PRACTICE EXAM
English III
Second Semester
Use this study guide as a practice semester exam. Take the test and answer
each of the questions, and then go back and check your work with the answer
key. Find the questions that you missed, and go back to the lesson the question
came from and review the concepts until you feel comfortable with the lesson
material.
Please remember that the semester exam will not be as long as this practice
exam. The second semester exam for English III is around fifty questions, and
consists of multiple choice, matching, multiple select, true/false, and possibly
essay questions.
ODYSSEYWARE ACADEMY
Unit 7: Nonfiction
Lesson 1: Elements of Nonfiction
Recognize the importance of nonfiction and identify elements that distinguish it from fiction
1. Select from the list below which type of writing would be categorized as non-fiction. Multiple
answers possible.
a. short story
b. newspaper
c. historical novel
d. biography
e. drama
f. letter
g. diary
h. novelette
2. Label the following elements as an attribute of fiction or nonfiction.
a. persuasive writing b. plot and character c. imaginationd. the ‗truth‘e. information Lesson 2: Exposition
Identify characteristics and patterns of expository writing
3. Identify the characteristics of expository writing. Multiple answers possible.
a. catastrophe
b. coherence
c. clarity
d. creativity
e. conciseness
f. caution
g. completeness
h. commonality
4. Identify the major writing patterns into which expository writing might be classified. Multiple
answers possible.
a. argumentative
b. vignette
c. illustrative
d. descriptive
e. analytical
f. definition
5. The expository pattern that tries to convince the reader that a certain fact or viewpoint is correct
is known as
.
a. argumentative
b. vignette
c. illustrative
d. descriptive
e. analytical
f. definition
Lesson 3: Description
Identify characteristics of descriptive writing
6. A good descriptive essay will use which of the following elements? Multiple answers possible.
a. figurative language
b. simile
c. metaphor
d. hyperbole
e. personification
Read the descriptive sentence and identify the type of figurative language used in the sentence.
7. She had hair as smooth as silk, a voice like thunder, and teeth like pearls.
a.
b.
c.
d.
simile
metaphor
hyperbole
personification
8. The trees tossed their heads in the storm.
a. simile
b. metaphor
c. hyperbole
d. personification
Lesson 5: Essays and Speeches
Understand history and identify types and characteristics of essays
9. Select the original meaning of the word ‗essay‘.
a. witty saying
b. describe
c. attempt
d. inform
Lesson 6: Diaries, Journals, and Letters
Identify the characteristics of personal writing
10. Select the purpose with which many authors wrote diaries, journals, or letters. Multiple answers
possible.
a. to record damaging information about scientists, statesmen, and pioneers
b. to preserve a record of experiences, thoughts, and observations
c. a record for posterity
d. a source of information
11. Which of the following titles was written by a young fugitive girl?
a. The Hiding Place
b. A True Relation
c. The Diary of Anne Frank
d. ―A Progress to the Mines‖
Lesson 7: Biography and Autobiography
Distinguish between biography and autobiography
12. Select the characteristics of an autobiography. Multiple answers possible.
a. an author‘s story about himself
b. an author‘s research about a famous personality or national figure
c. fiction
d. nonfiction
13. One of America‘s earliest autobiographies was written by
.
a. Patrick Henry
b. Martha Washington
c. Pocahontas
d. Benjamin Franklin
Lesson 8: Magazine and Newspaper Articles
Identify characteristics of newspaper and magazine articles
14. If you are reading a report about a recent bank robbery in your home town, you are probably
reading
a. a news article
b. an editorial
c. a feature story
15. If you are reading public interest story about the graduating class president and his future plans,
you are probably reading
a. a news article
b. an editorial
c. a feature story
16. If you are reading an opinion piece written by the publisher about the benefits of orange juice vs.
milk, you are probably reading
a. a news article
b. an editorial
c. a feature story
Lesson 11: Nonfiction Topics for Reading
Analyze nonfiction selections: personal experience essay
Read the passage below and answer the following questions.
I was born a slave, but I never knew it till six years of happy childhood had passed away. My
father was a carpenter, and considered so intelligent and skillful in his trade, that, when buildings
out of the common line were to be erected, he was sent for from long distances, to be head
workman. On condition of paying his mistress two hundred dollars a year, and supporting himself,
he was allowed to work at his trade, and manage his own affairs. His strongest wish was to
purchase his children; but, though he several times offered his hard earnings for that purpose, he
never succeeded. In complexion my parents were a light shade of brownish yellow, and were termed
mulattoes. They lived together in a comfortable home; and, though we were all slaves, I was so
fondly shielded that I never dreamed I was a piece of merchandise, trusted to them for safe
keeping, and liable to be demanded of them at any moment. I had one brother, William, who was
two years younger than myself—a bright, affectionate child. I had also a great treasure in my
maternal grandmother, who was a remarkable woman in many respects. She was the daughter of a
planter in South Carolina, who, at his death, left her mother and his three children free, with
money to go to St. Augustine, where they had relatives. It was during the Revolutionary War and
they were captured on their passage, carried back, and sold to different purchasers. Such was the
story my grandmother used to tell me; but I do not remember all the particulars.
-- Incidents in the Life of a Slave Girl, Seven Years Concealed, Written by Herself, Harriet A. Jacobs
17. This passage is an example of which of the following? Multiple answers possible.
a. personal experience essay
b. humor
c. biography
d. autobiography
e. news article
18. What did Harriet A. Jacobs not realize about her life as a young girl?
a. Jacob‘s grandmother was freed after her death but recaptured during the Revolustionary
war and sold again
b. Her father‘s strongest wish was to purchase his children
c. She was a piece of merchandise
d. She had a brother, William
19. What does the first line of the essay imply will occur?
a. At the end of 6 years of a happy childhood, Jacobs becomes aware that she is a slave.
b. Jacobs will never be made to feel like a slave
c. Jacobs has very kind and understanding owners
Lesson 12: Other Nonfiction Topics for Reading
Analyze nonfiction selections: Biography, Autobiography, Ideas, Humor
Read the passage below and answer the following questions:
Having learned to read Abe read all the books he could lay his hands on. Dennis, years later, tried
to remember his cousin‘s reading habits. ―I never seen Abe after he was twelve ‗at he didn‘t have a
book somer‘ers ‗round. He‘d put a book in his shirt an‘ fill his pants with corn dodgers, an‘ go off
to plow or hoe.
They heard Abe saying, ―The things I want to know are in books: my best friend is the man who‘ll
give me a book I ain‘t read.‖ One fall afternoon he walked to see John Pitcher, a lawyer at
Rockport, nearly 20 miles away, and borrowed a book he heard Pitcher had. A few days later, with
his father and Dennis and John Hanks he shucked corn from early daylight till sundown. Then
after supper he read the book till midnight, and next day at noon he hardly knew the taste of his
corn bread because of the book in front of him. So they told it.
--Abraham Lincoln: The Prairie Years and the War Years by Carl Sandburg
20. The passage you read would be qualified as
.
a. a feature story
b. an autobiography
c. a biography
d. a speech
21. What important fact do we learn about Abraham Lincoln from this passage?
a. he spent a lot of time walking
b. he shucked corn from morning till night
c. he loved to read
d. he couldn‘t taste cornbread
Read the passage below and answer the following questions:
I grew in those seasons like corn in the night, and they were far better than any work of the hands would have been.
They were not time subtracted from my life, but so much over and above my usual allowance. I realized what the
Orientals mean by contemplation and the forsaking of works. For the most part, I minded not how the hours
went…My days were not days of the week, bearing the stamp of any heathen deity, nor were they minced into hours
and fretted by the ticking of a clock; for I lived like the Puri Indians, of whom it is said that ―for yesterday, to-day,
and to-morrow they have only one word, and they express the variety of meaning by pointing backward for yesterday,
forward for to-morrow, and overhead for the passing day.‖ This was sheer idleness to my fellow-townsmen, no doubt;
but if the birds and flowers had tried me by their standards, I should not have been found wanting. A man must find
his occasions in himself, it is true. The natural day is very calm, and will hardly reprove his indolence.
--Henry David Thoreau in ―Sounds‖
22. What is the main idea or topic of the passage above?
a. Thoreau stops keeping track of time and lives according to nature‘s time.
b. Thoreau indicates time by pointing behind him, in front of him, and above him, like the
Puri Indians.
c. The best life to live is a lazy and indolent life.
d. Thoreau spends his day listening to birds and flowers.
Lesson 13: Nonfiction Composition
Know structure and purpose of nonfiction composition types
Select the best method of organizing the following essay topics.
23. An extended definition of poetry which includes examples.
a. illustrative
b. comparison contrast
c. order of ideas
d. analytical
e. argumentative
24. A speech persuading your student body to elect you class president.
a. illustrative
b. comparison contrast
c. order of ideas
d. analytical
e. argumentative
25. An essay outlining the pros and cons of traveling by taxi or by bus.
a. illustrative
b. comparison contrast
c. order of ideas
d. analytical
e. argumentative
Unit 8: American Drama
Lesson 1: The Development of Drama
Know the significant points in the development of drama
26. The drama first originated
.
a. during the Middle Ages
b. in Rome
c. in Greece
d. during the Renaissance
27. Drama in the Middle Ages consisted of which types of plays? Multiple answers possible.
a. morose
b. miracle
c. morality
d. mystery
e. modern
Lesson 2: The Development of Drama
Trace the development of American drama from the Colonial period to the twentieth century
Identify characteristics and practitioners of modern drama
28. During the colonial period, Puritan influence did not encourage the development of drama in
America, regarding actors and acting as immoral.
a. True
b. False
29. After the American Revolution, you might have watched this type of play.
a. a miracle play
b. a tragedy
c. a modern play
d. a historic drama
30.
was the first American playwright to produce literary plays.
a. William Shakespeare
b. Eugene O‘Neill
c. Sophocles
d. Thornton Wilder
31. Match the following philosophies that played a large part in American drama with their
definitions
expressionism
realism
symbolism
a. a presentation of life as it is and not as we would
have it be
b. the revelation of abstract ideas through concrete
things or people
c. use of dreams, nightmares, and memories to show
the audience an internal drama; also known as
‗mental drama‘
Lesson 4: The Art of Drama
Identify elements and purposes of drama
32. Select the two major types of drama. Multiple answers possible.
a. comedy
b. miracle play
c. Broadway
d. tragedy
e. mystery
33. Select the correct definition of satire.
a. a series of events creating excitement and action in a play
b. when and where the play takes place
c. the author‘s idea about life or human behavior
d. main character of the play
e. a literary device ridiculing human behavior, society, or politics
34. Match the following elements of drama with the correct definition
plot
a. the author‘s ideas about life and human behavior
characters
b. indications of what is happening on stage
theme
c. events and incidents creating the excitement and
action of the play
style
setting
structure
stage directions
d. when and where the play takes place
e. the playwright‘s use of language
f. the playwright‘s arrangement of characters,
scenes and incidents
g. their dialogue and actions cause the plot of the
play to unfold
Lesson 5: The Structure and Reading of a Play
Recognize most common structure for modern drama
Know how to read and understand dramatic literature
35. Match the common structural elements of a play with its definition.
exposition
the incident
rising action
climax
falling action
resolution
a. the conflict of the play continuing toward the
climax
b. the introduction of characters and situation
c. all the loose ends and plot elements are tied up
and resolved
d. a problem that the main character must overcome
is introduced; usually near the beginning of the
play
e. the turning point or peak of the play‘s structure;
the moment of greatest suspense
f. events that occur after the climax and lead toward
a resolution of the action
Read the following excerpt from the drama by Oscar Wilde, The Importance of Being Ernest.
SECOND ACT
SCENE
Garden at the Manor House. A flight of grey stone steps leads up to the house. The garden, an
old-fashioned one, full of roses. Time of year, July. Basket chairs, and a table covered with books,
are set under a large yew-tree.
[Miss Prism discovered seated at the table. Cecily is at the back watering flowers.]
Miss Prism. [Calling.] Cecily, Cecily! Surely such a utilitarian occupation as the watering of
flowers is rather Moulton‘s duty than yours? Especially at a moment when intellectual pleasures
await you. Your German grammar is on the table. Pray open it at page fifteen. We will repeat
yesterday‘s lesson.
Cecily. [Coming over very slowly.] But I don‘t like German. It isn‘t at all a becoming language. I
know perfectly well that I look quite plain after my German lesson.
36. What elements are revealed in this scene description? Multiple answers possible.
a. setting
b. character
c. conflict
d. dialogue
e. structure
f. stage directions
Lesson 7: Wilder‘s Our Town
Know Wilder‘s significant works and what made him unique
37. Identify Wilder‘s first play.
a. The Cabala
b. The Trumpet Shall Sound
c. The Bridge of San Luis Rey
d. Our Town
38. Identify the novel that earned Wilder his first Pulitzer Prize.
a. The Cabala
b. The Trumpet Shall Sound
c. The Bridge of San Luis Rey
d. Our Town
39. The unconventional play, The Skin of Our Teeth, that earned Wilder his third Pulitzer Prize was
.
a. a play within a play
b. his first play to reach Broadway
c. set at Princeton University
d. about women‘s rights
Lesson 8: Our Town – Act I
Understand and analyze the function of the stage manager, unique staging, treatment of time, and
use of props
40. Name the person who guides the audience through Grover‘s Corners in Our Town.
a. Emily Webb
b. George Gibbs
c. Dr. Gibbs
d. Stage Manager
41. In what ways was Wilder‘s staging unusual? Multiple answers possible.
a. use of symbols for scenery
b. the stage was expanded into the audience
c. expansive and elaborate scenery
d. set in New England
Lesson 9: Our Town – Act II
Analyze wedding scene, use of time, and theme of universality
42. How does Wilder extend the play into the audience in the second act?
a. the drugstore scene takes place behind the audience
b. the use of flashback
c. use of the theater aisle for the wedding
d. the preacher stands in the audience balcony
43. According to the Stage Manager, what are the three stages of life? Multiple answers possible.
a. birth
b. baptism
c. marriage
d. divorce
e. death
f. the afterlife
Lesson 10: Our Town – Act III
Analyze use of flashback and setting to illustrate theme
44. How does Wilder illustrate his theme, that no one appreciates or understands the smallest details
of life?
a. the images of marriage and couples that appear throughout the play
b. the portrayal of people‘s desire to belong
c. Emily‘s death and burial
d. the use of flashback and Emily‘s visit to life
45. In watching Emily return to life, and her final statement from the grave, ―They don‘t
understand,‖ what is the audience forced to contemplate?
a. the briefness of life
b. the importance of memories
c. the importance of relationships
d. that nothing matters in the end
Unit 8: Studies in the American Novel
Lesson 1: The American Novel
Know the history of American novel
Know types of early American novels: novels of sentiment, historical, gothic
46. What do critics agree on as the first American novel?
a. The Emigrants
b. The Life of Harriot Stuart
c. The Female American
d. The Power of Sympathy
e. critics cannot agree on the first American novel
47. Early American novels tended to deal with sentimental domestic situations or American history.
a. True
b. False
48. Select the characteristics of a picaresque novel. Multiple answers possible.
a. satire of society
b. mystery, magic, horror, and ghosts
c. chronicle of a characters life
d. a character who lives by his/her wits
e. treats a serious subject ridiculously
Lesson 3: Nineteenth Century Novel, Part 1
Identify major early nineteenth century novelists and their works: Cooper, Sims, Hawthorne
49. Who is the hero of James Fennimore Cooper‘s Leatherstocking Tales?
a. Paul Jones
b. Captain Ahab
c. Natty Bumppo
d. Hester Prynne
50. William Gilmore Simms wrote novels that focused on
.
a. adventure during the Revolution and on the Mississippi frontier
b. the development of symbols and the supernatural
c. defining the Native American in the minds of Americans
d. the characterization of women
51. Nathaniel Hawthorne wrote novels that focused on
.
a. adventure during the Revolution and on the Mississippi frontier
b. the development of symbols and the supernatural
c. defining the Native American in the minds of Americans
d. the characterization of women
52. Nathaniel Hawthorne is the author of which of the following titles? Multiple answers possible.
a. The Scarlet Letter
b. The Deerslayer
c. The Blind Heart
d. The Marble Faun
e. The Last of the Mohicans
Lesson 4: Nineteenth Century Novel, Part 2
Identify major later nineteenth century novelists and their works: Melville, Stow, Twain, Alcott,
Jewett, Crane
53. Who is the author of Moby Dick?
a. Louisa May Alcott
b. Mark Twain
c. Stephen Crane
d. Herman Melville
54. Which of the following statements about Harriet Beecher Stowe‘s novel, Uncle Tom‘s Cabin, is
true?
a. Harriet Beecher Stowe drew on her life at sea to write the novel.
b. The novel was influential in the anti-slavery movement.
c. Stowe wrote the novel about the Mississippi frontier and the conflicts between the ‗white
man‘ and the Native Americans
d. Uncle Tom‘s Cabin is one of her three ‗society novels‘.
55. Samuel Langhorn Clemens wrote his books using the pen name of ‗Tom Sawyer‘.
a. True
b. False
Lesson 5: Twentieth Century Novel
Identify major twentieth century novelists and their works: Dreiser, Cather, Lewis, Wilder,
Steinbeck, Wolfe, Wharton, Faulkner
56. Willa Cather wrote her novels
.
a. about the three stages of a woman‘s life
b. from her experiences in Nebraska
c. about a world that was growing worse and needed to return to reason
d. about the Deep South
Lesson 7: The Old Man and the Sea
Know characteristics of Hemingway‘s work
Review characteristics of the novel: plot, characterization, mood
57. What common thread does Hemingway weave throughout all of his novels?
a. the tragedy of war
b. characters who are soldiers or prizefighters
c. courage and a refusal to admit defeat
d. elaborate and involved descriptions to create an impression in the reader
58. Match term to the correct definition.
plot
a. creation of realistic imaginary people
characterization
b. the ordering of events, incidents, and conflict
mood
c. the atmosphere and tone of a literary work
Lesson 8: Figurative Language in the Novel
Analyze Hemingway‘s use of imagery and figurative language
Read the following passage from The Old Man and the Sea.
From where he swung lightly against the oar he looked down into the water and saw the tiny fish
that were colored like the trailing filaments and swam between them and under the small shade the
bubble made as it drifted. They were immune to its poison. But men were not and when some of the
filaments would catch on a line and rest there slimy and purpose while the old man was working a
fish, he would have welts and sores on his arms and hands of the sort that poison ivy or poison oak
can give…The iridescent bubbles were beautiful. But they were the falsest thing in the sea and the
old man loved to see the big sea turtles eating them.
59. Which of these best explains the image of the bubbles in the above quotation?
a. the old man worked through the welts and sores the poison gave him
b. the poison bubbles are beautiful
c. some people in life are immune to poison
d. beauty can be false
Read the following passage from The Old Man and the Sea.
―What‘s that?‖ she asked a waiter and pointed to the long backbone of the great fish that was now
just garbage waiting to go out with the tide.
―Tiburon,‖ the waiter said. ―Eshark.‖ He was meaning to explain what had happened.
―I didn‘t know sharks had such handsome, beautifully formed tails.‖
―I didn‘t either,‖ her male companion said.
60. The above passage is an example of what kind of figurative language?
a. symbolism
b. metaphor
c. irony
d. analogy
Lesson 9: Symbol and Metaphor in the Novel
Recognize and analyze Hemingway‘s use of symbol and metaphor
―I‘m clear enough in the head, he thought. Too clear. I am as clear as the stars that are my brothers.‖
61. The above quote from The Old Man and the Sea is an example of
a. metaphor
b. simile
c. symbol
d. irony
62. What does the marlin symbolize in The Old Man and the Sea?
a. the honor of a struggle
b. the old man‘s youth
c. the relationship between the old man and the boy
d. the relationship between the old man and the sea
.
Lesson 11: Defining the Critical Essay
Know elements of the critical essay: interpretation, analysis, evaluation
63. Match the following types of critical essay with their definition.
interpretation
analysis
evaluation
a. this essay answers the question ―Was what the
author said worthwhile?‖
b. this essay answers the question ―How did the
writer say it?‖
c. this essay answers the question ―What does the
writer say?‖
Lesson 12: Writing the Critical Essay
Review steps in writing a critical essay: know the text; select a topic; find evidence; outline; write
the essay
64. The thesis of a critical essay must be supported by
a. the outline
b. the topic choice
c. evidence from the text
d. notes
.
Unit 10: Research
Lesson 1: The Investigative Process
Define research, know how to choose a topic and do background reading
65. Select the tasks involved in doing research. Multiple answers possible.
a. finding facts
b. choosing a subject
c. writing a thesis
d. revising facts
e. evaluating facts
f. analyzing facts
g. creating a new perspective on a subject
66. Select the best topic for a research paper.
a. Water resources around the world
b. Lake Michigan
c. City wells across the USA
d. The future of the Ogallala Aquifer as a water resource
67. Which resource would be the best source for background information on Desert Storm?
a. Encyclopedia Britannica
b. An extensive book entitled Desert Storm: A Forgotten War
c. Newspaper Article entitled ―Desert Storm: Still a Good Cause‖
d. History Channel Series on Operation Desert Storm
Lesson 2: The Library and the Internet
Know how to gather and evaluate sources from the library and the internet
68. If you need to find a magazine article about the subject Egyptian Mummification, where would
you look?
a. the library card catalog
b. The Reader‘s Guide to Periodical Literature
c. the Dewey Decimal System
d. the Library of Congress
Identify the source described as primary, secondary, or tertiary.
69. the letters of Thomas Jefferson
a. primary
b. secondary
c. tertiary
70. an interpretation of the poem ―Jabberwocky‖
a. primary
b. secondary
c. tertiary
71. an encyclopedia article about malaria
a. primary
b. secondary
c. tertiary
Lesson 4: Documentation
Know how to create works cited entries and parenthetical citations of various sources; reference
style-guide handbooks
72. What is the definition of a source?
a. a place you found new information; something you do not know
b. a book
c. remembering where you found the information
d. none of the above
73. What did the word plagiarism mean originally?
a. cheater
b. thief
c. kidnapper
d. convict
74. Which of the following items are not necessary to include on a source card? Multiple answers
possible.
a. author‘s name
b. paraphrased information
c. title of the source
d. related sources
e. medium of publication
f. quotations
g. time the source was accessed
h. publication information
i. call number
j. sub headings
Lesson 5: Citation Formats
Know how to create works cited entries and parenthetical citations of various sources; reference
style-guide handbooks
75. Below are works cited entries for a book in print by one author. Select the one that is completely
correct.
Entry A:
Kurlansky Mark Salt: A History of the World New York Walker 2002. Print
Entry B:
Kurlansky, Mark. ―Salt: A History of the World.‖ New York, Walker. 2002.
Entry C:
Kurlanksy, Mark. Salt: A History of the World. Walker, New York. Print.
Entry D:
Kurlansky, Mark. Salt: A History of the World. New York, Walker. 2002. Print.
a. Entry A
b. Entry B
c. Entry C
d. Entry D
76. Select the correct parenthetical citation for a book by Kendra Smith called Keeping Up With the
Jones‘s. Your information was found on page 85.
a. (Smith 85)
b. (Smith 85).
c. (Keeping Up With the Jones‘s by Smith)
d. (Keeping Up With the Jones‘s 85).
Lesson 6: Taking Notes
Understand how to take notes, use note cards, and the four types of notes: summary, direct
quotation, paraphrase, critical notes
77. Match the different methods or types of note taking with the definition.
summary note
a. a note about biased information
direct quotation note
b. a note that expresses the general idea of several
paragraphs or pages
paraphrase note
critical note
c. a note that records a quotation that comes directly
from a source
d. a note that combines quotations with the
researcher‘s own words
Lesson 7: Formulating a Thesis Statement
Know characteristics of an effective thesis: restricted, precise, unified
78. Select the thesis statement that is both restricted, precise, and unified.
a. Exercise is essential at all ages.
b. Jogging is one of the most popular forms of exercise.
c. Exercising at the public park saves money, utilizes public resources, and helps you lose
weight.
d. A balanced diet coupled with increased exercise is the most effective method for lifetime
weight control.
Lesson 9: The Composition
Know how to evaluate, and possibly rework, an original thesis statement against notes
79. If the information you find in your research does not support your thesis statement, it is OK to
revise your thesis statement.
a. True
b. False
Lesson 10: Outlining the Paper
Know the mechanics, types, and organization patterns for outlines
80. Match the elements of an outline to what each element signifies.
A, B, C, etc.
a. a main heading or section in the research paper
I, II, III, etc.
b. a sub topic of a heading or section in the research
paper
a, b, c, etc.
1, 2, 3, etc.
c. details that support the sub topic of a heading or
section in the research paper
d. minor details that support the details of a sub
topic
81. Identify the outline as one demonstrating organization by time, chronology, or sequence.
I. Mowing the lawn
A. Fill the gas tank
B. Start the mower
1. Observe safety precautions
a. Don‘t put your hands near the blade while mower is running
b. Hold safety lever
2. Put the mower in drive
C. Establish a mowing pattern
1. Diagonal
2. Diamond
3. Straight Lines
a. time
b. chronology
c. sequence
Lesson 12: Writing the Research Paper (1)
Understand how to develop paragraphs, incorporate and document notes and provide appropriate
transitions
82. Select the kinds of evidence that might be used to develop a topic sentence within a paragraph
a. examples
b. quotations
c. comparisons
d. statistics
e. all of the above
83. What purpose does a transition serve in a paragraph?
a. to connect ideas
b. state the purpose of the research paper
c. supply the topic of a paragraph
d. to illustrate a concept
Lesson 13: Writing the Research Paper (2)
Distinguish between formal and informal diction, compose the introduction and conclusion, and
revise for clarity
84. Select the example that uses language most appropriate for a research paper.
a. Our school‘s cross-graded multiethnic, individualized learning program is designed to
enhance the concept of an open-ended learning program with emphasis on a continuum of
multiethnic, academically enriched learning using the identified intellectually gifted
child as the agent of director of his own learning.
b. Neil Postman gave some neat info crazy talk in his book Crazy Talk, Stupid Talk. He says
that crazy talk is talk that doesn‘t make sense in the situation in which it‘s used. I say,
―Right on, Mr. Postman!‖
c. Coffee comes from small green beans that are really pits of a fruit resembling a cherry.
The morning coffee poured into a mug comes from a small tree (or bush) that grew for
seven years before it bloomed and grew the fruit that held the beans. After one of these
trees produced on pound of coffee, its life was over.
85. Determine whether the conclusion paragraph given below summarizes, points forward, gives a
warning, or expresses a hope.
Desert plants, then, need dry, sandy soil. They thrive on little water and lots of direct sunshine. If they are
cared for properly, they will bring the grower many hours of pleasure.
a.
b.
c.
d.
point forward
give a warning
express a hope
summarize
Unit 11: Reviewing Communication Skills and Literature
Lesson 1: Analyzing Written Words
Review how to use context and morpheme clues to get at word meaning
86. Determine the type of context clue used in the example below.
At midday, the desert was an inferno, an oven on earth.
a. direct explanation
b. synonym
c. morphemes
87. Using context clues, determine the meaning of the word coruscant in the sentence below.
The ice pond was coruscant in the starlight; it glimmered, sparkled, nearly danced with thousands
of tiny lights.
a.
b.
c.
d.
frosty
shining
lightning
night sky
Lesson 2: Dictionary Skills
Review history, purpose, use, and types of dictionaries
88. Match the different types of dictionaries with the correct description.
Dictionary of American English
a. a dictionary of synonyms and antonyms
A Dictionary of American-English Usage
b. catalogs the regional and ethnic differences in
American speech
Roget‘s International Thesaurus
American Dialect Dictionary
Dictionary of American Slang
c. catalogs nonstandard speech; must be updated
frequently
d. considered one of the most authoritative
unabridged dictionaries in the U.S.A.
e. emphasizes standard grammatical usage
Lesson 4: Writing Effective Sentences (1)
Review types of clauses: main, subordinate, noun, adverb, adjective
89. Identify each sentence as simple, compound, complex, or compound complex.
a.
My back aches.
b.
When I get back to school, I‘m actually going to appreciate it.
c.
Yes, I have a bad flu, and because I need to get well soon, I won‘t think about
school yet.
d.
I usually don‘t mind missing school, but this is not fun.
90. Underline the subordinate clause in the sentence below.
Since it‘s Friday, our teacher didn‘t give us any homework.
Lesson 5: Writing Effective Sentences (2)
Review types of modifying phrase: verbal, appositives, prepositional
91. Identify the following phrase as a gerund, participal, infinitive, or appostive.
Getting up early can be difficult.
a.
b.
c.
gerund phrase
participial phrase
infinitive phrase
Lesson 6: Sentence Problems
Review how to avoid sentence problems: parallelism, misplaced modifiers, pronoun problems
92. Rewrite the following sentence using parallel structure.
I want to run, to skip, and jumping.
93. Reorganize the modifier in the following sentence to make it less ambiguous.
Reading the newspaper, the barking dog disturbed the sleepy man.
Answer Key
1. b, d, f, g
2. persuasive writing – non-fiction
plot & character – fiction
imagination – fiction
the ‗truth‘ – non-fiction
information – non-fiction
3. b, c, e, g
4. a, c, e
5. a
6. a, b, c, d, e
7. a
8. d
9. c
10. b, c, d
11. c
12. a, d
13. d
14. a
15. c
16. b
17. a, d
18. c
19. a
20. c
21. c
22. a
23. a
24. e
25. b
26. c
27. b, c, d
28. a
29. d
30. b
31. c – expressionism
a – realism
b – symbolism
32. a, d
33. e
34. c – plot
g – characters
a – theme
e – style
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
d – setting
f – structure
b – stage directions
b – exposition
d – the incident
a – rising action
e – climax
f – falling action
c – resolution
a, b, d, f
b
c
a
d
a, b
c
a, c, e
d
c
e
a
a, c, d
c
a
b
a, d
d
b
b
b
c
b – plot
a – characterization
c – mood
d
c
b
a
c – interpretation
b – analysis
a – evaluation
c
a, b, c, e, f, g
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
d
a
b
a
b
c
a
c
b, d, f, g, j
d
b
b – summary note
c – direct quotation note
d – paraphrase note
a – critical note
d
a
b – A, B, C
a – I, II, III
d – a, b, c
c – 1, 2, 3
c
e
a
c
c
b
b
d – Dictionary of American English
e – A Dictionary of American-English
Usage
a – Roget‘s International Thesaurus
b – American Dialect Dictionary
c – Dictionary of American Slang
89. a.) simple sentence
b.) complex sentence
c.) compound-complex sentence
d.) compound sentence
90. Since it‘s Friday, our teacher didn‘t give us
any homework.
91. a
92. I want to run, to skip, and to jump.
93. Reading the newspaper, the sleepy man was
disturbed by the barking dog.