Sem 1- 6 week (2) Flashcards
I followed the narrow, worn path down toward the river, stepping carefully over knotted tree roots and slapping haphazardly at buzzing mosquitos. I had been warned that the tracks hadn’t been visible for years, but with the recent drought, I was hoping against the odds. The path narrowed to almost nothing, and then within a few yards, I reached the river bank. The river was low, so low that I reached the bank nearly 10 feet before I reached the brackish water.
Memoir
Biography
Autobiography
Memoir
Despite being born into an impoverished immigrant family, Al Capone lived a lavish adult life. As the leader of a prominent Chicago mafia, Capone was estimate to be worth approximately $100 million dollars at the height of his involvement in Prohibition Era bootlegging. Capone was a known criminal within law enforcement agencies at both the state and federal level. In March of 1930, Capone was arrested in New Jersey for carrying a concealed weapon. He was later released but arrested again on charges of tax evasion. In October of 1931, Al Capone was found guilty of tax evasion. He would serve several years in Alcatraz prison before being released on good behavior. He died at home with his wife at the age of 48.
Autobiography
Biography
Memoir
Biography
I was born in Dallas, Texas to a loving mother and a hard-working father. They tell me they were terrified those first few weeks after they brought me home from the hospital; I was their first child. “As much as you may want a kid,” my mother said, “nothing can really prepare you for one.” I know now that she is right. She stayed home with me through my toddler years, and my dad worked for a big oil company outside of Dallas. I didn’t see him much, but I was always glad when he came home.
Autobiography
Memoir
Biography
Autobiography
Marian Anderson can best be identified as which archetype? sage hero Mother Earth villain
hero
From the clues, guess which root is used in the word being described.
Most teenagers are required to take a course in this in high school. I create this when I write about my life.
Biology
Biography
I am the words an author uses. I am a book with many, many words.
Diction
Dictionary
I do this when I am panning for gold. I do this after products are created in a factory.
Prospect
Inspect
I am this when I hear that someone has died. I lack this when I am mad at someone.
Sympathy
Empathy
I am this when performers are on the stage. I am this when someone screams during a horror movie.
Audience
Audible
Review the following sentences. Identify the participial phrase or gerund in each sentence.
Fighting was an important concern of the royal families of ancient Greece.
Fighting
Review the following sentences. Identify the participial phrase or gerund in each sentence.
Isabella worries about the emotions expressed by Anna.
expressed by Anna
Review the following sentences. Identify the participial phrase or gerund in each sentence.
Running through the reception area, a messenger delivered the news to the executive.
Running through the reception area
Combine each pair of sentences by using a participial or gerund phrase.
Eugene hatched a plan. The plan shocked his family.
The plan hatched by Eugene shocked his family.
Combine each pair of sentences by using a participial or gerund phrase.
The goalie defends. The goalie comments on the plays of the game.
The goalie defends, commenting on the plays of the game.
My Plan
(1) Thirteen, sixteen, and eighteen: the three ages teenagers look forward to. At thirteen, a kid can finally claim the title “teenager.” (2) At sixteen, a teenager gains his or her independence. (3) Turning eighteen, a teenager can finally be looked upon as an adult. (4) My golden age was sixteen: my sophomore year of high school and the year everybody starts Driver’s Ed.
(5) During tenth grade, I’d already turned sixteen, finished driving school, and gotten my license. (6) The only problem was that I didn’t have a car. (7) I was anxious to drive. (8) There was no way my parents would ever let me drive their cars. (9) But, there was hope. (10) My older brother had just gone to college and left his car sitting in the garage. (11) I thought if I could show my parents how responsible I really was I could persuade them to let me drive my brother’s car until I got one of my own.
(12) The first step in getting my parents’ approval was getting a job. (13) I needed to have somewhere to drive to, right? (14) I began my search at the mall. (15) I figured pretty much every store in the mall needed help. (16) Boy, was I wrong. (17) I guess every other sixteen-year-old got there before I did. (18) However, the day wasn’t over yet.
In sentence 15, figured is not the most effective word to use. Which of the following could replace figured in this sentence?
assumed
imagined
guessed
calculated
assumed
My Plan
(1) Thirteen, sixteen, and eighteen: the three ages teenagers look forward to. At thirteen, a kid can finally claim the title “teenager.” (2) At sixteen, a teenager gains his or her independence. (3) Turning eighteen, a teenager can finally be looked upon as an adult. (4) My golden age was sixteen: my sophomore year of high school and the year everybody starts Driver’s Ed.
(5) During tenth grade, I’d already turned sixteen, finished driving school, and gotten my license. (6) The only problem was that I didn’t have a car. (7) I was anxious to drive. (8) There was no way my parents would ever let me drive their cars. (9) But, there was hope. (10) My older brother had just gone to college and left his car sitting in the garage. (11) I thought if I could show my parents how responsible I really was I could persuade them to let me drive my brother’s car until I got one of my own.
(12) The first step in getting my parents’ approval was getting a job. (13) I needed to have somewhere to drive to, right? (14) I began my search at the mall. (15) I figured pretty much every store in the mall needed help. (16) Boy, was I wrong. (17) I guess every other sixteen-year-old got there before I did. (18) However, the day wasn’t over yet.
How should sentence 5 be changed?
change gotten to received
change driving to drivers
change tenth grade to sophomore year
change sixteen to 16
change gotten to received
My Plan
(1) Thirteen, sixteen, and eighteen: the three ages teenagers look forward to. At thirteen, a kid can finally claim the title “teenager.” (2) At sixteen, a teenager gains his or her independence. (3) Turning eighteen, a teenager can finally be looked upon as an adult. (4) My golden age was sixteen: my sophomore year of high school and the year everybody starts Driver’s Ed.
(5) During tenth grade, I’d already turned sixteen, finished driving school, and gotten my license. (6) The only problem was that I didn’t have a car. (7) I was anxious to drive. (8) There was no way my parents would ever let me drive their cars. (9) But, there was hope. (10) My older brother had just gone to college and left his car sitting in the garage. (11) I thought if I could show my parents how responsible I really was I could persuade them to let me drive my brother’s car until I got one of my own.
(12) The first step in getting my parents’ approval was getting a job. (13) I needed to have somewhere to drive to, right? (14) I began my search at the mall. (15) I figured pretty much every store in the mall needed help. (16) Boy, was I wrong. (17) I guess every other sixteen-year-old got there before I did. (18) However, the day wasn’t over yet.
What change needs to be made to sentence 3?
change Turning to At
change be looked upon to is seen
change can finally be to is
change Turning to When
change Turning to At
My Plan
(1) Thirteen, sixteen, and eighteen: the three ages teenagers look forward to. At thirteen, a kid can finally claim the title “teenager.” (2) At sixteen, a teenager gains his or her independence. (3) Turning eighteen, a teenager can finally be looked upon as an adult. (4) My golden age was sixteen: my sophomore year of high school and the year everybody starts Driver’s Ed.
(5) During tenth grade, I’d already turned sixteen, finished driving school, and gotten my license. (6) The only problem was that I didn’t have a car. (7) I was anxious to drive. (8) There was no way my parents would ever let me drive their cars. (9) But, there was hope. (10) My older brother had just gone to college and left his car sitting in the garage. (11) I thought if I could show my parents how responsible I really was I could persuade them to let me drive my brother’s car until I got one of my own.
(12) The first step in getting my parents’ approval was getting a job. (13) I needed to have somewhere to drive to, right? (14) I began my search at the mall. (15) I figured pretty much every store in the mall needed help. (16) Boy, was I wrong. (17) I guess every other sixteen-year-old got there before I did. (18) However, the day wasn’t over yet.
What is the most effective way to combine sentences 14 and 15?
- Searching at the mall, I figured pretty much every store their needed help.
- My search began at the mall because I figured everyone needed help there.
- I began my search at the mall and figured pretty much every store in the mall needed help.
- Pretty much every store at the mall needs help so I began my search there.
My search began at the mall because I figured everyone needed help there.
My Plan
(1) Thirteen, sixteen, and eighteen: the three ages teenagers look forward to. At thirteen, a kid can finally claim the title “teenager.” (2) At sixteen, a teenager gains his or her independence. (3) Turning eighteen, a teenager can finally be looked upon as an adult. (4) My golden age was sixteen: my sophomore year of high school and the year everybody starts Driver’s Ed.
(5) During tenth grade, I’d already turned sixteen, finished driving school, and gotten my license. (6) The only problem was that I didn’t have a car. (7) I was anxious to drive. (8) There was no way my parents would ever let me drive their cars. (9) But, there was hope. (10) My older brother had just gone to college and left his car sitting in the garage. (11) I thought if I could show my parents how responsible I really was I could persuade them to let me drive my brother’s car until I got one of my own.
(12) The first step in getting my parents’ approval was getting a job. (13) I needed to have somewhere to drive to, right? (14) I began my search at the mall. (15) I figured pretty much every store in the mall needed help. (16) Boy, was I wrong. (17) I guess every other sixteen-year-old got there before I did. (18) However, the day wasn’t over yet.
What change needs to be made to sentence 11?
change brother’s to brothers
insert a comma after was
change parents to parent’s
change persuade to perswade
insert a comma after was
True Reward for Our Achievement
(1) Straight-A students have been rewarded in different ways for their hard work. (2) They have been given the chance to eat lunch with the principal, they have received gifts and certificates, and they have been publicly acknowledged. (3) School hope that these policies will not only serve as a reward to students, but also as an inspiration to others to do well in their classes. (4) However, these honor-roll students show little interest in the awards. (5) These students want something else. (6) These students should be exempt from taking the final exam because they have already demonstrated responsibility and dedication, they know the material, and most importantly they feel that other students will likely be inspired to achieve the ultimate honor-roll goal.
(7) Primarily, honor-roll students should be exempt from taking the final exam because they are responsible and dedicated. (8) These students have stayed on task, going out of their way to turn in a job well done. (9) Sometimes, they sacrifice by staying up late to finish homework assignments. (10) As one honor-roll student recalled, “One time, I stayed up literally all night so that I could finish a project. (11) The problem was not finishing it but making sure that it would come out perfect; it did.”
Sentence 8 needs to be revised to provide more sentence variety in the paragraph. What is the best way to revise sentence 8?
- The job has gone out of the way to stay on task and benefit these students.
- Staying on task, these students have gone out of their way to turn in a job well done.
- These students have done a good job and gone out of the way to stay on task.
- Honor-roll students have stayed on task, going out of their way to turn in a job well done.
Staying on task, these students have gone out of their way to turn in a job well done.
True Reward for Our Achievement
(1) Straight-A students have been rewarded in different ways for their hard work. (2) They have been given the chance to eat lunch with the principal, they have received gifts and certificates, and they have been publicly acknowledged. (3) School hope that these policies will not only serve as a reward to students, but also as an inspiration to others to do well in their classes. (4) However, these honor-roll students show little interest in the awards. (5) These students want something else. (6) These students should be exempt from taking the final exam because they have already demonstrated responsibility and dedication, they know the material, and most importantly they feel that other students will likely be inspired to achieve the ultimate honor-roll goal.
(7) Primarily, honor-roll students should be exempt from taking the final exam because they are responsible and dedicated. (8) These students have stayed on task, going out of their way to turn in a job well done. (9) Sometimes, they sacrifice by staying up late to finish homework assignments. (10) As one honor-roll student recalled, “One time, I stayed up literally all night so that I could finish a project. (11) The problem was not finishing it but making sure that it would come out perfect; it did.”
What change should be made in sentence 11?
change would come to came
add in before finishing
add a comma after it
omit not finishing it but
omit not finishing it but
True Reward for Our Achievement
(1) Straight-A students have been rewarded in different ways for their hard work. (2) They have been given the chance to eat lunch with the principal, they have received gifts and certificates, and they have been publicly acknowledged. (3) School hope that these policies will not only serve as a reward to students, but also as an inspiration to others to do well in their classes. (4) However, these honor-roll students show little interest in the awards. (5) These students want something else. (6) These students should be exempt from taking the final exam because they have already demonstrated responsibility and dedication, they know the material, and most importantly they feel that other students will likely be inspired to achieve the ultimate honor-roll goal.
(7) Primarily, honor-roll students should be exempt from taking the final exam because they are responsible and dedicated. (8) These students have stayed on task, going out of their way to turn in a job well done. (9) Sometimes, they sacrifice by staying up late to finish homework assignments. (10) As one honor-roll student recalled, “One time, I stayed up literally all night so that I could finish a project. (11) The problem was not finishing it but making sure that it would come out perfect; it did.”
What is the most effective way to combine sentences 4 and 5?
- Wanting something else, these honor-roll students show little interest in the awards.
- They want something else, because these honor-roll students show little interest in the awards.
- These honor-roll students, showing little interest, wanting something else.
- These honor-roll students, show little interest in the awards, however they are wanting.
Wanting something else, these honor-roll students show little interest in the awards.
True Reward for Our Achievement
(1) Straight-A students have been rewarded in different ways for their hard work. (2) They have been given the chance to eat lunch with the principal, they have received gifts and certificates, and they have been publicly acknowledged. (3) School hope that these policies will not only serve as a reward to students, but also as an inspiration to others to do well in their classes. (4) However, these honor-roll students show little interest in the awards. (5) These students want something else. (6) These students should be exempt from taking the final exam because they have already demonstrated responsibility and dedication, they know the material, and most importantly they feel that other students will likely be inspired to achieve the ultimate honor-roll goal.
(7) Primarily, honor-roll students should be exempt from taking the final exam because they are responsible and dedicated. (8) These students have stayed on task, going out of their way to turn in a job well done. (9) Sometimes, they sacrifice by staying up late to finish homework assignments. (10) As one honor-roll student recalled, “One time, I stayed up literally all night so that I could finish a project. (11) The problem was not finishing it but making sure that it would come out perfect; it did.”
What change should be made in sentence 3?
add a comma after will
change hope to hopes
change School to Schools
add a comma after others
change School to Schools
True Reward for Our Achievement
(1) Straight-A students have been rewarded in different ways for their hard work. (2) They have been given the chance to eat lunch with the principal, they have received gifts and certificates, and they have been publicly acknowledged. (3) School hope that these policies will not only serve as a reward to students, but also as an inspiration to others to do well in their classes. (4) However, these honor-roll students show little interest in the awards. (5) These students want something else. (6) These students should be exempt from taking the final exam because they have already demonstrated responsibility and dedication, they know the material, and most importantly they feel that other students will likely be inspired to achieve the ultimate honor-roll goal.
(7) Primarily, honor-roll students should be exempt from taking the final exam because they are responsible and dedicated. (8) These students have stayed on task, going out of their way to turn in a job well done. (9) Sometimes, they sacrifice by staying up late to finish homework assignments. (10) As one honor-roll student recalled, “One time, I stayed up literally all night so that I could finish a project. (11) The problem was not finishing it but making sure that it would come out perfect; it did.”
What change should be made in sentence 10?
No change necessary
add a comma before and after all night
add a comma after up
add a comma after night
No change necessary
Please refer to “Marian Anderson, Famous Concert Singer” for questions 1-5.
Which words best describe the author’s attitude toward Marian Anderson?
Disinterest
Loving
Reverence
Disdain
Reverence
Read the following sentence from “Marian Anderson, Famous Concert Singer”.
In spite of all of this, as a Negro, Marian Anderson has not been immune from those aspects of racial segregation which affect most traveling artists of color in the United States.
The word immune helps the reader understand more about the historical times in which Anderson faced⏤
disregard because she learned to sing at church
bias because she was a woman
unfair treatment because she was an opera singer
prejudice because of her race
prejudice because of her race
Because the selection is biographical (not autobiographical), the reader is able to–
- follow an interesting fictional storyline.
- be persuaded to take action against racial injust.
- see Marian Anderson’s achievements in a mostly objective way.
- relate to Marian Anderson’s personal descriptions of trial and triumph.
see Marian Anderson’s achievements in a mostly objective way.
What does the Union Baptist Church’s decision to help Marion Anderson suggest about her talent?
- The church’s decision suggests that it had an obligation to help the daughter of a former pastor.
- The church’s decision suggests that it was responsible for Anderson’s talent and eventual success.
- The church’s decision suggests that it commonly helped impoverished youth pursue their dreams.
- The church’s decision suggests that it was committed to Anderson’s success because of her obvious talent.
The church’s decision suggests that it was committed to Anderson’s success because of her obvious talent.
Read these sentences from “Marian Anderson, Famous Concert Singer”.
But a few days before she arrived at New York, in a storm on the liner crossing the Atlantic, Marian fell and broke her ankle. She refused to allow this to interfere with her concert, however, nor did she even want people to know about it.
The primary purpose of the text above is to—
- prove that Marian Anderson was determined to perform in the United States.
- inform the reader that Marian Anderson traveled via boat rather than air plane.
- illustrate Marian Anderson’s struggle to perform in the United States.
- demonstrate that Marian Anderson was a proud and courageous woman.
demonstrate that Marian Anderson was a proud and courageous woman.
Please refer to “The Sun Parlor” for questions 6-7.
Read the following line from paragraph 12.
All I saw was that her foot was poised to cross the threshold of my chapel.
West uses the metaphor of the chapel to refer to ⏤
the sun parlor
the kitchen
the summer day
her room
the sun parlor
Which sentence from the story “The Sun Parlor” supports the idea that the author regrets the way she treated her sister?
- “I let out a little cry of pain.”
- “I did not know if she yet knew that nothing can be the same once it has been different.”
- “I did not recognize the magnitude of that moment.”
- “A dozen times I had bitten it off my tongue because I did not know what she might answer.”
“I did not recognize the magnitude of that moment.”
The expression “The children don’t belong to the house. The house belongs to the children.” as used on page 491 means—
the children have decorated the house.
the house is more valuable because of the children.
the children are welcome in the house.
the children will inherit the house.
the children are welcome in the house.
What is the tone of "The Sun Parlor"? grateful and peaceful morose and disquieted nostalgic and remorseful relieved and calm
nostalgic and remorseful
Which of these best describes the purpose of “The Sun Parlor”?
- Recounting an important memory to help others understand the importance of family.
- Entertaining audiences with a fictional adventure story.
- Persuading others to make time for their families.
- Describing an event in detail for historical record.
Recounting an important memory to help others understand the importance of family.
Key attributes of expository writing are—
precise diction and matter-of-fact tone
few structural markers
flowing and flowery language
tone and imagery that depict extreme emotions
precise diction and matter-of-fact tone
How does the syntax reveal whether a text is literary or expository nonficiton?
- If the text is expository, the syntax will be clear, concise and focused.
- If the text is literary nonfiction, the syntax will be short and confusing.
- If the text is expository nonfiction, the syntax will be non-existent.
- If the text is literary, the syntax will not have any dialogue.
If the text is expository, the syntax will be clear, concise and focused.
Both literary and expository nonfiction differ from fiction in—
- the way the author uses structure in fiction, but not in nonfiction
- no way, since all are used to communicate ideas through writing
- the number of words in each sentence, paragraph and document
- that they both reveal true events while fiction is imaginary events
that they both reveal true events while fiction is imaginary events
The purpose of expository writing is to— explain and inform entertain and amuse explain and elaborate inform and advertise
explain and inform
One way that literary nonfiction and expository are the same is—
the use of facts and details to inform the reader
the reliance on imagery to entertain the reader
in the amount of information shared in each text
the lack of structure used to organize information
the use of facts and details to inform the reader
The main or controlling idea of expository writing may be determined by examining the—
author’s major themes in past published works
sentence length and the complexity of language
first and last sentences of the last paragraph
titles, subtitles, and repetitive words or phrases
titles, subtitles, and repetitive words or phrases
Answer the following multiple-choice questions and check your answers to see that you fully understand the concepts covered in Lesson 3. Read the passage before answering the questions on the passage.
“In the seventeenth century, Europeans who had not traveled overseas tasted coffee, hot chocolate, and tea for the very first time. For this brand new clientele, the brews of foreign beans and leaves carried within them the wonder and danger of far-away lands. They were classified at first not as food, but as drugs — pleasant-tasting, with recommended dosages prescribed by pharmacists and physicians, and dangerous when self-administered. As they warmed to the use and abuse of hot beverages, Europeans frequently experienced moral and physical confusion brought on by frothy pungency, unpredictable effects, and even (rumor had it) fatality. Madame de Sévigné, marquise and diarist of court life, famously cautioned her daughter about chocolate in a letter when its effects still inspired awe tinged with fear: “And what do we make of chocolate? Are you not afraid that it will burn your blood? Could it be that these miraculous effects mask some kind of inferno [in the body]?”
Christine Jones, “When Chocolate Was Medicine: Colmenero, Wadsworth, and Dufour.” The Public Domain Review Library of Congress (Web 6 19 2016).
What is the main idea of this passage?
- Seventeenth century Europeans were confused about the effects of coffee, tea, and chocolate.
- Seventeenth century Europeans did not like coffee, tea, or chocolate, so they did not drink them.
- Coffee, tea, and chocolate caused many illnesses and deaths in seventeenth century Europe.
- Coffee, tea, and chocolate should be regulated as drugs since they can cause side effects in humans.
Seventeenth century Europeans were confused about the effects of coffee, tea, and chocolate.
Answer the following multiple-choice question and check your answer to see that you fully understand the concepts covered in Lesson 3. Read the passage before answering the questions on the passage.
“In the seventeenth century, Europeans who had not traveled overseas tasted coffee, hot chocolate, and tea for the very first time. For this brand new clientele, the brews of foreign beans and leaves carried within them the wonder and danger of far-away lands. They were classified at first not as food, but as drugs — pleasant-tasting, with recommended dosages prescribed by pharmacists and physicians, and dangerous when self-administered. As they warmed to the use and abuse of hot beverages, Europeans frequently experienced moral and physical confusion brought on by frothy pungency, unpredictable effects, and even (rumor had it) fatality. Madame de Sévigné, marquise and diarist of court life, famously cautioned her daughter about chocolate in a letter when its effects still inspired awe tinged with fear: “And what do we make of chocolate? Are you not afraid that it will burn your blood? Could it be that these miraculous effects mask some kind of inferno [in the body]?”
Christine Jones, “When Chocolate Was Medicine: Colmenero, Wadsworth, and Dufour.” The Public Domain Review Library of Congress (Web 6 19 2016).
Which of the following is a non-essential detail?
“pleasant-tasting, with recommended dosages”
“Are you not afraid it will burn your blood?”
“they were classified at first not as food, but as drugs—”
“Europeans who had not traveled overseas”
“pleasant-tasting, with recommended dosages”
What is the primary difference between a summary and a critique?
- The summary contains substantiated opinions, and the critique does not.
- The summary includes evaluative judgments about the text.
- The summary focuses on the main idea and key supporting details.
- The summary cannot mention anything about the author’s purpose.
The summary focuses on the main idea and key supporting details.
Match the following definitions with the words they are describing.
evidence based on personal observation
Anecdotal
Match the following definitions with the words they are describing.
evidence based on fact
Logical
Match the following definitions with the words they are describing.
evidence based on test results
Empirical
Match the following definitions with the words they are describing.
an opinion based on strong evidence
Substantiated
Match the following definitions with the words they are describing.
an opinion based on no evidence at all
Unsubstantiated
Choose the correct match for each word from the definitions listed on the right.
deforestation
the clearing of a wilderness
Choose the correct match for each word from the definitions listed on the right.
disentanglement
to clear up or resolve
Choose the correct match for each word from the definitions listed on the right.
irreverent
lack of resepct
Choose the correct match for each word from the definitions listed on the right.
interdisciplinary
combining two or more fields of study
Choose the correct match for each word from the definitions listed on the right.
misalignment
the incorrect position of something in relation to something else
Choose the correct match for each word from the definitions listed on the right.
forewarn
inform of a possible problem
Choose the correct match for each word from the definitions listed on the right.
antibiotic
chemical substances that destroy certain organisms
Choose the correct match for each word from the definitions listed on the right.
midsemester
end of the first half of an academic period
Choose the correct match for each word from the definitions listed on the right.
illogical
no sense or clear reasoning
Choose the correct match for each word from the definitions listed on the right.
inoculate
introduce an effective agent into an organism to give immunity.
One use of the semicolon is—
- to connect two simple sentences without a coordinating conjunction
- to link the subject and the verb in a simple or a compound sentence
- to end a sentence when you are not sure if there is more to say or not
- to connect simple sentences along with a coordinating conjunction
to connect two simple sentences without a coordinating conjunction
The punctuation mark(s) that is/are needed when using a conjunctive adverb to link two simple sentences is/are— a period and a comma a comma and nothing else a period and a semicolon a comma and a semicolon
a comma and a semicolon
When creating a compound sentence with a semicolon—
the comma must come before the conjunction
the sentences must be closely related
the sentences must be the same length
the semicolon should come after the conjunction. the sentences must be the same length
the sentences must be closely related
The subheadings of "The History of the Guitar" serve to illustrate that the article will be about— historical and geographical origins the author's anecdotal evidence geographical origins only the author's substantiated opinion
historical and geographical origins
In the last paragraph of the article, the author refers to Moorish influence on art and music and states, "This contribution cannot be overestimated." This sentence is an example of— anecdotal evidence an unsubstantiated opinion empirical evidence a substantiated opinion
a substantiated opinion
Read the following passage and answer the questions.
“Meanwhile, in Africa, the Arabs had been playing an instrument called the al-ud, or ‘the wood,’ for centuries. When the Moors crossed the Straits of Gibraltar in the twelfth century to conquer Spain, they brought this instrument with them. It quickly became popular, and by the time anybody who spoke English was talking about it, al-ud had become lute….The Moorish artistic influence, blowing the cobwebs away from the stodgy Spanish art and society, created an artistic climate that encouraged music to flourish. And so, the instruments on which the music was played flourished as well,and continued to evolve and improve. This is a contribution that cannot be overstated.”
These statements, “blowing the cobwebs away from the stodgy Spanish art and society” exemplifies—
evidence
opinion
fact
data
opinion
Read the following passage and answer the questions.
“Meanwhile, in Africa, the Arabs had been playing an instrument called the al-ud, or ‘the wood,’ for centuries. When the Moors crossed the Straits of Gibraltar in the twelfth century to conquer Spain, they brought this instrument with them. It quickly became popular, and by the time anybody who spoke English was talking about it, al-ud had become lute….The Moorish artistic influence, blowing the cobwebs away from the stodgy Spanish art and society, created an artistic climate that encouraged music to flourish. And so, the instruments on which the music was played flourished as well,and continued to evolve and improve. This is a contribution that cannot be overstated.”
The section “…created an artistic climate that encouraged music to flourish. And so the instruments on which the music was played flourished as well” is an example of—
empirical evidence
musical evidence
logical evidence
anecdotal evidence
logical evidence
Which of the following is the best summary for “The History of the Guitar”?
- The history of the guitar can be traced through its African and Moorish origins. The lute was a major contribution to the modern-day guitar.
- The history of the guitar is difficult to trace due to lack of records. A study of language can reveal the origins. Some of the earliest forms are Greek.
- The history of the guitar can be traced through artifacts. Remains of guitars were found in Europe and Africa. These remains are the origins of the guitar.
- The history of the guitar can be traced through language. There are Greek, Spanish, and Moorish influences. The combination of influences went on to become the guitar.
The history of the guitar can be traced through language. There are Greek, Spanish, and Moorish influences. The combination of influences went on to become the guitar.
Read the following passage from “College of Music” and answer the question below.
“The entire program is enhanced by the holding of the UNT Music Library, the largest and most comprehensive collection among the South and Southwest.”
This statement by the author could not be made without researching the claim to determine whether this music library is indeed the largest; therefore, this is an example of—
anecdotal evidence
logical evidence
empirical evidence
narrative evidence
empirical evidence
Candidates for the Bachelor of Music must meet the following requirements.
“Hours Required and General/College Requirements: Completion of a minimum of 132 total semester hours (136 for Music Theory; 137 for Performance: Voice; 132 for Jazz Studies: Performance – Instrumental; 125 for Performance: Orchestral Instrument); 31 hours must be completed at UNT; 42 hours must be advanced (24 of which must be taken at UNT). Fulfillment of degree requirements for the Bachelor of Music degree as specified in the ‘General University Requirements’ in the Academics section of this catalog and the College of Music requirements.”
What could a reader infer from the passage?
- There are other requirements listed in another section of the catalog.
- All music majors must take all their courses at UNT to complete the degree.
- This includes all you need to know about what is required for the degree.
- Music Theory is the major that is hardest to get into at this university.
There are other requirements listed in another section of the catalog.
Which sentence supports the idea that gaining admission to the college of music requires advanced preparation?
- “If a student fails to gain unconditional admission but shows promise, the faculty may grant conditional admission.”
- “Instruction is provided by a faculty of internationally acclaimed performers, composers, scholars, and educators.”
- “Students will take placement examinations in both music theory and piano.”
- “Four-year outlines for major programs and specific instrumental specializations are listed in this section.”
“Students will take placement examinations in both music theory and piano.”
Read the two excerpts and make connections between them based on the evidence in the texts.
Passage 1: “The ancient Assyrians, four thousand years ago, had an instrument they called a chetarah….The ancient Hebrews had their kinnura, the Chaldeans their quitra, and the Greeks their cithara and citharis—which Greek writers of the day were careful to emphasize were not the same instrument…members of a family of musical instruments called fides—a word that is ancient Greek for ‘strings.’ From the fides family, it is easy to draw lines to the medieval French Vielle, the German fiedel, the English fithele or fiddle, and the vihuela, national instrument of medieval Spain.
Passage 2: “This degree may be earned with a major in (1) performance; (2) general, choral and instrumental music; (3)composition; (4) music theory; (5) jazz studies; or (6) music history and literature. The student who majors in performance may choose piano (performance), piano (pedagogy), organ (performance), organ (church, music),harpsichord, voice or an orchestral instrument, including harp, classical guitar and multiple woodwinds, as the area of choice.”
One connection a reader might make from comparing these two excerpts is that—
- if it had not been for the invention of early forms of guitars, there never would have been a music major at this university.
- there are few directions by which a music scholar, whether a performer or an historian of the subject, can pursue to learn more.
- adding details to expository writing creates a deeper understanding of the richness in the study of music in general
- listing too many details distracts from the main purpose of entertaining the reader because the message gets lost
adding details to expository writing creates a deeper understanding of the richness in the study of music in general
Read the two excerpts and make connections between them based on the evidence in the texts.
Passage 1: “The ancient Assyrians, four thousand years ago, had an instrument they called a chetarah….The ancient Hebrews had their kinnura, the Chaldeans their quitra, and the Greeks their cithara and citharis—which Greek writers of the day were careful to emphasize were not the same instrument…members of a family of musical instruments called fides—a word that is ancient Greek for ‘strings.’ From the fides family, it is easy to draw lines to the medieval French Vielle, the German fiedel, the English fithele or fiddle, and the vihuela, national instrument of medieval Spain.
Passage 2: “This degree may be earned with a major in (1) performance; (2) general, choral and instrumental music; (3)composition; (4) music theory; (5) jazz studies; or (6) music history and literature. The student who majors in performance may choose piano (performance), piano (pedagogy), organ (performance), organ (church, music),harpsichord, voice or an orchestral instrument, including harp, classical guitar and multiple woodwinds, as the area of choice.”
These passages demonstrate what shared attribute of expository text?
- There are a variety of ways to organize texts to make the information more clear.
- These texts are connected because they both include details that do not matter and should be left out.
- There are similarities in the syntax. They use a form of narrative syntax to make the ideas flow more smoothly.
- There are no similarities between these two texts, since they are on completely different subjects.
There are a variety of ways to organize texts to make the information more clear.
The purpose of the article is to—
- engage the reader with descriptions of a unique culture’s way of life.
- persuade the reader to generate solutions to desertification.
- narrate a day in the life of several nomadic people.
- inform the reader about the problems the Tuaregs face from desertification.
inform the reader about the problems the Tuaregs face from desertification.
Which of the following best summarizes the article?
- Desertification has encouraged Tuareg chiefs from various villages to adapt and find solutions to the problem of losing their way of life. As a result, Tuaregs feel hopeful for the future and confident that they will adapt to a new way of life.
- Mali, a country of diverse people groups, has historically discounted the needs of minorities like Tuaregs, who now face displacement because of desertification. As a result, Tuaregs have revolted against the government, which led to their earning more representation.
- Overgrazing and drought has led to the desertification of Mali, and has forced Tuaregs to consider abandoning nomadism. As a result, some have moved to the city of Timbuktu, some have refused to leave the oppressive desert, and some have adapted to a new form of nomadism; but all fear losing their culture.
- Because desertification has become a huge threat to various African nations, government organizations are pooling their resources to provide solutions for the Tuaregs—a group of nomads who fear being forced to move to the city.
Overgrazing and drought has led to the desertification of Mali, and has forced Tuaregs to consider abandoning nomadism. As a result, some have moved to the city of Timbuktu, some have refused to leave the oppressive desert, and some have adapted to a new form of nomadism; but all fear losing their culture.
Lovgren included the fact that Tuaregs only account for 500,000 of Mali’s population of 8.9 million people most likely in order to—
- maintain an informative tone.
- provide explanation as to why Tuaregs have felt neglected.
- make the reader sympathize with the Tuaregs.
- make his article seem more credible by using statistics.
provide explanation as to why Tuaregs have felt neglected.
The author’s tone when he describes how many Tuaregs “have been forced to do the unthinkable and settle in the bustle of the town” can be best characterized as— confused. concerned. determined. mocking.
concerned
The author organizes this article by—
- explaining the causes and effects that desertification has on the Tuaregs.
- comparing and contrasting the lifestyles of Tuaregs to city dwellers in Timbuktu.
- providing a thorough historical background of the
- discussing the problem of desertification and providing multiple solutions to retain the Tuaregs’ culture.
explaining the causes and effects that desertification has on the Tuaregs.
Match each descriptor with the correct expository text structure.
An expository text that details an efficient way to rid your house of termites would be structured as—
Problem and Solution
Match each descriptor with the correct expository text structure.
If a writer uses transition words like “first,” “next,” and “later,” what is most likely the organizational structure of his text?
Chronological
Match each descriptor with the correct expository text structure.
An expository text that discusses similarities and differences between two universities would be structured as—
Compare and Contrast
Match each descriptor with the correct expository text structure.
If a writer wishes to describe the relationship between illegal hunting and animal extinction, which organizational structure should he use?
Cause and Effect
Which of the following quotes from “Interactive Dig” serves as the best clue that its organizational pattern is Chronological?
- “They come from the nearby village and ride their donkeys to work each day, since we can provide miles of free parking.”
- “The sand over the courtyard floor, however, was not entirely devoid of interesting things.”
- “During the first week, the plan was to remove as much of the windblown sand and mixed debris as possible.”
- “As a result, the low desert at Hierakonpolis looks like the valleys of the moon…”
“During the first week, the plan was to remove as much of the windblown sand and mixed debris as possible.”
When deducing the meaning of the word “prehistoric” in Friedman’s “Interactive Dig,” your knowledge of affixes, base words, and root words tells you that—
- the word’s meaning would need to be deduced through context clues because there is no affix.
- the prefix “pre” means “before,” and the root is Latin.
- the word’s meaning would need to be discovered from a dictionary because there is no affix and the context clues are unhelpful.
- the prefix “pre” means “before,” and the base word is “historic,” which is a form of “history.”
the prefix “pre” means “before,” and the base word is “historic,” which is a form of “history.”
In paragraph 1 of Lovgren’s “Will All the Blue Men End Up in Timbuktu?”, which word or phrase serves as the best clue for the meaning of the word “nomad”?
“…outpost on the southern fringe of the Sahara…”
“Fathers teach their sons to care for goats and camels…”
“…spend a lifetime following rain clouds in search of water.”
“…a busy city that does not agree with their unhurried ways…”
“…spend a lifetime following rain clouds in search of water.”
Some Tuareg people have been “rotating between a handful of semipermanent desert villages.” What does your understanding of context clues and your knowledge of affixes tell you about the definition of “semipermanent”?
Intended to last for some amount of time
Half indestructible
A partly permed head of hair
Small and intended to last
Intended to last for some amount of time
Based on your knowledge of affixes and base words, what does “transform” mean? To cross out a mold To change shape To fill out a form To move across a body
To change shape
Look up “presumably” in the dictionary. (This word is also used in paragraph 1 of “Interactive Dig.” Remember, this word is an adverb, so you might need to look up the base form of the word.) Which of the following is its synonym? Doubtedly Sensibly Assume Probably
Probably
Marion found three words that mean the same thing in a thesaurus.
elated happy manic
Which word has the most negative connotation?
elated
happy
manic
manic
The following sentence correctly punctuates the relative clause.
The expository piece that you read in your textbook was originally published in a magazine.
True
False
True
