard(s): 1.4, 1.5, 2.3
Item 6:
In paragraph 3, Edwards says the following:
However unconvinced you may now be of
the truth of what you hear, by and by you
will be fully convinced of it.
What does Edwards mean by this statement?
How will listeners be convinced?
Scoring guide:
2 points – The response accurately describes
BOTH the “truth” Edwards refers to AND how
he thinks listeners will be convinced.
1 point – The response accurately describes
EITHER the “truth” Edwards refers to OR how
he thinks listeners will be convinced, but not
both.
0 points – other
Example of top-score-point response:
Edwards means that listeners will be convinced
of the wrath of God when they find themselves
in Hell.
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Item No.: 7
Content Standard(s): 3, 4
Process Standard(s): 1.4, 1.5, 1.8, 1.9, 2.4
Item 7:
Using details from the sermon, describe how
Edwards views God.
Scoring guide:
2 points – The response uses at least THREE
details from the sermon to present an accurate
picture of the God in Edwards’s sermon.
1 point – The response uses TWO details from
the sermon to present an accurate picture of
the God in Edwards’s sermon.
0 points – other
Example of top-score-point response:
The God depicted in this sermon is allpowerful; he holds in his hands the fates of
everyone. He is also subject to extreme rage:
Edwards imagines God dangling people over
the pit of Hell. Edwards says that He “abhors
you, and is dreadfully provoked.” Finally, he is
fickle. He might keep you alive today but let
you drop into Hell tomorrow.
Examples of acceptable responses may
include:
• The God in Edwards’s sermon is omnipotent.
• The God in Edwards’s sermon is angry.
• The God in Edwards’s sermon is changeable.
• The God in Edwards’s sermon is fearsome.
Item No.: 8
Content Standard(s): 3, 4
Process Standard(s): 1.4, 1.8, 2.4, 2.6
Item 8:
Imagine that you are a journalist for the
“Faith” section of the newspaper. Your editor
heard that a fiery sermon would be delivered
at Edwards’s church on Sunday and sent you
to report on it. Write the first paragraph of a
news story about the delivery of the sermon.
Scoring guide:
2 points – The response includes at least THREE
details from the passage AND employs ONE or
more conventions of newspaper writing.
1 point – The response includes TWO details
from the passage. Conventions of newspaper
writing may be lacking.
0 points – other
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Example of top-score-point response:
The walls shook Sunday as Reverend Jonathan
Edwards delivered a sermon at the Connecticut
Church of Fire and Brimstone. Edwards
conjured a wrathful God, provoked by his
followers’ lack of reverence for Him, who
dangled his creations above the fiery pits of
Hell and was about to drop them in. As the
minister warned “The bow of God’s wrath is
bent,” parishioners wept in their pews.
WRITING
Use the Writing Scoring Guide on page 184 to
evaluate responses.
UNIT 3 TEST
READING
1. Answer: A; Content Standard(s): 3, 7; Process
Standard(s): 1.5, 1.6, 3.3
2. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.5, 1.7
3. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.5, 3.6
4. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.5, 1.6
5. Answer: C; Content Standard(s): 3; Process
Standard(s): 1.7, 2.3
Item No.: 6
Content Standard(s): 3
Process Standard(s): 1.5, 1.6, 3.3
Item 6:
Explain what Paine means by “the summer
soldier and the sunshine patriot.”
Scoring guide:
2 points – The response convincingly explicates
the meaning of Paine’s phrase.
1 point – The response attempts to explicate
the meaning of Paine’s phrase but does not
entirely capture it.
0 points – other
Example of top-score-point response:
With the phrase “summer soldier and sunshine
patriot,” Paine refers to anyone who supports
the American fight for independence when
things are going well but deserts the cause
when the fighting is difficult. This phrase is
similar to the contemporary phrase “fairweather friend.”
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Item No.: 7
Content Standard(s): 3, 4
Process Standard(s): 1.4, 1.5, 1,8
Item 7:
Paine says that an offensive war is equivalent
to murder. Explain why he thinks the
Revolutionary War, in contrast, is just. Use
details from the passage to support your
answer.
Scoring guide:
2 points – The response uses at least TWO
details from the essay to explain why Paine
believes this war is just.
1 point – The response uses ONE detail from
the essay to explain why Paine believes this
war is just.
0 points – other
Example of top-score-point response:
Although Paine says he would never support
an offensive war, he has no doubt that this war
is just. He praises the American leadership for
exhausting every possible peaceful means of
resolving the conflict before taking up arms.
He also compares the King of Britain to “ a
common murderer, a highwayman, or a
housebreaker.” Just as he would defend his
home and family against a thief, the Americans
must defend their country against the
unethical actions of the British.
Examples of acceptable responses may
include:
• The Americans have tried to resolve the
conflict peacefully.
• Even God, according to Paine, would
support the Americans in this cause because
the British have behaved so unethically.
• The British attempt to bind the American
colonies to England is equivalent to slavery.
• Just as one would defend one’s home
against a thief, one must defend one’s
country against colonial rule that is
unethical.
• To be loyal to such an unethical ruler as the
King of Britain would be to “make a whore
of my soul.”
Item No.: 8
Content Standard(s): 3, 4
Process Standard(s): 1.8, 2.4, 3.6
© EMC
Item 8:
Imagine that you are a soldier in the
Revolutionary War and that you have just read
Thomas Paine’s essay in Crisis, No. 1. Write a
journal entry about how the essay has affected
you.
Scoring guide:
2 points – The response includes at least THREE
details from the passage AND employs ONE or
more conventions of journal writing.
1 point – The response includes TWO details
from the passage. Conventions of journal
writing may be lacking.
0 points – other
Example of top-score-point response:
12/31/03
It’s New Years Eve, our division of the army is
in retreat, and it’s freezing cold. Still, I am not
entirely discouraged. I just read an essay called
Crisis. The author, while sympathizing with us
for being in a difficult position—“These are the
times that try men’s souls,” he writes—also
claims that we deserve the thanks of the
people we are fighting for. He also says he
believes that God must be on our side since we
have tried to avoid war and since the King of
Britain has acted unethically. He seems to be
saying that even these hard times will serve to
make us stronger and that such trials show
what each person is really made of. I needed
these ideas badly and will remember them as I
shiver through this night!
WRITING
Use the Writing Scoring Guide on page 184 to
evaluate responses.
UNIT 4 TEST
READING
1. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.4, 1.5
2. Answer: D; Content Standard(s): 3; Process
Standard(s): 1.5, 1.7
3. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.7, 3.5
4. Answer: A; Content Standard(s): 3; Process
Standard(s): 1.5, 1.7
5. Answer: B; Content Standard(s): 3; Process
Standard(s): 1.4, 1.5, 1.6
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