Tips for Using the English Formative Item Pools

The Formative Item Pool is an integral part of QualityCore®. Each course has its own pool of 225 multiple-choice and short-answer items, and 25 constructed-response items. The items are intended to help teachers measure student progress and determine whether a student or group of students needs additional instruction on particular skills or concepts.

The items are presented as a PDF to maintain the visual consistency of graphics, special characters, and symbols. Each item is on its own page and is “bookmarked” for easy navigation through the PDF. This allows the teacher to easily find and arrange items into a formative assessment, homework, or classroom assignment, without having to reformat any text.

The multiple-choice and short-answer items are organized by the reading passage used to answer the questions. A cover page for each passage and its set of items provides the item Identification Number (ID), the correct answer (Key), the cognitive level, and the alphanumeric code for the course objective measured by that item.

The User’s Guide for the constructed-response items provides information about how to use the items, a short description of the eleven item types, suggested uses for each type of item, and some suggested sequences for implementing the items in your classroom. The scoring criteria and a scoring rubric (when applicable) follow each constructed-response item. The pool contains several sample End-of-Course constructed-response items that can be used as practice tests.

The following pages contain items that can be used for formative assessments. The items provided in this document are intended to aid the teacher in measuring student progress. The items are associated with the passage presented. Each page has one item and the Identification (ID) number for that item. Each item is on a separate page to allow the teacher to easily choose independent items for a formative assessment. The following table gives the ID number for each item, the correct answer (Key), the cognitive level, and the alphanumeric code for each objective measured by the item. The objective referenced by each code is found in the set of course objectives. The items are listed in order by ID number, but may be presented to the students in any order. The items are in the PDF in the order presented in this table.

A Loaf of Bread

Cognitive ID Key Level Objective 00031-00 00031-01 C L1 A.5.c 00031-02 C L1 A.5.e 00031-03 B L2 A.6.c 00031-04 A L2 B.2.a 00031-05 D L3 A.5.c A.5.b 00031-06 A L1 B.2.a 00031-07 A L2 A.5.g 00031-08 D L2 A.8.d 00031-09

A Loaf of Bread “’F we sell bread we gonna run out.” 40 Mae’s tone was faltering. A 1926 Nash sedan pulled wearily off the highway. The back seat was piled “We’re hungry,” the man said. nearly to the ceiling with sacks, with pots and pans, and on the very top, right up “Whyn’t you buy a san’widge? We got nice san’widges, hamburgs.” 5 against the ceiling, two boys rode. The car pulled up to the gas pumps. A dark- “We’d sure admire to do that, ma’am. haired, hatchet-faced man got slowly out. 45 But we can’t. We got to make a dime do all of us.” And he said embarrassedly, Mae walked around the counter and “We ain’t got but a little.” stood in the door. The man was dressed 10 in gray wool trousers and a blue shirt, Mae said, “We only got fifteen-cent dark blue with sweat on the back and loafs.” under the arms. The boys in overalls and nothing else, ragged patched overalls. 50 From behind her Al growled, “Mae, Their faces were streaked with dust. give ’em bread.” 15 They went directly to the mud puddle under the hose and dug their toes into “We’ll run out ’fore the bread truck the mud. comes.”

The man asked, “Can we git some “Run out, then, darn it,” said Al. And water, ma’am?” 55 he looked sullenly down at the potato salad he was mixing. 20 A look of annoyance crossed Mae’s face. “Sure, go ahead.” She said softly Mae shrugged her plump shoulders over her shoulder, “I’ll keep my eye on and looked to the truck drivers to show the hose.” She watched while the man them what she was up against. She held slowly unscrewed the radiator cap and 60 the screen door open and the man came 25 ran the hose in. in, bringing a smell of sweat with him. Mae opened a drawer and took out a The man turned off the hose and long waxpaper-wrapped loaf. “This here screwed on the cap again. The little boys is a fifteen-cent loaf.” took the hose from him and they upended it and drank thirstily. The man 65 The man put his hat back on his 30 took off his dark, stained hat and stood head. He answered with inflexible with a curious humility in front of the humility, “Won’t you—can’t you see your screen. “Could you see your way to sell way to cut off ten cents worth?” us a loaf of bread, ma’am?” Al said snarlingly, “Darn it all, Mae. 70 Give ’em the loaf.” Mae said, “This ain’t a grocery store. 35 We got bread to make san’widges.” The man turned toward Al. “No, we “I know, ma’am.” His humility was want ta buy ten cents’ worth of it. We got insistent. “We need bread and there ain’t it figgered awful close, mister, to get to nothin’ for quite a piece, they say.” California.”

In the first paragraph, what initial impression of the travelers does the author create? A. They are in a big hurry. B. They have lost their way. C. They are moving somewhere. D. They are extremely hungry.

What literary device does the author use in the underlined portion of lines 6–7?

A. Allusion B. Hyperbole C. Metaphor D. Personification

Based on the second paragraph (lines 8–17), what does Mae see when she looks at the man and the two boys? A. People who are shy and embarrassed B. People who are poor and tired C. People who are harmlessly passing through D. People who are threatening in appearance

A. Mae is unsure whether she wants to refuse them. B. Mae thinks Al is getting mad at her. C. Mae feels that she will run out of food. D. Mae has her own family and understands the situation.

What does the last line of the passage reveal about the man? A. His lack of pride B. His inability to compromise C. His abundant confidence D. His sense of fairness

What does the author use to reveal the character of the people in the passage? A. Dialogue B. Figurative language C. Setting D. Symbolism

How does Al’s mood change from line 50 to the end of the passage? A. From annoyed to angry B. From indifferent to angry C. From concerned to impatient D. From concerned to resigned

What does the word “resignedly” in line 75 suggest about Mae’s attitude? A. She is about to quit her job. B. She does not like her job. C. She wants the man to leave. D. She has finally given in.

Using specific information from “A Loaf of Bread,” identify three places in which the mood of the conversation changes. Then, describe briefly how the mood changes.

A narrow Fellow in the Grass

Cognitive ID Key Level Objective 00043-00 00043-01 C L2 A.5.e 00043-02 C L1 A.5.c 00043-03 B L2 A.5.h 00043-04 D L3 A.8.h 00043-05 B L2 B.4.g 00043-06 A L2 B.4.f 00043-07 C L2 A.8.h 00043-08 B L2 A.8.h 00043-09 B.4.g

A narrow Fellow in the Grass A narrow Fellow in the Grass Occasionally rides— You may have met Him—did you not His notice sudden is—

5 The Grass divides as with a Comb— A spotted shaft is seen— And then it closes at your feet And opens further on— He likes a Boggy Acre 10 A Floor to cool for Corn— Yet when a Boy, and Barefoot— I more than once at Noon Have passed, I thought, a Whip lash Unbraiding in the Sun 15 When stooping to secure it It wrinkled, and was gone— Several of Nature’s People I know, and they know me— I feel for them a transport 20 Of cordiality—

What literary device does the poet use in line 1? A. Alliteration B. Hyperbole C. Metaphor D. Onomatopoeia ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What is the speaker describing in lines 5 −8? A. A snake’s cautious approach B. Grass moving in a gentle wind C. A snake sliding through the grass D. Walking through tall grass 00043-15

What is the main purpose of lines 9 −16? A. To explain a dream the speaker had B. To describe places snakes can be found C. To identify places the speaker likes to visit D. To show how dangerous snakes can be

In lines 17-20, what does the speaker mean by saying that he feels “a transport / Of cordiality” for “Nature’s People”? A. He wants to avoid encountering animals. B. He feels threatened by Nature. C. He is isolated from his friends. D. He feels comfortable with Nature.

What feeling does the speaker imply in the final two lines?

A. Confusion B. Fear C. Illness D. Loneliness

What is the most distinctive feature of the poem? A. The capitalization of many nouns B. The extensive use of irony C. The lack of any rhyme D. The speaker’s intensely emotional tone

What does “attended” suggest as used in line 22? A. When the Fellow was by himself B. When the speaker was busy C. When the speaker was with someone D. When the speaker was frightened

What does the speaker suggest in line 24? A. He feels relaxed when seeing a snake. B. He feels a chill when seeing a snake. C. He has no interest in looking for a snake. D. He has yet to encounter a snake. 00043-23

Using specific details from “A narrow Fellow in the Grass,” identify two ways the speaker describes how the “narrow Fellow” moves. Then, explain how these descriptions contribute to the speaker’s feelings about the “narrow Fellow.”

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00043-24 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – Ads Everywhere

Ads Everywhere

Cognitive ID Key Level Objective 00024-00 00024-01 C L2 B.5.d 00024-02 D L2 B.6.b 00024-03 A L2 B.3.d 00024-04 D L2 A.8.d 00024-05 D L1 B.2.b 00024-06 B L2 A.6.c 00024-07 C L2 A.8.d 00024-08 A L1 A.5.h 00024-09 D L2 B.6.b 00024-10 B L2 A.5.e 00024-11 D L2 A.8.d

Ads Everywhere

Add this to the endangered list: blank spaces.

Advertisers seem determined to fill every last one of them. Supermarket 5 eggs have been stamped with the names of television shows. Subway turnstiles bear messages from auto insurance companies. Chinese food cartons promote commercial airlines. And airlines 10 are selling ads on motion sickness bags.

Marketers used to try their hardest to reach people at home, when they were watching TV or reading newspapers or magazines. But consumers’ viewing and 15 reading habits are so scattershot now that many advertisers say the best way to reach time-pressed consumers is to try to catch their eye at literally every turn.

“We never know where the consumer 20 is going to be at any point in time, so we have to find a way to be everywhere,” said Linda Kaplan Thaler, chief executive at the Kaplan Thaler Group, a New York ad agency. “Ubiquity is the new 25 exclusivity.” No consumer, really, is too young. Some school buses now play radio ads meant for children.

Some people have had enough. Last 30 month, after some “Got Milk?” billboards started emitting the odor of chocolate chip cookies at San Francisco bus stops, many people complained, and the city told the California Milk Processing Board 35 to turn off the smell. Some ad agencies and the companies that hire them are taking heed, calling the placement of ads everywhere a waste of money.

40 “What all marketers are dealing with is an absolute sensory overload,” said Gretchen Hofmann, executive vice president of marketing and sales at Universal Orlando Resort. The landscape 45 is “overly saturated” as companies press harder to make their products stand out, she said.

Outright advertising is just one contributing factor. The feeling of 50 ubiquity may also be fueled by spam e- mail messages and the increasing use of name-brand items in TV shows and movies, a trend known as product placement. Plus, companies are finding 55 new ways to offer free services to people who agree to view their ads, particularly on the Internet or on cell phones.

More is on the horizon. Old-fashioned billboards are being converted to digital 60 screens, which are considered the next big thing. They allow advertisers to change messages frequently from remote computers, timing their pitches to sales events or the hour of the day. 65 People can expect to see more of them not only along highways, but also in stores, gyms, doctors’ offices and on the sides of buildings, marketing executives say.

70 The trend may lead to more showdowns as civic pride is affronted. “They’re making our community look like Las Vegas,” said Barbara Thomason president of the Houston Northwest 75 Chamber of Commerce, of the scores of digital signs she has noticed popping up in the last few years. “The word ‘trashy’ has been used.”

What does the word “them” refer to in line 4?

A. Advertisers B. Endangered species C. Blank spaces D. Advertisements

What is the correct way to punctuate the underlined sentences in lines 4–9?

A. Supermarket eggs have been stamped with the names of television shows: subway turnstiles bear messages from auto insurance companies: and Chinese food cartons promote commercial airlines. B. Supermarket eggs have been stamped with the names of television shows . . . subway turnstiles bear messages from auto insurance companies . . . Chinese food cartons promote commercial airlines. C. Supermarket eggs have been stamped with the names of television shows and subway turnstiles bear messages from auto insurance companies and Chinese food cartons promote commercial airlines. D. Supermarket eggs have been stamped with the names of television shows; subway turnstiles bear messages from auto insurance companies; and Chinese food cartons promote commercial airlines.

A. it seems B. although C. thankfully D. no matter

What is the meaning of “scattershot” as used in line 15?

A. Convenient B. Established C. Predictable D. Unfocused

Which kind of support does the author NOT use in the passage?

A. Personal observations B. Remarks by advertising experts C. Opinions from concerned citizens D. Analyses by college professors

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00024-33 According to the passage, why is an “overly saturated” advertising landscape bad for marketing products?

A. There is less creativity if there are too many ads. B. Individual ads do not stand out if there are too many ads. C. Advertising costs are higher in this environment. D. Consumers reject products that are advertised too frequently. 00024-34 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

As suggested by lines 48–57, what does it mean if something is “ubiquitous”?

A. It is for sale. B. It is valuable. C. It is everywhere. D. It is popular.

What is the main point of the last paragraph?

A. The abundance of public advertising has people concerned about their community’s appearance. B. The increase in the use of billboards and other advertising is a natural part of a community’s growth. C. The growth of public advertising is encouraging people to relocate to other towns. D. The public response to increased advertising is to reject certain products.

What is the correct way to punctuate the underlined sentence in lines 72–77?

A. “They’re making our community look like Las Vegas, said Barbara Thomason president of the Houston Northwest Chamber of Commerce, of the scores of digital signs she has noticed popping up in the last few years.” B. “They’re making our community look like Las Vegas,” said Barbara Thomason president of the Houston Northwest Chamber of Commerce of the scores of digital signs she has noticed popping up in the last few years. C. “They’re making our community look like Las Vegas”, said Barbara Thomason president of the Houston Northwest Chamber of Commerce, of the scores of digital signs she has noticed popping up in the last few years. D. “They’re making our community look like Las Vegas,” said Barbara Thomason, president of the Houston Northwest Chamber of Commerce, of the scores of digital signs she has noticed popping up in the last few years.

Which word best describes the author’s tone? A. Angry B. Concerned C. Indifferent D. Upbeat

What word is the best replacement for “affronted” as used in line 71?

A. Affirmed B. Changed C. Consumed D. Offended

An American Childhood

Cognitive ID Key Level Objective 00032-00 00032-01 C L2 B.2.a 00032-02 A L1 A.5.e 00032-03 B L2 A.6.c 00032-04 A L2 B.6.c 00032-05 D L3 B.3.e 00032-06 A L2 B.3.d 00032-07 D L3 A.5.e 00032-08 B L2 B.6.b 00032-09 D L3 B.4.g 00032-10 D L2 A.8.h 00032-11 C L2 A.5.c 00032-12 A.5.g

An American Childhood pronounced it carefully, and spelled it. She also liked to say “portulaca.” One Sunday afternoon Mother wandered through our kitchen, where 40 The drama of the words “Tamiami Father was making a sandwich and Trail” stirred her we learned on the same listening to the ball game. The Pirates Florida trip. People built Tampa on one 5 were playing the New York Giants at coast, and they built Miami on another. Forbes Field. In those days, the Giants Then—the height of visionary ambition had a utility infielder named Wayne 45 and folly—they piled a slow, tremendous Terwilliger. Just as Mother passed road through the terrible Everglades to through, the radio announcer cried—with connect them. To build the road, men 10 undue drama—“Terwilliger bunts one!” stood sunk in muck to their armpits. They fought off cottonmouth moccasins and “Terwilliger bunts one?” Mother cried 50 six-foot alligators. They slept in boats, back, stopped short. “No wonder you wet. They blasted muck with dynamite, listen to baseball. ‘Terwilliger bunts cut jungle with machetes; they laid logs, one.’” dragged drilling machines, hauled dredges, heaped limestone. The road 15 For the next seven or eight years, 55 took fourteen years to build up by the Mother made this surprising string of shovelful, a Panama Canal in reverse, syllables her own. Testing a microphone, and cost hundreds of lives from tropical, she repeated, “Terwilliger bunts one”; mosquito-carried diseases. Then, testing a pen or a typewriter, she wrote capping it all, some genius thought of the 20 it. If, as happened surprisingly often in the course of various improvised gags, 60 word Tamiami: they called the road from she pretended to whisper something else Tampa to Miami, this very road under our in my ear, she actually whispered, spinning wheels, the Tamiami Trail. “Terwilliger bunts one.” Whenever Some called it Alligator Alley. Anyone could drive over this road without a 25 someone used a French phrase, or a Latin one, she answered solemnly, 65 thought. “Terwilliger bunts one.” If Mother had Hearing this moved I thought all the had, like Andrew Carnegie, the suffering of road building was worth it (it opportunity to cook up a motto for a coat wasn’t my suffering), now that we had 30 of arms, hers would have read simply this new thing to hang these new words and tellingly, “Terwilliger bunts one.” 70 on—Alligator Alley for those who liked (Carnegie’s was “Death to Privilege.”) things cute, for connoisseurs like Mother, for lovers of the human drama in all its She served us with other words and boldness and terror, the Tamiami Trail. phrases. On a Florida trip, she repeated 35 tremulously, “That . . . is a royal Adapted from Annie Dillard, An American poinciana.” I don’t remember the tree; I Childhood. © 1987 by Annie Dillard. remember the thrill in her voice. She

According to the narrator, what was unusual about the announcer’s cry “Terwilliger bunts one!” (lines 8–10)?

A. The announcer had trouble pronouncing the name. B. It revealed that the announcer had an odd sense of humor. C. The announcer said it with surprising emphasis. D. It had been quiet before the announcer spoke.

A. Alliteration B. Hyperbole C. Simile D. Symbolism

What does the narrator reveal about her mother in lines 15–32? A. Her interest in word origins B. Her unusual sense of humor C. Her unwillingness to change D. Her dislike of foreign languages

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00032-45 What is the best way to punctuate the underlined portion of lines 40 − 41? A. “Tamiami Trail” stirred her, we learned B. “Tamiami Trail” stirred her, we learned, C. “Tamiami Trail” stirred her we learned, D. “Tamiami Trail” stirred, her we learned,

Which sentence, if added, would provide the best 00032-46 conclusion for the fourth paragraph (lines 33–39)? A. She had difficulty learning new words. B. There was an impatient tone in her voice. C. We did not know exactly what she meant. D. Her excitement was barely contained.

What is the best way to combine the underlined sentences in lines 48–51?

A. They fought off cottonmouth moccasins and six- foot alligators, and they slept in boats, wet. B. They fought off cottonmouth moccasins and six- foot alligators sleeping in boats, wet. C. They fought off cottonmouth moccasins and six- foot alligators that slept in boats, wet. D. They fought off cottonmouth moccasins and six- foot alligators; and they slept in boats, wet.

Which term best describes the tone of the phrase “the height of visionary ambition and folly” (lines 44–45)?

A. Confusion B. Exasperation C. Respect D. Ridicule

What is the best revision of the underlined portion of line 66? A. Hearing, this moved, I thought B. Hearing this, moved, I thought C. Hearing this moved, I, thought D. Hearing this moved, I thought,

Which phrase is closest in meaning to the underlined phrase in lines 58–59?

A. Then, in order to emphasize an official point of view, B. Then, as though enough time had not gone by, C. Then, just to end it once and for all, D. Then, as if all that had not been enough, 00032-51 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

Which word best defines “served” as used in line 33?

A. Bored B. Confused C. Mocked D. Presented 00032-53

Based on the passage, which statement about the narrator’s mother is accurate?

A. She knows how to pronounce many unusual words. B. She plans to learn several different languages. C. She savors the sound of particular spoken words. D. She does not learn new languages easily. 00032-54 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00032-55

Cite 2−3 examples from “An American Childhood” in which the author uses humor to convey information. Then, describe how these examples contribute to the development of a humorous tone in the passage.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – Benjamin Franklin’s Speech to the Constitutional Convention

Benjamin Franklin’s Speech to the Constitutional Convention

Cognitive ID Key Level Objective 00045-00 00045-01 C L2 A.6.b 00045-02 C L2 A.5.c 00045-03 A L2 A.8.d 00045-04 D L2 A.6.b 00045-05 C L2 A.6.b 00045-06 B L2 B.2.c 00045-07 A L2 A.6.c 00045-08 A L2 A.8.d 00045-09 D L2 A.5.h 00045-10 D L2 A.6.b 00045-11 C L2 B.3.e 00045-12 A.5.c

Benjamin Franklin’s Speech to the I doubt, too, whether any other Constitutional Convention Convention we can obtain, may be able 40 to make a better constitution; for, when Mr. President, you assemble a number of men, to have I confess, that I do not entirely the advantage of their joint wisdom, you approve of this Constitution at present; inevitably assemble with those men all but, Sir, I am not sure I shall never their prejudices, their passions, their 5 approve it; for, having lived long, I have 45 errors of opinion, their local interests, experienced many instances of being and their selfish views. From such an obliged, by better information or fuller assembly can a perfect production be consideration, to change my opinions expected? It therefore astonishes me, even on important subjects, which I once Sir, to find this system approaching so 10 thought right, but found to be otherwise. 50 near to perfection as it does; and I think It is therefore that, the older I grow, the it will astonish our enemies, who are more apt I am to doubt my own judgment waiting with confidence to hear, that our of others. Most men, indeed, as well as councils are confounded like those of the most sects in religion, think themselves builders of Babel, and that our States are 15 in possession of all truth, and that 55 on the point of separation, only to meet wherever others differ from them, it is so hereafter for the purpose of cutting one far error. . . . Though many private another’s throats. Thus I consent, Sir, to Persons think almost as highly of their this Constitution, because I expect no own infallibility as of that of their Sect, better, and because I am not sure that it 20 few express it so naturally as a certain 60 is not the best. The opinions I have had French Lady, who, in a little dispute with of its errors I sacrifice to the public good. her sister, said, “But I meet with nobody I have never whispered a syllable of but myself that is always in the right.” them abroad. Within these walls they In these sentiments, Sir, I agree to were born, and here they shall die. 25 this Constitution, with all its faults—if 65 On the whole, Sir, I cannot help they are such; because I think a general expressing a wish, that every member of Government necessary for us, and there the Convention who may still have is no form of government but what may objections to it, would with me on this be a blessing to the people, if well occasion doubt a little of his own 30 administered; and I believe, farther, that 70 infallibility, and, to make manifest our this is likely to be well administered for a unanimity, put his name to this course of years, and can only end in Instrument. despotism, as other forms have done before it, when the people shall become Adapted from Benjamin Franklin, “Speech in the 35 so corrupted as to need despotic Convention.” government, being incapable of any other.

Which statement most nearly expresses the meaning of lines 2–10?

A. The current version of the Constitution is wholly inadequate. B. The current version of the Constitution has survived for a long time. C. I might be persuaded to support the Constitution more fully. D. I refuse to compromise on my opinion of the Constitution.

Which word best describes the speaker’s tone in lines 2–13?

A. Disdainful B. Enthusiastic C. Humble D. Patronizing

Which word is the best substitute for “infallibility” as used in line 19?

A. Correctness B. Flexibility C. Happiness D. Inability

Which statement best summarizes the speaker’s opinion about the Constitution in lines 24–37? A. It will not fairly govern the people. B. It deserves more support from the people. C. It is better than other forms of government. D. It will govern adequately for a time.

What does the speaker imply in lines 38–46? A. Any constitution will be difficult to abide by. B. A better group of people would produce a better constitution. C. The authors of the Constitution are influenced by their own ideas and beliefs. D. The Constitution cannot represent the needs of all people.

What does the speaker suggest about the new country’s enemies?

A. They are too busy fighting each other to care about the United States. B. They believe the United States will soon fail. C. They are confident that the new Constitution will succeed. D. They fear the new Constitution.

A. He feels criticism of the Constitution should remain private. B. He realizes that his concerns about the Constitution were misplaced. C. He believes the Constitution is too flawed to present to the public. D. He knows that the public will approve of the Constitution.

What is the meaning of “manifest” as used in line 70?

A. Clear B. Private C. Separate D. Standard

What is the speaker’s purpose in the final paragraph? A. To raise further objections to the Constitution B. To satisfy any lingering doubts about the Constitution C. To encourage everyone to perfect the ideas in the Constitution D. To request that everyone sign the Constitution

What does the speaker mean when he says, “The opinions I have had of its errors I sacrifice to the public good” (lines 60–61)? A. I was wrong in my doubts. B. I cannot sacrifice my beliefs. C. I am often incorrect in my judgment. D. I am willing to compromise.

A. It is too full of errors to be effective. B. It will be more effective than any other form of government. C. It is imperfect, but as good as possible. D. It is incomplete, but a useful start.

Using details from “Benjamin Franklin’s Speech to the Constitutional Convention,” describe three aspects of the author’s personality that his comments reveal to other convention delegates.

Cruising with the Beach Boys

Cognitive ID Key Level Objective 00034-00 00034-01 C L1 A.5.c 00034-02 D L2 A.3.d 00034-03 A L2 A.5.h 00034-04 C L2 A.6.c 00034-05 D L2 A.6.b 00034-06 A L2 B.5.d 00034-07 C L1 A.5.e 00034-08 C L1 B.2.a 00034-09 A L2 A.6.c 00034-10 C L2 A.5.h 00034-11

Cruising with the Beach Boys So strange to hear that song again tonight Travelling on business in a rented car Miles from anywhere I’ve been before. And now a tune I haven’t heard for years 5 Probably not since it last left the charts Back in L.A. in 1969. I can’t believe I know the words by heart And can't think of a girl to blame them on. Every lovesick summer has its song, 10 And this one I pretended to despise, But if I was alone when it came on, I turned it up full-blast to sing along— A primal scream in croaky baritone, The notes all flat, the lyrics mostly slurred 15 No wonder I spent so much time alone Making the rounds in Dad’s old Thunderbird. Some nights I drove down to the beach to park And walk along the railings of the pier. The water down below was cold and dark, 20 The waves monotonous against the shore. The darkness and the mist, the midnight sea The flickering lights reflected from the city— A perfect setting for a boy like me, The Cecil B. DeMille of my self-pity.

25 I thought by now I’d left those nights behind, Lost like the girls that I could never get, Gone with the years, junked with the old T-Bird. But one old song, a stretch of empty road, Can open up a door and let them fall 30 Tumbling like boxes from a dusty shelf, Tightening my throat for no reason at all Bringing on tears shed only for myself. Dana Gioia, “Cruising with the Beach Boys.” © 1986 by Dana Gioia.

What is most surprising to the speaker in lines 1–8? A. That he is away on a business trip B. That he is somewhere he has never been before C. That he remembers the words to the song D. That the song left the charts in 1969

Which statement best describes the rhyme scheme in the poem? A. Every other line rhymes. B. The first four lines in each stanza rhyme. C. The rhyme pattern reverses itself in each stanza. D. The rhyming in each stanza is inconsistent. 00034-74 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What is the speaker doing in lines 13–16? A. Making fun of himself B. Criticizing the Beach Boys’ performance C. Remembering how happy he used to be D. Explaining how much he dislikes the song 00034-76

What aspect of the speaker’s youth do lines 17–24 reveal? A. He always felt happy after visiting the beach. B. He enjoyed walking more than he enjoyed driving. C. He often spent time alone feeling sorry for himself. D. He worked hard to meet new friends. 00034-77 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00034-78

What is the main point of the final stanza (lines 25– 32)? A. Remembering the past is often pleasant. B. It is not important to think about the past. C. Some memories stay hidden forever. D. Old memories can bring up strong emotions.

To what does “them” refer in line 29? A. those nights B. the girls C. the years D. old songs

What literary device does the poet use in line 30? A. Hyperbole B. Metonymy C. Simile D. Synecdoche 00034-81 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

As suggested by lines 25–32, where do the speaker’s memories of “those nights” hide? A. With the girls B. In the old T-Bird C. Behind a door D. In his tears 00034-83

As suggested by the final two lines, what effect does the song have on the speaker? A. It makes him feel sorry for himself. B. It helps him to forget the past. C. It causes him to remember a high school girlfriend. D. It makes him miss his old friends.

What is the main purpose of the poem?

A. To describe a business trip the speaker once took B. To explain why the speaker is glad to hear the song on the radio C. To describe how the speaker is affected by his memories D. To explain why the speaker wants to forget his past

The narrator of “Cruising with the Beach Boys” reveals his personality in various ways. Using specific examples from the poem, identify three places where the speaker is showing an aspect of his personality. Then, explain what the speaker is revealing about his personality.

Death of a Salesman

Cognitive ID Key Level Objective 00033-00 00033-01 B L3 A.5.e 00033-02 C L2 A.5.g 00033-03 D L2 A.5.c 00033-04 B L1 A.5.c 00033-05 A L2 A.6.c 00033-06 B L3 A.5.c 00033-07 D L2 B.2.a 00033-08 B L2 A.5.c 00033-09 C L3 B.2.a 00033-10 A L2 A.5.c 00033-11 D L1 A.3.c 00033-12

[Light has risen on the boys’ room. Biff gets out of bed, comes downstage a bit, and stands attentively. Biff is two years older than his brother Happy, but bears a 5 worn air and seems less self-assured. He has succeeded less, and his dreams are stronger and less acceptable than Happy’s. Happy is tall, powerfully made. He, like his brother, is lost, but in a 10 different way, for he has never allowed himself to turn his face toward defeat and is thus more confused and hard-skinned, although seemingly more content.] Biff: 15 I tell ya, Hap, I don’t know what the future is. I don’t know—what I’m supposed to want. Happy: What do you mean?

20 Biff: Well, I spent six or seven years after high school trying to work myself up. Shipping clerk, salesman, business of one kind or another. And it’s a measly 25 existence. To get on that subway on the hot mornings in summer. To devote your whole life to keeping stock, or selling or buying. To suffer fifty weeks for the sake of a two-week 30 vacation, when all you really desire is to be outdoors. And still—that’s how you build a future. Happy: Well, you really enjoy it on a farm?

35 Biff: (with rising agitation) Hap, I’ve had twenty or thirty different jobs since I left home, and it always turns out the same. This farm I work on, it’s spring 40 there now, see? And they’ve got about fifteen new colts. There’s nothing more inspiring or—beautiful than the sight of a mare and a new colt. And whenever spring comes to 45 where I am, I suddenly get the feeling, my God, I’m not gettin’ anywhere! What the heck am I doing, playing around with horses, twenty- eight dollars a week! That’s when I 50 come running home. And now, I get here, and I don’t know what to do with myself. Happy: You’re a poet, you know that, Biff! 55 You’re a—you’re an idealist!

Biff: No, I’m mixed up very bad. Maybe I oughta get stuck into something. I’m like a boy. I’m not married, I’m not in 60 business, I just—I’m like a boy. You’re a success, aren’t you? Are you content? Happy: Heck, no!

65 Biff: Why? You’re making money, aren’t you? Happy: 105 those common, petty so-and- (moving about with energy, so’s till I 70 expressiveness) All I can do now is can’t stand it any more. wait for the merchandise manager to Biff: leave. And suppose I get to be I’m tellin’ you, kid, if you were with me merchandise manager? He just built a I’d be happy out there. terrific estate on Long Island. And he 75 lived there about two months and sold 110 Happy: it, and now he’s building another one. If I were around you... He can’t enjoy it once it’s finished. I don’t know what I’m workin’ for. Biff: Sometimes I sit in my apartment—all Hap, the trouble is we weren’t brought 80 alone. And I think of the rent I’m up to grub for money. I don’t know paying. But then, it’s what I always 115 how to do it. wanted. My own apartment, a car, and plenty of money. And still, I’m Happy: lonely. Neither can I! 85 Biff: Biff: (with enthusiasm) Listen, why don’t Then let’s go! you come out West with me? 120 Happy: Happy: The only thing is—what can you make You and I, heh? out there? 90 Biff: Biff: Sure, maybe we could buy a ranch. But look at your manager. Builds an Raise cattle, use our muscles. Men 125 estate and then hasn’t the peace of built like we are should be working mind to live in it. out in the open. Happy: 95 Happy: Yeah, but then he walks into the store (avidly) The Loman Brothers, heh? the waves part in front of him. That’s Biff: 130 fifty-two thousand dollars a year coming through the revolving door. (with vast affection) Sure, we’d be known all over the counties! Biff: 100 Happy: Yeah, but you just said... (enthralled) That’s what I dream Happy: about, Biff. I mean I can outbox, outrun, and outlift anybody in that 135 I gotta show some of those pompous, store, and I have to take orders from self-important executives over there

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00033-90 that Hap Loman can make the grade. I want to walk into the store the way he walks in. Then I’ll go with you, Biff. 140 We’ll be together yet, I swear. Adapted from Arthur Miller, Death of a Salesman. © renewed 1977 by Arthur Miller. 00033-1

What does the author mean by saying that Happy “has never allowed himself to turn his face toward defeat” (lines 10–11)? A. Happy knows what he wants out of life. B. Happy is unwilling to accept failure. C. Happy lacks confidence in his abilities. D. Happy feels threatened by Biff’s success.

What does the author mean by saying that Biff’s dreams are “less acceptable” than Happy’s (lines 5–8)?

A. Biff is ashamed of his dreams. B. Happy is talented enough to realize his dreams. C. Biff’s dreams are not typical. D. Happy’s dreams are more interesting.

What do Biff’s first words (lines 15–17) suggest about him?

A. He is careless. B. He lacks ambition. C. He is pessimistic. D. He lacks direction.

What does Biff reveal when he talks about his life after high school (lines 21–32)? A. He is a very hard worker. B. He changes jobs frequently. C. He has learned a lot about horses. D. He lacks ability to perform his job.

Based on Biff’s early statements, what can the reader infer about his attitude toward work and jobs?

A. He knows a job is important but cannot keep one. B. He does not value hard work. C. He is unwilling to take orders from employers. D. He feels he would be better off working alone.

What do Happy’s remarks in lines 70–84 reveal about him? A. He has no desire to keep a conventional job. B. He is conflicted about ambition and success. C. He is eager to follow the manager’s example. D. He is too ambitious for his own good.

What changes between Biff and Happy over the course of the passage?

A. They grow increasingly confident in their opinions. B. Their hostility toward life grows. C. They are less and less energetic. D. Their conversation is steadily more animated.

What is the main difference between Biff and Happy?

A. Biff is more conscientious. B. Happy is more materialistic. C. Biff is more contented. D. Happy is less self-confident.

What is Happy primarily commenting on in lines 70–84? A. Business practices B. City life C. Cultural values D. Personal relationships

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00033-10 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00033-11

Which word does NOT describe Biff? A. Dependable B. Friendly C. Intelligent D. Unsure

When does the conversation between Biff and Happy most likely take place? A. Right after work B. On a Saturday evening C. During a lunch break D. In the morning before work

Using details from Death of a Salesman, describe Happy’s personality.

Fish Cheeks

Cognitive ID Key Level Objective 00046-00 00046-01 B L1 A.5.c 00046-02 D L2 B.2.a 00046-03 D L2 A.5.g 00046-04 C L1 A.5.c 00046-05 B L2 B.2.d 00046-06 B L1 A.5.c 00046-07 B L3 A.5.c 00046-08 A L1 A.5.g 00046-09 D L2 A.5.c 00046-10 A L3 A.2.c 00046-11

Fish Cheeks

I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese. For Christmas I prayed for this blond-haired boy, Robert, and a slim new 5 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 10 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 15 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. 20 The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes. Tofu, which looked like stack wedges of rubbery white sponges. A bowl soaking dried fungus 25 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 30 doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.

Dinner threw me deeper into despair. 35 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

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 40 them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and 45 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 50 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. 55 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 60 American girls on the outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you will always be Chinese. You must be proud you are different. Your only shame 65 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— 70 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 75 all my favorite foods. Adapted from Amy Tan, “Fish Cheeks.” © 1989 by Amy Tan.

What was the narrator’s greatest concern when she learned the minister’s family was coming for dinner? A. She would not have much to say to Robert. B. She might be embarrassed by her family. C. The food would be too expensive. D. The food would be prepared incorrectly.

What is the effect of the repeated italics in lines 6– 15?

A. They encourage the reader to explore Chinese culture. B. They help the reader understand Chinese holiday traditions. C. They demonstrate the importance of traditional Chinese values to the narrator. D. They emphasize the narrator’s worries about her culture.

Why does the narrator use figurative language to describe tofu and squid in the underlined portion of lines 22–27? A. To make these foods seem more sophisticated B. To make these foods sound more appetizing C. To emphasize the narrator’s enthusiasm for these foods D. To illustrate how strange these foods would seem to the guests

Why does the narrator say she “wanted to disappear” (line 47)? A. She was ashamed of Robert’s family. B. She had lost interest in Robert. C. She was embarrassed by her family’s customs. D. She did not enjoy the taste of her food. 00046-5 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00046-6

What is the main focus of the fifth and sixth paragraphs (lines 34–57)? A. Food preparation B. Cultural differences C. The importance of good manners D. The origins of Chinese customs 00046-7

Which word best describes Robert’s reaction to the loud after-dinner belch in lines 48–57?

What does the underlined portion of lines 55–56 suggest about the minister?

A. He is entertained by his hosts’ unfamiliar customs. B. He is trying to respect his hosts’ traditions. C. He is angry about his son’s behavior. D. He is accustomed to burping at the dinner table.

Which term best describes the narrator? A. Argumentative B. Carefree C. Overconfident D. Self-conscious 00046-13

What is the best restatement of the mother’s advice in lines 58–65?

A. Be happy with who you are, and respect the culture you come from. B. It is very difficult to make new friends and to understand other cultures. C. People will like you if you work hard and try to fit in. D. It is shameful to be excessively proud and to expect special treatment. 00046-14 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

The narrator has many concerns about the holiday dinner her family hosts. Much of her concern is focused on how the minister and his family will respond to her family’s holiday traditions. Using specific examples from the passage, describe three different things that the narrator worries about. Then, explain the effect that those worries have on the narrator’s mood.

Cognitive ID Key Level Objective 00028-00 00028-01 D L2 A.5.c 00028-02 B L2 B.4.g 00028-03 C L2 A.5.b 00028-04 A L2 A.8.h 00028-05 D L2 A.6.c 00028-06 C L2 A.5.c 00028-07 D L2 A.5.g 00028-08 B L3 A.5.h 00028-09 A L1 A.6.b 00028-10

Hands beat with them upon a table or on the walls of his house. The action made him In the presence of George Willard, more comfortable. If the desire to talk Wing Biddlebaum, who for twenty years came to him when the two were walking had been the town mystery, lost 45 in the fields, he sought out a stump or something of his timidity, and his the top board of a fence and with his 5 shadowy personality, submerged in a hands pounding busily talked with sea of doubts, came forth to look at the renewed ease. world. With the young reporter at his side, he ventured in the light of day into The story of Wing Biddlebaum's Main Street or strode up and down on 50 hands is worth a book itself. 10 the rickety front porch of his own house, Sympathetically set forth it would tap talking excitedly. The voice that had many strange, beautiful qualities in been low and trembling became shrill obscure men. It is a job for a poet. In and loud. The bent figure straightened. Winesburg the hands had attracted With a kind of wriggle, like a fish returned 55 attention merely because of their activity. 15 to the brook by the fisherman, With them Wing Biddlebaum had picked Biddlebaum the silent began to talk, as high as a hundred and forty quarts of striving to put into words the ideas that strawberries in a day. They became his had been accumulated by his mind distinguishing feature, the source of his during long years of silence. 60 fame. Also they made more grotesque an already grotesque and elusive 20 Wing Biddlebaum talked much with individuality. Winesburg was proud of the his hands. The slender expressive hands of Wing Biddlebaum in the same fingers, forever active, forever striving to spirit in which it was proud of Banker conceal themselves in his pockets or 65 White's new stone house and Wesley behind his back, came forth and became Moyer's bay stallion, Tony Tip, that had 25 the piston rods of his machinery of won the two-fifteen trot at the fall races in expression. Cleveland.

The story of Wing Biddlebaum is a As for George Willard, he had many story of hands. Their restless activity, like 70 times wanted to ask about the hands. At unto the beating of the wings of an times an almost overwhelming curiosity 30 imprisoned bird, had given him his name. had taken hold of him. He felt that there Some obscure poet of the town had must be a reason for their strange thought of it. The hands alarmed their activity and their inclination to keep owner. He wanted to keep them hidden 75 hidden away and only a growing respect away and looked with amazement at the for Wing Biddlebaum kept him from 35 quiet inexpressive hands of other men blurting out the questions that were often who worked beside him in the fields, or in his mind. passed, driving sleepy teams on country Adapted from Sherwood Anderson, “Hands.” © roads. 1947 by Eleanor Copenhaver Anderson. When he talked to George Willard, 40 Wing Biddlebaum closed his fists and

Based on the first paragraph (lines 1 −19), what effect does George Willard have on Wing Biddlebaum? A. He reminds Wing of his important achievements. B. He causes Wing to lose his distinctive personality. C. He changes Wing’s ideas about the town’s residents. D. He helps Wing become less withdrawn from society.

What does the author suggest about Wing’s hands when he describes his fingers as “the piston rods of his machinery of expression” (lines 25–26)? A. They are exceptionally powerful. B. They are constantly in motion. C. They are the only way Wing can communicate. D. They are a source of pride to Wing.

As suggested by the third paragraph (lines 27−38), how does Wing Biddlebaum feel about his hands? A. He enjoys the effect they have on other people. B. He feels that they are interesting and expressive. C. He is embarrassed by how they differ from other people’s hands. D. He is frustrated by their lack of strength despite their size. 00028-21 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00028-22

What does “tap” mean as used in line 51?

A. Draw out B. Knock on C. Protect D. Reject 00028-23

Based on the fifth paragraph (lines 49–68), how would the people of Winesburg describe Wing Biddlebaum’s hands?

Which statement best summarizes George Willard’s feelings about Wing Biddlebaum?

A. He was upset that Wing was a mystery to the town. B. He distrusted Wing because of his unusual personality. C. He appreciated Wing more the longer he knew him. D. He was surprised that Wing would talk to him so much.

What literary device does the author use in lines 14–16? A. Foreshadowing B. Hyperbole C. Personification D. Simile

What does the author imply by describing Wing as “like a fish returned to the brook by the fisherman” (lines 14–15)? A. Wing wishes to leave Winesburg. B. Wing feels as though he is being set free to talk. C. Wing is beginning to appreciate his hands. D. Wing cannot survive outside of Winesburg.

A. It relaxes him. B. It exhausts him. C. It agitates him. D. It excites him.

In “Hands,” people react to Wing’s hands in different ways. Describe the different ways that George Willard, the townspeople, and Wing himself react to Wing’s hands.

Human Intelligence

Cognitive ID Key Level Objective 00030-00 00030-01 D L2 A.8.h 00030-02 C L3 A.6.c 00030-03 B L2 A.6.b 00030-04 D L1 A.6.b 00030-05 A L1 B.3.a 00030-06 B L2 A.2.d 00030-07 B L3 A.8.h 00030-08 A L1 A.2.c 00030-09 A L2 A.6.c 00030-10 D L2 B.3.d 00030-11 C L2 B.3.d 00030-12 A L1 B.6.b 00030-13

Human Intelligence something between a report card and a test score. Intelligence is not an absolute such as height that can be measured simply, 40 I would assess intellectual largely because people have multiple propensities from an early age. I use the intelligences rather than one single word propensities because I don’t believe 5 intelligence. intelligences are fixed for many years.

In all, I have identified seven forms of I would not assess abilities through intelligence. The two that are valued 45 traditional paper-and-pencil tests. most highly in this society are linguistic Instead, we need learning environments— and logical-mathematical intelligences. preschools—in which children can do a lot 10 When people think of someone as smart, of exploring on their own or with help from they are usually referring to those two, adults. because individuals who possess linguistic and logical-mathematical 50 All children play with blocks, for abilities do well on tests that supposedly example, but what do they do with them? 15 measure intelligence. How complex are the structures they make? How well can they remember But there are five other kinds of them? Can they revise them in various intelligence that are every bit as 55 ways? All of these questions can be important: Spatial, musical, bodily- answered by adults observing and kinesthetic and two forms of personal playing with the children. 20 intelligence—interpersonal, knowing how to deal with others, and intrapersonal, The same environment could be knowledge of self. None of these ought equipped with musical materials, and, to have a priority over others. 60 again children could explore on their own and with adults. In America, we are wasting a lot of 25 human potential by focusing on only But no theory is going to tell people linguistic and logical intelligence. If an what to do once a child’s propensities individual doesn’t happen to be good in are assessed. That decision would these, he or she often gets thrown on 65 depend on the value of those around the society’s scrap heap. child. Some people would say, “Let’s go with the child’s strengths for all they are 30 I would like to get rid of intelligence worth.” Others would say, “It’s very and aptitude tests; they measure only important to be good in language, so two forms of intelligence and have 70 even though this kid isn’t good in it, we’re destructive social effects. Those of us going to work on it.” who take a position against IQ tests have Adapted from Howard Gardner, “Human 35 the burden of coming up with ways of Intelligence Isn’t What We Think It Is.” ©1984 by assessing abilities that are not US News and World Report. completely impractical. My notion is

What does the word “absolute” refer to as used in line 1? A. Something that is large and common B. Something that reflects intelligence C. Something that usually comes in multiples D. Something that depends on known standards

Based on the passage, what would be one important difference between an aptitude test and a test that measured musical intelligence?

A. It would cost less to administer a test of musical intelligence. B. It would take more people to administer a test of musical intelligence. C. It would be more difficult to administer a test that assessed musical intelligence. D. It would require a test maker who thought of music as a language.

What feeling does the author convey about the idea that individuals who lack linguistic or logical- mathematical intelligence are “thrown on society’s scrap heap” (lines 28–29)?

A. Confusion B. Frustration C. Indifference D. Understanding

What sort of intelligence is the author describing in lines 50 − 57? A. Interpersonal B. Intrapersonal C. Linguistic D. Spatial

What is the author’s final observation on how a particular child will use different kinds of intelligences?

A. It will hinge on the adults that influence the child’s life. B. It will be dependent on what the child’s innate gifts are. C. It will depend on which type of intelligence the child values. D. It will be determined by the educational system.

How do what the author calls “learning environments” (lines 46–47) differ from a traditional school?

A. There are fewer strict teachers. B. There is more freedom for students. C. There is no exploration. D. There are more difficult tests.

Based on the passage, what term would best describe someone with intrapersonal intelligence?

A. Self-absorbed B. Self-aware C. Self-confident D. Self-satisfied

Based on the author’s ideas, what kind of intelligence would professional sports most highly value? A. Bodily-kinesthetic B. Interpersonal C. Intrapersonal D. Spatial

What does the author most want educators to change? A. Traditional methods for evaluating students B. Familiar classroom materials and methods C. The typical heavily structured school day D. The idea that human potential should not be wasted

Which is the best substitute for the underlined word in line 46?

A. Therefore B. In fact C. For example D. In their place

Which is the best substitute for the underlined words in lines 50–51?

A. in fact B. it is said C. as we know D. on the other hand

What is the correct way to punctuate the underlined portion of lines 59–60? A. materials, and, again, B. materials and again, C. materials and, again D. materials; and again,

The author describes several different kinds of intelligences, and discusses how and why some are undervalued. Using information from the passage, give examples of a profession that would require spatial intelligence, a profession that would require interpersonal intelligence, and a profession that would require logical-mathematical intelligence.

I Yearn

Cognitive ID Key Level Objective 00036-00 00036-01 D L2 A.8.h 00036-02 C L2 A.6.b 00036-03 C L1 A.5.e 00036-04 A L2 A.8.h 00036-05 D L2 B.5.d 00036-06 C L2 A.2.c 00036-07

i yearn i yearn this morning what i’ve yearned since i left almost a year ago . . .

5 it is hollow this being away from everyday life in the barrios 10 of my homeland . . . all those cities like el paso, los angeles, albuquerque, denver, san antonio 15 (off into chicano infinitum!); i yearn to hear spanish spoken in caló1— 20 that special way chicanos roll their tongues

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. to form the fact that we exist . . . words 1 Slang 25 which dart or glide; 2 How’s it going, brother? i yearn Ricardo Sánchez, “i yearn.” © 1975 by Ricardo for foods Sánchez. that have character and strength— the kind 30 that assail yet caress you with the zest of life; more than anything, i yearn, my people, for the warmth of you 35 greeting me with “¿qué tal, hermano?”2 and the knowing that you mean it when you tell me that you love 40 00036-48

What is the source of the hollowness the speaker refers to in line 5? A. His dislike for his home country B. His desire to live life more simply C. His hope for a successful future D. His separation from familiar experiences

What does the speaker desire in lines 17 −25? A. To learn a new language B. To learn new words in his own language C. To hear a particular set of sounds D. To hear people speaking Spanish for the first time

When the speaker describes words “which dart or glide” (line 25), what literary device is the poet using?

A. Alliteration B. Hyperbole C. Metaphor D. Synecdoche

Which word is closest in meaning to “assail” as used in line 30?

A. Attack B. Defend C. Discourage D. Inspire

To whom or what does the “you” in line 37 refer? A. The speaker’s family B. The speaker’s friend C. The speaker’s poem D. The speaker’s people

As suggested by the poem as a whole, what does the speaker yearn for?

A. A return to traditional values B. Evidence of cultural equality C. Signs of his native culture D. A more loving relationship with his family

Using details from “i yearn,” describe three aspects of the life that the speaker yearns for.

Letter From Birmingham City Jail

Cognitive ID Key Level Objective 00047-00 00047-01 B L2 A.6.c 00047-02 B L2 B.2.c 00047-03 B L2 B.2.c 00047-04 C L2 A.8.h 00047-05 B L2 A.5.h 00047-06 B L2 B.4.f 00047-07 B L2 A.6.b 00047-08 A L2 A.6.c 00047-09 A L2 B.2.c 00047-10 C L2 B.5.e 00047-11 D L2 B.6.b 00047-12 B.4.g

Letter from Birmingham City Jail been rather publicly “nonviolent.” But for 40 what purpose? To preserve the evil I hope the church as a whole will system of segregation. Over the last few meet the challenge of this decisive hour. years I have consistently preached that But even if the church does not come to nonviolence demands that the means we the aid of justice, I have no despair about use must be as pure as the ends we 5 the future. I have no fear about the 45 seek. So I have tried to make it clear that outcome of our struggle in Birmingham, it is wrong to use immoral means to even if our motives are presently attain moral ends. But now I must affirm misunderstood. We will reach the goal of that it is just as wrong, or even more so, freedom in Birmingham and all over the to use moral means to preserve immoral 10 nation, because the goal of America is 50 ends. freedom. Abused and scorned though we may be, our destiny is tied up with the I wish you had commended the Negro destiny of America. Before the pilgrims sit-inners and demonstrators of landed at Plymouth we were here. Before Birmingham for their sublime courage, 15 the pen of Jefferson etched across the their willingness to suffer and their pages of history the majestic words of 55 amazing discipline in the midst of the the declaration of independence, we most inhuman provocation. One day the were here. For more than two centuries south will recognize its real heroes. our foreparents labored in this country Among them will be James Meredith, 20 without wages; they made cotton king; courageously and with a majestic sense and they built the homes of their masters 60 of purpose facing jeering and hostile in the midst of brutal injustice and mobs and the agonizing loneliness that shameful humiliation—and yet out of a characterizes the life of the pioneer. bottomless vitality they continued to They will be old, oppressed, battered 25 thrive and develop. If the inexpressible Negro women, symbolized in a seventy- cruelties of slavery could not stop us, the 65 two-year-old woman of Montgomery, opposition we now face will surely fail. Alabama, who rose up with a sense of dignity and with her people decided not I must close now. But before closing I to ride the segregated buses, and am impelled to mention one other point in responded to one who inquired about her 30 your statement that troubled me 70 tiredness with ungrammatical profundity profoundly. You warmly commended the “My feet is tired but my soul is rested.” Birmingham police force for keeping “order” and “preventing violence.” I’m Adapted from Martin Luther King Jr., “Letter from Birmingham City Jail.” © 1963 by Martin Luther sorry that I can’t join you in your praise King Jr., renewed 1991 by Coretta Scott King. 35 for the police department. It is true that they have been rather disciplined in their public handling of the demonstrators. In this sense they have

What quality of the author’s character do lines 1–8 reveal?

A. Adventurousness B. Optimism C. Poor judgment D. Self-doubt

Which word best describes the author’s attitude in lines 1–27?

A. Bitterness B. Determination C. Joy D. Skepticism

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00047-59 What kind of evidence does the author present in lines 1–27 to suggest that his cause will prevail? A. Expert opinion B. Historical precedent C. Personal experience D. Statistical analysis

What does “impelled” mean as used in line 29?

A. Afraid B. Delighted C. Driven D. Precented

What do lines 28–35 suggest about the letter that the author is writing? A. Its only intended audience is the author. B. Its intended audience is someone whose views differ from the author’s. C. Its goal is to encourage violence and disorder. D. Its goal is to express support for the Birmingham police force.

Which word best describes the language the author uses to address the person who praised the Birmingham police force?

A. Biased B. Civil C. Forceful D. Friendly

What does the author suggest about social change in lines 36–50? A. It is justifiable no matter the cost. B. It must occur by means of principled action. C. It is a process that requires drastic means. D. It will happen naturally over time.

What does the author suggest about the woman he refers to in lines 63–71?

A. She is an example for those who use nonviolence to fight injustice. B. She is an example of someone who should work harder to achieve her goals. C. She has lost her sense of purpose because of segregation. D. She has more dignity than other women her age.

Which word best describes the cause for which the author is fighting? A. Equality B. Honesty C. Prosperity D. Simplicity

Which word is the best replacement for “majestic” as used in line 59? A. Distracting B. Foolish C. Impressive D. Shocking

What is the correct way to punctuate the underlined portion of lines 70–71?

A. profundity; “My feet is tired but my soul is rested.” B. profundity; “My feet is tired but, my soul, is rested.” C. profundity: “My feet is tired but my soul is rested.” D. profundity: “My feet is tired, but my soul is rested.”

In “Letter from Birmingham City Jail,” the author makes frequent use of adjectives to emphasize points he is trying to make. Identify three examples of the author’s use of adjectives. Then, using evidence from the passage, explain what the author is emphasizing by using those adjectives.

Maud Martha and New York

Cognitive ID Key Level Objective 00042-00 00042-01 D L1 B.2.a 00042-02 C L2 A.5.e 00042-03 B L2 A.2.d 00042-04 A L2 A.2.c 00042-05 D L2 A.8.h 00042-06 C L2 B.3.c 00042-07 D L1 A.2.c 00042-08 A L2 A.5.e 00042-09 A L1 B.4.g 00042-10 B.4.g

Maud Martha and New York jar of Russian caviar; they ate things called anchovies, and capers. . . . The name “New York” glittered in front of her like the silver in the shops on She bought the New York papers Michigan Boulevard. It was silver, and it 45 downtown, read of the concerts and was solid, and it was remote: it was plays, studied the book reviews, was 5 behind glass, it was behind bright glass intent over the announcements of like the silver in shops. It was not for her. auctions. She was on Fifth Avenue Yet. whenever she wanted to be, and she it 50 was who rolled up, silky or furry, in the When she was out walking, and with taxi, was assisted out, and stood, her grating iron swish a train whipped by, off, next step nebulous, before the theaters 10 above, its passengers were always, for of the thousand lights, before velvet-lined her comfort, New York-bound. She sat impossible shops; she it was. inside with them. She leaned back in the plush. She sped, past farms, through tiny 55 New York, for Maud Martha, was a towns, where people slept, kissed, symbol. Her idea of it stood for what she 15 quarreled, ate midnight snacks; felt life ought to be. Jeweled. Polished. unfortunate people who were not New Smiling. Poised. Calmly rushing! Straight York-bound and never would be. up and down, yet graceful enough.

Maud Martha loved it when her 60 She thought of them drinking coffee magazines said “New York,” described there—or tea, as in England. Lustrous 20 “good” objects there, wonderful people people glided over perfect floors, there, recalled fine talk, the bristling or correctly smiling. Their host or hostess the creamy or the tactfully shimmering poured, smiling too, nodding quickly to ways of life. They showed pictures of 65 this one and that one, inquiring gently rooms with wood paneling, softly whether it should be sugar, or cream, or 25 glowing, touched up by the compliment both, or neither. All was very gentle. The of a spot of auburn here, the low burn of voices, no matter how they rose, or even a rare binding there. There were ferns in sharpened, had fur at the base. The these rooms, and Chinese boxes; bits of 70 people drank and nibbled, while they dreamlike crystal; a taste of leather. In discussed issues of the day. Then they 30 the advertisement pages, you saw where went home, quietly, elegantly. They you could buy six Italian plates for eleven retired to homes not one whit less solid hundred dollars . . . Her whole body or embroidered than the home of their became a hunger, she would pore over 75 host or hostess. these pages. The clothes interested her, 35 too; especially did she care for the What she wanted to dream, and pictures of women wearing carelessly, as dreamed, was her affair. if they were rags, dresses that were plain She was eighteen years old, and the but whose prices were not. And the world waited. To caress her. foolish food (her mother’s description) 40 enjoyed by New Yorkers fascinated her. Adapted from Gwendolyn Brooks, “Maud Martha They paid ten dollars for an eight-ounce and New York.” ©1953 by Gwendolyn Brooks.

What does the author suggest about Maud Martha in lines 1–7? A. She works on Michigan Boulevard. B. She enjoys shopping for silver. C. She is accustomed to the New York lifestyle. D. She is fascinated by the idea of New York.

The word “swish” in line 9 is an example of what literary device?

A. Alliteration B. Hyperbole C. Onomatopoeia D. Simile

Which term best describes the underlined portion of lines 11–13?

A. Literal B. Figurative C. Practical D. Sarcastic

What do Maud Martha’s feelings about New York reveal? A. Her desire for higher social status B. Her desire for political power C. Her preference for rural life D. Her preference for traveling by train

Which word or phrase is closest in meaning to “pore over” as used in line 33?

What aspect of Maud Martha does the fourth paragraph (lines 44–54) emphasize? A. Her distaste for life in the city B. Her interest in cultural events C. Her fantasies about New York D. Her memories of New York 00042-78

What is true of all the people mentioned in the sixth paragraph (lines 60–75)? A. They are well educated. B. They speak very softly. C. They attend cultural events. D. They have good manners. 00042-79 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00042-80

What literary device does the author use in the underlined portion of lines 67–69? A. Metaphor B. Personification C. Simile D. Synecdoche

A. Decorated B. Dismal C. Simple D. Small

In the third paragraph, the author shows Maud Martha intently reading magazines about New York. At one point she writes of Maud Martha that “Her whole body became a hunger.” Using this comment as the focal point, and using specific information from the passage, describe what New York means to Maud Martha.

Our House in the Last World

Cognitive ID Key Level Objective 00048-00 00048-01 C L1 A.5.c 00048-02 D L1 A.6.c 00048-03 D L2 A.8.h 00048-04 A L2 A.6.b 00048-05 B L2 A.5.h 00048-06 A L2 A.5.c 00048-07 C L2 B.1.a 00048-08

Our House in the Last World the smiling premier looked over the different desserts. Through a translator Down in the cool basement of the 45 the premier asked for a bowl of chocolate hotel restaurant, Alejo Santinio looked and apricot ice cream topped with hot over a yellowed newspaper clipping fudge, cocoanut, and a high swirl of fresh dating back to 1961. He had not looked whipped cream. This being served, Alejo 5 at it recently, although in the past had picked out the plumpest cherry from a always been proud to show it to visitors. 50 bowl and nimbly placed it atop the And why? Because it was a brief moment dessert. of glory. In the picture Alejo and his friend Diego were in their best dress Delighted, the premier whispered to 10 whites standing before a glittering case the translator, who said, “The premier of desserts. Beside them was a fat, wishes to thank you for this cheery beaming face, the Soviet premier 55 masterpiece.” Nikita Khrushchev, who was attending a luncheon in his honor at the hotel. As Diego and Alejo bowed, lightbulbs and cameras flashed all around them. 15 Alejo always told the story: The They were ready to wheel the cart back governor and mayor were there with the when the premier rose from the table to premier, who had “great big ears and a 60 shake Diego’s and Alejo’s hands. Then bright red nose.” The premier had dined through the translator he asked a few on a five-course meal. The waiters and questions. To Alejo: “And where do you 20 cooks, all nervous wrecks, had fumbled come from?” around in the kitchen getting things in order. But outside they managed an “Cuba,” Alejo answered in a soft orderly composed appearance. After the 65 voice. meal had been served, the cooks drew “Oh yes, Cuba,” the premier said in 25 lots to see who would wheel out the halting English. “I would like to go there dessert tray. Diego and Alejo won. one day. Cuba.” And he smiled and patted Alejo’s back and then rejoined the Alejo put on his best white uniform 70 table. A pianist, a violinist, and a cellist and apron and waited in the foyer, while, played a Viennese waltz. outside, news reporters fired off their 30 cameras and bodyguards stood against Afterward reports came back into the the walls, watching. Alejo and Diego did kitchen to interview the two cooks, and not say anything. Alejo was bewildered the next morning the Daily News carries by the situation: Only in America could a 75 a picture of Alejo, Diego, and worker get so close to a fat little guy with Khrushchev with a caption that read: 35 enormous power. DESSERT CHEFS CALL PREMIER When the time came they filled up HEAP BIG EATER. It made them into shiny bowls with ice cream, brought out celebrities for a few weeks. the sauces and hot fudge, and loaded Adapted from Oscar Hijuelos, Our House in the them all onto a dessert cart. Alejo was in Last World. © 1983 by Oscar Hijuelos. 40 charge of cherries. They went out behind the maitre d’ and stood before the premier’s table. They humbly waited as

What indicates that the events described in the first paragraph happened long ago? A. Alejo is alone in the hotel and not working. B. Alejo had not read a newspaper recently. C. The newspaper clipping has yellowed. D. Alejo was no longer proud of the event.

As suggested by the passage, why do the kitchen staff compete for the right to wheel out the dessert tray? A. They do not like each other very well. B. They wanted to poke fun at the premier. C. It was difficult to make a decision because they looked nervous. D. It was an honor to serve the premier.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00048-87 What does “composed” most nearly mean as used in line 23? A. Agitated B. Desperate C. Organized D. Poised 00048-88 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00048-89

Which word best describes the presentation of dessert in lines 36–51?

A. Ceremonial B. Frantic C. Informal D. Uncomfortable

What do lines 15–65 contribute to the passage?

A. They explain why Alejo asked for the photograph to be taken. B. They tell the story that goes with the photograph. C. They show how much Alejo has changed. D. They reveal Alejo’s current job at the restaurant.

Which word best describes Alejo’s mood in his conversation with Khrushchev?

A. Calm B. Confused C. Excited D. Nervous

The author wants to add to the passage information about local events that took place in 1961. What is the best source of appropriate material? A. Encyclopedia B. History textbook C. Old newspapers D. Biography of Khrushchev

Using details from “Our House in the Last World,” describe three aspects of Nikita Khrushchev’s personality.

Parents' Pantoum

Cognitive ID Key Level Objective 00038-00 00038-01 D L2 B.2.a 00038-02 B L2 A.6.c 00038-03 D L2 A.8.h 00038-04 A L2 A.5.h 00038-05 D L3 B.3.e 00038-06 C L2 B.3.a 00038-07 B L2 B.3.d

Parents’ Pantoum1 45 Pausing to toss us morsels of their history, Where did these enormous children Not questions to which only we know come from, answers. More ladylike than we have ever been? Some of ours look older than we feel. Eyes closed to news we’ve chosen to 5 How did they appear in their long 50 ignore, dresses We’d rather excavate old memories, Disdaining age, ignoring pain, ignoring More ladylike than we have ever been? mirrors. But they moan about their aging more Why do they never listen to our stories? than we do, 10 In their fragile heels and long black 55 Because they hate to excavate old dresses. memories They say they admire our youthful They don’t believe our stories have an spontaneity. end. They don’t ask questions because they They moan about their aging more than 60 dread the answers. 15 we do, They don’t see that we’ve become their A somber group—why don’t they brighten mirrors, up? Though they say they admire our We offspring of our enormous children. youthful spontaneity Carolyn Kizer, “Parents’ Pantoum” ©1996 by 20 They beg us to be more dignified like Carolyn Kizer. them As they ignore our pleas to brighten up. Someday perhaps we’ll capture their attention 25 Then we don’t try to be dignified like them Nor they to be so gently patronizing. Someday perhaps we’ll capture their attention. 30 Don’t they know that we’re supposed to be the stars? Instead they are so gently patronizing. It makes us feel like children—second childish?

35 Perhaps we’re too accustomed to be stars, The famous flowers glowing in the garden, So now we pout like children. Second- 40 childish? Quaint fragments of forgotten history? Our daughters stroll together in the garden, Chatting of news we’ve chosen to ignore,

What literary device does the poet use in lines 1 − 21? A. Alliteration B. Assonance C. Onomatopoeia D. Repetition

Lines 12–13 refer to “youthful spontaneity.” How does the children’s view of spontaneity change in lines 18 −21? A. They want adults to be more spontaneous than children. B. They are uncertain how much they like the spontaneity. C. They wish that adults would act spontaneously all of the time. D. They feel that adults do not value spontaneity.

Which word most accurately describes “somber” as used in line 16? A. Angry B. Bored C. Practical D. Serious

What does the speaker refer to with the phrase “Disdaining age, ignoring pain, ignoring mirrors” (lines 52–53)? A. Remembering youth B. Learning from the distant past C. Ignoring facts from history D. Feeling hurt by the children

According to the speaker, what do children NOT want to think about?

A. The lessons they have learned from their parents B. The stories parents tell about their children C. The idea that their parents are aging too rapidly D. The fact that they will be like their parents 00038-102 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What is the main subject of the poem?

A. Gender differences B. Cultural differences C. Generational differences D. Political differences 00038-104

What is the effect of the speaker’s questions throughout the poem? A. It causes the reader to dislike the speaker. B. It emphasizes the speaker’s desire for answers. C. It reveals the speaker’s inability to listen. D. It shows the speaker’s dislike for children.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00038-105 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – The Artist's Life

The Artist's Life

Cognitive ID Key Level Objective 00040-00 00040-01 D L2 A.5.c 00040-02 A L2 A.6.c 00040-03 B L2 B.2.a 00040-04 B L2 B.2.d 00040-05 A L1 A.5.c 00040-06 D L2 A.6.b 00040-07 C L1 A.5.h 00040-08 A L2 A.5.e

In the garden of a country house. Nina is a young woman with ambitions to become a great dramatic actress, although she has only acted in one 5 provincial play by an unknown playwright. Trigorin, a famous Russian author, has been visiting the provinces. He enters the garden after Nina. Nina: 10 How do you do? Trigorin: How are you, Miss Nina? Owing to an unforeseen development of circumstances, it seems that we are 15 leaving here today. You and I shall probably never see each other again, and I am sorry for it. I seldom meet a young and pretty girl now; I can hardly remember how it feels to be 20 nineteen, and the young girls in my books are seldom living characters. I should like to change places with you, if but for an hour, to look out at the world through your eyes, and so find 25 out what sort of a little person you are.

Nina: And I should like to change places with you.

30 Trigorin: Why?

Nina: To find out how a famous genius feels. What is it like to be famous? 35 What sensations does it give you? Trigorin: What sensations? I don't believe it gives any. [Thoughtfully] Either you exaggerate my fame, or else, if it 40 exists, all I can say is that one simply doesn't feel fame in any way. Nina:

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. awaiting me. My eye falls on that cloud there, which has the shape of a 45 Trigorin: If the critics praise me, I am happy; if they condemn me, I am out of sorts for the next two days. Nina: 50 If you only knew how I envy you! Men are born to different destinies. Some dully drag a weary, useless life behind them, lost in the crowd, unhappy, while to one out of a million, 55 as to you, for instance, comes a bright destiny full of interest and meaning. Trigorin: H-m—I hear you talking about fame, 60 and happiness, and bright destinies, and those fine words of yours mean as much to me—forgive my saying so —as sweetmeats do, which I never eat. You are very young, and very 65 kind.

Nina: Your life is beautiful. Trigorin: I see nothing especially lovely about 70 it. [He looks at his watch] Excuse me, I must go at once, and begin writing again. I am in a hurry. [He laughs]. Let us discuss this bright and beautiful life of mine, though. [After a 75 few moments' thought] Violent obsessions sometimes lay hold of a man: he may, for instance, think day and night of nothing but the moon. I have such a moon. Day and night I 80 am held in the grip of one besetting thought, to write, write, write! Hardly have I finished one book than something urges me to write another, and then a third, and then a fourth—I 85 write ceaselessly. I am, as it were, on a treadmill. I hurry for ever from one story to another, and can't help myself. Do you see anything bright and beautiful in that? Oh, it is a wild 90 life! Even now, thrilled as I am by talking to you, I do not forget for an instant that an unfinished story is ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00040-109 95 grand piano; I instantly make a mental note that I must remember to mention in my story a cloud floating by that looked like a grand piano. And so it goes for everlasting. I cannot escape 100 myself, though I feel that I am consuming my life. To prepare the honey I feed to unknown crowds, I am doomed to brush the bloom from my dearest flowers, to tear them from 105 their stems, and trample the roots that bore them under foot.

Nina: For the bliss of being a writer or an actress I could endure want, and 110 disillusionment, and the hatred of my friends, and the pangs of my own dissatisfaction with myself; but I should demand in return fame, real, resounding fame! [She covers her 115 face with her hands] Whew! My head reels!

Adapted from Anton Chekhov, The Seagull.

Which phrase best describes the exchanges between Nina and Trigorin? A. An unpleasant argument B. A discussion between professionals C. A conversation between equals D. A thoughtful exchange

Which phrase best describes Nina’s character? A. Naïve and aspiring B. Shy and withdrawn C. Manipulative and cold D. Impolite and stubborn

What characterizes Trigorin’s attitude toward fame in lines 37–41? A. He does not experience it. B. He does not think about it. C. He is proud of it. D. He boasts about it.

When Nina tells Trigorin how she envies him, what does she reveal about her view of humankind?

A. She senses that others will recognize her artistic abilities. B. She believes most people lead dull and pointless lives. C. She believes that society rejects those who have talent. D. She thinks that most people do not understand genius.

What do lines 59–65 suggest about Trigorin’s attitude toward Nina? A. He believes that she is inexperienced. B. He feels that she is unfair. C. He thinks that she is unintelligible. D. He understands that she is selfish.

What does Trigorin mean in the underlined portion of lines 101–106?

A. He should destroy his writings before they are published. B. His writings bloom like flowers before readers’ eyes. C. Writing for unknown crowds is his life’s calling. D. Writing compromises his creativity. 00040-7 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What does Nina imply in lines 108–116? A. She will be famous one day. B. The famous truly suffer. C. She would do anything to achieve fame. D. She is overcome by her disillusionment. 00040-9

What does Nina suggest when she says some men “dully drag a weary, useless life behind them” (lines 52–53)? A. A meaningless life is a heavy burden. B. Life experience is very valuable. C. Most men work for others’ dreams. D. Life creates a great deal of suffering.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00040-10 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – The Dancers

The Dancers

Cognitive ID Key Level Objective 00039-00 00039-01 D L2 A.5.c 00039-02 C L1 A.6.b 00039-03 D L2 B.2.a 00039-04 B L2 A.5.c 00039-05 D L2 A.5.c 00039-06 C L1 A.6.c

The Dancers Well, guess who I’ve got you a date with. Herman: Inez. Inez. We’re here. (He puts the bag down in the living room. Inez comes running in from the right.)

5 Inez: You’re early. Horace: Hello, Sis. Inez: 10 You look fine. You haven’t put on a bit of weight though. Horace: Haven’t I? Inez: 15 Not a bit. I’m just going to stuff food down you and put some weight on you while you’re here. Oh, Herman, did you ask him?

Herman: 20 Ask him what?

Inez: Ask him what? About his tux. Herman: No, I didn’t . . .

25 Inez: Honestly, Herman. Here we have him a date with the prettiest and most popular girl in Harrison and Herman says ask him what. You did bring it, 30 didn’t you, Bubber? Horace: Bring what? Inez: Your tux.

35 Horace: Oh, sure. Inez:

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 40 Horace: I don’t know. Inez: Well, just try guessing . . . Horace: 45 Well . . . uh . . . uh . . . (He is a little embarrassed. He stands, trying to think. No names come to him.) I don’t know. Inez: 50 Emily Crews. Now isn’t she a pretty girl?

Horace: Yes. She is. Inez: 55 And the most popular girl in this town. You know her mother is a very close friend of mine and she called me day before yesterday and she said, “I hear Horace is coming to town,” and I said 60 yes you were, and she said that the boy Emily is going with is in summer school and couldn’t get away this weekend, and Emily said she wouldn’t go to the dance at all but her mother 65 said that she had insisted and wondered if you’d take her . . . Horace: Her mother said. Does Emily want me to take her?

70 Inez: That isn’t the point, Bubber. The point is that her mother doesn’t approve of the boy Emily is in love with and she likes you . . .

75 Horace: Who likes me? Inez: Emily’s mother. Horace: 80 Where am I supposed to take her to?

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. Inez: Inez: The dance. You see, all you need is confidence. 125 And I want you to promise me you’ll Horace: talk plenty when you’re with the girl, But, Inez, I don’t dance well enough not just sit there in silence and only 85 . . . I don’t like to go to dances . . . yet answer when you’re asked a question ...... Now promise me.

Inez: 130 Horace: 90 Horace:Oh, Horace. Mother wrote me you UhI promise. huh. Wellwere .learning. . . I am learning. But I don’t dance well enough yet. Inez: Horace, you just make me sick. The 95 trouble with you is that you have no confidence in yourself. I bet you can dance. Horace: No, I can’t . . .

100 Inez: Now, let’s see. (Inez goes to the radio and turns it on. She comes back to him.) Now come on. Show me what you’ve learned . . .

105 Herman: Inez. Why don’t you let the boy alone? Inez: Now you keep out of this, Herman 110 Stanley. He’s my brother and he’s a stick. He’s missing all the fun in life and I’m not going to have him a stick. I’ve sat up nights thinking of social engagements to keep him busy every 115 minute of these next two weeks—So he cannot not dance. Now come on, dance with me . . . (He takes her by the arm awkwardly. He begins to lead her around the room.) Now that’s fine. 120 Isn’t that fine, Herman? Herman:

135 Herman: Yes, I do. Just fine, Inez. Inez: Just a lovely dancer, all he needs is confidence. He is very light on his 140 feet. And he has a fine sense of rhythm—why, Brother, you’re a born dancer—

(He is dancing with her around the room as the lights fade.)

What do lines 26–30 reveal about Inez?

A. She likes Herman more than Horace. B. She does not care about Herman’s opinions. C. She believes Herman has more talent than Horace. D. She believes Horace can succeed if he tries.

Which statement explains Horace’s behavior when asked to guess the name of his date? A. He is tired from his trip. B. He does not like Emily Crews. C. He is shy and easily flustered. D. He believes Herman likes Emily Crews. 00039-3 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00039-4

As suggested by the passage, what is very important to Inez?

A. Education B. Intelligence C. Money D. Status 00039-5

In lines 109–112, why does Inez refer to Horace as “a stick”?

As suggested by Horace’s interaction with Inez, what is his reaction to the situation described in the passage? A. He agrees with Inez. B. He agrees with Herman. C. He wants Herman to help him with it. D. He is uncomfortable with it.

What can the reader infer from the passage? A. Herman and Horace plan to live with Inez. B. Inez lives in a big city where there are many social dances. C. Horace has just arrived to visit Inez and Herman. D. Horace and Inez’s parents are no longer alive.

The Indian Dog

Cognitive ID Key Level Objective 00027-00 00027-01 D L2 A.5.e 00027-02 A L2 A.8.h 00027-03 B L1 A.6.c 00027-04 B L3 A.5.g 00027-05 D L2 A.6.c 00027-06 D L3 A.6.b 00027-07 A L3 A.6.b 00027-08 D L2 B.2.a 00027-09 C L2 B.5.e 00027-10 D L2 A.8.d 00027-11

The Indian Dog That night I secured my dog in the 35 garage, where there was a warm clean When I was growing up I lived in a pallet, wholesome food, and fresh water, pueblo in New Mexico. There one day I and I bolted the door. And the next bought a dog. I was twelve years old, the morning the dog was gone, as in my bright autumn air was cold and delicious, heart I knew it would be; I had read such 5 and the dog was an unconscionable 40 a future in its eyes. It had squeezed bargain at five dollars. through a vent, an opening much too It was an Indian dog; that is, it small for it, or so I had thought. But as belonged to a Navajo man who had they say, where there is a will there is a come to celebrate the Feast of San way—and the Indian dog was possessed 10 Diego. It was one of two or three rangy 45 of one indomitable will. animals following in the tracks of the I was crushed at the time, but man’s covered wagon as he took leave strangely reconciled, too, as if I had of our village on his way home. Indian perceived intuitively some absolute truth dogs are marvelously independent and beyond all the billboards of illusion. 15 resourceful, and they have an idea of themselves, I believe, as knights and 50 The Indian dog had done what it had philosophers. to do, had behaved exactly as it must, had been true to itself and to the sun and The dog was not large, but neither moon. It knew its place in the scheme of was it small. It was one of those things, and its place was there, with its 20 unremarkable creatures that one sees in 55 right destiny, in the tracks of the wagon. every corner of the world, the common In my mind’s eye I could see it at that denominator of all its kind. But on that day very moment, miles away, plodding in the —and to me—it was noble and brave and familiar shadows, panting easily with handsome. relief, after a bad night, contemplating 25 It was full of resistance, and yet it was 60 the wonderful ways of man. ready to return my deep, abiding love; I Caveat emptor. But from that could see that. It needed only to make a experience I learned something about certain adjustment in its lifestyle, to shift the heart’s longing. It was a lesson worth the focus of its vitality from one frame of many times five dollars. 30 reference to another. But I had to drag my dog from its previous owner by Adapted from N. Scott Momaday, “The Indian means of a rope. Its bushy tail wagged Dog.” © 1997 by N. Scott Momaday. happily all the while.

What does the use of the word “resourceful” (line 15) suggest about Indian dogs? A. They can adapt to different situations. B. They are very loyal to their owners. C. They seem to be proud of themselves. D. They are braver than other dogs. 00027-14

Based on the third paragraph (lines 18–24), which word best describes the appearance of the dog?

What does the author mean when he says that the dog must “shift the focus of its vitality from one frame of reference to another” (lines 28–30)? A. It must become more dependent on its owner. B. It must get used to living with its new owner. C. It must put its energy into pleasing people. D. It must understand the author’s personality.

What does the author suggest when he says “I had read such a future in its eyes” (lines 39–40)? A. He saw that the dog did not like rules. B. He saw that the dog did not like him. C. He knew that the dog would not eat its food. D. He knew that the dog would not be confined.

What do the author’s statements in lines 46–49 reveal? A. He had never wanted a dog. B. He planned to adopt another dog soon. C. He was happy that the dog had run away. D. He was not surprised that the dog had run away. 00027-19 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00027-20

Which word best represents the theme of the seventh paragraph (lines 50–60)?

A. Fate B. History C. Illusions D. Memories 00027-21

As suggested by the final paragraph, what is the purpose of the passage? A. To explain the expression “caveat emptor” B. To teach an important lesson about using money wisely C. To reveal the author’s secret wishes D. To describe a significant event in the author’s life 00027-22 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

The author wishes to add the word “precisely” to the underlined sentence in the seventh paragraph (lines 50–60). The best placement for this word is immediately after which word or phrase? A. place in B. scheme of C. place was D. wagon

What does “indomitable” mean as used in line 45?

A. Intolerable B. Intriguing C. Unfaithful D. Unyielding

In the final paragraph of “The Indian Dog,” the author says that he “learned something about the heart’s longing” from his experience with the dog. Using examples from the passage, explain what the author feels he has learned. Then, suggest why he feels this is an important lesson.

The Rural Life

Cognitive ID Key Level Objective 00026-00 00026-01 D L2 A.6.b 00026-02 D L2 A.5.h 00026-03 C L2 A.5.e 00026-04 D L1 A.5.g 00026-05 B L2 A.6.a 00026-06 A L2 A.5.e 00026-07 C L1 A.8.h 00026-08 A L2 B.6.b 00026-09 B L2 B.5.e 00026-10 C L2 A.5.b 00026-11

The Rural Life 35 If the first iris spears and the purple tips of lilac buds still seemed tentative It’s almost impossible to think about somehow, the birds did not. Robins nature without thinking about time. In the bombed across the highway only a few country, time isn’t the fourth dimension, feet above its surface. Cardinals took a it’s the only dimension, and it tugs in an 40 higher, fluttering path. Turkeys hoping to 5 ancestral way that has nothing to do with cross the road collected by twos in the clocks or calendars. Time in nature is ditches and then departed with a flight both an axis and a cycle. But it’s also a that angled upward to end in a distant jumble, a collision, especially in the way tree. Crows seemed to hop straight down it works on human feelings. As Milton 45 from the sky to investigate some 10 says of geese, humans are “intelligent of roadside carnage. From the marshes, I season,” and that’s a perplexing could hear the cackling of red-winged condition to be in. blackbirds. Down among the cattle and horses, which were shedding great strips Last week, between New Lebanon, 50 of winter fur, the cowbirds had returned. and Petersburg New York, Route 22 was The head of a male cowbird is matte 15 an asphalt strip cut right through the chocolate brown, and its body is a deep, natural year. On the highest hills, snow night-bright, iridescent black. Trying to had fallen overnight, clinging to every stare at the place where those two colors branch. On the middle slopes, the trees that had begun to blossom looked like 55 meet evokes a memory that has no name. 20 plumes of smoke, little different from the smoke that rose from burning leaf piles Inevitably I search for defining along the ditches. The Hoosic River had moments at this time of year. Is it the risen to near flooding. In the deepest coming of dandelions? The tribe of stretches its waters were thoroughly 60 vultures that gathers in the updrafts? The 25 soiled, but in the shallows they had molting of goldfinches? The hopeful plots turned a chalky aquamarine, the color of of bare dirt—future gardens—newly cut oxidized siding on a mobile home. In the into lawns? In this part of the world each cornfields, filled with last year’s stubble, day seems to bring a different, the first speculative tire tracks had been 65 contradictory season. But everything 30 laid by tractors, which had then turned points to the first rhubarb pie. home because of the damp. Some fields Adapted from Verlyn Klinkenborg, The Rural Life. were still covered with an autumnal © 2003 by Verlyn Klinkenborg. thatch, while others had sprung so green I almost longed to be put out to pasture.

What does the author mean when he says “time isn’t the fourth dimension, it’s the only dimension” (lines 3–4)? A. Time moves very slowly in the country. B. Time is less important in the country than elsewhere. C. The changes in nature are less noticeable in the country. D. The changes in nature give order to life in the country.

What is the author’s purpose in lines 7–12? A. To admire the orderly nature of time B. To challenge the ideas of Milton C. To compare human behavior to the behavior of geese D. To propose that seasonal changes affect people

Which title most relates to the content of the second paragraph (lines 13–34)? A. Spring Never Comes to Route 22 B. Farming Again on Route 22 C. Varied Landscape on Route 22 D. Road Maintenance on Route 22

What literary device does the author use to describe the trees in lines 18–22?

A. Alliteration B. Hyperbole C. Personification D. Simile

Based on context, what does the author mean by the phrase “defining moments” (lines 57–58)? A. Moments that make the author happy B. Moments that show spring has arrived C. Moments that seem to slow the progress of time D. Moments that change the author’s feelings about nature

What does the author mean by describing the lilac buds as “tentative” (lines 35–37)? A. They are not ready to bloom. B. They have lost some of their color. C. They look unhealthy. D. They are wild and overgrown. 00026-34 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00026-35

What does “plots” mean as used in line 61?

A. Piles B. Plants C. Sections D. Stories 00026-36

What is the correct way to punctuate the underlined portion of lines 13–14?

A. New Lebanon and Petersburg, New York, Route 22 was B. New Lebanon, and Petersburg, New York, Route 22 was C. New Lebanon and Petersburg, New York Route 22 was D. New Lebanon and Petersburg, New York, Route 22, was 00026-37 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

The author wants to add the word “steeply” to the underlined portion of lines 42–44. What is the most logical placement for the word? A. Immediately after “with” B. Immediately after “angled” C. Immediately after “upward to” D. Immediately after “end” 00026-39 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00026-40

Which word best describes the author?

A. Determined B. Distracted C. Observant D. Optimistic 00026-41

The author of “The Rural Life” uses vivid language to describe what he sees. Give three examples of the author’s use of vivid language to describe the landscape and animals he sees. Then, explain how this vivid language affects our understanding of the scene he depicts. 00026-42 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

The Snowstorm

Cognitive ID Key Level Objective 00029-00 00029-01 B L1 A.5.c 00029-02 C L2 A.8.b 00029-03 C L1 A.5.e 00029-04 D L2 B.5.d 00029-05 A L2 A.5.e 00029-06 D L2 A.5.e 00029-07 B L1 A.6.c 00029-08 B L2 A.8.h 00029-09 D L2 A.5.a A.5.c 00029-10

The Snowstorm Announced by all the trumpets of the sky, Arrives the snow, and, driving o’er the fields, Seems nowhere to alight: the whited air Hides hills and woods, the river, and the heaven, 5 And veils the farmhouse at the garden’s end. The sled and traveler stopped, the courier’s feet Delayed, all friends shut out, the house mates sit Around the radiant fireplace, enclosed In a tumultuous privacy of storm.

10 Come see the north wind’s masonry. Out of an unseen quarry evermore Furnished with tile, the fierce artificer Curves his white bastions1 with projected roof Round every windward stake, or tree, or door. 15 Speeding, the myriad-handed, his wild work So fanciful, so savage, nought cares he For number or proportion. Mockingly, On coop or kennel he hangs Parian2 wreaths; A swan-like form invests the hidden thorn; 20 Fills up the farmer’s lane from wall to wall. Maugre3 the farmer’s sighs; and at the gate A tapering turret overtops the work. And when his hours are numbered, and the world Is all his own, retiring, as he were not, 25 Leaves, when the sun appears, astonished Art To mimic in slow structures, stone by stone, Built in an age, the mad wind’s nightwork, The frolic architecture of the snow.

1 Fortifications 2 A fine, white marble of the Greek city Paros 3 In spite of Ralph Waldo Emerson, “The Snowstorm.”

What does the first stanza (lines 1−9) primarily depict? A. The peacefulness of a large winter snowstorm B. The beginning of a large winter snowstorm C. The damage caused by a large winter snowstorm D. The coldness of a large winter snowstorm

What is the best paraphrase of the lines “the whited air / Hides hills and woods, the river, and the heaven, / And veils the farmhouse at the garden’s end” (lines 3 − 5)? A. The snowflakes in the storm are very large. B. This is the first big snowstorm of the season. C. The snow is covering everything in sight. D. The snow is moving rapidly because of the wind.

What literary device does the poet use in line 10? A. Foreshadowing B. Hyperbole C. Metaphor D. Synecdoche

What does the pronoun “he” refer to in line 16?

A. The farmer B. The poet C. The snow D. The wind

What does the poet describe in lines 18 −20? A. The shapes the snow makes as it accumulates B. The buildings that must be rebuilt after the storm C. The way the farmer protects his animals from the storm D. The way the farmer decorates his buildings in the winter

Which word best describes the storm’s attitude toward the farm in the second stanza (lines

10−20)? A. Affection B. Irritation C. Patience D. Ridicule

What does the poet suggest in lines 23 − 28? A. Life is inspired by art. B. Nature creates art with little effort. C. The farm will never recover from the storm. D. The snow has built a wall around the farm.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00029-52 What does “quarry” refer to as used in line 11? A. The prey of winter animals B. The source of the snow C. The sculptures made by snow D. The stone beneath the snow

What does the poet contrast in lines 7 − 9? A. The importance of friends with the importance of family B. The frustration of the house mates with the calm of the fire C. The length of the storm with the short life of the fire D. The stillness within the house with the wildness outside

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00029-54 In “The Snowstorm,” the poet describes the effects of a snowstorm on a farm. Identify three parts of the farm’s landscape that the storm affects. Then, explain what effect the storm has on each part. 00029-55 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – Thistledown

Thistledown

Cognitive ID Key Level Objective 00044-00 00044-01 C L2 B.3.e 00044-02 A L2 A.4.a 00044-03 C L1 A.5.e 00044-04 D L2 A.6.c 00044-05 B L2 A.6.c 00044-06 D L2 A.8.h 00044-07 A L2 A.5.c 00044-08 D L2 A.6.b 00044-09 C L2 A.8.c 00044-10 C L2 A.6.c 00044-11

Thistledown strange despairs into which now and 40 then she would suddenly pass. Abruptly, The dandelion seed, when it blows, she would drop her gayety, her frivolity, does not know where it is going: it will her tomboyish violences and absurdities, cross miles of meadow, sail over forests and be plunged into a half-hour of of pine, travel down mountain gorges, be despair and weeping with which I never 5 caught for a day in a cobweb, and at last 45 in the least knew how to deal. Did she, at find its growing place in the least likely of such moments, remember and foresee? spots. It will perhaps try to grow in an old Did she have some sudden shoe, or an empty tomato tin, or a crack foreknowledge of doom? She would in a wall. And, of course, it will have no never tell me. All that she would say to 10 memory of the poor plant, leagues away, 50 me, when I tried to comfort her, was the from which it set out on its journey. There phrase (which always struck terror to my is a kind of pathos in this, and something heart), “I’m afraid! I’m afraid.” beautiful also. And it is with just such an image that I always think of Coralyn, that What was it that she was afraid of? 15 gallantest of creatures, when I try to tell Was it life itself, perhaps? Not, certainly, her story. There is, to be quite truthful, 55 in any obvious sense. She was a brave no story—at best, only the materials for a girl, clear-eyed, clear-headed, story. Life seldom arranges itself in an straightforward (with some exceptions), obvious pattern. It may surprise us—and and I never knew anyone who so 20 often does—or it may shock us, or turn consistently, even recklessly, took life swiftly from melodrama to comedy, or 60 with both hands. It may have been this, from the humdrum to tragedy; but how indeed, that she was afraid of; she may few lives do we know in which there is have guessed, sooner than we did, and any perceptible “form,” any design of the more accurately, the dark forces that 25 sort that novelists employ! Coralyn’s were at work in her and to what end they story is at best a chronicle—hardly even 65 would bring her at last. For there was that. It is a series of episodes, an uneven little or no self-deception in Coralyn. If progress in time; it is as aimless as the now and then she flinched a little from voyage of the dandelion thistle, and telling us, or telling me, the truth about 30 almost as purposeless. And as I look herself, I am sure she never flinched back on it, with its span of five or six 70 from facing the truth where it most, after years, I even wonder, sometimes, all, matters—in her conscience and whether Coralyn, any more than the consciousness. When she had occasion thistledown, remembered where she had to be dishonest, she knew it. 35 come from, or knew where she was Adapted from Conrad Aiken, “Thistledown.” going. This is an exaggeration, of ©1960 by Conrad Aiken. course—that she did, now and then, remember, was attested by those

What is the author’s purpose in describing the dandelion seed in lines 1–9?

A. To describe places where dandelion seeds cannot grow B. To describe the short life span of a typical plant C. To provide an analogy that describes a character in the passage D. To provide a brief overview of the passage

In the underlined portions of lines 18–25, what does the author suggest is the relationship between novels and real life?

A. Novels are more structured and predictable than real life. B. Novelists are unable to write about everyday experiences. C. Novels are more interesting than real life. D. Novels reflect the lives of their authors.

What literary device does the author use to describe Coralyn’s life in the underlined portion of lines 28–30? A. Irony B. Personification C. Simile D. Synecdoche

What do lines 40–52 reveal about the narrator’s relationship to Coralyn? A. He feels that he and Coralyn are too much alike. B. He is nervous and self-conscious around her. C. He hopes to see the world as she does. D. He does not understand her moods well enough to help her.

Based on the second paragraph (lines 53–73), what does the narrator view as an important aspect of a person’s character? A. Self-absorption B. Self-awareness C. Self-confidence D. Self-reliance

According to lines 27–30, how would the narrator characterize life?

A. Dull B. Joyful C. Meaningful D. Random

Which word best describes the narrator’s attitude toward Coralyn?

A. Concerned B. Disinterested C. Resentful D. Spiteful

Based on the final paragraph, which statement best describes Coralyn?

A. She seldom tells the truth. B. She sympathizes with others. C. She is often judgmental. D. She understands herself well.

What does “attested” mean as used in line 38?

A. Confused B. Contradicted C. Demonstrated D. Exaggerated

What does the narrator suggest about Coralyn’s fears in the final paragraph? A. They are not real. B. She does not know what they are. C. She is reluctant to reveal them to others. D. They are like those of the narrator.

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00044-68 Using specific details from “Thistledown,” describe Coralyn’s character. Show the contradictions in her character and what the narrator sees as her strong points and her weak points. 00044-69 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. QualityCoreTM Formative Item Pool English 11 – To My Sister

To My Sister

Cognitive ID Key Level Objective 00035-00 00035-01 D L2 A.5.h 00035-02 C L1 A.6.b 00035-03 C L2 A.5.c 00035-04 A L2 A.5.e 00035-05 B L2 A.5.e 00035-06 D L3 A.5.h 00035-07 C L2 A.5.g 00035-08

To My Sister It is the first mild day of March: Each minute sweeter than before The redbreast sings from the tall larch That stands beside our door.

5 There is a blessing in the air, Which seems a sense of joy to yield To the bare trees, and the mountains bare, And grass in the green field.

10 My sister! (’tis a wish of mine) Now that our morning meal is done, Make haste, your morning task resign; Come forth and feel the sun. Edward will come with you;—and, pray, 15 Put on with speed your woodland dress; And bring no book: for this one day We’ll give to idleness.

No joyless forms shall regulate Our living calendar: 20 We from to-day, my Friend, will date The opening of the year. Love, now a universal birth, From heart to heart is stealing, From earth to man, from man to earth: 25 —It is the hour of feeling.

One moment now may give us more Than years of toiling reason: Our minds shall drink at every pore The spirit of the season.

30 Some silent laws our hearts will make, Which they shall long obey: We for the year to come may take Our temper from to-day. And from the blessed power that rolls 35 About, below, above, We’ll frame the measure of our souls: They shall be tuned to love.

Then come, my Sister! come, I pray, With speed put on your woodland dress; 40 And bring no book: for this one day We’ll give to idleness. William Wordsworth, “To My Sister.” ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00035-72

What is the main purpose of lines 1 −8? A. To describe the sister’s attitude B. To lament the passing of time C. To recall a happy memory D. To establish the speaker’s mood

As suggested by lines 10−13, what is the speaker asking his sister to do?

A. Eat her breakfast B. Make a wish C. Spend the day outside D. Complete her chores more quickly

Which word best describes the sentiment in lines

22−25? A. Moody B. Optimistic C. Romantic D. Silly

What does the speaker suggest about himself and his sister when he says, “No joyless forms shall regulate / Our living calendar” (lines 18 −19)? A. They will do what they like. B. They will follow the rules. C. They will live forever. D. They will ignore their unhappiness.

According to lines 26 −29, what is the speaker’s intention? A. To study nature and learn more about it B. To enjoy the sights and sounds of nature C. To focus on the future rather than the past D. To inspire the intellect and avoid emotion

Which lines best express the poem’s main idea?

A. Lines 1 − 4

B. Lines 10 − 13

C. Lines 30 − 33

D. Lines 38 − 41

Which word best describes the speaker’s tone throughout the poem?

A. Content B. Jealous C. Joyous D. Patient

“To My Sister” is an emotion-filled poem. Identify three examples of the speaker expressing his feelings. Then, explain how those examples contribute to the poem’s mood.

Train of Thought

Cognitive ID Key Level Objective 00025-00 00025-01 A L2 A.5.h A.8.h 00025-02 A L2 B.4.g 00025-03 C L3 A.6.c 00025-04 A L2 A.8.h B.4.g 00025-05 D L1 A.3.d 00025-06 A L1 A.3.d 00025-07 C L3 B.4.e 00025-08 C L2 B.3.b 00025-09 B L2 B.4.a 00025-10 A L1 B.6.b 00025-11 C L2 A.5.e 00025-12

Train of Thought 35 So the question is how to update the phrase train of thought, how to dust it off, I searched through Brewer’s streamline its antiquated angles, how to Dictionary of Phrase and Fable to find make it purr like a monorail. You can information on the expression train of replace the cowcatcher with a nose cone, thought, but found nothing under either 40 use plutonium instead of coal, fit the 5 train or thought. Certainly the origin of caboose with a booster rocket, but that that expression couldn’t have predated won’t make it modern for long. At the rate the invention of the locomotive in 1801. science proceeds, rockets and missiles Before 1801, when a person was alert to may one day seem like buffalo—slow, a clattering onslaught of thoughts, big 45 black pasture 10 overloaded boxcars of thought, thoughts endangered grazers in the linked together and barreling by, what of outer space. expression would that person have It was only thirty years ago that my used? father read me asleep from The Big Book of Trains. Each page illustrated The etymology of this expression 50 explained the function of a single car— 15 stems from the industrial age, that reign hopper, tank, flatcar, stock car—and I’d of clanking mechanical contraptions, pull away from the station of my waking pistons pumping, conveyor belts toward the deep, improbable twilight of conveying. But it’s a sadly lacking dreams. In the realm of dreams there expression for the post-industrial age, 55 was a train, too; but wheeling freely off 20 when voluminous amounts of information its track, strange fumes spewing from the are sent across continents in smokestack. In one dream from my nanoseconds and practically every week childhood I was on a train with a woman physicists proclaim the existence of a who was dressed in an enormous satin subatomic particle that is smaller and 60 skirt. I was sitting in her lap and we 25 shorter-lived and more elusive than the ladled cupfuls of water into each other’s particle thought to be the fundamental mouths. “Where are we going?” I asked building block of matter the day before. her. “To the city,” she said, “where the And what with frequent technological rustling of a woman’s skirt sounds the advances in the rapid transmission of 65 same as the rain.” I remember that 30 words and images, from telex to modem dream because it was the first from to satellite dish, even the lightning in the which I awoke with a phrase intact, a term lightning fast seems feeble and phrase that withstood the morning light, inadequate, a waning glow in our and I fell in love with words. vocabulary. Adapted from Bernard Cooper, “Train of Thought.” Copyright 1996 by Bernard Cooper.

Which statement best summarizes the author’s assumption about the expression “train of thought” in lines 5–7?

A. It originated in the years following the invention of trains. B. It refers to the mechanical qualities of trains. C. It expresses commonly held views about new forms of transportation. D. It reveals typical human reactions to difficult situations. ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00025-84

Why does the author refer to “clattering” and “barreling” in lines 8–13? A. To suggest the activity of thinking B. To describe uncomfortable transportation C. To imply the difficulty of remembering D. To illustrate the power of nature 00025-85

Based on the second paragraph (lines 14–34), why does the author feel the phrase “train of thought” is no longer relevant? A. People do not know much about trains anymore. B. Scientists have developed new theories about how we think. C. New technology has made the phrase seem outdated. D. People rarely use the phrase accurately. 00025-86 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What is the best replacement for “reign” as used in line 15?

A. Era B. Group C. Leader D. Power

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00025-88 What literary device is used in the phrase “the rustling of a woman’s skirt sounds the same as the rain”? A. Hyperbole B. Onomatopoeia C. Personification D. Simile

The phrase “antiquated angles” illustrates what poetic device?

A. Alliteration B. Consonance C. Oxymoron D. Symbol

Which phrase best replaces the underlined portion of lines 36–38?

A. Eliminate it B. Ignore it C. Modernize it D. Preserve it

How does the topic change in the final paragraph? A. It shows that the author dislikes old technology. B. It describes the role of dreams in inspiring new technology. C. It provides details about the author’s life. D. It illustrates the difficulty of making changes to the language. 00025-92 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00025-93

What is the best way to revise the underlined portion in line 49? A. Each page’s illustration’s B. Each illustrated page C. Pages illustrated each D. Pages each illustrated 00025-94

What is the correct way to revise the underlined portion of line 55? A. train, too, but wheeling B. train too, but, wheeling C. train, too: but wheeling D. train, too but wheeling 00025-95 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

A. Alliteration B. Irony C. Metaphor D. Understatement

Using two to three examples from “Train of Thought,” describe how the author’s use of descriptive words contributes to his discussion of technology in the passage.

We are the Clumsy Passersby

Cognitive ID Key Level Objective 00037-00 00037-01 A L2 A.2.d 00037-02 B L1 A.8.h 00037-03 B L3 B.2.a 00037-04 C L2 A.5.e 00037-05 C L2 A.6.b 00037-06 D L1 B.3.c 00037-07

We are the clumsy passersby We are the clumsy passersby, we push past each other with elbows, with feet, with trousers, with suitcases, we get off the train, the jet plane, the 5 ship, we step down in our wrinkled suits and sinister hats. We are all guilty, we are all sinners, we come from dead-end hotels or industrial peace, 10 this might be our last clean shirt, we have misplaced our tie, yet even so, on the edge of panic, pompous so-and-sos who move in the highest 15 circles or quiet types who don’t owe anything to anybody, we are one and the same, the same in time’s eyes, 20 or in solitude’s: we are the poor devils who earn a living and a death working bureautragically or in the usual ways, sitting down or packed together in subway stations, 25 boats, mines, research centers, jails, universities, breweries, (under our clothes the same thirsty skin), (the hair, the same hair, only in different colors). Adapted from Pablo Neruda, “IV: Men” in The Separate Rose (William O’Daly, Trans.). ©1985 by William O’Daly.

What quality do all “the clumsy passersby” (line 1) seem to share? A. Anonymity B. Innocence C. Poverty D. Prosperity ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. 00037-102

What is implied about hats in line 6? A. They are uncommon. B. They create suspicion. C. They encourage laughter. D. They are comfortable. 00037-103

By making the imagery in lines 18–19, 27, and 28– 29 different from that in the rest of the poem, the poet suggests a comparison between which two elements? A. Happiness and sadness B. Similarity and difference C. Togetherness and loneliness D. Friendship and anger 00037-104 ©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only.

What literary device does the poet use in lines 18– 19? A. Hyperbole B. Irony C. Personification D. Simile

What does the speaker suggest about working in lines 20–26? A. Working makes our lives worthwhile. B. We waste our lives by working too hard. C. Our jobs are varied, but the effort of working makes our lives alike. D. Our jobs are varied, so working makes our lives very different.

As suggested by the poem’s last three lines, what does the speaker believe? A. All people feel the same way. B. All people think the same things. C. Everyone will learn to live together. D. Everyone is human.

In the poem, the speaker uses the word “we” ten times. This repetition suggests that the speaker’s focus is on what people share. Using details from the poem, describe three qualities shared by all people.

Westley and Buttercup

Cognitive ID Key Level Objective 00041-00 00041-01 C L1 A.5.c 00041-02 B L2 A.5.e 00041-03 B L1 A.5.c 00041-04 A L1 A.5.g 00041-05 A L1 A.3.a 00041-06 B L2 A.8.d

“I’m leaving.”

“Leaving? Now?”

“Yes.”

“I frightened you away, didn’t I?” She 5 shook her head. “Well, it’s done; you’ve made your decision. Just remember this: I won’t take you back when she’s done with you, I don’t care if you beg.”

He just looked at her.

10 Buttercup hurried on. “Just because you’re beautiful and perfect, it’s made you conceited. You think people can’t get tired of you, well you’re wrong, they can, and she will, besides you’re too poor.”

15 “I’m going to America. To seek my fortune. A ship sails soon from London. There is great opportunity in America. I’m going to take advantage of it. I’ve been training myself. In my hovel. I’ve taught 20 myself not to need sleep. A few hours only. I’ll take a ten-hour-a-day job and then I’ll take another ten-hour-a-day job and I’ll save every penny from both except what I need to eat to keep strong, 25 and when I have enough I’ll buy a farm and build a house big enough for two.”

“You’re just crazy if you think she’s going to be happy in some run-down farmhouse in America. Not with what she 30 spends on clothes.” “Stop talking about the Countess! As a special favor. Before you drive me maaaaaaaad.”

Buttercup looked at him.

35 “Don’t you understand anything that’s going on?”

Buttercup shook her head.

Westley shook his too. “You never have been the brightest, I guess.”

40 “Do you love me, Westley? Is that it?” He couldn’t believe it. “Do I love you? My God, if your love were a grain of sand, mine would be a universe of beaches. If your love were—”

45 “I don’t understand that first one yet,” Buttercup interrupted. She was starting to get very excited now. “Let me get this straight. Are you saying my love is the size of a grain of sand and yours is this 50 other thing? Images just confuse me so —is this universal business of yours bigger than my sand? Help me, Westley. I have the feeling we’re on the verge of something just terribly important.”

55 “I have stayed these years in my hovel because of you. I have lived my life with only the prayer that some sudden dawn you might glance in my direction. I have not known a moment in years when 60 the sight of you did not send my heart careening against my rib cage. I have not known a night when your visage did not accompany me to sleep. . . Is any of this getting through to you, Buttercup, or do 65 you want me to go on for a while?”

“Never stop.”

“There has not been—”

“If you’re teasing me, Westley, I’m just going to kill you.”

70 “How can you even dream I might be teasing?” “Well, you haven’t once said you loved me.” “That’s all you need? Easy. I love 75 you. Okay? I love you. Spell it out, should I? I ell-oh-vee-ee why-oh-you. Want it backward? You love I.”

“You are teasing now; aren’t you?”

“A little maybe.”

Adapted from William Goldman, The Princess Bride. © renewed 1998 by William Goldman.

Based on Westley’s statements in lines 55–65, what does the phrase “He just looked at her” (line 9) imply? A. Westley dislikes Buttercup. B. Westley finds Buttercup’s conversation boring. C. Westley does not believe what Buttercup says. D. Westley does not respect Buttercup.

In lines 55–63, what literary device does the author use?

A. Alliteration B. Hyperbole C. Metaphor D. Simile

What does the passage suggest about Buttercup? A. She is more mature than Westley. B. She is slow to understand things. C. She is a reflective and caring person. D. She is completely unlike the Countess.

Which word best describes Buttercup’s tone in the underlined portion of lines 5–8? A. Angry B. Bored C. Objective D. Sad

Which term provides the best description of the form of the passage? A. Dialogue B. Essay C. Monologue D. Soliloquy

What does “visage” mean as used in line 62? A. Eyes B. Face C. Glance D. Prayer

©2007 by ACT, Inc. Permission granted to reproduce this page for QualityCoreTM educational purposes only. User’s Guide for English 11 Constructed-Response Items There are 25 constructed-response items in the English 11 Formative Item Pool. The items are diverse and readily adaptable to multiple instructional practices—diagnostic assessments, collaborative activities, homework assignments, etc. Any item may be used 1) as a teaching tool to help students learn and master the skills required by the End-of- Course (EOC) assessment; 2) as a “check” of student understanding—both during and immediately following instruction—of important skills or specific English 11 content knowledge; and 3) as a tool to familiarize students with the demands and expectations of a constructed-response assessment. Most items include a reading passage designed to challenge students; for some items, expository and objective texts were used to help students formulate positions. Most of the text selections were published in the last decade and address current ideological issues relevant to high school students. Figure 1 at the end of this guide describes each of the eight constructed-response item types included in the item pool.

How to Use the Items Portions or all of a given item can be adapted to student needs. For example, educators may: ·Use the items as handouts or worksheets. · Incorporate components of an item or multiple items into skill instruction. ·Have students work collaboratively or independently to complete an item. ·Assign completion of an item as homework. ·Refer to the items when creating assessments.

Some of the 25 English 10 formative pool items require more time to complete than others. Some items are better suited for particular instructional or assessment contexts, or are more relevant at certain times of the year or at certain points in a curriculum. Figure 2 gives recommendations for the amount of time needed to complete each type of item and how the items might be used.

Planning and Implementing a Sequence that Fits the Classroom

Educators may ask themselves the following questions as they consider integrating formative items into instruction: · What skills do students need to learn and/or practice to succeed in their postsecondary endeavors? · What items are best suited to teach, model, or assess these skills? · How can these items be incorporated into lesson plans and units of study?

Figure 3 includes some example sequences and a brief explanation of each.

1 Figure 1: English 11 Formative Item Types Reader Response items ask students to respond to a task by selecting a topic of their own choosing and explaining their understanding and impressions of it; no reading passage is provided.

Question Dissection items introduce students to a sample EOC assessment task and ask them to closely read and analyze the task components and instructions. Students work through their understanding of the task and their concerns about it with a partner. Thinking Through items are structured like an EOC assessment task but break down the components of a response into separate short-answer questions. These questions query students on the meaning of the passage’s language and their personal reaction to the ideas presented in the argument.

Questioning the Author items are paired short-answer tasks that prompt students to read argumentative prose and answer questions about their reading process and about the author’s argument. Additionally, students are prompted to consider the author’s context for writing the passage and how they might respond to the passage in an extended essay.

Summarize Argument items assign students to review a passage and articulate its key arguments and support for those arguments. Strategy items address approaches or methods to argumentation that students can apply successfully in their own writing. The tasks in Strategy items vary, but may include answering short-answer questions, evaluating the effectiveness of a passage, completing a graphic organizer, or composing an extended response. The eight Strategy item types are:

· Definition · Evaluation · Using Evidence · Addressing Significance · Qualification · Opposing Argument · Implication · Proposing Solutions

Determining Arguments items help students define and develop their positions in response to an argument. Practice Test items can be used as a test preparation, diagnostic, or graded writing assignment. Three sample EOC constructed-response items are included, along with a practice item for assessing students’ ability to apply approaches learned from the Strategy items.

2 Figure 2: Suggested Uses of English 11 Formative Item Types Possible Uses

Classroom Classroom Activity— Activity— Suggested Diagnostic Introductory Independent Group Test Graded Item Type Time Tool Activities Practice Work Homework Prep Assignments Reader 15–30 Response minutes √ √ √

Question 5–10 Dissection minutes √ √ √

Thinking 10–15 Through minutes √ √ √ √

Questioning 10–15 the Author minutes √ √ √

Summarize 10–15 Argument minutes √ √ √

Strategy 10–15 minutes √ √ √ √

Determining 10–15 Argument minutes √ √ √ √

Practice 30–45 Test minutes √ √ √ √ √ √

3 Figure 3: Example English 11 Formative Item Sequences Common Sequence Strategy Sequence Comprehensive Sequence First Semester First Semester First Semester

1.Reader Response 1. Practice Test 1.Reader Response 2.Question Dissection 2. Questioning the Author 2.Question Dissection 3.Questioning the Author 3. Summarize Argument 3.Thinking Through 4.Summarize Argument 4. Strategy: Definition 4.Questioning the Author

5.Strategy: Evaluation 5. Strategy: Evaluation 5.Summarize Argument 6. Strategy: Using Evidence 6. Strategy: Evaluation 6.Summarize Argument

7. Determining Arguments 7. Determining Arguments 7.Strategy: Evaluation

Second Semester 8. Reader Response 8.Strategy: Evaluation

Second Semester 9.Determining Arguments 8.Thinking Through 10. Determining Arguments 9. Strategy: Addressing 9. Strategy: Addressing Significance Significance Second Semester 10. Strategy: Opposing 10. Strategy: Qualification Argument 11. Practice Test 11. Strategy: Opposing 11. Reader Response or Argument 12. Strategy: Using Evidence Strategy: Evaluation 12. Practice Test 13. Strategy: Using Evidence 12. Strategy: Implication 13. Strategy: Implication 14. Strategy: Addressing 13. Practice Strategy Activity Significance 14. Strategy: Proposing 14. Practice Test 15. Strategy: Addressing Solutions Significance 15.Strategy: Using Evidence 16. Strategy: Qualification 16.Practice Strategy Activity 17. Practice Test 17. Practice Test 18. Strategy: Opposing Argument 19. Strategy: Implication

20. Strategy: Proposing Solutions

21. Practice Strategy Activity 22. Practice Test

4 The Common Sequence represents a relatively linear progression through the item pool, with some looping back to earlier item types for additional practice or as a reiteration of skills. There is a gradual progression from understanding a constructed-response task and processing close readings to practicing key strategies and, finally, practicing extended- response tasks. The Strategy Sequence emphasizes argumentation strategies that comprise one-third of the items and has students write extended responses earlier and more often than the other sequences. Its main focus is to provide students with many opportunities to respond to texts, and to practice a variety of approaches to writing in response to texts. The Comprehensive Sequence covers nearly all of the items and balances extended response with repeated opportunities to practice argumentative skills. The first semester emphasizes understanding a constructed-response task and formulating arguments; the second semester focuses on crafting extended responses and practicing argumentation strategies.

5 Select a controversial issue you have strong feelings about. You may choose a national or world issue, or a local issue in your community or school. Write an essay in which you explain both your understanding of the issue and the reasons for your strong feelings about the issue. If you support a position on the issue, discuss the basis for your position. Whatever your selection, be sure to use your own knowledge and experience to explain and support your ideas. English 11 Analytic Scoring Rubric Meaning Structure Language 4 The response shows a clear Ideas are effectively The response shows understanding of the task. The organized and a good command of response identifies and thoroughly logically sequenced. language. Sentences explains the chosen issue. The The response and word choices are response takes a clear position on the possesses a clear varied and precise. issue; development of ideas is ample, paragraph structure; There are few, if any, specific, and logical. A clear focus is the introduction and errors to distract the maintained. conclusion are well- reader. developed. 3 The response shows an adequate Organization of the The response understanding of the task. The response is generally demonstrates response identifies and adequately clear, but there is little adequate usage of explains an issue. The response takes or no evidence of language, with some a position on the issue; development of logical sequencing of sentence variety and ideas is adequate, with some specific ideas. The appropriate word examples and details. Focus is introduction and choice. There may maintained throughout most of the conclusion are evident be some distracting essay. and are generally well errors, but they do developed. not impede understanding. 2 The response shows some Organization of the The response understanding of the task. The response is simple, demonstrates a basic response identifies an issue relevant to though the grouping level of language the task, but there is minimal of ideas may not usage, with a little explanation and/or analysis of this always be coherent or sentence variety and issue. The response takes a position unified. An some appropriate on the issue but provides limited introduction and word choice. Errors support for the writer’s views on the conclusion are clearly may frequently be issue; focus is inconsistent. discernible but distracting and may underdeveloped. sometimes impede understanding. 1 The essay shows little or no There is little or no Response language understanding of the task. The evidence of an is simple, with response may not identify an issue; if organizational awkward or unclear an issue is identified, there is minimal structure or of the sentences and word relevant explanation and/or analysis. logical grouping of choice. Errors may The response provides little support for ideas. If present, an be frequently the writer’s views on the issue; the introduction and distracting and may response may not take a position. The conclusion are significantly impede essay is minimally developed, with few minimal. understanding. specific examples or details provided. Focus is not maintained. Read the passage and the task below carefully, and then complete the assignment that follows.

The following passage argues that the voting age in the United States should be lowered from 18 to 16. As you read the passage, pay close attention to the author’s proposal to expand the rights and responsibilities of teenagers.

We should hasten the enfranchisement of the generation born between 1980 and 1995 by lowering the voting age to 16.

Age thresholds are meant to bring an impartial data point to bear on insoluble moral questions: who can be legally executed, who can die in Iraq, who can operate the meat cutter at the local sub shop. But in a time when both youth and age are being extended, these dividing lines are increasingly inadequate.

Legal age requirements should never stand alone. They should be flexible and pragmatic and paired with educational and cognitive requirements for the exercise of legal maturity. Driving laws provide the best model for combining early beginnings and mandatory education. Many states have had success with a gradual phasing in of driving rights over a year or more, starting with a learner’s permit at age 16. The most restrictive of these programs are associated with a 38 percent reduction in fatal crashes among the youngest drivers, according to a study conducted by the AAA Foundation for Traffic Safety.

Similarly, 16-year-olds who want to start voting should be able to obtain an “early voting permit” from their high schools upon passing a simple civics course similar to the citizenship test. Besides increasing voter registration, this system would reinforce the notion of voting as a privilege and duty as well as a right—without imposing any across-the-board literacy tests for those over 18. The more we treat teenagers as adults, the more they rise to our expectations. From a developmental and vocational point of view, the late teens are the right starting point for young people to think seriously about their futures. Government can help this process by bestowing rights along with responsibilities. Adapted from Anya Kamenetz, “You’re 16, You’re Beautiful and You’re a Voter.” © 2008 by The New York Times. Write a persuasive essay in which you argue whether or not the author’s proposal to lower the voting age to 16 would “reinforce the notion of voting as a privilege and duty as well as a right.” You are encouraged to use the author’s ideas in addition to your own knowledge and experience to explain and support your position. With a pen or highlighter, return to the item and mark the following: · Terms that indicate the expectations for response

· Keywords that specify the focus of your response · Words or phrases that define how you should complete the task and what your response should include

When you have finished, share your notes with a partner. Together, discuss the following questions:

· What are you being asked to do in the writing task? · What kinds of thinking and writing will you be required to do?

· What information, terms, and details should be included in a complete answer? · What writing strategies would help you draft an effective response to this item? This passage, excerpted from a New York Times editorial, critiques the traditional idea of high school and its benefit to students. As you read the passage, think about your own experiences in high school and whether they support the argument presented in the passage. Then, answer the questions that follow.

The American high school is obsolete and should be abolished. Adults should face the fact that they don’t like adolescents and that they have used high school to isolate the pubescent and hormonally active adolescent away from both the picture-book idealized innocence of childhood and the more accountable world of adulthood. Information and images, as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year old.

Secondary education must be rethought. We should entirely abandon the concept of the middle school and junior high school. Beginning with the seventh grade, there should be four years of secondary education that we may call high school. Young people should graduate at 16 rather than 18. They could then enter the real world, the world of work or national service, in which they would take a place of responsibility alongside older adults in mixed company. They could stay at home and attend junior college, or they could go away to college. At 16, young Americans are prepared to be taken seriously and to develop the motivations and interests that will serve them well in adult life. They need to enter a world where they are not in a lunchroom with only their peers, estranged from other age groups and cut off from the game of life as it is really played.

· What is the author’s argument? What reason(s) does the author give to support his argument?

· Do you agree with the author’s reasoning? Can you think of a different change that would better address the problem the author identifies?

· Write a response in which you discuss how your own experiences support or do not support what the author argues in this passage. Read the following passage, considering the author’s claim about how U.S. culture teaches people to engage with the world and with other people in it.

There is a tendency in the United States in particular, that has a long history and a deep, thick, and far-ranging root system. It has served us well in many ways but in recent years has become so exaggerated that it is getting in the way of solving our problems. Our spirits are corroded by living in an atmosphere of unrelenting contention—an argument culture. The argument culture urges us to approach the world—and the people in it—in an adversarial frame of mind. It rests on the assumption that opposition is the best way to get anything done: The best way to discuss an idea is to set up a debate; the best way to cover news is to find spokespeople who express the most extreme, polarized views and present them as “both sides”; the best way to settle disputes are lawsuits that pit one party against the other; the best way to begin an essay is to attack someone; and the best way to show you’re really thinking is to criticize. The war on drugs, the war on cancer, the battle of the sexes, politicians’ turf battles— in the argument culture, war metaphors shape our thinking. Nearly everything is framed as a battle or game in which winning or losing is the main concern.

Respond to the following tasks, writing at least one paragraph in response to each: · Explain what the author means by “argument culture.” Use your own words and examples in your explanation. · Do you agree that today’s society could accurately be described as an argument culture? Is it correct to say living in such a culture is “corroding” our well-being? This passage, written by a college professor of psychology, questions the value of choice in today’s society. Read the passage carefully, and then work with a partner to complete the “Questioning the Author” section.

Scanning the shelves of my local supermarket recently, I found 85 different varieties and brands of crackers. My neighborhood supermarket is not a particularly large store, and yet next to the crackers were 285 varieties of cookies. Among goldfish-shaped snacks (I don’t know whether to count them as cookies or crackers) there were 20 different varieties to choose from. A typical supermarket carries more than 30,000 items. That’s a lot to choose from.

There is no denying that choice improves the quality of our lives. It enables us to control our destinies and to come close to getting exactly what we want out of any situation. Choice is essential to autonomy, which is absolutely fundamental to well- being. Healthy people want and need to direct their own lives.

On the other hand, the fact that some choice is good doesn’t necessarily mean that more choice is better. There is a cost to having an overload of choice. As a culture, we are enamored of freedom, self-determination, and variety, and we are reluctant to give up any of our options. But clinging tenaciously to all the choices available to us contributes to bad decisions, to anxiety, stress, and dissatisfaction—even to clinical depression. I believe many modern Americans are feeling less and less satisfied even as their freedom of choice expands. The United States was founded on a commitment to individual freedom and autonomy, with freedom of choice as a core value. And yet it is my contention that we do ourselves no favor when we equate liberty too directly with choice, as if we necessarily increase freedom by increasing the number of options available. Instead, I believe that we make the most of our freedoms by learning to make good choices about the things that matter, while at the same time unburdening ourselves from too much concern about the things that don’t. We would be better off if we embraced certain voluntary constraints on our freedom of choice, instead of rebelling against them. Adapted from Barry Schwartz, The Paradox of Choice. © 2004 by Barry Schwartz. Questioning the Author With a partner, complete the following questions about the reading passage.

1. What was unclear or difficult to understand in the passage? Identify any sections you had trouble comprehending, and work together to explain them.

2. Based on what you read in the passage, what assumptions do you think the author makes about his readers’ beliefs concerning choice?

3. What is the author’s message or belief about choice?

4. How does this belief compare to your own beliefs about choice?

5. The author is a college professor of psychology. Does this information help make his argument more or less convincing? Explain your answer.

6. Return to the passage and mark two ideas or claims that you would address if you were asked to write an essay about whether or not you agree with the author’s argument that more choice results in less satisfaction. Explain why and how you would write about the ideas or claims you identified. English 11 Holistic Rubric + Excellent √ + Very Good √ Adequate – Inadequate

____Student completes the assigned tasks.

____Student explains the main idea of the passage, the author’s perspective, and his/her own reaction to the passage.

____Student identifies and explains areas of confusion in the passage and identifies ideas that could be addressed in writing.

____Student participates fully and works well with partner. This passage, written by a philosopher, reconsiders the virtues of altruism versus self- interest. Read the passage carefully, and then work with a partner to complete the “Questioning the Author” section. Those who believe that our lives ought first and foremost be devoted to helping the needy believe that what counts most is what we intend to result from our conduct. This is often expressed as the platitude “It’s the thought that counts.” But, of course, no help that is merely intended achieves very much. What matters is whether the help actually yields results. As it turns out, help toward others that isn’t preceded by help toward oneself cannot very often succeed. Inept, unskilled, merely well-meaning folks tend to be of little use to themselves or others.

While many preachers of morality endorse altruism, even they sometimes realize that, unless you love and thus care for yourself first, you cannot love anyone else very effectively. For example, take psychology: therapies and self-help programs to which millions flock make no bones about advocating out-and-out selfishness. Most self-help regimens encourage people to be good to themselves in intelligent, nondestructive ways. No therapist says the words, “Now let me help you over the next several months to get you to practice effective self-sacrifice!”

In the moral system most commonly preached though, the story goes otherwise. Mother Teresa1 was the saint she was not because she did well for herself but because she meant well for others. It may be, as some have suggested, that Bill Gates2 is actually doing much more for humanity than Mother Teresa ever did, by creating jobs and tools by which the lives of millions have improved measurably. But because he presumably did this, at least initially, to enrich himself, it doesn’t count for much. The fact that Mother Teresa merely helped folks to get by from one day to the next and never tried to set them on some long-term successful course of living doesn’t matter, so long as she meant well!

When moral matters are considered publicly, we tend to focus on what other people can do for us. Nice folks do good service; we thank them when they help us out, whereas if they do well for themselves, we tend not to notice. When public debate turns to moral matters, the focus drifts toward generosity, benevolence, charity—the virtues of intention—and away from courage and prudence, the virtues that aid one toward self-improvement. And so the part of morality that guides us in our relationships to other people tends to get top billing and people mistake the part for the whole. However, anywhere else where it is results, not intentions, that matter most, the wiser course is clear: first genuinely love yourself; then only can you be an effective lover of others.

1Catholic nun who devoted her life to helping the poor and was sainted by the Vatican after her death in 1997 2the founder of Microsoft, a computer software company, and the world’s richest man

Adapted from Tibor R. Machan, “Self Before Others.” © 2001 by the Council for Democratic and Secular Humanism, Inc. Questioning the Author With a partner, complete the following questions about the reading passage.

1. What was unclear or difficult to understand in the passage? Identify any sections you had trouble comprehending, and work together to explain them.

2. Based on what you read in the passage, what assumptions do you think the author makes about his readers’ beliefs concerning altruism?

3. What is the author’s message or belief about altruism?

4. How does this belief compare to your own beliefs about altruism?

5. The author is a philosopher and not religious. Does this information help make the passage’s argument more or less convincing? Explain your answer.

6. Return to the passage and mark two ideas or claims that you would address if you were asked to write an essay about whether or not you agree with the author’s argument that self-improvement is not at odds with generosity. Explain why and how you would write about the ideas or claims you identified. English 11 Holistic Rubric + Excellent √ + Very Good √ Adequate – Inadequate

____Student completes the assigned tasks.

____Student explains the main idea of the passage, the author’s perspective, and his/her own reaction to the passage.

____Student identifies and explains areas of confusion in the passage and identifies ideas that could be addressed in writing.

____Student participates fully and works well with partner. The following passage, excerpted from an article titled “Followers Flex Their Muscles,” challenges the idea that leaders are more important than followers in our society. As you read the passage, pay close attention to the main points of the author’s argument. Why do we obsess about leadership and spurn followership? Hard-wiring is the easy explanation. Like other animals, humans organize themselves hierarchically, focusing on those at the top as opposed to those at the bottom. But we dwell on leaders and ignore followers for other reasons as well. Recent changes in culture and technology further skew our attention toward those with power and influence and away from those without. As a result, the so-called leadership industry is booming.

Leader-centrism, though, is not only misguided; it is mistaken. Followers have always mattered more than we generally believe. And as the arc of history testifies, they matter more now than ever. Think, for example, of the American and the French revolutions, the 19th-century rallying cry “Workers of the World Unite,” and the 20th-century civil rights and women’s movements. Each of these watershed moments was about one thing: the redistribution of power from those higher up to those lower down.

Nor has this trend ceased or slowed. As a consequence of the same recent changes in culture and technology, followers have become more powerful than ever, and leaders less. Increased follow-power is not only about toppling ineffective leaders but also about circumventing them—about how ordinary people are simply taking matters into their own hands. Most of the recent sociopolitical movements fall into this category, as do the countless single-issue initiatives that are the 21st-century consequence of disappointments and dissatisfactions that spring to life with the mere stroke of a computer key.

The ability to drive change emanates not from single individuals but from people without power, authority, or influence who harness their collective passions in the interest of their collective causes. Organizations like Greenpeace and People for the Ethical Treatment of Animals (PETA), both once deemed radical, turned out to spearhead mass movements. And people previously considered powerless have been heard from in newly powerful ways. Gays and lesbians are staking their claims to legitimacy and equity in growing numbers. And demands now made by or on behalf of people who are mentally or physically impaired far transcend those made only a couple of decades ago. The point is that those of lower rank matter. They matter even when they do little or nothing —for the effect of doing little or nothing is to support the status quo. The temper of the times, then, is determined not by leaders, “best” or otherwise. It is determined, as well, by followers who simply support the status quo or who at least try to create change.

Adapted from Barbara Kellerman, “Followers Flex Their Muscles.” © 2008 by U.S. News and World Report. Write a response in which you summarize the main argument of the passage. In your response, be sure to address the following questions: · What is the author’s purpose in writing this passage?

· What key problems does the author discuss?

· What significant points are made in the passage, and what conclusions are drawn?

· What claims and/or evidence are used to support these arguments?

· Were you persuaded by the author’s argument? Why or why not?

Support your summary with evidence from the text. Use direct quotes and paraphrases to support and illustrate your discussion. English 11 Analytic Scoring Rubric Comprehension: ____/10 · The student understands the author’s argument(s). · The student’s response(s) accurately summarize(s) the main points made in the passage. · The student expresses understanding in his/her own words.

Textual Evidence:____/5 · The student uses ample, appropriate, and specific textual evidence and explanation to support any assertions made about the argument. · The student recognizes the essay’s line of argument and the relative importance of its support, reflected in the selection of points and detail.

Evaluation:____/5 · The student thoroughly discusses his/her reaction to, and opinion of, the passage and the effectiveness of the argument. Organization and Language:____/5 · The student effectively organizes his/her response(s). · The student uses language clearly, correctly, and effectively; errors are minimal and are not distracting. The following passage, excerpted from a magazine article titled “Dr. President,” presents an argument about the relationship between science and the continued economic, political, and psychological success of America. As you read the passage, identify the main points of the author’s argument, and then complete the chart that follows.

As America has been subject to what can only be called antiscientific governance, the fortunes of the nation have suffered and the prospects of many Americans, of the American Dream itself, have diminished.

Americans desperately need to be encouraged once again to take an interest in the vital, exploratory world of science. Scientific information and scientific thinking, after all, are critical to the type of informed decision making that resides at the heart of a democracy. This spread of technocratic knowledge should stir citizens to aspire to the very rationality, logic, and reason on which the scientific method is based. Americans’ public health, job security, well-being, defense, and quality of life depend on an ability to do just that. So does the nation’s standing as a global power. Watching as the issues of the future—such as space travel, stem cell research, and genetic engineering—careen toward us, we must recognize the moral imperative to take what we know from (and about) science and use that knowledge to build a better and smarter America. What would America be like if science were permitted to inform decision making, and if scientific issues that concern the world’s future were a natural part of a broad national conversation? To say that the country would be radically transformed is probably fair. But, more specifically, the nation would also be radically better equipped for what lies ahead, and primed to begin to behave successfully again. The nation deserves leadership that will recognize the potential power of science to revive our sense of opportunity and our optimism, and, indeed, the American Dream.

2. Identify the main ideas of the passage and the evidence or examples the author uses to support each idea.

Main Idea Evidence or Support A

C 3. What were the strongest and weakest points of the passage? Were you persuaded by the author’s argument?

4. In your opinion, what ideas in the passage or the author’s argument were inadequately addressed? English 11 Analytic Scoring Rubric Comprehension: ____/10 · The student understands the author’s argument(s). · The student’s response(s) accurately summarize(s) the main points made in the passage. · The student expresses understanding in his/her own words.

Textual Evidence:____/5 · The student uses ample, appropriate, and specific textual evidence and explanation to support any assertions made about the argument. · The student recognizes the essay’s line of argument and the relative importance of its support, reflected in the selection of points and detail.

Evaluation:____/5 · The student thoroughly discusses his/her reaction to, and opinion of, the passage and the effectiveness of the argument. Organization and Language:____/5 · The student effectively organizes his/her response(s). · The student uses language clearly, correctly, and effectively; errors are minimal and are not distracting. Definition is an argument style that seeks to clarify the meaning(s) of a term that is abstract or open to multiple interpretations. For example, consider the words honor and liberty—neither can be defined simply, and an individual’s definition of each term is likely dependent on his or her background, values, and location. Understanding an author’s use of definition helps the reader identify important values and ideas in a text. In the following passage, a lawyer-activist draws a distinction between charity and justice and examines the merits of each. As you read, identify where the author uses definition, and consider whether his argument about helping the poor is effective.

I have begun to see some “side effects” to the kind of work I do, and they concern the important difference between justice and charity. Justice has to do with fairness, with what people deserve. It results from social structures that guarantee moral rights. Charity has to do with benevolence or generosity. It results from people’s goodwill and can be withdrawn whenever they choose.

Throughout all of my years, I have yearned for justice and felt ready to sacrifice for it. What I actually do, however, is offer help to poor people. The poor people I have served over the past 17 years have had no “right” to what I was giving them. While I believe in justice for the poor, in fact I have offered charity. My overall concern is this: Charitable endeavors serve to relieve the pressure for more fundamental societal changes. Charity acts as a sort of a ‘moral safety value’; it reduces the discomfort evoked by visible destitution in our midst by creating the illusion of effective action and offering us myriad ways of participating in it.

How many volunteers end up feeling that participation in, say, a homeless shelter or a clinic fulfills their responsibilities to the poor? You come down and volunteer for a while, or you write a check, and it feels good. Perhaps you develop a close relationship with a formerly homeless man with AIDS, and you realize your common humanity. But in the process you risk forgetting what a scandal it is that your local soup kitchen is needed in the first place, forgetting that it is no coincidence your new friend is black, poor, illiterate, and unskilled. It is easy to lose an appropriate sense of outrage.

Soup kitchens and shelters started as emergency responses to terrible problems—to help ensure that people do not starve, or die from the elements. No one, certainly not their founders, ever considered these services as appropriate permanent solutions to the problems. But soup kitchens and food pantries are now our standard response to hunger; cities see shelters as adequate housing for the homeless. And what of charity’s toll on the recipients’ human dignity? Charity may be necessary, but charity—especially long-term charity—wounds. Try as we might to make our programs humane, it is still we who are the givers and they who are the receivers. Charity thus “acts out” inequality. Yet our projects can give the illusion that charity is the solution. There is a misconception that if we just distribute enough food, or create enough bed space, or find enough homes we will have solved “the problem.” Injustice, however, is more deep-seated. It is the inevitable result of the structures of our society —economic, governmental, social, and religious—that undergird inequality. Charity does little to change the wider social and political systems that sustain injustice. Unfortunately, working for justice is messier and far less rewarding than charity.

Adapted from David Hilfiker, “The Limits of Charity.” © 2000 by David Hilfiker. Write a multiparagraph response to the passage in which you address: · How the author defines charity and justice and the difference between the terms · Why the author is critical of charity · Whether or not you agree with the author’s argument English 11 Holistic Rubric

4 or A

· Assignment is complete; response is thorough.

· Response clearly identifies and insightfully analyzes important features of the argument.

· Response includes ample evidence from the passage or from the student’s own experience that effectively supports the main ideas in the response. Interpretations of the passage are accurate, supported by logic and reasoned evidence.

· Response is fluent, precise, and has minimal errors.

3 or B

· Assignment is complete; response is adequate.

· Response identifies and analyzes some important features of the argument.

· Response provides adequate evidence from the passage or from the student’s own experience that generally supports the main ideas in the response. Interpretations of the passage are mostly accurate and mostly supported by logic and reasoned evidence.

· Response is clear; errors do not distract or confuse.

2 or C

· Assignment is partially complete; response is inadequate. · Response identifies a few relevant features of the argument, but analysis is underdeveloped or lacks focus on significant elements of the argument. · Response provides some evidence from the passage or from the student’s own experience, though it may not support ideas in the response very well. Interpretations of the passage are only partially accurate, with some illogical evidence or reasoning.

· Language use in the response is basic and occasionally unclear; frequent errors may impede understanding. 1 or D

· Assignment is incomplete; response is insufficient and unsatisfactory.

· Response includes minimal identification of the features of the argument; there is little evidence of the ability to understand and analyze the argument.

· Response provides minimal evidence from the passage or from the student’s own experience; if evidence is apparent, its relevance to any ideas in the response is not clear. Interpretations of the passage are inaccurate, with illogical evidence or reasoning apparent.

· Language use in the response is unclear; frequent errors impede understanding. To evaluate an argument is to examine the ideas presented by the author and to judge whether these ideas present a convincing case for the author’s perspective. Evaluation requires more than simply stating whether you agree or disagree; you must offer appropriate reasons in support of your judgment. As the word suggests, evaluation is about values and what is important—to both the writer and reader—so a complete evaluation must discuss the values and standards associated with the topic being argued. With this in mind, consider the following thesis statement:

Grades are a poor measure of a high school student’s academic ability.

As a high school student, you are likely to have an opinion about this issue. But think more broadly about the issue of grades: Who is involved in this issue? What is at stake? What perspectives are likely to exist, and for what reasons? Think about your own views and those of others as you answer the following questions.

1. Think first about why the issue of grades matters at all. What generally makes grades significant and controversial? Who approves of the importance of grades and who does not? What values are in conflict?

2. What are the likely arguments in support of this statement?

3. What are the likely arguments against this statement?

4. What are the weaknesses of each argument?

5. Which perspective offers the more effective argument? The following passage, titled “Violent Media is Good for Kids,” argues that controversial video games or cartoons are crucial to the healthy development of a child. As you read the passage, consider whether the author makes his case that scripted violence can be a “creative” force for children. Across generations, genders, and ethnicities I kept seeing the same story: people pulling themselves out of emotional traps by immersing themselves in violent stories. People integrating the scariest, most fervently denied fragments of their psyches into fuller senses of selfhood through fantasies of superhuman combat and destruction. “Children need violent entertainment in order to explore the inescapable feelings that they’ve been taught to deny, and to reintegrate those feelings into a more whole, more complex, more resilient self,” writes Melanie Moore, Ph.D., a psychologist who works with urban teens.

Pretending to have superhuman powers helps children conquer the feelings of powerlessness that inevitably come with being so young and small. The dual-identity concept at the heart of many superhero stories helps kids negotiate the conflicts between the inner self and the public self as they work through the early stages of socialization. Identification with a rebellious, even destructive, hero helps children learn to push back against a modern culture that cultivates fear and teachers dependency.

At its most fundamental level, what we call “creative violence”—head-bonking cartoons, bloody videogames, playground karate, toy guns—gives children a tool to master their rage. Children will feel rage. Even the sweetest and most civilized of them, even those whose parents read the better class of literary magazines, will feel rage. The world is uncontrollable and incomprehensible; mastering it is a terrifying, enraging task. Rage can be an energizing emotion, a shot of courage to push us to resist greater threats, take more control, than we ever thought we could. But rage is also the emotion our culture distrusts the most. Through immersion in imaginary combat and identification with a violent protagonist, children engage the rage they’ve stifled, come to fear it less, and become more capable of utilizing it against life’s challenges.

I’m not going to argue that violent entertainment is harmless. But I am going to argue that it’s helped hundreds of people for every one it has hurt, and that it can help far more if we learn to use it well. We act as though our highest priority is to prevent our children from growing up into murderous thugs—but modern kids are far more likely to grow up too passive, too distrustful of themselves, too easily manipulated. When we try to protect our children from their own feelings and fantasies, we shelter them not against violent but against power and selfhood.

Adapted from Gerard Jones, “Violent Media is Good for Kids.” © 2000 by Mother Jones Magazine. Write a response in which you evaluate whether or not the argument that violent media is actually healthy to a child’s development is effective and convincing. Be sure to use the author’s ideas in addition to your own knowledge and experience to support your explanation. English 11 Holistic Rubric

4 or A

· Assignment is complete; response is thorough.

· Response clearly identifies and insightfully analyzes important features of the argument.

· Response includes ample evidence from the passage or from the student’s own experience that effectively supports the main ideas in the response. Interpretations of the passage are accurate, supported by logic and reasoned evidence.

· Response is fluent, precise, and has minimal errors.

3 or B

· Assignment is complete; response is adequate.

· Response identifies and analyzes some important features of the argument.

· Response provides adequate evidence from the passage or from the student’s own experience that generally supports the main ideas in the response. Interpretations of the passage are mostly accurate and mostly supported by logic and reasoned evidence.

· Response is clear; errors do not distract or confuse.

2 or C

· Assignment is partially complete; response is inadequate. · Response identifies a few relevant features of the argument, but analysis is underdeveloped or lacks focus on significant elements of the argument.

· Response provides some evidence from the passage or from the student’s own experience, though it may not support ideas in the response very well. Interpretations of the passage are only partially accurate, with some illogical evidence or reasoning. · Language use in the response is basic and occasionally unclear; frequent errors may impede understanding. 1 or D

· Assignment is incomplete; response is insufficient and unsatisfactory.

· Response includes minimal identification of the features of the argument; there is little evidence of the ability to understand and analyze the argument.

· Response provides minimal evidence from the passage or from the student’s own experience; if evidence is apparent, its relevance to any ideas in the response is not clear. Interpretations of the passage are inaccurate, with illogical evidence or reasoning apparent.

· Language use in the response is unclear; frequent errors impede understanding. Evidence is the support you use in an essay to convince your reader—facts, statistics, observations, and personal experiences. Interpretation is your analysis of the evidence: what it means to you and how it confirms your perspective on an issue. For example, if trying to convince readers that video games lead to violent behavior, you may refer to a specific psychological study (evidence) to explain that children learn aggression through the games they play (interpretation). Your selection of evidence and how you interpret it are the means with which you build your argument. An argument that lacks substantial evidence will fail to convince your readers of the merit of your perspective. Writers generally rely on basic kinds of evidence to support their arguments: · Personal experience (their experiences and those of others they know)

· Expert opinions (the views of those with authority on the issue) or quotations from published material

· Facts and statistics · Examples (hypothetical situations or real occurrences that illustrate their position) There is no standard or requirement for how many kinds of evidence or how much total evidence is necessary; however, good persuasive writers utilize multiple kinds and sufficiently relevant evidence to support their positions. When responding to an essay prompt, be sure to take a few minutes to organize what you know and consider what kinds of evidence could help your argument be more persuasive. This passage offers a good opportunity to recognize how evidence is used and to think about how you would use evidence when writing a response to it. As you read the passage, consider how the author integrates several kinds of evidence to support her argument that America’s youth are being unfairly treated by adults.

Our collective attitude toward children and youth has undergone a profound change that’s reflected in the educational and criminal justice systems as well as in our daily discourse. “Zero tolerance” is the mantra in public schools and juvenile courts, and what it really means is that to be young is to be suspect. Youth, with all its innocence and vulnerability, is losing ground in a society that exploits both.

In fact, youth crime has not changed as dramatically as our perceptions of it. Data from the National Center for Juvenile Justice show that between 1987 and 1996, the number of juvenile arrests increased 35 percent. A 1997 study by the center found that “today’s violent youth commits the same number of violent acts as his/her predecessor of 15 years ago.” Exaggerated claims about juvenile crime would be a hard sell if people weren’t ready to believe the worst about young people. A 1997 report from Public Agenda, a nonprofit policy group, called “Kids These Days: What Americans Really Think About the Next Generation,” found that 58 percent of those surveyed think children and teens will make the world a worse place or no different when they grow up. Only 23 percent had positive things to say about children. What American really thinks about its kids, in short, is: not much.

The generation gap is old news, but this sour, almost hateful view of young people is different. Adults aren’t merely puzzled by young people; they’re terrified of them. It can’t be a coincidence that the shift in adult attitudes began roughly a generation after the height of political and social movements created by young people of all colors. Demographics and the shifting nature of U.S. families also foster the anti-youth bias. According to census statistics, the number of people under age 65 has tripled since 1900, while the population aged 65 or over has increased eleven fold. The criminalization of young people makes no sense, of course. Kids are a national treasure and natural resource, the bearers of our collective dreams and hopes. But logic and humanity don’t often determine public policies or opinion. We are sowing the seeds, the dragon’s teeth, of our own comeuppance. Adapted from Annette Fuentes, “The Crackdown on Kids.” © 1998 by The Nation. 1. Identify examples of three different kinds of evidence the author uses to support her position. Explain how the author interprets each piece of evidence.

Evidence Interpretation A

2. What is your position on the author’s thesis that “to be young is to be suspect”? Explain why you agree or disagree with her. 3. Using your answer in Question 2, think of three pieces of evidence that would support your position. Use at least two different kinds of evidence. To fill out the Interpretation column, explain how the evidence you provide is applicable to your position on the issue.

Evidence Interpretation A

C In the following passage, the author makes an argument against tipping. As you read, consider how you might apply a variety of evidence to support or critique the thesis of the passage.

No lawful behavior in the marketplace is as disturbing to me as the growing appeal for tips. Every gentle consumer of cappuccinos will know what I’m getting at: Just as you hand your money over to the man behind the counter, you notice a plastic beggar’s cup beside the cash register: “We Appreciate Your Tips.” The young man or woman behind the counter has performed no especially noteworthy service. He or she has merely handed you a $2 muffin and perhaps a ruinous cup of coffee and then rung them up on the register. Who would tip someone a dollar or more for pouring them a cup of coffee?

On the one hand, you do grasp the notion that people who serve you are more likely to do it well and promptly if they believe they will be rewarded for it. The prospect of a tip is, in theory at least, an important incentive for the person working behind the counter of the coffee bar. That said, we are talking here about someone who has spent all of 40 seconds retrieving for you a hot drink and a muffin. When you agreed to buy the drink and the muffin you did not take into account the plastic-cup shakedown. In short, you can’t help but feel you are being had. No sane, well-adjusted human being cares to sit around and evaluate the performance of some beleaguered coffee vendor.

Once you understand the impossibility of tipping in our culture, the plastic cup on the coffee-bar counter can be seen for what it is: a custom in the making. It’s more like a tax. A small matter, you might say. But if the person at the coffee-bar counter feels entitled to a tip for grabbing you a coffee and muffin, who won’t eventually? I feel we are creeping slowly toward a kind of baksheesh1 economy in which everyone expects to be showered with coins simply for doing what they’ve already been paid to do. Let’s band together and ignore the cup.

1tip or bribe paid to ensure good service in Egypt and Arabia

Write a persuasive response in which you argue whether or not tipping has become “like a tax.” In your response, support your position by using each of the following types of evidence: · Personal experience

· Quotations or paraphrases from the passage · Facts or examples Good arguments not only provide persuasive evidence and reasons, they examine broader values and ideals that help shape and challenge society as a whole. For example, the issue of school uniforms is obviously about clothing requirements, yet it is also about larger themes such as individuality, freedom, discipline, and influence. Addressing how broader concepts shape an issue helps you convey the relevance and depth of your thinking and writing on the issue. The following passages present opposing perspectives on whether laws protecting privacy should or should not be enhanced—the “pro” by a computer security specialist, the “con” by a lawyer who represents stores and businesses. As you read each, identify the values each writer examines in order to support his argument.

The most common retort against privacy advocates—by those in favor of ID checks, cameras, databases, data mining and other wholesale surveillance measures—is this line: “If you aren’t doing anything wrong, what do you have to hide?” The premise that privacy is about hiding a wrong is itself wrong. Privacy is an inherent human right, and a requirement for maintaining the human condition with dignity and respect. Privacy is important because without it, surveillance information will be abused: to peep, to sell to marketers and to spy on political enemies—whoever they happen to be at the time.

We do nothing wrong when we make love or go to the bathroom. We are not deliberately hiding anything when we seek out private places for reflection or conversation. We keep private journals, sing in the privacy of the shower, and write letters to secret lovers and then burn them. Privacy is a basic human need.

A future in which privacy would face constant assault was so alien to the framers of the Constitution that it never occurred to them to call out privacy as an explicit right. Of course being watched in your own home was unreasonable. You watched convicted criminals, not free citizens. You ruled your own home. It’s intrinsic to the concept of liberty. For if we are observed in all matters, we are constantly under threat of correction, judgment, criticism, even plagiarism of our own uniqueness. We lose our individuality, because everything we do is observable and recordable. Adapted from Bruce Schneier, “The Eternal Value of Privacy.” © 2006 by Wired Magazine. Con

Privacy is undoubtedly important, both as a political issue and as a basic need. Privacy is critical to our participation in this society and democracy. However, restricting information to protect privacy always and inevitably imposes costs on consumers, businesses, and the economy as a whole. Often those costs are quite significant.

This should come as no surprise to anyone: Information is the lifeblood of our 21st century economy. Efforts to restrict the flow of information—for whatever purpose— inevitably impose costs on us all. Those costs include the substantive costs of greater privacy, such as impediments to law enforcement, the costs associated with obscuring relevant information in commercial and personal transactions, and bad decisions and inefficiencies resulting from inadequate information. Perhaps the greatest costs of privacy, however, are the benefits of responsible information-sharing that we no longer enjoy. Laws designed to protect privacy threaten the significant, practical benefits that open information flows bring. “The more information about individuals’ needs and preferences is available,” says Federal Reserve Board Governor Edward Gramlic, “the more accurately and efficiently will the economy meet those needs and preferences.” Without reliable access to personal information, neither government nor business can anticipate and meet citizen and consumer needs, and service and convenience suffer as a result. Information-sharing expands consumer access to a wide range of affordable services and products; significantly reduces the cost of these products and services; enhances customer service; allows consumers to be informed of products and services of most interest to their individual needs; prevents fraud and other crimes; and promotes competition. Adapted from Fred H. Cate, “Protecting Consumer Privacy.” © 2000 by National Retail Federation. 1. Select the argument you most agree with. In the following chart, identify and explain three values, significant ideas, or concepts the argument addresses. For each value, idea, or concept, identify where it is discussed in the passage, and explain how it supports the writer’s argument.

Value, Idea, Concept A.

Evidence in the Text How It Supports the Argument B.

C. 2. Collaborate with a partner who has chosen the opposing argument. Discuss the values or ideas you selected in Question 1 and why they were persuasive to you.

3. The opposing argument applies different values and ideas to support its perspective on privacy. How could your perspective address these ideas to disprove the opposing argument? In a written response, explain how you might critique the claims made by the opposing perspective. In this passage, a pediatrician claims that parents’ love for their children has begun to interfere with children’s health. As you read the passage, consider how the author addresses American values in his argument.

November is a busy month for me because it’s time for the first parent-teacher conferences prior to the year’s first report card for most schools. And this time of year parents are all asking the same question, “Does my kid have ADHD?” 1 These parents aren’t after perfect “trophy” children. They love their kids but are worried about them. It is this worry over children’s feelings, especially their self-image and self-esteem, that is driving an epidemic of psychiatric drug use in the United States.

This concern about our children’s feelings reflects a profound change in our society’s values over the past four decades. Ironically, we’ve become less and less tolerant of minor differences or variations in children’s behavior and school performance. Our beliefs have shifted away from religion and meaningful politics to an obsession about caring and believing in ourselves. In the process, how we feel has become much more important to us, and we expect (and possibly demand) that we feel good. And that’s especially true for our children. In our zeal to help our children feel better about themselves, are we really doing them any favors, or could we actually be hurting them? It’s counterintuitive, but our worries over our children’s self-image and self-esteem may be unwarranted and unintentionally lead to unnecessary medical intervention and possible harm. Must we make a pathology of our children’s struggles and treat them with psychiatric drugs for “their own good”?

1Attention Deficit Hyperactivity Disorder; a chronic medical condition characterized by a pattern of inattention and/or overactivity

Adapted from Lawrence Diller, “Don’t Drug Them.” © 2006 by San Francisco Chronicle. Write a response in which you argue whether or not the values discussed by the author—such as belief in oneself or intolerance of difference—undermine the healthy development of children. In your response, you must address at least three of the ideas presented in the passage. You may also draw upon your own knowledge and experience to explain and support your position. Because we live in a complex and often conflicting society, there are few argumentative situations in which one position is always absolutely correct, for all people. As such, effective persuasive writers try to understand when, why, and how their perspective on an issue is true; they avoid arguing that their opinion is correct in all contexts. Instead, by identifying and explaining those situations in which their perspective is right, they more clearly articulate their beliefs and better protect themselves against criticism. This is a qualification. To illustrate this example, consider a proposal to lower the voting age to 16. A proponent will take a single position—lower the voting age—but she may choose a set age and set conditions for such a move: “16-year-olds who want to start voting should be able to obtain an ‘early voting permit’ from their high schools upon passing a simple civics course similar to the citizenship test.” In making this distinction about what is required for the proposal to be acceptable, she directly responds to the concerns of skeptics—i.e., that students would not know how to vote, or students are not experienced enough to make their own voting choices—and builds a logical proposal for her goals. Read the following passage that criticizes the proposal to place advertisements in schools. As you read, consider the extent to which advertising may hurt or harm a school. Who or what may benefit? Who or what may be harmed? In what situations would your opinion on the issue be more relevant?

It is no secret the public schools are strapped for cash, but they would be making a Faustian1 bargain if they allow advertising on school grounds. Even in difficult economic times, children should not have to be bombarded with pitches from Nike and Coca-Cola in order to get a decent education.

Leaders in New York City have proposed that the school system solicit corporate sponsorships with the help of a private marketing company, which would keep 25 percent or more of the revenue. It is not entirely clear what kind of ads proponents propose to bring into the schools, but they have spoken of agreements with bottled water companies or computer suppliers, and of putting corporate logos on scoreboards. They insist that the schools will not accept ads for products, like tobacco, that are harmful to students. But in-school marketing itself is harmful to students. School is one of the few places in your people’s lives where commercial products are not constantly shoved down their throats. It diminishes schools to turn them into just one more place in which companies can troll for customers.

Naturally, proponents of in-school advertising insist it would be low-key and unobtrusive. But just as public television sponsorship announcements have increasingly come to resemble full-blown commercials, if advertising is allowed in schools it too will become more garish and intrusive over time.

Nor is it likely that ads would in fact be limited to products that are not harmful. In an age when young people beat each other up for their $150 sneakers, ads that put a school’s mark of approval on athletic footwear can send precisely the wrong message. Given the evidence linking soda to obesity and tooth decay, soda ads may be no less pernicious. Students are the ultimate in captive audiences, and we should not hand them over to corporate marketers, even if it makes balancing the budget easier.

1the act of selling of one’s “soul”—morals, character, decency—in exchange for money, power, youth, etc.

Adapted from the New York Times Editorial Board, “Schools For Sale.” © 2002 by The New York Times. Write a persuasive response in which you argue whether or not in-school advertising “diminishes” schools. In your response, qualify your position so your reader clearly understands when, how, and/or why you believe advertising does or does not diminish schools. You are encouraged to use the author’s ideas in addition to your own knowledge and experience to explain and support your position. To know your opponent is to know your argument. Effective persuaders do not presume that their opinions or evidence supporting their opinions alone will always be convincing; instead, they demonstrate a full understanding of both sides of an issue to convince readers of their insight and expertise on the subject. By addressing the claims of the opposing side of an issue, you can address multiple perspectives on the issue while showing how your opinion is the most reasoned and reasonable of the various views on the issue.

When addressing opposing arguments, writers commonly integrate any or all of the following three different kinds of sentences into their writing: An acknowledgement statement identifies the position of and reasons behind the opposing perspective. For example, “Supporters of single-gender classes argue that performance goes up and the need for discipline goes down when girls and boys are separated.”

A critique statement identifies a claim of the opposing perspective and explains why it is wrong. For example, “Mixing genders in math and science classes for the sake of socializing not only prioritizes the wrong values, it ignores the fact that girls and boys learn in vastly different ways.” A concession statement admits that certain claims of the opposing perspective are true but that the writer’s perspective is still more true or less flawed. For example, “It is true that some students’ test scores are likely to rise if placed in a single-gender classroom. However, the negative effects on these students’ social development will have a much greater impact on the students’ future than will any set of test scores.” The following passage, adapted from a newspaper editorial, offers a convincing argument in support of same-sex education. As you read the passage, consider how this position may be criticized and how you would refute those concerns.

The federal Department of Education has issued new regulations that allow public schools to offer single-sex classes so long as “substantially equal” opportunities are available to the other sex. For some local schools and school districts struggling to hang on to and educate boys, it may be worth a try.

For a long time, most of the voices advocating single-sex education were arguing for better opportunities for girls. All-girl classes can and often do work well for them. Some girls feel freer speaking up, answering questions—acting smart—when boys aren’t around. It may be the 21st century, but older gender roles, perceptions, fears and general garbage hang on.

If done well, all-boys classes and schools can offer advantages to some boys. The schedule and environment can be tailored to their natures, developmental patterns and activity levels, which are different from girls’. Instruction can be designed around boys’ learning styles and approaches to tasks. Materials—even the books assigned—can be chosen to appeal to their interests. Their academic, social, physical and emotional needs can be met. Strong male teachers, staff and volunteers can be deployed where their effect is most greatly needed—and where the power of relationships to inspire students can be harnessed. There can be unique opportunities to reach out and involve fathers.

At a certain age, it can make sense to eliminate the distractions boys and girls create for one another, distractions that can make the world go around but education run aground. And there can be ways to deal, straight up, with the distinctive and often ignored issues of being male in this society. Not all boys need or would benefit from single-sex education. Not all parents would want it. But it makes sense for many schools to investigate it carefully. Adapted from Daily Press Editorial Board, “Where the Boys Aren’t: Schools Should Consider Single-Sex Options.” © 2006 by Newport News (VA) Daily Press.

Write a response in which you construct your own argument in support of single-sex education. In your response, you must incorporate each type of opposing argument statements—acknowledgement, critique, and concession—at least once. You are encouraged to use ideas from the passage in addition to your own knowledge and experience to explain and support your position, but you may not use the same examples offered in the explanation of opposing argument statements in the beginning of this assignment. One common method used by writers when constructing arguments is implication: discussing the likely or suggested effects of an action or idea. When analyzing and explaining implications, writers consider what impact their views or the view of others may have; they use this strategy to discuss potential benefits (or dangers) and to help readers visualize what changes may take place. For example, supporters of high taxes on gasoline might try to convince a skeptical public that such a tax will reduce the number of cars on the road, thereby improving air quality and public health. This passage argues that the voting age in the United States should be lowered from 18 to 16. As you read the passage, consider the positive or negative implications of such a law, were it enacted.

We should hasten the enfranchisement of the generation born between 1980 and 1995 by lowering the voting age to 16. Age thresholds are meant to bring an impartial data point to bear on insoluble moral questions: who can be legally executed, who can die in Iraq, who can operate the meat cutter at the local sub shop. But in a time when both youth and age are being extended, these dividing lines are increasingly inadequate.

Legal age requirements should never stand alone. They should be flexible and pragmatic and paired with educational and cognitive requirements for the exercise of legal maturity.

Driving laws provide the best model for combining early beginnings and mandatory education. Many states have had success with a gradual phasing in of driving rights over a year or more, starting with a learner’s permit at age 16. The most restrictive of these programs are associated with a 38 percent reduction in fatal crashes among the youngest drivers, according to a study conducted by the AAA Foundation for Traffic Safety.

Similarly, 16-year-olds who want to start voting should be able to obtain an “early voting permit” from their high schools upon passing a simple civics course similar to the citizenship test. Besides increasing voter registration, this system would reinforce the notion of voting as a privilege and duty as well as a right—without imposing any across-the-board literacy tests for those over 18. The more we treat teenagers as adults, the more they rise to our expectations. From a developmental and vocational point of view, the late teens are the right starting point for young people to think seriously about their futures. Government can help this process by bestowing rights along with responsibilities. Adapted from Anya Kamenetz, “You’re 16, You’re Beautiful and You’re a Voter.” © 2008 by The New York Times. Write a response in which you argue whether or not the voting age should be lowered to 16. To support your perspective, explain how the implications of enacting such a law justify your argument. You are encouraged to use ideas from the passage in addition to your own knowledge and experience to explain and support your position. One common way writers rectify problems or issues is to suggest logical alternatives that may yield more successful results. A logical and practical solution can be particularly effective because it addresses the concerns of those involved in the issue; by finding a level of common ground, you can persuade others that everyone benefits. For example, a student writer may reject his or her school’s proposal to require students to complete a certain number of hours of community service in order to graduate. However, sensing the school’s desire that underlies this proposal—to have students participate in real world experiences—the writer may suggest including community service with other extracurricular learning experiences that students could choose on their own, such as internships, vocational training, and independent study. The following short passage addresses the need for action against the growing waste of old computers, televisions, and other outdated forms of technology. As you read the passage, consider who is affected by this issue and what solutions might address their concerns.

Americans have a voracious appetite for new technology, but it comes with a cost not included on the price tag: electronic waste—televisions, computers, printers, and other outdated technology—is the fastest-growing part of the garbage stream. Much of the equipment contains toxic substances, like mercury, lead, and cadmium. And once in landfills and incinerators, the poisons are on their way into soil, water tables and the air. The problem can be controlled, but only if everyone commits to a smart, sensible plan. Washington has ignored the e-waste problem and most makers of electronic gear clearly need to be pressured into doing the right thing. In 2005, consumers threw out as much as 2.2 million tons of electronics. The problem will get much bigger as a February 2009 deadline nears for switching to high-definition, digital television and people rush to ditch their analog gear. Consumers need a viable alternative to tossing their gadgets in the regular trash.

Adapted from The New York Times Editorial Board, “A Hazardous Afterlife.” © 2008 by The New York Times. Adapted from The New York Times Editorial Board, “One Small Step for Electronic Waste.” © 2008 by The New York Times. Write a response in which you explain the concerns of those involved with the issue of electronic waste and propose a solution that might remedy concerns related to the issue. The automobile is not only an integral part of our daily lives but also an important symbol of many American ideals. In these two quotations, opposing perspectives are presented on the relationship among cars, freedom, and other American values.

“People say cars represent freedom but how free are you when you have to drive everywhere? Automobiles actually stand in the way of greater mobility and a better life. Car culture no longer represents either privilege or progress.”—Jay Walljasper, alternative magazine editor “The car is not just another consumer item, and not just a very important consumer item; rather, it is something incredibly special, something that can be truly be said to have liberated mankind. Car culture has enhanced our ability to engage in the fundamental human attribute of self-directed action.”—Sam Kazman, lawyer Suppose that each quoted writer was asked to respond to the question, “Does the automobile improve the lives of Americans?” Complete the chart that follows, identifying the likely arguments each would make to support his case. 1. Compose a thesis statement each writer might use when debating whether cars benefit or do not benefit the lives of Americans.

Walljasper’s Thesis Kazman’s Thesis

2. Identify and explain supporting claims or evidence each writer might use. Walljasper Kazman A. A.

C. C. 3. Teenagers tend to have positive attitudes about cars and their benefits. Which claims or evidence against cars might best persuade a teenage audience to be more critical of cars? Why? The following article discusses a growing trend in the field of education: paying elementary and secondary students for good grades and/or good test scores. The passage does not present an opinion on the subject; however, as you read the article, consider the arguments supporting and opposing the issue.

Teachers have long said that success is its own reward. But these days, some students are finding that good grades can bring them cash and luxury gifts. In at least a dozen

states during the 2007 −2008 school year, students who bring home top marks can expect more than just gratitude. Examples: · Baltimore schools chief Andres Alonso last week promised to spend more than $935,000 to give high school students as much as $110 each to improve their scores on state graduation exams.

· In New York City, about 9,000 fourth- and seventh-graders in 60 schools are eligible to win as much as $500 for improving their scores on the city’s English and math tests, given throughout the school year. · In suburban Atlanta, a pair of schools last week kicked off a program that will pay eighth- and eleventh-grade students $8 an hour for a 15-week “Learn & Earn” after- school study program (the federal minimum wage is currently $5.85). In most cases, the efforts are funded privately through corporate or philanthropic donors.

The most ambitious experiment began in September, when seven states—Arkansas, Alabama, Connecticut, Kentucky, Massachusetts, Virginia, and Washington—won spots in an Exxon/Mobil-funded program that, in most cases, pays students $100 for each passing grade on advanced placement (AP) college-prep exams.

“It’s an effort to get low-income and minority students interested in the courses,” says Tommie Sue Anthony, president of the Arkansas Advanced Initiative for Math and Science. “We still have students who are not sure of the value, who are not willing to take the courses,” she says. Others say the idea is simple: “It’s an incentive to get them to basically make the right decision and choose a more rigorous class,” he says. “This teaches them that if they work at something very hard and have a lot of support, they can do something they didn’t think they could do.” Adapted from Greg Toppo, “Good Grades Pay Off—Literally.” © 2008 by USA Today.

Write a response in which you explain the issue of compensating students for good grades or good test scores. In your essay, offer both the likely arguments in favor of compensating students for good grades or test scores and the likely arguments against such compensation. In your conclusion, explain which perspective offers the more convincing argument. You are encouraged to support your explanation with ideas from the passage as well as your own knowledge and experience. English 11 Analytic Scoring Rubric Viewpoint Development Organization Language 4 The response The response Organization is The language of thoroughly explains provides relevant unified and the response is both perspectives on and convincing coherent, with a clear and the issue, evidence drawn from logical effectively demonstrating a the writer’s own progression of conveys ideas. comprehensive knowledge and ideas. The essay Although there understanding of the experience and/or includes a clear, may be a few topic. The writer applies from the reading engaging minor errors in key ideas and values passage. The introduction and grammar, usage, related to the opposing response has a clear an effective and mechanics, viewpoints. The and consistent focus conclusion. meaning is clear conclusion provides an on critical ideas. throughout the effective evaluation of response. the arguments. 3 The response The response Organization is The language of adequately explains provides some apparent, with the response is both perspectives on relevant and some ideas logically mostly clear and the issue, logical evidence grouped. The adequately demonstrating an drawn from the response conveys ideas. accurate understanding writer’s own includes a clear, There may be of the topic. The writer knowledge and somewhat some distracting identifies key ideas and experience and/or developed errors in values related to the from the reading introduction and grammar, usage, opposing viewpoints. passage. The conclusion. and/or The conclusion response maintains mechanics, but provides some focus on ideas meaning is evaluation of the appropriate to the usually clear. arguments. task. 2 The response offers The response Organization is The language of some explanation of provides a little simple, with the response is both perspectives on relevant evidence some ideas sometimes clear the issue, though it may drawn from the logically but some ideas be inconsistent or writer’s own grouped. The are difficult to incomplete. The writer knowledge and response has a comprehend. has a general experience and/or brief introduction Errors in understanding of the from the reading and conclusion. grammar, usage, topic. The response passage. The and mechanics identifies few key ideas response only may be and values related to sometimes focuses distracting and the opposing on ideas appropriate may sometimes viewpoints. The to the task. impede conclusion may lack an understanding. evaluation of the arguments; if there is an evaluation, it is underdeveloped. 1 Response offers little The response Organization of The language of explanation of opposing provides minimal ideas is not the response is perspectives on the support for any clear, with little mostly unclear issue, demonstrating claims and may not evidence, if any, and ideas are limited understanding of provide any evidence of the logical hard to the topic. The response drawn from the grouping of comprehend. lacks a concluding writer’s own ideas. The Errors in paragraph that knowledge and response has a grammar, usage, evaluates the experience and/or very brief and mechanics arguments. from the reading introduction and may frequently be passage. The lacks the distracting and response focuses required may significantly very little on ideas conclusion. impede appropriate to the understanding. task. The following passage argues that increased testing and oversight of professional athletes has negative implications for all Americans. Read the passage, paying close attention to the author’s claims that enhanced personal oversight and additional information may harm, rather than benefit, society. In sports, even in life, there’s a screening test for just about everything. Ability? Professional sports leagues have vast scouting and talent combines. Character? Management’s got background checks. Intelligence? Wonderlic Test.1 Prison record? Fingerprinting.

But what might seem like reasonable research on the part of the employer can, with a little overzealous questioning, become an invasion of privacy. When basketball player Eddy Curry grew faint a few seasons ago, the Chicago Bulls wanted to do DNA testing to establish the likelihood of his keeling over dead at tip-off. Curry lawyered up and refused— successfully—to hand over his DNA, arguing that it contained a potential wealth of information his employer didn’t have a right to. But that hasn’t stopped other sports leagues: baseball, which can already test urine for the presence of steroids, now wants to test blood for various signs of health. It’s also sending detectives to the hometowns of its umpires, engaging in elaborate background checks to determine their character.

Just how much do leagues and franchises need to know about the people they employ? Much as I’d like to know if baseball stars like Roger Clemens and Barry Bonds used steroids, I don’t need to know. Especially if it means that by insisting on the most invasive type of testing, I am helping set a precedent that may result in less privacy for everyone. After all, once we allow one group to be stripped down to their DNA, no other group is safe. It is tempting to ask athletes to meet a higher standard because they are the keepers of our games, and the athletes are heroes to our children. But the problem with these kinds of tests is that they gauge the likelihood that problems will develop, not their existence. Surely someday soon there will be a test that can forecast a pitcher’s longevity, or a researcher will be able to tell a team owner that his top pick is at increased risk for alcohol abuse or surgery or unsightly tattoos. But that doesn’t guarantee said pick will turn into an alcoholic. You can’t blame owners for wanting to find out as much as they can. But how sporting is it if management refuses, at the expense of workers’ privacy and dignity, to take any chances of its own? Are we all open books when it comes to a payday? Is nothing— our past and future, our blood, our DNA—our own?

1an intelligence test given to athletes, especially football players, of their ability to solve problems and adapt to unforeseen changes

Adapted from Richard Hoffer, “Too Much Information.” © 2008 by Sports Illustrated. Write a persuasive essay in which you argue whether or not increased personal testing of professional athletes represents a dangerous “invasion of privacy.” You are encouraged to use the author’s ideas in addition to your own knowledge and experience to explain and support your position. QualityCore Analytic Scoring Rubric for Grade 11 Purpose: To Persuade Viewpoint Development Organization Language Score 6 The essay takes a clear position The essay effectively supports Organization is unified and A variety of well-constructed Essays within this in response to the reading the writer’s position with coherent, with a logical sentences and precise word choice range demonstrate passage, demonstrates insightful ample convincing evidence progression of ideas and clearly and effectively convey effective skill in understanding of the passage, and drawn from the reading effective transitions that ideas. The writer’s voice and tone writing to persuade. addresses the significance of the passage and/or from the clarify relationships among are appropriate for the persuasive ideas and/or values reflected in writer’s own knowledge and ideas. The essay includes a purpose and are maintained the passage. experience. Ideas are clear, engaging introduction throughout the response. Although thoroughly explained. The and an effective conclusion there may be a few minor errors in essay has a clear and that may extend or elaborate grammar, usage, and mechanics, consistent focus on critical ideas. meaning is clear throughout the ideas. response. Score 5 The essay takes a clear position The essay competently Organization is coherent, Varied sentence construction and Essays within this in response to the reading supports the writer’s position with some logical some precise word choice clearly range demonstrate passage, demonstrates clear with sufficient relevant progression of ideas and convey ideas. The writer’s voice competent skill in understanding of the passage, and evidence drawn from the clear transitions that clarify and tone are appropriate for the writing to persuade. partially addresses the reading passage and/or from relationships among ideas. persuasive purpose and are significance of the ideas and/or the writer’s own knowledge The essay includes a clear, maintained throughout most of the values reflected in the passage. and experience. Ideas are well-developed introduction response. There may be a few clearly explained. The essay and a developed conclusion. errors in grammar, usage, and maintains focus on critical mechanics, but they are rarely ideas. distracting and meaning is clear.

Score 4 The essay takes a clear position The essay adequately supports Organization is apparent, Sentences and word choice are Essays within this in response to the reading the writer’s position with with ideas logically grouped usually clear and adequately range demonstrate passage, demonstrates some relevant evidence drawn and some transitions that convey ideas. The writer’s adequate skill in satisfactory understanding of the from the reading passage clarify relationships among voice and tone are appropriate writing to persuade. passage, and acknowledges the and/or from the writer’s own ideas. The essay includes a for the persuasive purpose, significance of the ideas and/or knowledge and experience. clear, somewhat developed though they may not be values reflected in the passage. Ideas are adequately introduction and conclusion. consistently maintained. There explained. The essay may be some distracting errors maintains focus on ideas in grammar, usage, and appropriate to the task. mechanics, but meaning is usually clear. Viewpoint Development Organization Language Score 3 The essay takes a position in The essay somewhat supports Organization is simple, with Most sentences convey ideas Essays within this response to the reading passage the writer’s position with a most ideas logically grouped. clearly and word choice is general. range demonstrate and demonstrates basic little relevant evidence drawn A few transitions are used to The writer’s voice and tone are some developing understanding of the passage, but from the reading passage clarify relationships among somewhat appropriate for the skill in writing to offers little recognition of the and/or from the writer’s own ideas. The essay includes an persuasive purpose, but they are persuade. significance of the ideas and/or knowledge and experience. underdeveloped introduction inconsistently maintained. Errors values reflected in the passage. Ideas are only somewhat and a brief conclusion. in grammar, usage, and mechanics explained. The essay usually may be distracting and may focuses on ideas appropriate occasionally impede to the task. understanding. Score 2 The essay takes a position, The essay minimally supports Organization is simple, with Some sentences convey ideas Essays within this though the writer's position is not the writer’s position with some ideas logically grouped clearly and word choice is basic. range demonstrate entirely relevant to the reading weak evidence drawn from and a few transitions used. Voice and tone are inconsistent inconsistent or passage and only limited the reading passage and/or The essay has a brief and may not be appropriate for the weak skill in writing understanding of the passage is from the writer’s own introduction and may have a persuasive purpose. Errors in to persuade. demonstrated. There is little or no knowledge and experience. brief conclusion. grammar, usage, and mechanics recognition of the significance of Explanations are unclear or may frequently be distracting and the ideas and/or values reflected incomplete. The essay only may sometimes impede in the passage. sometimes focuses on ideas understanding. appropriate to the task.

Score 1 The essay may not take a The essay provides minimal Organization of ideas is not A few sentences and some word Essays within this position; if it does, the writer's support for any claims and clear, with little evidence, if choices convey ideas clearly. range demonstrate position is not clearly relevant to may not provide any evidence any, of the logical grouping Voice and tone are not appropriate little or no skill in the reading passage. No accurate drawn from the reading of ideas. The essay has a for the persuasive purpose. Errors writing to persuade. understanding of the passage is passage or from the writer’s very brief introduction but in grammar, usage, and mechanics demonstrated. There is no own knowledge or experience. may have no conclusion. may frequently be distracting and recognition of the significance of The essay lacks explanation of may significantly impede the ideas and/or values reflected ideas and focuses very little understanding. in the passage. on ideas appropriate to the task.

Score 0 Unscorable: essay is blank, off-topic, illegible, or written in another language. English 11 Athlete Testing Scoring Criteria

· There are several possible positions students might take: that testing of athletes is a threat to privacy; that it is not a threat to privacy; that testing is a threat, but the benefits outweigh the risks; that additional information reduces future need for testing; that a certain number or kind of tests for a certain type or number of athletes would reduce the negative effects of extensive testing.

· Students should comprehend any or all of the arguments in the passage: that extensive knowledge of athletes’ health and wellness is not only unnecessary for enjoyment of professional sports but may diminish the quality of the game; that allowing for various drug and ailment testing for athletes sets a precedent that may allow for invasive testing of other subgroups; that a person’s right to privacy outweighs society’s right to more information; that trends in professional athletics suggest that privacy is steadily diminishing, to the detriment of the dignity of athletes.

· To address the significance of ideas and/or values reflected in the passage, students may choose to discuss whether athletes should be held to different standards than the rest of society, whether screening or testing violates personal freedom, whether science and technology positively or negatively affect our health and/or professional sports, and so on.

· Student responses should explicitly address whether the kinds of tests and information discussed in the passage are invasive and threatening to individual privacy. Responses that address one of the author’s examples (such as the reference to baseball players accused of using steroids) or lines of argument (such as a hypothetical future where no risks are taken) do not convey an understanding of the task unless they apply these ideas to the idea of privacy. · Likely ideas and examples that students may draw upon include (but are not limited to) personal experiences with drug and/or health testing in amateur athletics, nationally publicized court cases and congressional hearings of famous baseball players caught using steroids, and so on. The following passage argues that shame—the disgrace or regret that results from a wrongdoing—should be celebrated for its ability to improve behavior. Read the passage, paying close attention to the author’s claim that there are positive benefits, for both individuals and society as a whole, when people feel ashamed.

We need to quit being so frightened and ashamed of shame. It holds a central position in all lasting cultures for a reason. Shame is not the disease; properly used, it is the cure.

We had better learn how to invoke shame, because so many of our current problems can’t be solved by clicking the remote control. The only way they will be solved is if certain people feel bad—not that they go to jail, pay a fine, do community service, but that they feel bad. Our temptation nowadays is to think that feeling bad is just not “right.” Bad feelings, we think, must be a sign of some disturbance, some flaw in the personality or in a relationship. Losing face hurts and it is often not fair. We rarely consider that feeling bad, feeling the blush of shame, may indeed be culture’s way, the family’s way, and even the individual’s way of maintaining social balance and purpose. Sometimes you are not okay. Me too. We don’t need to force adulterers to wear a scarlet letter,1 but it wouldn’t hurt to send a stronger signal that dangerous and reckless behavior is more than just inappropriate. We can’t control the shameless content of much television entertainment, but we can embarrass the advertisers who sponsor it. We can’t make parents of youngsters stay together, but we can hold them publically accountable for the damage caused to their offspring. We need to let the sensation of shame do its work, even if it feels bad. We need to be willing to say “shame on you” to miscreants; to “put to shame” those who act carelessly; to criticize those who “know no shame”; and to say “I’m sorry, I’m ashamed of myself” when we are wrong. Being “for shame” means being intolerant of behaviors that ultimately injure us all. Feeling bad is often the basis of a general good.

1The author is alluding to Nathanial Hawthorne’s novel The Scarlet Letter (1849), in which the lead character is forced by her community to wear a red “A”—denoting “adulteress”—on her chest because she cheated on her husband.

Write a persuasive essay in which you argue whether or not “feeling bad is often the basis of a general good.” You are encouraged to use the author’s ideas in addition to your own knowledge and experience to explain and support your position. QualityCore Analytic Scoring Rubric for Grade 11 Purpose: To Persuade Viewpoint Development Organization Language Score 6 The essay takes a clear position The essay effectively supports Organization is unified and A variety of well-constructed Essays within this in response to the reading the writer’s position with coherent, with a logical sentences and precise word choice range demonstrate passage, demonstrates insightful ample convincing evidence progression of ideas and clearly and effectively convey effective skill in understanding of the passage, and drawn from the reading effective transitions that ideas. The writer’s voice and tone writing to persuade. addresses the significance of the passage and/or from the clarify relationships among are appropriate for the persuasive ideas and/or values reflected in writer’s own knowledge and ideas. The essay includes a purpose and are maintained the passage. experience. Ideas are clear, engaging introduction throughout the response. Although thoroughly explained. The and an effective conclusion there may be a few minor errors in essay has a clear and that may extend or elaborate grammar, usage, and mechanics, consistent focus on critical ideas. meaning is clear throughout the ideas. response. Score 5 The essay takes a clear position The essay competently Organization is coherent, Varied sentence construction and Essays within this in response to the reading supports the writer’s position with some logical some precise word choice clearly range demonstrate passage, demonstrates clear with sufficient relevant progression of ideas and convey ideas. The writer’s voice competent skill in understanding of the passage, and evidence drawn from the clear transitions that clarify and tone are appropriate for the writing to persuade. partially addresses the reading passage and/or from relationships among ideas. persuasive purpose and are significance of the ideas and/or the writer’s own knowledge The essay includes a clear, maintained throughout most of the values reflected in the passage. and experience. Ideas are well-developed introduction response. There may be a few clearly explained. The essay and a developed conclusion. errors in grammar, usage, and maintains focus on critical mechanics, but they are rarely ideas. distracting and meaning is clear.

Score 0 Unscorable: essay is blank, off-topic, illegible, or written in another language. English 11 Shame Scoring Criteria

· There are several possible positions students might take: that using shame will help or improve society; that using shame will not help or improve society; that shame may help improve certain aspects of the general good (e.g., crime) but not all components of it; or that shame, by itself, is not a remedy for society’s various problems.

· Student should comprehend any or all of the arguments in the passage: 1) that making individuals feel bad for doing something distasteful helps set a standard that benefits the greater good; 2) that people in today’s society are too reluctant to accept the value of feeling bad; 3) and that embarrassing people is an effective means of getting them to change their behavior.

· To address the significance of ideas and/or values reflected in the passage, students may choose to discuss whether shaming others leads to positive change; whether it is right for a community as a whole to hurt an individual if it means benefiting the group; whether there is a set standard of moral or ethical behavior that should be used to judge others’ shameful behavior; and whether the author is correct in asserting that feeling bad is a healthy act, and so on.

· Student responses should explicitly address whether shame can be used to enhance the “general good”—that is, whether society as a whole would benefit from the embarrassment or reprimanding of individual persons or groups who acted in an undesirable manner. Responses that address one of the author’s examples (such the idea of holding divorced parents accountable for their children’s behavior) or lines of argument (such as the idea that shame is no longer valued in today’s society) do not convey an understanding of the task unless they apply these ideas to the prompt issue of whether or not shame is a tool to uphold moral behavior or keep reckless actions in check. · Likely ideas and examples that students may draw upon include (but are not limited to) personal experiences with punishments and public embarrassments, examples of celebrities embarrassing themselves in public, creative sentencing for juvenile offenders, ethics or morals of certain cultures, religions, and/or philosophies, and so on. The following passage argues that the use of computers in education inhibits rather than improves student learning. As you read the passage, pay close attention to the author’s claims that today’s students do not benefit from the use of computers in core subject areas like science and English.

Among the challenges confronting our elementary and high school students today, one might list short attention spans, lack of discipline, cynical attitudes, or little interest in reading. OK: Which of these problems are solved by a classroom computer? Which, on the other hand, are made worse?

The one thing that the computer does well is to give our kids more information, faster. But lack of information simply isn’t a problem in any school I’ve visited. Indeed, most teachers complain that they haven’t enough time to teach the information that’s already available. We’re wiring our classrooms to promote computer literacy, but how much computing does a student need to be taught? I’d say that a high school graduate ought to be able to use a word processor, manipulate a spreadsheet, use e-mail, browse the Web and use a search engine. OK, how long did it take you to learn to use a word processor? A day? Maybe three? Did it take you a week to figure out how to surf the Web? Aside from the mechanical typing lessons, this just isn’t challenging stuff. And whatever the problems confronting our students, fear of computers isn’t one of ’em. Nor is the inability to use the Internet.

Computer literacy doesn’t demand the same level of instruction as English, American history or physics. It’s one more way to dumb down the school, giving the appearance of teaching futuristic subjects while dodging the important topics. The fact is, computers don’t belong in the classroom. Not only do they not help solve any educational problems, but they very often make existing problems worse.

Whenever I point out the dubious value of computers in schools, I hear the comment, “Look, computers are everywhere, so we have to bring them into the classroom.” Well, automobiles are everywhere too. They play an important part in our society; it’s hard to get a job if you can’t drive. But we don’t teach “automobile literacy.” Nor do we make cars a central part of the curriculum—indeed, many schools are now dropping driver’s ed, recognizing that teenagers can learn to drive without intensive schooling. And yes, computers seem ubiquitous, but that’s no reason to bring them into the classroom. Television is certainly omnipresent, but it’s been relegated to a fairly minor role in schools. I don’t hear politicians worrying about some “television divide” separating those with the tube from those without. Adapted from Clifford Stoll, “High Tech Heretic: Reflections of a Computer Contrarian.” © 2000 by Anchor. Write a persuasive essay in which you argue whether or not using computers in the classroom “makes existing [educational] problems worse.” You are encouraged to use the author’s ideas in addition to your own knowledge and experience to explain and support your position. QualityCore Analytic Scoring Rubric for Grade 11 Purpose: To Persuade Viewpoint Development Organization Language Score 6 The essay takes a clear position The essay effectively supports Organization is unified and A variety of well-constructed Essays within this in response to the reading the writer’s position with coherent, with a logical sentences and precise word choice range demonstrate passage, demonstrates insightful ample convincing evidence progression of ideas and clearly and effectively convey effective skill in understanding of the passage, and drawn from the reading effective transitions that ideas. The writer’s voice and tone writing to persuade. addresses the significance of the passage and/or from the clarify relationships among are appropriate for the persuasive ideas and/or values reflected in writer’s own knowledge and ideas. The essay includes a purpose and are maintained the passage. experience. Ideas are clear, engaging introduction throughout the response. Although thoroughly explained. The and an effective conclusion there may be a few minor errors in essay has a clear and that may extend or elaborate grammar, usage, and mechanics, consistent focus on critical ideas. meaning is clear throughout the ideas. response. Score 5 The essay takes a clear position The essay competently Organization is coherent, Varied sentence construction and Essays within this in response to the reading supports the writer’s position with some logical some precise word choice clearly range demonstrate passage, demonstrates clear with sufficient relevant progression of ideas and convey ideas. The writer’s voice competent skill in understanding of the passage, and evidence drawn from the clear transitions that clarify and tone are appropriate for the writing to persuade. partially addresses the reading passage and/or from relationships among ideas. persuasive purpose and are significance of the ideas and/or the writer’s own knowledge The essay includes a clear, maintained throughout most of the values reflected in the passage. and experience. Ideas are well-developed introduction response. There may be a few clearly explained. The essay and a developed conclusion. errors in grammar, usage, and maintains focus on critical mechanics, but they are rarely ideas. distracting and meaning is clear.

Score 0 Unscorable: essay is blank, off-topic, illegible, or written in another language. English 11 Computers in Education Scoring Criteria

· There are two components required for a clear position throughout a response: 1) students must specify, qualify, or distinguish what “educational problems” refers to; and 2) they must take a clear and consistent position on whether the use of computers in school mitigates or exacerbates these concerns. Students may argue that computers help diminish certain educational problems; that computers highlight certain educational problems; that computers solve some problems, but either do not address other existing problems or create new problems; or that computers have no effect, positive or negative, on educational problems that exist for reasons other than computers.

· Student should comprehend any or all of the arguments in the passage: 1) that computers cannot remedy any of the biggest challenges currently hampering the education of young people in this country; 2) that computers do little to create stimulating or valuable learning; 3) that students do not need to use computers in school because they are learning how to use them outside of it; 4) that the popularity and universality of computers is not reason enough to dedicate class time, physical resources, and money to using them.

· To address the significance of ideas and/or values reflected in the passage, students may choose to discuss what the most pressing problems are in American schools and whether computers help or hinder solutions to these problems; whether school should prepare students for the real world or help develop their understanding of human knowledge in core subject areas; whether technology enhances or diminishes the intellectual qualities of education; whether computers should be seen differently than other technologies that are not as fully integrated into schools (e.g., television); what students need to know and be able to do before graduating, and so on.

· Student responses should explicitly address whether or not computers make existing educational problems worse by analyzing specific educational problems. Responses that address one of the author’s examples (such as whether studying computers is as worthy a pursuit as studying English) or lines of argument (such as the idea that the ubiquity of a technology does not always warrant its placement in schools) do not convey an understanding of the task unless they discuss computers in relationship to educational problems. · Likely ideas for educational problems that students may draw upon include (but are not limited to) college preparation, job training, overcrowding, discipline, school violence, drugs, peer pressures, gangs, relevance of curriculum, and availability of technology. It is unlikely that students will address problems commonly identified by adult society, such as low test scores, discipline, antisocial behavior, etc. Students will likely draw heavily upon personal experience for this particular prompt. Good argumentative writing involves good argumentative reading: you will need to understand and be able to analyze a passage before you begin constructing your response to it. By identifying and evaluating arguments, you are better able to recognize the values and ideas, to consider the opposing arguments, and to determine the qualifications, implications, and solutions that may enhance your argument. To practice reading and evaluation strategies, examine the following passage, which argues that Americans are too interested in being happy; we should instead appreciate sadness. As you read the passage, consider the author’s argument and how you might respond to it.

Right now, if the statistics are correct, about 15 percent of Americans are not happy. Soon, perhaps, with the help of psychopharmaceuticals, we shall have no more unhappy people in our country. Melancholics will become unknown.

This would be an unparalleled tragedy, equivalent in scope to the annihilation of the sperm whale or the golden eagle. With no more melancholics, we would live in a world in which everyone simply accepted the status quo, in which everyone would simply be content with the given. This would constitute a dystopia of ubiquitous placid grins, a nightmare, a police state of Pollyannas,1 a flatland that offers nothing new under the sun. Why are we pushing toward such a hellish condition? The answer is simple: fear. Most hide behind the smile because they are afraid of facing the world’s complexity, its vagueness, its terrible beauties. If they stay safely ensconced behind their painted grins, then they won’t have to encounter the insecurities attendant upon dwelling in possibility, those anxious moments when one doesn’t know this from that, when one could suddenly become almost anything at all. Most immediately flee from this situation. They try to lose themselves in the laughing masses, hoping the anxiety will never again visit them.

To foster a society of total happiness is to concoct a culture of fear. Are we ready to relinquish our most essential hearts for a good night’s sleep, a season of contentment? We must ignore the seductions of our blissed-out culture and somehow hold on to our sadness. We must find a way, difficult though it is, to be who we are, sullenness and all. To be against happiness, to avert contentment, is to be close to joy, to embrace ecstasy. Incompleteness is the call to life. Fragmentation is freedom. This is the rapture, burning slow, or finishing a book that can never be completed, a flawed and conflicted text.

1overly cheerful and optimistic people

Reading and Evaluation Strategies Strategy Response Determine the Author’s Purpose · What is the author trying to accomplish with the passage?

· Who is the audience of the passage?

· What issues does the author have with current thinking on this topic?

Summarize the Argument · What is the key idea or thesis of the passage?

· What should the reader know after reading the passage?

Evaluate the Argument · What makes this an effective or ineffective argument?

· How is the author convincing or unconvincing?

Define Your Argument · How would you respond to the prompt?

· What would your thesis be on the issue?

Use Evidence · What evidence is there to support your position?

· How does this evidence relate to your thesis? Reading and Evaluation Strategies, continued Strategy Response Address Significance · What values, ideas, or concepts does the passage address?

Qualify Your Position · In what situations—when? how? why?— would your position on the issue be correct?

Consider Opposing Arguments Acknowledgement Statement: · How can you reveal weaknesses in or critique the claims of the opposing side of the issue? Critique Statement: · Write one acknowledgement statement, one critique statement, and one concession statement to oppose arguments that do not support your Concession Statement: position on the issue.

Describe the Implications · What is significant about your perspective?

· What will likely happen if we follow your views and/or the views of the opposing perspective?

Propose a Solution of “Common Ground” · What practical and logical answers are applicable to the problem or issue presented in the passage?

· How would these answers or solutions appease those involved with the issue?