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Pre IB Research/Composition-Strategies and concepts

Authored by Corrine Richardson

English

9th - 10th Grade

CCSS covered

Used 6+ times

Pre IB Research/Composition-Strategies and concepts
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13 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What must be included in an MLA heading

last name, first name, date, teachers's name, and Period

First name and last, teachers name, subject, date and period

First name and last, title/teachers name, subject/period, date - day, month, year

First name and last, teachers name, subject/Period, date - month; day;year and period

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The best strategy for writing a summary is the following: keep it brief

using an overview

using an account of main points

using 5 Ws and How plus the key points

avoid specific details

All of the above

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Paraphrasing involves:

a more detailed quote or original rendition

Attributing the original source

your own rendition of essential information from text presented in a new form

all the above

both B and C - Attributing the... and your own rendition.....

Tags

CCSS.L.3.2C

CCSS.L.4.2B

CCSS.L.6.3A

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

One strategy to annotate is using various responses that includes

a formula in a flexible manner such as 3Q + 9A= S1 =A

An annotation formula used in a flexible way combined with reactions, tracking progression and keep notes relevant.

solely tracking progression or development of text

using an annotation formula in a flexible way combined with reactions, reflections and tracking progression of text and keeping notes relevant to name a few.

Tags

CCSS.L.9-10.2B

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Ladder of Abstraction moves from

abstract, general, vague, implicit to a range of concrete, specific explicit, and vivid clarifying understanding of text for the reader.

abstract, general, vivid, implicit to a level of concrete, explicit, and vague clarifying understanding of text for the reader.

abstract, general, vague, implicit to a level of concrete, non-specific, explicit, and vivid clarifying understanding of text for the reader.

abstract, general, vague, explicit to a range of concrete, non-specific, implicit, and vivid clarifying understanding of text for the reader.

Tags

CCSS.L.3.1C

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which detail best supports the following topic sentence: Generally students find writing a college admission application stressful because there are so many things to include in order to stand out from the others.

One of the ways students can help reduce their stress is to categorize all of their high school involvements and then use a balanced approach by selecting various categories from their list such as their responsibilities, academic achievements, and extracurricular interests.

Both of my sisters filled out college applications however one of them emphasized extra curriculars while the other focused more on GPA.

Student’s anxiety levels tend to increase by up to 40 percent when tasked with writing a college essay.

My sister was writing a college application and she had so many things to include that she had to take 30 minute breaks to reduce her stress.

all of the above

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

One caveat to using supporting details to support a topic sentence is

to ensure that they are relevant, that they flow

to ensure that they flow with relevant, specific and varied details that clarifies the author's meaning without any confusion.

that the details have a definite attitude and a sense of direction or development.

both b and c to ensure.... and that the details....

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