AP Practice SAISD Passage 1

1. The primary purpose of the passage is to

• detail a solution to a problem

• critique a common practice

• point out a discrepancy in a theory

• describe the origin of a movement

• justify a widely held belief

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RL.8.2

One contrast presented in the first paragraph (lines 1-5) is between

• talkative and uncommunicative children

• graceful and clumsy movement

• formal and informal learning

• substantive and superficial mistakes

• mandatory and optional instruction

Tags

CCSS.RL.11-12.9

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

In the course of the second paragraph (lines 6-21), the focus of the argument shifts from

• foreigners' language acquisition to foreigners' adoption of local customs

• adults' view of children to children's' view of themselves

• older children's learning to infants' learning

• children's independent learning to adults' instruction of children

• adults language acquisition to children's learning in general

The author's word choice in lines 14-16 ("Yet this...elders") serves which of the following functions?

• It helps establish a characterization of children as playthings

• It emphasizes the pleasures of the domestic family unit

• It reveals the author's bias towards older generations of families

• It questions the authority of parents and other relatives

• It presents a family dynamic from the children's perspective

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

In context, the word "sport" (line 15) is best interpreted to mean

• competition

• entertainment

• politeness

• instruction

• struggle

Tags

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

CCSS.RI.11-12.4

CCSS.RI.9-10.4

Which of the following best describes the rhetorical function of the third paragraph (lines 22-25)?

• It makes an urgent appeal to the authority of experts.

• It offers a stern retot to the author's critics.

• It makes a concession to an opposing point of view.

• It restates the author's argument at a trasnitional place in the passage.

• It introduces a claim that is undermined in the following paragraph.

The primry function of the anecdote recounted in the fourth and fifth paragraph (lines 26-41) is to

• emphasize a point by presenting an absurd example

• reinforce readers' preconceived ideas in order to underscore a truism

• present a hypothetical case that challenges the author's argument

• transcribe dialogue between two people to make the argument more realistic

• offer a model of etiquette for readers to emulate

In the sixth paragraph (lines 42-56), the author advances her argument by

• offering and then eliminating potential explanations

• acknowledging and then accepting common assumptions

• recognizing and then conceding to several challenges to her reasoning

• identifying and then examining the motivations of different groups of people

• introducing and then elaborating on examples from her own personal experiences

The author's tone in lines 42-45 ("Now why...the insulter) can best be described as

• defensive

• witty

• elated

• exasperated

• ingratiating

Tags

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

CCSS.RL.6.4

CCSS.RL.7.4

According to the author, "the obvious ground" (lines 46-47) can be ruled out because it

• makes unfounded claims about the seriousness of an infraction

• relies on a distinction that is actually rather subtle

• cannot be generalized to other similar situations

• is too simple an explanation for such a complex issue

• does not account for the widespread occurrence of a behavior