Order of Events

ANSWER KEY ORDER OF EVENTS The Seventh Man Haruki Murakami

Possible responses:

1. The story of the typhoon is the interior story, beginning with “It happened one September afternoon . . . ” when the ten-year-old seventh man experienced “everything that mattered most” swept off “to another world.”

2. Changes are marked by: • Narrative point of view. The unnamed narrator tells the frame in the third person; but the seventh man tells the interior story in the first person. • Setting. The frame story takes place in the present, where the seventh man is at a gathering; but the interior story is told in the past tense, a flashback of the stormy night. • Mood. The calm mood of frame story contrasts with the intense mood of seventh man’s story.

3. These two descriptions are revealed in the frame story, and we would not know about them if the frame story had not been told: • The seventh man’s age (He is in his 50s.) • The seventh man’s appearance (He is tall and thin, with a moustache and a scar by his right eye, and short grayish hair. He wears a blue shirt with a tweed coat, and appears to be nervous.)

4. The frame story tells about seven people who are trying to pass the time during the night of a terrible storm by telling stories to each other, so that perhaps they won’t be afraid of the weather. The interior story told by the seventh man is a flashback that takes place over a long period of time. The last part of the frame story is in the present tense again. The seventh man tells the results of his fear and warns the others not to turn their backs on fear.

RETEACH ANSWER KEY ORDER OF EVENTS

Possible responses:

1. It was spring, a clear evening, when I thought it might be my last evening. The narrative point of view changes from third-person (“A quiet man began to speak”) to first-person (“I thought . . .”).

2. The speaker of the interior story is a “quiet man.”

Possible responses:

1. “Kevin, come inside!” my mother called. This sentence is in the past tense. The earlier part of this story is in the present tense.

2. The ellipses and paragraph spacing cue the reader.

3. The frame story is set at night, when the narrator wakes up to a sudden phone call. He is in his bedroom and it is ten years after he last spoke to his friend Matt. The interior story is set in his family’s backyard, and the narrator is at least ten years younger.

4. The narration is in present tense within the frame story; but the action is interrupted. The narration changes when the interior story begins, as the narrator recalls a childhood moment with his best friend.

5. The author uses verb tense and flashback to mark shifts in narration. In the past, the two friends were inseparable; but in the present, they have not spoken to each other in ten years. We assume the interior story—in the form of a flashback— might explain why.

6. The story structure engages the reader by bringing them into the character’s mind. In this story, the reader is about to receive some personal information that may explain why the two friends have not spoken to each other.

The Seventh Man Haruki Murakami

Possible responses: A. 1. before; the prefix pre- means “before,” so a premonition, or a hunch something will happen, comes before that something happens. 2. calm; meditative is similar to meditate, which means “to reflect” or “to be mindful.” 3. Desperate times call for desperate measures means “a critical or dire moment calls for an equally critical or dire response.” 4. deeply moving 5. an illusion; hallucination and illusion have the same root. An illusion is a vision or belief that not real, so a hallucination may be similar. 6. A person who is entranced may be fixated, mesmerized, or unable to move.

B. 1. My brother’s talking bothered my concentration. 2. The cooperation of the group made the assignment easy. 3. The reconciliation solved the differences between the two opponents.

4. Deciding which words to include in my annotation was difficult.

RETEACH ANSWER KEY THE LATIN SUFFIX -TION A. 1. demolition 2. imagination 3. generation 4. starvation 5. subtraction

B. 1. contribution 2. temptation 3. participation 4. explanation 5. cooperation

Possible responses: A. 1. The elevation of the path increased as the tour group moved forward. 2. The large male elephant provides protection to the rest of the herd. 3. The landlord threatened eviction because the tenant had not paid the rent in two months. 4. The coach sent in substitution when one of his players was kicked out of the game.

B. 1. vibration; The plane wing’s vibration made the passengers nervous. 2. compilation; The blues band put out a compilation of their greatest hits. 3. graduation; Graduation from college was a dream come true for my father.

C. 1. C. distribution 2. B. vocation 3. A. Cooperation

© Pearson Education, Inc., or its affiliates. All rights reserved. 4 ANSWER KEY INFINITIVES AND INFINITIVE PHRASES The Seventh Man Haruki Murakami A. 1. to do seascapes—noun (direct object) 2. to swim in a pool—adverb 3. to be in his mid-fifties—adjective 4. to move my arm—noun (direct object) 5. to find K.—adverb

B. 1. to fall—adverb (telling why) 2. to live elsewhere—adjective (modifying pronoun “me”) 3. to scream—noun (direct object) 4. to tell his story that night—adjective (modifying pronoun “one”)

5. to dodge its impact—adverb (telling how)

RETEACH ANSWER KEY INFINITIVES AND INFINITIVE PHRASES A. 1. to stay 2. To surrender 3. to mutter 4. to talk 5. to apologize

B. 1. To recover—noun (subject) 2. to the lake—prepositional phrase 3. To start over again—noun (subject) 4. to help with the laundry—noun (direct object) 5. to leave quietly—noun (direct object)

© Pearson Education, Inc., or its affiliates. All rights reserved. 5 PRACTICE ANSWER KEY INFINITIVES AND INFINITIVE PHRASES A. 1. To speak confidently in front of others 2. to the store 3. to try first 4. to paint 5. To understand what to do next

B. 1. to begin the project—adverb (modifying “eager”) 2. To finish first—noun (subject) 3. to visit—adjective (modifying “place”) 4. to read the book—noun (direct object) 5. to meet him at the game—noun (direct object) 6. to cross the finish line—adjective (modifying “one”) 7. to the park—prepositional phrase 8. to help you—adverb (adverb modifying “happy”) 9. To find the lost cat—noun (subject) 10. to take—adverb (modifying “tests”)

Answers will vary. Regardless of whether students recommend the short story, their responses should reflect critical thinking and be supported by textual evidence whenever possible.

Possible responses: I. I recommend the short story “The Seventh Man” written by Haruki Murakami because it is a moving story that shows how a childhood tragedy can have lasting consequences throughout a person’s life. The seventh man describes a tragic event from his childhood to a group of listeners, in which he hesitates to rescue a childhood friend from a rogue wave during a typhoon. The seventh man describes to his listeners how he has suffered with the guilt and regret of this event. He finds relief from his suffering by looking at the art of his lost friend. II. A. The story is moving because it describes the seventh man’s deep inner conflict. The seventh man, as a young boy, wonders whether he could have saved his friend from the big wave. He feels he was self-centered and cowardly. He saved himself and not his friend. 1.“As clearly as I knew what I ought to be doing, I found myself running the other way . . .” (paragraph 30) 2.“But I knew the truth. I could have saved K. If I had tried.” (paragraph 41) B. The story illustrates how the seventh man recovers from his life of regret and comes to a better understanding of his friend’s death—with time and by looking at his friend’s artwork. 1. “. . .it [the wave] swallowed everything that mattered most to me . . . I took years to find it and to recover from the experience—precious years that can never be replaced.” (paragraph 5) 2.Forty years later, after the seventh man has looked at the watercolors made by his childhood friend, the seventh man goes back to the site of the wave and confronts his fears. (paragraph 49, paragraphs 50–53) “. . .the whole thing were an illusion . . . And then I realized that the deep darkness inside me had vanished.” (paragraphs 59–60) III. In the story “The Seventh Man,” the seventh man talks about his guilt for the death of his friend. He indicates that the power of guilt is universal and “devastating.” (paragraph 8). When he was younger, he did not understand the tragic moment he last saw his friend and could not forgive himself. However, the story is interesting and important to read for lessons about tragedy and healing.

Answers will vary. Possible responses:

Title/Author of Reviewed Book: Lincoln High School Poetry Collection, by students from Lincoln High

Summary of Reviewed Book: A collection of 100 student poems, the book has a variety of subject matter, viewpoints, and student authors.

Reason 1: It has something for everybody, even those who don’t like poetry.

Support for Reason 1: It has a variety of poetry forms, from sonnets to haiku to freeform poetry.

Reason 2: The collection features a diverse group of student poets.

Support for Reason 2: The collection includes writers in the Poetry Writing Club and those not in any writing club. Writers of different ages and walks of life are represented.

PRACTICE ANSWER KEY WRITE A CRITICAL REVIEW

Answers will vary. Possible responses:

Title/Author of Reviewed Book: Argumentative Writing 101, by Sonya Kalispell

Summary of Reviewed Book: A guide to presenting arguments for high school students.

Reviewer’s Opinion/Stance: All students in high school should read this book.

Language Indicating the Reviewer’s Opinion/Stance: “ . . .every high school student who wants to be heard should read [this book].”

Reason 1: To be heard and understood, a young person needs to make a good argument.

Support for Reason 1: Quote from book: “A written argument is an excellent way for young people to get others to acknowledge and understand their point of view.” (page 14)

Reason 2: The book is well written and easy to understand.

Support for Reason 2: Example from Chapters 4 and 5 in which author shows steps for writing an effective argument.

Counterargument/Differing Position Addressed by the Reviewer: Some say the book is boring.

Answers will vary. In the first column, students should accurately cite the traits of K.’s parents: they are the aggrieved parents of K., and their attitudes, personality, and actions reflect this fact. Students should cite text evidence whenever possible. In the second column, students should present the traits that would support a third-person limited or omniscient point of view. Traits given should be consistent with the role described, and fit within the storyline of “The Seventh Man.”

RETEACH ANSWER KEY RETELLING

Answers will vary. Students should demonstrate understanding of point of view and be able to tell the same story from different perspectives. Students should be able to identify how a character’s point of view might change throughout a storyline.

PRACTICE ANSWER KEY RETELLING

Answers will vary. Students should demonstrate understanding of point of view and be able to tell the same story from different perspectives. Students should be able to identify how a character’s point of view might change throughout a storyline.

Possible responses: A. 1. Survivors of traumatic events, especially soldiers, may suffer from “survivor guilt.” 2. When people take responsibility for events that are out of their control, they may feel guilty because of the conflict between the desire to help and the inability to do so. 3. To support her central idea, the author gives details from the experiences of soldiers, as well as from the philosophies of Nietzsche, Spinoza, Aristotle, and Bernard Williams, on the topics of conscience, virtue, and imperfect duty. B. Answers will vary.

RETEACH ANSWER KEY CENTRAL IDEA AND SPECIFIC DETAILS

Possible responses: 1. Strength training for teenagers has benefits and risks. 2. Work up to strength training gradually. Always work out under adult supervision.

RETEACH ANSWER KEY CENTRAL IDEA AND SPECIFIC DETAILS

Possible responses: 1. It is important to understand the source of medical reports. 2. It is stated in the topic sentence and elaborated throughout the passage. 3. Sometimes a report about a new health danger can cause unnecessary fears. Sometimes essential details are left out. 4. “Analyze” and “Investigate” 5. Analyze information that is presented in a medical report. Verify the information presented in reports through your doctor and other sources.

The Moral Logic of Survivor Guilt Nancy Sherman A. 1. culpability 2. entrusted 3. empathetic 4. burden 5. perfidy 6. conscience

B. 1. empathize 2. sympathy 3. empathy 4. sympathetic 5. sympathize

RETEACH ANSWER KEY THE GREEK ROOT -PATH-

NOUN VERB ADJECTIVE ADVERB

empathy empathize empathetic empathically

sympathy sympathize sympathetic sympathetically

B. 1. empathy 2. sympathy 3. sympathetically 4. empathize 5. sympathetic

Possible responses: A. 1. empathize: Is it hard to truly empathize with another’s situation. 2. sympathize: The jury found it hard to sympathize with the criminal’s defense. 3. sympathetically: To prevent an tearful outburst, she spoke to her young son sympathetically. 4. empathetic: Learning how to listen with an empathetic ear is a skill of great use in business and in life.

B. Answers will vary.

C. Answers will vary.

© Pearson Education, Inc., or its affiliates. All rights reserved. 12 ANSWER KEY COLONS, SEMICOLONS, AND EM DASHES The Moral Logic of Survivor Guilt Nancy Sherman A. 1. There’s nothing logical about survivor guilt; it is a powerful emotion nonetheless. 2. Captain Prior felt responsible: “I deal with the guilt of having cost him his life.” 3. The captain had difficulty accepting the situation; he felt he should have been there for Specialist Pulaski. 4. Soldiers feel guilty—even when what happened was not their fault.

RETEACH ANSWER KEY COLONS, SEMICOLONS, AND EM DASHES

Possible responses: A. 1. I want to visit these three cities: San Francisco, London, and Paris. 2. Here are two rules for bicycle safety: always wear a helmet and use a light

after dark. 3. Mike told his sister what to do: vacuum the carpet and wash the dishes. 4. Answers will vary.

B. 1. Caroline wants to visit Ashville; Tim wants to visit Nashville. 2. We were in Oxford, Ohio, on May 2; Kent, Ohio, on May 4; and Lima, Ohio, on May 8. 3. Maria and Jane are often together; the sisters have always been close.

C. 1. Bring your flashlight—you’re sure to need it. 2. The bandleader—Jason Brown—was a savvy businessman. 3. I always—well, almost always—remember to turn out the lights. 4. Answers will vary.

Possible responses: A. 1. The popcorn comes in two sizes: large and extra large. 2. Here’s one reason to see the movie: there is a surprise ending. 3. We practice three days a week: Monday, Wednesday, and Friday. 4. Answers will vary. 5. Answers will vary.

B. 1. Nadia sings soprano; Lucy sings alto. 2. The band included Sami, who played bass; Lynn, who played guitar; and Jared, who played drums. 3. Tim and James do not get along; they have never been close. 4. Answers will vary. 5. Answers will vary.

C. 1. Caroline—not Ann—wants to go first. 2. We were feeling great—that is until the rain started. 3. No one—except the very youngest children—should miss this opportunity. 4. Answers will vary. 5. Answers will vary.

Answers will vary.

RETEACH ANSWER KEY WRITE A PHILOSOPHICAL DICTIONARY ENTRY

A. Possible responses: First column: i; i; i; i; i Second column: p; i; p; i; p

B. 1. The duties marked p are perfect duties, meaning that they are clear-cut and the result of the help being given is easy to see and define. 2. The perfect duties seem to have a clear end result. Building a house is a good example of a perfect duty because when the house is finished, people can use it and live in it. The builders have completed their duty and the house has a clear benefit.

PRACTICE ANSWER KEY WRITE A PHILOSOPHICAL DICTIONARY ENTRY

A. Possible responses: First column: p; i; i; i; p Second column: p; p; i; p; p

B. 1. The duties marked i are imperfect duties, meaning that they are not clear- cut and the result of the help being given is not easy to see or define. 2. The imperfect duties do not seem to have a clear end result. For example, defending those in need is a good example of an imperfect duty because there will always be those who are in need. Human need—for water, for shelter, for love— is never wholly defendable.

C. Answers will vary. Students should be able to formulate a philosophical definition of imperfect duty, as characterized in the last paragraph of the selection: “Philosophers, since the time of Kant, have called these ‘imperfect duties’: even in the best circumstances, we can’t perfectly fulfill them.”

Answers will vary.

RETEACH ANSWER KEY WRITE AND DELIVER A PEP TALK

Answers will vary.

PRACTICE ANSWER KEY WRITE AND DELIVER A PEP TALK

Answers will vary.

The Key to Disaster Survival? Friends and Neighbors Shankar Vedantam

NOUN (person) NOUN (thing) VERB ADJECTIVE

(none) introduction introduce introductory

expert commentator expert commentary (none) (none)

translator translation translate translated B. 1. introduction, introduced, introductory 2. translators, translation 3. expert commentator or expert commentary; expert commentator

ANSWER KEY WRITE A LISTENER COMMENT The Key to Disaster Survival? Friends and Neighbors Shankar Vedantam

Answers will vary.

ANSWER KEY

The Key to Disaster Survival? Friends and Neighbors Shankar Vedantam

Answers will vary. Students should be able to identify several points of view presented in the podcast. Students should also be able to imagine an alternative point of view for each, keeping in mind that an alternative point of view may not always be an opposing point of view.

The Voyage of the James Caird Caroline Alexander A. 1. It was moving up and down. 2. It was spinning. 3. Answers will vary. Possible response: The ocean was rising and falling with huge waves.

B. A. 3 B. 1 C. 5 D. 4 E. 2

RETEACH ANSWER KEY MULTIPLE-MEANING WORDS A. 1. raise 2. bundle 3. ruler 4. formula

B. 1. C 2. C

PRACTICE ANSWER KEY MULTIPLE-MEANING WORDS

Possible responses: A. 1. I will base my calculations on last year’s census. 2. The might of the storm was something we’d never seen before. 3. My favorite colors are the ones with a lot of punch. 4. I found a rock to put in the stone wall. 5. The force of gravity keeps us all on the ground.

B. 1. B 2. C 3. C

© Pearson Education, Inc., or its affiliates. All rights reserved. 18 ANSWER KEY SERIES OF EVENTS The Voyage of the James Caird Caroline Alexander 1. Secondhand narrative account 2. Secondhand narrative account 3. Firsthand narrative account 4. Firsthand narrative account

RETEACH ANSWER KEY SERIES OF EVENTS

Possible responses: 1. This is a secondhand narrative account. It uses the word “they” to refer to the subjects of the passage, as opposed to “I” or “we.” 2. The purpose of the account is to tell of the accidental discovery of a new species of bird; By all accounts, the discovery of the new species of bird was a historic one. 3. Answers will vary. Students may mention a particular interest in reading about the discovery of new species of animals, or a desire to read about how the studies of one species can accidentally lead to the discovery of an entirely new species.

PRACTICE ANSWER KEY SERIES OF EVENTS A. 1. B 2. A 3. C 4. D

B. 1. This is a firsthand narrative account. It is written in the first person. 2. Answers will vary. Possible responses include: steep [steps]; ancient [burial room]; carved [coffin] 3. Answers will vary. Students’ responses should be written in the firsthand narrative style, and accurately reflect the geography where King Tutankhamen’s tomb is located.

Possible responses: A. 1. soaked, bitter, anxiously, pitching, suffering; The author is creating a feeling of fear and misery. 2. admired, frequent, presence; The author is creating a feeling of hope and anticipation. 3. hammered, full-fledged, whipping, mountainous; The author is creating a feeling of fear, desperation, and anxiety.

Possible responses: B. 1. blew 2. pitching 3. came 4. noisy 5. made

RETEACH ANSWER KEY WORD CHOICE A. 1. B 2. D

Possible responses: 3. Roberto was wolfing down a thick roast beef sandwich. 4. runny beef stew, tepid beef stew 5. fresh steaming bread, tender buttery cake 6. stale bread, lumpy gravy

B. 1. B 2. A 3. Answers will vary. Students’ responses should reflect that the writer has a positive attitude toward the workers. Students should also cite two examples of the writer’s positive attitude toward the workers, to include references to their working “courageously,” or to their ability to “keep going” despite being “exhausted.” 4. Answers will vary. Students’ responses should reflect that the writer has a negative attitude toward the flood. Students should also cite two examples of the writer’s negative attitude toward the flood, to include references to the flood as “devastating,” or its accompanying storm as “violent.”

The Endurance and the James Caird in Images Frank Hurley

Possible responses: A. 1. No; Composition is about the arrangement of elements within a photograph. Composition does not have to do with how a photo gets developed. 2. No; A class about color might talk about color hues, how light affects color, and how colors mix together. A class about color would not have to do with framing. 3. Yes; Objects in the distance appear small because of perspective, just like a highway headed toward the horizon disappears to a point on the horizon. 4. True; An object photographed in low light appears dark in the photo. Darkness is the lack of light. 5. The friend is describing a strange chest of drawers where the front is narrower than the side. Normally, the front dimension of a bureau is wider than the side dimension. B. 1. photo, pile of fruits 2. building’s unique architecture, side 3. background, graphic design, see the product 4. dog’s, keeping the camera low 5. brighten the model’s face, dark room

INFORMATION WHAT I LEARNED FROM WHAT I LEARNED FROM THE HOW TEXT COMPARES ABOUT THE “THE VOYAGE OF THE EXPEDITION PHOTOGRAPHS TO PHOTOGRAPHS EXPEDITION JAMES CAIRD”

Possible responses: Possible responses: Possible responses:

Hardships the crew Extreme cold, hunger, and Physical danger; loss of boat (loss The text is more descriptive, faced thirst; fear; overcrowding; of shelter, food, clothing, especially the primary physical danger, pain from transportation); psychological sources, the journals of injuries; psychological terror; terror; extreme cold; great Shackleton and Worsley great physical exertion physical exertion

Actions the crew Tried to calculate their Men dragged the James Caird, The text is more descriptive, took to survive position; bailed the water out which was very heavy, across ice especially the primary of the boat; drank hot liquids; to a new camp; they launched the sources, the journals of took shifts to allow for some James Caird into the ocean to find Shackleton and Worsley rest; tried to stay upbeat and help; they saved the sled dogs positive; chipped ice from the mast

Details about the Personalities of crew Some of the actions that the crew The text provides more crew members; anecdotes about took, such as hauling and specific and detailed the crew and the hardships launching the James Caird. information. and challenges they faced

ANSWER KEY

Answers will vary. Students should demonstrate the ability to evaluate images critically, and to describe the content the images convey.

Life of Pi Yann Martel

A. Answers will vary. Students should demonstrate their ability to understand the meaning of the Concept Vocabulary. B. 1. customary 2. honorary 3. sensory

RETEACH ANSWER KEY THE LATIN SUFFIXES -ORY AND -ARY A. Answers will vary. Students should demonstrate their ability to understand the meaning of words with Latin suffixes and use them in sentences.

B. 1. contradictory 2. complimentary 3. temporary 4. migratory 5. elementary

C. 1. secondary 2. contemporary 3. momentary 4. imaginary 5. tributary

© Pearson Education, Inc., or its affiliates. All rights reserved. 24 PRACTICE ANSWER KEY THE LATIN SUFFIXES -ORY AND -ARY A. Answers will vary. Students should demonstrate their ability to understand the meaning of words with Latin suffixes. B. Answers will vary. Students should demonstrate their ability to understand the meaning of words with Latin suffixes and use them in sentences.

C. 1. predatory 2. revolutionary 3. sedentary 4. extraordinary 5. sensory

© Pearson Education, Inc., or its affiliates. All rights reserved. 25 ANSWER KEY PARTICIPIAL VERSUS ABSOLUTE PHRASES Life of Pi Yann Martel A. 1. Finding nothing, . . . I 2. Having developed a limited capacity to excrete salt, Sundarbans tigers 3. Standing unprotected as I was, I 4. Many . . . struggling in his mouth

B. Answers will vary. Students should demonstrate the correct use of absolute phrases.

RETEACH ANSWER KEY PARTICIPIAL VERSUS ABSOLUTE PHRASES A. 1. Sitting beside his grandfather, Hank 2. Having found a parking spot, I 3. Having attended . . . the family 4. Opening the birthday card, he 5. Dressed in his old uniform, Dad 6. Working hard for six months, Gladys

PRACTICE ANSWER KEY PARTICIPIAL VERSUS ABSOLUTE PHRASES A. 1. (the night being rainy and cold) 2. (The chocolate cake baked) 3. (the war finally ending) 4. (the prizes having been awarded) 5. (The coaching singing their praises)

Possible responses: A. 1. Pi is feeling strained and hungry on the lifeboat (paragraph 1). He is not naturally cut out for survival (in paragraph 2 he admits he doesn’t know how to fish, for example). He “worries himself sick” (paragraph 11) and although it isn’t exactly a weakness, he has great difficulty killing in order to eat (paragraph 22). 2. Pi’s weakness is described through both direct and indirect characterization. 3. Pi is resilient. He is thoughtful and methodical (in paragraph 2 he reads the survival manual, for example). He knows that “stupidity has a price” and values “care and wisdom” (paragraph 7). He is extremely courageous—“A lifetime of peaceful vegetarianism stood between me and the willful beheading of a fish” (paragraph 22). 4. Pi’s strengths are described through both direct and indirect characterization.

B. Answers will vary. Students should demonstrate their understanding of Pi’s character and how it changes over the course of the excerpt.

RETEACH ANSWER KEY COMPLEX CHARACTERS A. 1. hope 2. anger 3. fear

B. 1. B; Answers will vary. 2. C; Answers will vary.

PRACTICE ANSWER KEY COMPLEX CHARACTERS

Answers will vary. Students should demonstrate their ability to make claims and counterclaims to support an argument.

RETEACH ANSWER KEY CLAIMS AND COUNTERCLAIMS

Answers will vary. Students should demonstrate their ability to support an argument with reasons, evidence, and counterclaims.

PRACTICE ANSWER KEY CLAIMS AND COUNTERCLAIMS

Answers will vary. Students should demonstrate their ability to write and support an argument with reasons, evidence, and counterclaims.

The Value of a Sherpa Life Grayson Schaffer

Possible responses: A. 1. No. Someone studying physiology is interested in studying living things, and caves are not living things. 2. A person who feeds sharks would probably be more aware of his or her mortality because his or her occupation is dangerous and could lead to severe injury or even death. 3. Those who believe in reincarnation would be more inclined to think that life is an ongoing cycle and that life never ends.

B. 1. Leslie’s mother is employed as a mortician. 2. The video game character was struck mortally by a laser. 3. Herbert the Stuntman must think that he is immortal, because he fearlessly performs death-defying acts. 4. Susan paid the mortgage on her family’s farmhouse.

RETEACH ANSWER KEY THE LATIN ROOT -MORT- 1. N. Possible response: The fly continued buzzing around because it was not mortally wounded by the flyswatter. 2. Y 3. N. Possible response: The funeral for the mortal superhero was attended by the entire city. 4. Y

PRACTICE ANSWER KEY THE LATIN SUFFIX -MORT-

Possible responses: A. 1. mortician 2. mortified 3. mortally 4. immortal B. Answers will vary. Students should demonstrate an understanding of the root -mort- and of the target vocabulary.

Possible responses: A. 1. There should be a greater value placed on Sherpa lives. 2. Given that a Sherpa’s job is exceedingly dangerous, and the fact that Westerners remain avid adventure tourists (paragraph 4), a sense of responsibility for Sherpa lives is lacking. Low pay, low standards for rescue insurance, and low life insurance payouts for Sherpas are highly inadequate (paragraph 6). 3. The statement is a claim. Schaffer states that Sherpas are the “backbone of the climbing industry,” but without evidence this statement is an opinion. 4. Schaffer claims that if the same percentage of American guides were dying on the job, the guiding industry would be shut down (paragraph 4). He also claims that the industry values life on a two-tiered basis (paragraph 5).

RETEACH ANSWER KEY AUTHOR’S CLAIMS AND IDEAS

1. “The money anonymously donated to our school last week should go toward new athletic equipment.” Possible response: The author believes that the best use of the anonymous donation is to buy athletic equipment.

2. Students’ safety is at risk.

3. The football team’s helmets receive a poor safety rating; The gymnastics equipment is no longer safe to use.

4. “Some say the money should be spent on ‘more important’ things like books.” Possible response: The money that was anonymously donated would be better spent on books.

Claim: Vending machines in high school should offer both “junk food” and healthful options. Reason: High school students deserve a choice. Reason: Taking away junk food vending machines won’t solve the problem of students making poor food choices. Evidence: One university study showed that if vending machines don’t offer the snacks and drinks students want, they will find another way to get them. Evidence: School cafeterias sometimes offer meal options that aren’t particularly healthy. Counterclaim: Some argue that banning vending machines with junk food will help students develop healthy eating habits.

1. High school students deserve a choice. 2. No. The author only says that he or she doesn’t agree, without providing reasons. 3. Possible response: The author could cite an example of a school where the presence of only healthy snacks in a vending machine led to healthier habits.

Possible responses: 1. restatement; to emphasize a message 2. rhetorical question; to excite an emotion 3. juxtaposition; to emphasize contrast 4. repetition; to emphasize the lowered value of a Sherpa life

RETEACH ANSWER KEY USE OF RHETORIC A. 1. “Are you tired of feeling like your opinions don’t matter?” 2. “If you vote for me, you won’t regret your decision! When I’m class president, you’ll be happy you made the right choice!” 3. Parallelism is used in the speech excerpt. The student states that it doesn’t matter if you’re a “boy or girl” or “big or small,” which are good examples of parallelism.

B. Answers will vary. Students’ persuasive paragraphs should include at least one of the following rhetorical devices effectively: repetition, restatement, parallelism, or rhetorical question.

PRACTICE ANSWER KEY USE OF RHETORIC A. 1. B 2. A 3. D 4. C

B. 1. Rhetorical question 2. Possible response: A writer or speaker may use repetition to emphasize an idea. 3. Answers will vary. Students’ persuasive paragraphs should be based on one of the suggested topics and include at least two of the following rhetorical devices effectively: repetition, restatement, parallelism, or rhetorical question.

Answers will vary. In the first column, students should write the descriptions of visuals they would use if giving a group presentation about “The Value of Sherpa Life.” Suggested visuals should be connected to or support the ideas presented in the article. In the second column, students should provide convincing reasons why they would include the visuals, citing the criteria at the top of the page.

RETEACH ANSWER KEY GROUP PRESENTATION

Answers will vary. Students should accurately complete the chart to address the qualities of each visual they would consider including. Students’ overall ranking should correlate with the likelihood of using a visual in their presentation (i.e., a well-ranked visual should have a checkmark (or a “yes”) in the “Will you include this image in your presentation?” column.

PRACTICE ANSWER KEY GROUP PRESENTATION

Answers will vary. Students should accurately complete the chart to address the qualities of each visual they see in the other presentations. Students’ overall ranking should correlate with the comments they give in the “Was it a good choice?” column.

I Am Offering This Poem/The Writer/Hugging the Jukebox A. 1. No, because if someone treasures an object, that object is precious to that person. 2. It would be easier at night, because a luminous object gives off light, which shows up more easily at night. 3. Yes, because iridescent means “to give off colors like a rainbow.”

B. 1. You can measure lumens with a light meter. 2. Leonardo da Vinci was a luminary. 3. I could see our dog Trixie when the fireworks illuminated the sky. 4. Robby’s pants were such a luminous color of hot pink, I almost put on my sunglasses.

RETEACH ANSWER KEY THE LATIN ROOT -LUM- 1. Y—Bioluminescent means “naturally lit,” a trait usually evolved by creatures that live in darkness. 2. Y—If the tree is covered in lights it is luminous. 3. Y—The candles give off light, so they would light up, or illuminate, Charles’s face. 4. N—Luminiferous means “light bearing,” so it wouldn’t be hard to see when the lights were out. The luminiferous compound in the laboratory was easy to see when the lights were out due to the light it gave off.

PRACTICE ANSWER KEY THE LATIN ROOT -LUM- A. 1. bioluminescence 2. illuminated 3. luminary 4. luminous 5. lumens

© Pearson Education, Inc., or its affiliates. All rights reserved. 34 ANSWER KEY THEME AND SYMBOL I Am Offering This Poem/The Writer/Hugging the Jukebox from I Am Offering This Poem: Answers will vary. Possible response: This poem is the symbol of the writer’s spirit or heart. The theme of the poem is that the spirit is more important than anything else. from The Writer: Answers will vary. Possible response: dazed starling is a symbol of the daughter’s voice as a writer. The theme is the importance of the daughter finding her voice. from Hugging the Jukebox: Answers will vary. Possible response: His voice is the symbol of nature. The theme of the poem is the power of nature.

RETEACH ANSWER KEY THEME AND SYMBOL

Possible responses: A. 1. the wintertime 2. the United States 3. the desert

B. 1. A 2. B

PRACTICE ANSWER KEY THEME AND SYMBOL

1. His friends had made a surprise party for him.

2. his friends’ affection for him

3. Possible response: True friends are loyal.

4. Possible response: The author uses sense words so that when we read the passage, we can sense what Leonard senses and feel the way Leonard feels.

5. Possible response: Yes. Symbols are interesting because they communicate much more than just what they represent on the surface.

B. 1. A 2. B

RETEACH ANSWER KEY FIGURATIVE LANGUAGE A. 1. F 2. L 3. F 4. F 5. L

B. 1. B 2. B

PRACTICE ANSWER KEY FIGURATIVE LANGUAGE A. 1. F 2. F 3. F 4. F 5. F B. 1. metaphor 2. personification 3. simile 4. simile 5. metaphor 6. metaphor 7. personification 8. simile 9. metaphor 10. simile

Answers will vary.

RETEACH ANSWER KEY ORAL PRESENTATION

Answers will vary.

PRACTICE ANSWER KEY ORAL PRESENTATION

Answers will vary.