Paired Passage

1. Based on her letter, how has the author's Hispanic heritage influenced her message?

• She wants to encourage people to write about what makes their culture unique.

• She wants to communicate the idea that a person from any culture can become a writer.

• She wants to celebrate the accomplishments of Hispanic authors.

• She wants to emphasize the importance of storytelling in Hispanic culture.

Tags

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.6

How does the author organize paragraphs 8-10?

• By listing common practices used by writers

• By comparing strategies writers use to develop their ideas

• By stating reasons writers avoid trying different techniques.

• By identifying problems writers encounter while revising their work.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

The author uses the questions in paragraph 4 to-

• suggest that her opinions are not accepted by others

• prove that maturity has enhanced her ability to write

• show that there are benefits to being able to speak two languages

• explain how false assumptions kept her from pursuing her interest in writing

Tags

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.6

Which sentences from the letter best supports the author's claim that reading helps writers develop their skills?

• Without practice, you will never learn to hear and sing your own unique song.

• Revising is now one of my favorite parts of being a writer, though I didn't always feel that way.

• We're curious to see what others are doing with words, but- what is more important- we like what happens to us when we open a book, how we journey into the pages.

• In the last twenty years, I've spent more and more time writing my own books for children and adults.

In paragraph 1, the word intimidating means-

• encouraging

• confident

• fearless

• frightening

Tags

CCSS.RL.8.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.7.4

CCSS.RL.9-10.4

Which lines from the poem reflect a lesson that the speaker learns?

• "In lush gardens,/ the words will bloom up all around you,"

• "Quickly marching words,/ all in a line,"

• "Start with any scribble,/ and soon the ideas will form."

• "Hello, words,/ Hello, victory!"

Tags

CCSS.RL.8.5

CCSS.RL.8.4

CCSS.RL.8.10

CCSS.RL.9-10.10

CCSS.RL.9-10.9

In the poem, the speaker's mood changes from-

• uncertain to discouraged

• frustrated to joyous

• lonely to peaceful

• relaxed to excited

Tags

CCSS.RL.8.5

CCSS.RL.8.4

CCSS.RL.8.10

CCSS.RL.7.10

CCSS.RL.7.5

In stanza 2, the poet's use of a metaphor suggests that-

• words help writers generate ideas

• ideas can overwhelm writers

• exercise helps writes develop their thoughts

• writers depend on others to complete their work

Tags

CCSS.RL.8.5

CCSS.RL.8.4

CCSS.RL.8.10

CCSS.RL.7.10

CCSS.RL.7.5

These lines highlight the speaker's discomfort because they show that-

• the page does not provide the speaker with useful ideas

• the speaker does not feel like writing at that particular moment

• the page appears to be taunting the speaker

• the speaker is unsure where to write his thoughts

Tags

CCSS.RL.8.5

CCSS.RL.8.4

CCSS.RL.8.10

CCSS.RL.7.10

CCSS.RL.7.5

Based on the last stanza, the reader can conclude that the speaker-

• wants to write about winning a race

• hopes to finish writing soon

• has begun expressing ideas freely

• hopes to learn organizational skills

Tags

CCSS.RL.8.5

CCSS.RL.8.4

CCSS.RL.8.10

CCSS.RL.7.10

CCSS.RL.9-10.10