English II STAAR EOC Review Guide This study guide lists the tested skills on the assessment and sample questions to correlate with those skills. Review the objectives and sample questions to prepare for your English II STAAR Tests for Reading and Writing. EOC Reporting Categories and Sample Questions Part I: Reading: A. Vocabulary B. Literary Text (Poetry, Drama, Fiction, Literary Nonfiction, Theme and Genre, Sensory Language, Figure 19, Media Literacy, Short Answer) C. Informational Text (Persuasive, Expository, Procedural Text, Culture and History, Media Literacy, and Short Answer) Part II: Writing A. Revising B. Editing C. Composition Answer Key An answer key follows the study guide for your review. Read the provided explanation for each answer. Rubrics and Writing Sample Review the attached Short Answer and Composition Rubrics. State- released prompts and Sample responses are also included.
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English II STAAR EOC Review Guide
This study guide lists the tested skills on the assessment and sample questions to correlate with those skills. Review the objectives and sample questions to prepare for your English II STAAR Tests for Reading and Writing.
EOC Reporting Categories and Sample Questions
Part I: Reading: A. VocabularyB. Literary Text (Poetry, Drama, Fiction, Literary Nonfiction, Theme and
Genre, Sensory Language, Figure 19, Media Literacy, Short Answer)C. Informational Text (Persuasive, Expository, Procedural Text, Culture and
History, Media Literacy, and Short Answer)Part II: Writing
A. RevisingB. EditingC. Composition
Answer KeyAn answer key follows the study guide for your review. Read the provided explanation for each answer.
Rubrics and Writing SampleReview the attached Short Answer and Composition Rubrics. State-released prompts and Sample responses are also included.
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Part I: ReadingA. Vocabulary – be able to define words using context clues and dictionary skills
1B: Context Clues – Be able to use context clues within a sentence/paragraph to determine meaning of the word.
My absent-minded teacher loses his keys, his book, and his chalk almost every day!
1. What key word in the sentence helps determine the meaning of the word absent-minded?A. losesB. keysC. teacherD. book
2. The meaning of the word absent-minded can best be described as—
A. DemandingB. IntelligentC. ForgetfulD. Creative
1E: Dictionary Use – Using the dictionary, be able to determine the accurate denotative/connotative definition of a word as it is used in the passage.
The tender of the flock of sheep watched closely as a fox came near the field.
3. Read the dictionary entry for the word tender.
tender - /ten-dur/ noun 1. person who cares for something or someone else. 2. a boat that transports a larger boat 3. a form of payment adjective 4. soft, delicate or sensitive.
Which definition represents the word tender as it is used in the sample sentence above?
A. Definition 1B. Definition 2C. Definition 3D. Definition 4
B. Literary Text – be able to make complex inferences in poetry, drama, fiction, literary nonfiction; be able to analyze theme and genre and the use of sensory language
3A Poetry - Analyze the structure and prosody and the graphic elements of poetry
Those Winter Sundays by Robert Hayden Sundays too my father got up early1
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And put his clothes on in the blue black cold, then with cracked hands that achedFrom labor in the weekday weather made blanked fires blaze. No one ever thanked them.
I’d wake and hear the cold splintering, breaking.When the rooms were warm, he’d call,
And slowly I would rise and dress, Fearing the chronic angers of that house
Speaking indifferently to him, Who had driven out the coldAnd polished my good shoes as well, What did I know, what did I knowOf love’s austere and lonely offices?
4. How does the writer organize the poem?A. By illustrating a narrator’s struggle to deal with the winter coldB. By depicting a father’s actions during Sunday morningsC. By showing the narrator’s reflective memories of his father’s sacrificesD. By describing the winter cold’s effect on the house
5. What is the most likely reason the last line in Stanza 1 is much shorter than any other?
A. To help the reader form a mental imageB. To emphasize an ideaC. To show the father’s thoughtsD. To suggest that the speaker is being sarcastic
4A Drama – make complex inferences about the structure of drama, including how archetypes and motifs advance the plot of the play
From “A Raisin in the Sun” by Lorraine HansberryWALTER: (Picks up the check) Do you know what this money means to me? Do you know what this
money can do for us? (Puts it back) Mama- I want so many thingsMAMA: Yes, sonWALTER: I want so many things that they are driving me kind of crazy. Mama look at me.MAMA: I'm looking at you. You a good-looking boy. You got a job, a nice wife, a fine boyWALTER: A job. (Looks at her) Mama, a job? I open and close car doors all day long. I drive a man
around in his limousine - Mama, that ain't no kind of job . . . (Very quietly) Mama, I don't know if I can make you understand.MAMA: Understand what, baby?WALTER: (Quietly) Sometimes it's like I can see the future stretched out in front of me just plain as day.
It’s a looming blank space full of nothing. But it don't have to be. (Pause. Kneeling beside her chair) Mama sometimes when I'm downtown and I pass them cool, quiet-looking restaurants where them white boys are sitting back and talking 'bout things . . . sitting there turning deals worth millions of dollars . . . sometimes I see guys don't look much older than me
MAMA: Son how come you talk so much ‘bout money?WALTER: (With immense passion) Because it is life, Mama!MAMA (Quietly) Oh (Very quietly) So now it's life. Money is life. Once upon a time freedom used to be
life now it's money. I guess the world really do change . . .WALTER: No it was always money, Mama. We just didn't know about it.MAMA: No ... something has changed. (She looks at him) You something new, boy. In my time we was
worried about not being lynched and getting to the North if we could
and how to stay alive and still have a pinch of dignity too . . . Now here come you and Beneatha a talking 'bout things we ain't never even thought about hardly, me and your daddy. You ain't satisfied or proud of nothing we done. I mean that you had a home; that we kept you out of trouble till you was grown; that you don't have to ride to work on the back of nobody's streetcar You my children but how different we done become.
WALTER: (A long beat. He pats her hand and gets up) You just don't understand, Mama, you just don't understand.
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6. How does the motif of money help advance the plot of the passage?A. It reflects Mom’s desire to want a better life for her childrenB. It symbolizes the better life that Walter is increasingly obsessed with gettingC. It shows that Walter realizes that money is not the most important thing in lifeD. It validates the importance of charity and donations to the poor
7. Which stage directions help convey Walter’s frustration with life?A. (Very quietly)B. (Pause. Kneeling beside her chair)C. (With immense passion) D. (She looks at him)
8. How does Momma’s archetypal mothering role help advance the plot?A. Her dissatisfaction with her son’s life cause him to desire wealthB. She listens to her son’s frustrations and offers her opinion on the matterC. She supports her son’s dream of wanting more money in lifeD. She helps Walter understand that racism is a serious threat
9. What universal theme is best expressed in this excerpt?A. Man’s fear of deathB. Man’s relationship with natureC. Man’s quest for powerD. Man’s dissatisfaction in life
5A,B,C Fiction – make inferences about the elements of fiction, the contribution of isolated scenes to the story, the differences in character’s moral dilemmas, and the connection between forms of narration and tone
The QuiltThe unpleasant sensations of feeling chilled from the weather and overheated and exhausted overtook Nettie. Although she searched the recesses of her mind, there was nothing to contemplate that would take her mind off her immense weariness. She felt as tattered as the worn clothes piled high in the mending basket. The laundry was backbreaking labor—all that water to carry and humongous iron pots to hoist onto the fire. The quilt was immersed and soaking in the kettle, waiting until Nettie had scrubbed the linen napkins. The napkins, which made Nettie smile momentarily, in spite of herself, were Mama's way of holding onto her family traditions of formality, no matter how ridiculous it might seem on the rough prairie. She always insisted that their mealtimes be observed with some decorum. No one from their family would wipe their dinner drippings on their sleeve. This seemed a frivolous practice to Nettie, her prairie-born child—Nettie, the one who invariably did the scrubbing. To her, Mama's tradition just meant more laundering—more water to carry, more kettles and pots to hoist, more scrubbing to numb and damage her hands. She
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yearned for an idyllic location where she could stretch out her back and melt away her aches in the sunshine. Daydreams of peaceful slumber clouded her mind.
Mama roused her from her musings to help heave the quilt from the ancient kettle. Nettie watched as the steam escaped into the frosty October air, and her mother grabbed the two thick branches Papa had whittled and handed one to Nettie. "Now come on, child, and help me with this quilt. We've practically boiled it to death."
Plunging the wooden branches into the kettle, Nettie and her mother maneuvered them under the quilt to haul the soaking mass out of the pot. Nettie staggered under the cumbersome weight of the quilt before regaining her balance, but Mama's feet were steady and sure; as always, this gave Nettie comfort. Mama may have been slight in stature, but she had the strength of a team of horses. Mama always gave the appearance of being hard and uncompromising, but her interior was nothing but softness—nothing but a loving and affectionate soul.
Together they hefted the quilt and hung it on the clothesline, which nearly collapsed to the ground under its heavy burden. Why they needed that ancient quilt was a mystery. You would have thought Papa had discovered gold when he brought it home from the trading post, bursting into the cabin and practically flinging it at Mama.
Mama's eyes were gleaming, and her smile transformed her face, removing all traces of hardship and leaving only radiance in its place. "Now, Oliver, I hope that's not the only thing you brought back."
He affectionately kissed her cheek. "There's more in the wagon," he replied and then collapsed in the chair like the bucket dropping to the bottom of a well.
"That pitiful quilt looks like a collection of discarded rags," Nettie heard herself say.
"It's an heirloom, Nettie. After some mending and a thorough washing, this handsome quilt will be magnificent. You won't refer to it as a collection of rags when its encompassing folds shield you from the harsh winter winds and bitter cold," added Mama in mild reproach.
Papa just laughed, finding humor in life's experiences as he always did; his was the way of the optimist, and he faced every day on the prairie as an adventure to be encountered gladly. Though the deep creases on his forehead told another story, Papa never indicated that he felt anything but lighthearted.
"Nettie, quit fantasizing and grab an end so we can smooth this beauty out."
Nettie's hands were a brilliant crimson, and they stung fiercely, but she took heed and helped Mama straighten the quilt. Water pooled into a murky puddle as it cascaded from the cloth. Nettie stepped away gingerly, not wanting to drench her shoes any further in the all-encompassing puddle forming under the quilt. That menacing puddle reminded her of what it felt like when she had to do the washing, as if she were about to submerge herself into the deepest darkest depths, only to resurface when she had discovered some way to escape from the tedious task. She looked up, and there was the quilt suspended from the clothesline. For the first time she saw something other than a collection of patchwork rags. Instead, she saw beautiful depictions delicately embroidered in the patchwork: a tree in summer, boughs laden with an abundance of speckled apples; the dark silhouettes of horses at pasture against a sunset; a portrait of a young girl; waves of golden wheat blanketing fields. Nettie reached out and traced these pictures with her fingertips. Who knew it was so beautiful? No wonder Papa had borne it home in triumph; no wonder Mama had spent countless hours repairing and restoring it. When it was finally dry, that lovely old quilt would surround her in tenderness and warmth and protect her through all of the frigid prairie winter nights. No howling wind, no piercing cold could ever touch her again.
10. How does the flashback in paragraphs 4-9 affect the progression of the plot?
A. The explains the character’s initial reaction to seeing the quilt
B. It explains why Nettie’s father is in awe of the quilt C. It documents the events that occur after they are done washing
the quilt
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D. It chronicles the complete history of the quilt
11. Which statement describes the point of view and its effect on the story?A. First-person point of view helps document the mother’s main internal conflict. B. Third-person limited point of view allows readers only to know what Nettie
thinks and feels. C. Second-person point of view gives the reader the feeling of being in the story
and part of the actionD. Third-person omniscient point of view allows the author to tell the reader
what all the characters think and feel.
12. Why is paragraph 11 important?A. It illustrates Nettie’s unappreciative attitude which fuels the conflict in the
story B. It marks Momma’s progression as a character which is provided through
imageryC. It documents a flashback to help establish the theme of the storyD. It conveys Nettie’s growth and maturity which provides a resolution in the
story
6A Literary Nonfiction – make complex inferences which include the analysis of the role of syntax and diction and the effect of voice, tone, imagery on forms of nonfiction.
Fish Cheeks by Amy Tan
I fell in love with the minister's son the winter I turned fourteen. He was not Chinese, but as white as Mary in the manger. For Christmas I prayed for this blond-haired boy, Robert, and a slim new American nose.
When I found out that my parents had invited the minister's family over for Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing not a roasted turkey and sweet potatoes but Chinese food?
On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings so they resembled bicycle tires.
And then they arrived – the minister's family and all my relatives in a clamor of doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for platters to be passed to them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his
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chopsticks just below the fish eye and plucked out the soft meat. "Amy, your favorite," he said, offering me the tender fish cheek. I wanted to disappear.
At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. "It's a polite Chinese custom to show you are satisfied," explained my father to our astonished guests. Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the rest of the night.
After everyone had gone, my mother said to me, "You want to be the same as American girls on the outside." She handed me an early gift. It was a miniskirt in beige tweed. "But inside you must always be Chinese. You must be proud you are different. Your only shame is to have shame."
And even though I didn't agree with her then, I knew that she understood how much I had suffered during the evening's dinner. It wasn't until many years later – long after I had gotten over my crush on Robert – that I was able to fully appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year, she had chosen all my favorite foods
13. The tone in paragraph 8 can best be described as --A. hesitant and ashamedB. sentimental and melancholic
C. reflective and appreciativeD. objective and serious
14. What word choice does the author use to convey her embarrassment
during Christmas dinner?A. whole steamed fishB. stunned into silence
C. miniskirt in beige tweedD. family waited patiently
15. How does the author’s perception affect the imagery used in paragraph 3?A. She relates her pride in her mom’s cooking by describing the dishes as appealing.B. She lists the reasons why the Chinese dishes are popular among American families. C. She paints a picture of her mother’s cooking to share her critical view of her mother as peculiar. D. She describes the repulsive qualities of the dishes to share her shares her disappointment in her mother’s strange choices. .
16. What function do the questions serve in paragraph 2?A. It shows how the writer is eager to expose her Chinese Christmas tradition with an American family. B. It describes her feelings about her favorite Chinese dish.C. It shows the writer’s apprehension about exposing her Chinese culture to an American family. D. It conveys the writer’s confusion about her feelings towards Robert, an American.
2A,B,C Theme and Genre – Draw conclusions about varying themes and genre across texts, including – comparing and contrasting themes across texts, analyzing archetypes in mythical literature, and relate figurative language to its setting
17. In what similar ways do the writers convey their themes in “The Quilt” and “Fish Cheeks”?
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A. Allegory is used to teach a moral to the readersB. Flashbacks are used to explain the origin of a symbolic pieceC. Allusions are used to make references to historical figuresD. Imagery is used to a portray character’s discontent.
18. How do the endings of “The Quilt” and “Fish Cheeks” convey a similar theme?
A. A person is finally appreciative of somethingB. A person is able to value a family heirloomC. A person regrets being ashamed of their cultureD. A person never fully understands the importance of family
19. In “Those Winter Sundays,” how is the metaphor in the last line in Stanza 2 appropriate for the setting?
A. Winter represents the father’s characteristics B. Winter embodies a peaceful dispositionC. Winter is considered a destructive force D. Winter is perceived differently by all characters
7A Sensory Language – Make complex inferences about the author's sensory language and explain the function of symbolism, allegory, and allusions in literary works.
20. In “The Quilt,” what does the napkin symbolize to the mother?A. More scrubbing and launderingB. Family unityC. All that’s left of a family inheritanceD. A more civilized existence
21. In “Those Winter Sundays,” what language element creates imagery?A. The strong adjectives B. The rhyme schemeC. The use of dialogueD. The rhetorical questions
Figure 19B Inferences – Make complex inferences about literature in individual texts and across multiple texts
22. In “Those Winter Sundays,” what word best describes the writer’s tone in the last stanza?A. AgitatedB. Sarcastic
C. RegretfulD. Eager
23. “Those Winter Sundays,” what is the purpose of paragraph 1?A. Establish the narrator’s internal conflictB. Establish the setting’s contrast to the coldC. Establish the father’s sacrifice for his familyD. Establish the narrator’s shame for his father
24. In “Those Winter Sundays,” how does the story’s setting affect the poem?A. It represents the struggles the father endures to protect the narrator B. It symbolizes the narrator’s negative attitudeC. It shows the father’s agitation when dealing with his sonD. It illustrates the desire for the narrator to stay warm
25. In “Fish Cheeks,” what word best describes the narrator’s tone during the Christmas dinner?
A. AgreeableB. Indifferent
C. Open-mindedD. Condescending
Paired Selection Sample Questions26. What literary element do “Raisin in the Sun” and “Fish Cheeks” rely on to convey the writer’s message?
A. AllusionsB. Setting
C. DialogueD. Allegory
27. What theme is found in both “The Quilt” and “Fish Cheeks”?A. Admiring the history in an objectB. Realizing the value of something C. Relying on religion to overcome obstaclesD. Giving in to peer pressure
Short Answer: - be able to make complex inferences about text and use textual evidence to support your claim
28. In “Fish Cheeks,” how are the fish cheeks symbolic?
12A,D Media Literacy – analyze images and graphics and compare the message and tone to the literary text.
30. How does the image reinforce Walter’s view of money in “Raisin in the Sun”?A. Money is not an important factor in lifeB. Money can make people happyC. Earning money requires sacrificesD. Money causes conflict among family members
C. Informational Text – be able to make complex references in expository, persuasive and procedural texts. Analyze informational text for culture and history.
10A Persuasive Text - make inferences about persuasive text, including explaining shifts in argument and evaluating the support used in each viewpoint
Hot Handsby Stephen Jay Gould
Everybody knows about “hot hands” in basketball. Most people accept the phenomenon. You get that touch, build confidence; all nervousness fades, you find your rhythm; swish, swish, swish. Basket after basket falls in.
Most people attribute the hot hands phenomenon to the old maxim: "When you're hot, you're hot; and when you're not, you're not." So when someone gets “hot,” they simply cannot be stopped.
The only problem is that no such phenomenon exists. The Stanford psychologist Amos Tversky studied every basket made by the Philadelphia 76ers for more than a season. He found, first of all, that probabilities of making a second basket did not rise following a successful shot. Moreover, the number of "runs," or baskets in succession, was no greater than what a standard random, or coin-tossing, model would predict.
Of course Larry Bird, the great forward of the Boston Celtics, will have more sequences of five than Joe Airball--but not because he has greater will or gets in that magic rhythm more often. It’s not because he has those “hot hands.” Larry just has longer runs because his average success rate is so much higher, and random models predict more frequent and longer sequences. Joe Airball, on the other hand, has a lower success rate and is expected to be less successful in his shots.
The phenomena of “hot hands,” therefore, is fairly arbitrary and does not serve as a predictability measure. To determine whether a player will make a shot, one must consider the player’s successive rate, not whether or not he made the last shot.
31. The primary support for the author’s argument about “hot hands” is --
A. A popular, accepted maximB. A study conducted by a psychologistC. An explanation on the concept of “hot hands”D. A biography on successful players
32. How is paragraph 4 important in advancing the author’s argument?A. The writer argues that gifted players rely on their “hot hands” for their
success.B. The writer intends to honor one of the greatest players of all time, Larry Bird. C. The writer uses two player’s success rates to show that having “hot hands” is
a myth.D. The writer encourages Joe Airball to play more basketball to increase his
successive rate.
9A,B,C Expository Text – make inferences about expository text, including distinguishing between a summary and a critique, distinguishing among different types of evidence, and making inferences about its organizational pattern
Internet PlagiarismNot all thieves lurk in dark alleys and parks. Some sit with their faces lit by the glow of their
computer monitors, copying, pasting, and printing.It may seem like just another helpful source of information, but the Internet has taken the theft of
“intellectual property” to a new level. Part of the problem is that most students don’t really know the exact definition of plagiarism or its consequences. Some say that using someone else’s ideas without attributing them is a form of theft, but most people don’t think of it as a serious crime.
For teachers, Internet plagiarism has been especially problematic compared to “theft” from other sources. This is because it is so difficult to locate the origin of Internet material.
English teacher Barbara Swovelin said, “With all the info that’s on the Internet, it’s understandable that we go to it to get information. It’s understandable that people would use it as a resource. The legal and moral issues come in when students use it improperly.”
To counter student plagiarism, Internet services designed to detect copied material have emerged to aid teachers. One Internet company, TurnItIn.com, has developed a system for detecting material plagiarized from the Internet. Teachers can upload student works onto the site, which searches for similarities to material from all over the Web. This service helps catch the material that has been plagiarized.
“The threat of using [these programs] will stop a lot of students. They will be afraid they’ll be caught. Unfortunately, fear is what works,” English teacher Judy Grear said.
The thieves are out there, and they aren’t wearing stocking caps. They’re not robbing banks; they’re stealing words.
33. Which of the following provides the best summary of the selection? A. Turnitin.com, an internet service, allows teachers to see whether a student plagiarized material or not. Students submit their work through the service site and it is then compared to other online sources to check for originality.
B. Internet plagiarism is a type of theft that has become a prevalent problem. Students are either not aware of what plagiarism is or don’t think it’s a serious crime. However, there are internet services that can help detect plagiarism and possibly deter it.
C. The passage does not address the statistics on plagiarism so it is difficult to realize how big of a problem really is. Although there are services that help catch plagiarism and, therefore, deter it, these programs are not very affordable.
D. There are many types of internet plagiarism. It may involve stealing words or ideas without citation. Because there are so many types of plagiarism, it is impossible to address this problem.
34. The author organizes this essay by--A. Providing examples of types of plagiarisms teachers encounter B. Detailing the problem of internet plagiarism and a possible solutionC. Suggesting possible reasons why students plagiarizeD. Surveying the history of internet use and its accessibility
11A,B Procedural Text – evaluate procedural text for clarity of its graphics and visual appeal; synthesize information from graphical sources to draw conclusions about ideas presented
Types of Plagiarisms
35. What conclusion can be made about the graph above?A. Citation plays no part in avoiding plagiarism.B. Plagiarism can occur even when it is not intentional. C. Plagiarism is prevalent among high school students.D. All research notes should be written paraphrased.
8A Culture and History – analyze the controlling idea and specific purpose of a passage
36. What is the purpose of “Internet Plagiarism”?A. To report on the problem of plagiarism and a possible step to detect
and deter itB. To examine the reasons why students chooses to plagiarize in schoolC. To provide data on the number of plagiarism accounts in the countryD. To encourage the development of plagiarism detection programs
37. In “Internet Plagiarism,” how do the teachers’ quotes support the writer’s controlling idea?A. They share statistical data regarding the use of the internet in schoolB. They relate examples of how their students were caught plagiarizingC. They are able to comment on the need to teach plagiarism rules.D. They help validate the idea that plagiarism is a growing problem
Part II WritingA: Revising: 13C, 15A, 16A-F: be able to improve drafts paying attention to word choice, language, sentence variety, and subtlety. Look for effective organization, thesis statement, transitions, and the use of relevant details
1) Our school district is considering instituting a twelve-month school year. (2) I believe this is a bad idea. (3) Many high school students have full-time summer jobs, which they count on for spent money throughout the school year and savings for college.
(4) Without full-time summer work, some students may not be able to attend college. (5) While students may work part time during the school year, it is difficult to keep up with work, studies, and obligations. (6) To do so year-round without a break could be damaging, physically and mentally. (7) Many families count on their summer vacation time together. (8).Some feel, however, that this proposed change would be beneficial to some. (9) They say more material could be covered over a twelve-month period than currently.
38. What transition can be added at the beginning of Sentence 7 to make the paragraph more cohesive?
A. After all, B. Furthermore,
C. Consequently,D. For example,
39. What sentence can replace the thesis in Sentence 2 to make it more specific and sophisticated?
A. This needs to be reconsidered because it is a bad idea.B. This is a bad idea because many people will suffer when this idea becomes
reality.C. This idea will create extreme hardships for both students and families in the area.D. I don’t agree with this idea because it will cause many problems.
40. What sentence can be added before Sentence 8 to expand on the details of Sentence 7?
A. They plan months in advance to take a trip to fun places like Disneyworld or to visit family who live far away.
B. Some cannot afford to take vacations, so the twelve-month school would not affect them. .
C. They like to skip school and work to be able to spend more time together during their vacation.
41. What sentence can be added at the end to have a more effective conclusion?A. This is a reason why the twelve-month school year should be implemented.B. There may be better test exam scores and more material is able to be covered
throughout the year. C. However, the twelve-month school year could severely harm both students and
families.
B. Editing: 13D, 17A, C, 18A, B, 19A – edit essays for grammar, mechanics, and spelling; use and understand functions of parts of speech; use a variety of correctly structure sentences; use conventions of capitalization, correct punctuation, and correct spelling
My Most Prized Possession(1) In my old, battered black wallet, I carry many things, a letter from a friend, my lunch
ticket, my social security card, and other small items. (2) There is one thing however, which I prize above all my possessions. (3) It is a small, weathered photograph of a girl named Emily Stevenson.
(4) We first met almost four years ago when I moved to Vancouver. (4) It was my first day, and the school was the largest I had ever been to.
(5) With wobble eyes, I walked into my first class slightly late. (6) Looking around, noticing several people staring at me. (7) I caught a glimpse of an empty desk and made my way to it. (8) Before I knew it, a tall, muscular blond boy slams his things on that same desk.
(9) I froze until a red headed girl in glasses took my things from my arms and placed it on a desk next to hers. (10) Sensing how nervous I was, she smiled and made small conversation.
(11) The rest of the day, this girl walked me to my classes and let me sit with her and her friends during lunch. (12) She soon became my best friend. (13) Years later, those memories embodied within that aged photograph is my most-prized possession. (14) It reminds me that it is possible to have good friends.
42. What change if any should be made to Sentence 1?A. Delete the comma after oldB. Change the comma after things to a colonC. Delete the comma after cardD. Make no change
43. What change needs to be made to Sentence 2?A. Change There to TheirB. Add a comma after thingC. Change prize to priceD. Change possessions to possession’s
44. What change should be made to sentence 6?A. Change Looking to I lookB. Change noticing to I noticedC. Change several to severulD. Change staring to starring
45. What change, if any, should be made to Sentence 9?A. Change red headed to red-headedB. Add a comma after armsC. change hers to her’sD. No change is needed
46. What change needs to be made to Sentence 13?A. Change memories to MemoriesB. Change is to areC .Change my to mineD. No change is needed
C. Composition: 13B, C, D, 16A-E Persuasive Writing Structure ideas in a persuasive way and develop drafts that include transitions and rhetorical
devices; Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety
of meaning depending on purpose and audience; Edit drafts for grammar, mechanics and spelling Write a persuasive essay of sufficient length that
o Has a clear thesis supported with precise and relevant evidenceo Offers divergent viewso Is organized according to purpose, audience, and contexto Organizes structure according to purposeo Includes appropriate language and rhetorical devices
Released Sample Prompt
Read the following quotation.
Authentic patriotism is not about you, what you believe or what you think is right. . . . Authentic patriotism is not an opinion. It is an action. —Stephen Kiernan
Think carefully about the following statement. Some people define themselves by what they believe,
while others allow their actions to speak for them.
Write an essay stating your position on which is more important: what a person thinks or what a
person does.
Be sure to —
state your position clearly use appropriate organization provide specific support for your argument choose your words carefully edit your writing for grammar, mechanics, and spelling
1. A The action “loses” explains the teacher’s characterization.
2. C Forgetful because he loses things.
3. A The person is protecting his sheep by watching out for foxes.
4. C The narrator reflects on his depiction of his father and regrets his not being appreciative.
5. B When comparing it to the previous long statements, it stands out and emphasizes the idea.
6. B He thinks money can buy happiness.
7. C He screams to his mother about his dissatisfaction.
8. B She offers him advice during his struggles.
9. D Walter assumes money is the only way to be happy.
10. A Nettie is unimpressed with the quilt, while her parents are in awe of
it. 11. B Nettie’s thoughts and feelings are emphasized and her perception
of her parents as well.12. D Nettie’s new appreciation for the quilt and the hard work her
mother put into repairing it demonstrates a mature response.13. C She shares her realization and appreciation towards her tradition
and parents. 14. B She places judgment on her traditions thinking Americans would
do the same and is stunned in silence. 15. D She focuses on the strangeness of food choices and seems
embarrassed16. C The reader is able to feel a sense of her insecurity and possible
embarrassment since her traditions are not like Robert’s
Answer Rationale
17. D They are both feeling unhappy about something.
18. A They both learn to appreciate something.
19. C Winter is depicted as angry, showing a destructive force.
20. D Mother wants a hint of formality at dinner, despite their background.
21. A Adjectives like cracked, blanketed, splintering, and chronic are used.
22. C He regrets not noticing or appreciating his father’s sacrifices.
23. C It establishes the cold and the sacrifices the father makes to keep the cold out.
24. A He aims to protect his family by making sacrifices and dealing with the frigid temperatures himself.
25. D The narrator seems ashamed and places judgment on her traditions in a condescending manner.
26. C Characters are able to speak and converse with each other in both selections.
27. B They both learn to appreciate something –a dinner/tradition - the quilt and/or the warmth it will provide.
28. Short Answer See rubric (Possible symbolic references: fish cheeks could represent family tradition, loyalty to your background, pride in your culture, etc)
29. Short Answer See rubric (Possible comparisons: Both moms encourage their off spring, act as mentors and teachers, encourage a change in attitude, act as role models, etc)
30. B The character’s facial expression suggests happiness brought about by money.
31. B Paragraph 3 mentions the psychologist who headed the study
32. C Both players show how having hot hands is a myth.
33. B Expository summaries include the main idea and the supporting details included in the passage.
34. B The text first states the problem then it provides alternatives to help address the issue.
35. B Some errors can lead to plagiarism, like accidentally deleting sources in the drafting stage.
36. A The purpose of an expository text is to report or explain. In this case, it reports on the growing problem of plagiarism.
37. D Quotations help support the writer’s position that there is indeed a problem in the classrooms. Thus, teachers wouldn’t be commenting on its existence and possible solutions.
38. B Transition to add a new detail and support is needed.
39. C New thesis focuses on the position and evidence stated in the text.
40. A Sentence expands on why families need summers off.
41. C Concluding sentence restates thesis: position and support.
Answer Rationale
42. B A colon is needed before a list is provided.
43. B A comma is needed to set off transitional devices.
44. B Change is needed to turn a fragment into a complete sentence by adding a Subject and Verb.
45. A Compound modifiers before a noun need to be hyphenated.
46. B A compound subject needs a plural verb.
Short Answer RubricSingle-Selection Response
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□ The idea is perceptive and reflects an awareness of the complexities of the text. The student is able to develop a coherent explanation of the idea by making discerning connections across the text.
□ The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea.
□ The combination of the idea and the text evidence demonstrates a deep understanding of the text.
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□ The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. The text evidence used to support the idea is accurate and relevant.
□ The idea and text evidence used to support it are clearly linked. □ The combination of the idea and the text evidence demonstrates a good
understanding of the text.
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□ These responses have one of the following characteristics. □ The idea is reasonable, but the response contains no text evidence. The idea is
reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered inadequate when it is
only a general reference to the text, too partial to support the idea, weakly linked to the idea, or used inappropriately because it wrongly manipulates the meaning of the text.
□ The idea needs more explanation or specificity even though it is supported with text evidence.
□ The idea represents only a literal reading of the text, with or without text evidence.
Sco
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t□ The idea is not an answer to the question asked. The idea is incorrect because it is
not based on the text. □ The idea is too general, vague, or unclear to determine whether it is reasonable. □ No idea is present. Sometimes the response contains only text evidence. At other
times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence.
Short AnswerPaired-Selection Response
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□ For both selections, the idea is perceptive and reflects an awareness of the complexities of the text. The student is able to develop a coherent explanation of the idea by making discerning connections across both selections.
□ For both selections, the text evidence that is used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea.
□ For both selections, the combination of the idea and the text evidence demonstrates a deep understanding of the text.
Sco
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2S
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□ For both selections, the idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the selections and draw valid conclusions. For both selections, the text evidence that is used to support the idea is accurate and relevant.
□ For both selections, the idea and text evidence used to support it are clearly linked.
□ For both selections, the combination of the idea and the text evidence demonstrates a good understanding of the text.
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□ The idea is reasonable for both selections, but the response contains no text evidence (from one or both selections). The idea is reasonable for both selections, but the text evidence (from one or both selections) is flawed and does not adequately support the idea. Text evidence is considered inadequate when it is
only a general reference to the text, too partial to support the idea, weakly linked to the idea, or used inappropriately because it wrongly manipulates the meaning of the
text. □ For one or both selections, the idea needs more explanation or specificity even
though it is supported with text evidence from both selections. □ For one or both selections, the idea represents only a literal reading of the text,
with or without text evidence (from one or both selections). □ The response contains relevant textual evidence from both selections, but the
student offers an idea that is reasonable for only one selection. □ The response contains an idea and relevant text evidence for both selections,
but the idea for one selection contains an inaccuracy.
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□ For one or both selections, the idea is not an answer to the question asked. The idea is incorrect because it is not based on one or both selections.
□ For one or both selections, the idea is too general, vague, or unclear to determine whether it is reasonable.
□ No idea is present from either selection. Sometimes the response contains only text evidence from one or both selections. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence.
State-Released Sample Scored Responses for Persuasive Composition
Read the information in the box below.
Some argue that our so-called information age is really an “interruption age.” With smart phones in hand, we spend much of the day texting, tweeting, and surfing the Web. Rather than concentrating on big issues, we fill our heads with the trivia and gossip that interrupts our attention. So much information passes our way that we have trouble remembering any of it.
Do you believe that instant communication is helping or hurting us? Think carefully about this question.
Write an essay stating your position on whether you believe that we live in an information age or an interruption age.
Be sure to—• state your position clearly
• use appropriate organization• provide specific support for your argument• choose your words carefully• edit your writing for grammar, mechanics, and sentences
Sample Student ResponseTexting has become like breathing. We do it constantly and can almost not function without
it. With the huge amount of technology and instant communication we have today, dependency on smart phones, computers, etc. has become detrimental to human beings. The vast amount of useless information available has become harmful to us socially as well as intellectually.
The “information age” has changed the way we interact with each other. Our dependency on technology to communicate with each other is so great that holding a simple conversation with a person has become impossible. In restaurants and other public places, couples and groups of friends have their phones out – texting, calling, tweeting, facebooking, you name it. It’s become an obsession. Not only have our toys affected the way we communicate, but they have also affected the way we think.
People’s past times today are commonly spent on the Internet or on their phones rather than with a book or with family. We’ve lost interest in the things that stimulate our minds and turned our attention towards things that preoccupy us, filling our heads with useless information. Our focus has turned away from the beneficial and towards the unimportant.
As cool as modern technology may be, it has caused our world to change completely – and not for the better. Our time has become constantly wasted. Handwritten paper is 26 lines.
