Analyzing Text Structure Quiz

World’s Deadliest Animal

(1) When you think of the deadliest animals in the world, you might think of sharks, snakes, or tigers. In

reality, however, the animal that causes the most deaths per year is a tiny little insect commonly known

as the mosquito.

(2) Mosquitoes live in nearly every place on Earth except Antarctica. They prefer warm, wet environments.

The females lay their eggs in standing water, such as ponds or even puddles. Within days, new adult

mosquitoes are ready to begin looking for other food sources.

(3) What makes mosquitoes so deadly? The females of these tiny insects live by sucking the blood out of

other animals. Every time they bite a new animal, a little bit of blood from another animal they have bitten

enters the new animal’s bloodstream. This is how blood-borne diseases, such as malaria, dengue fever,

and encephalitis, are transmitted. They have been known to cause about 725,000 human deaths per

year.

(4) There are steps you can take to avoid getting bit by mosquitoes. First, make sure you get rid of any

standing water around your home. Next, avoid going outside in the early mornings and evenings during

the summer, when mosquitoes are most active. If you do find yourself surrounded by mosquitoes, be

sure to spray mosquito repellent on your skin. Finally, wear clothing that covers your skin, preferably in

light colors since mosquitoes are attracted to dark clothes.

How does the organizational pattern used in paragraphs 3 and 4 contribute to the selection?

• A. It gives opinions about mosquitoes are presented, and then supports those opinions with factual information.

• B. It presents problems that mosquitoes cause in sequential order

• C. It compares mosquitoes with other insects throughout the world.

• D. It lists problems that mosquitoes cause, and then solutions are given.

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The Dancing Violinist

(1) Stirling began playing the violin at age 5. Her parents did not have a lot of money at that time, so

when Lindsey asked if she could also take dance lessons, they told her she had to choose between

dance and violin. Lindsey chose to continue with her violin lessons, but her joy for dancing never

dwindled.

(2) When she was in high school, Lindsey and her friends started a band. She also began writing her own

music. Finally, she decided to combine her two loves into one and started dancing while she played the

violin!

(3) At the age of 26, Lindsey Stirling competed in a television program called America’s Got Talent. She

made it to the quarter-finals but did not win the competition. Still, the experience taught her a lot and she

became even more determined to work hard and succeed at what she loved. After the show, a

cinematographer, or film maker, helped her make a video for her YouTube channel. As she continued to

post videos, the channel started to become more popular.

(4) Little by little, Lindsey Stirling succeeded at what she loved. Her music is a mix of classical, electronic

dance, and dubstep. Her albums have reached Billboard’s #1 spot and she regularly sells out concerts in

Europe, Asia, North and South America. In 2016, she released a book about her personal experiences.

She also travels the world as a motivational speaker, sharing her philosophy that people should believe

in themselves and embrace the things that make them unique.

How does the organizational pattern of paragraphs 1 through 3 contribute to the selection?

• A. It describes the problems other violinists have had and how Lindsey Stirling solved their problems

• B. It compares Lindsey Stirling to other musicians.

• C. It presents arguments to support the claim that Lindsey Stirling did not have a good career.

• D. It explains in sequential order the events of Lindsey Stirling’s life.

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Social Media and Youths

(1) Youths of today are more online than what adults may think. The list of online games and social

networking sites seems to grow longer every day. Many adults are unaware and not updated on what

kids today are doing online.

(2) Longer Phone and Internet hours

According to AAP (American Academy of Pediatrics), tweens in 2011 socialized more online than in

person. They “meet” friends on the Internet more than at a friend’s house or the mall. AAP also states

that more than half of teens visit a social website more than once a day. At least 75% of teens have cell

phones on which they text.

(3) Social Media and Depression

The excessive online presence has many negative consequences on young minds. A new problem is

“Facebook depression.” When teens are harassed or “un-friended” online, they may develop depression.

Depression is a condition of extreme sadness, lack of interest in every day activities, drop in appetite,

irritability, difficulty in concentrating, and hopelessness.

(4) Rash Actions

Most “online” behavioral problems start from quick actions without thinking. One negative comment on a

post or one selfie that may not be the best photograph could lead to chain reactions. If youths are aware

that Internet posts are sort of permanent, they might not be hasty in online actions. Adults need to

educate youths about the risks of rash online actions.

(5) Balanced solutions

There are other easy ways to teach youths about proper social media behavior. Adults should learn

about the new Internet media youths use. If adults are constantly on the phone or online, they cannot

expect their children to stay away from phones or computers. Together, parents and kids can come up

with a balanced solution to screen time. If parents are kind on their social media and in person, kids have

good examples to model after. Again, parents should lead by example.

The author includes paragraph 4 in this article to

• A. explain the cause and effect of rash actions on social media.

• B. propose youths do every action slower than they normally do.

• C. describe what an online behavior is and offer definitions.

• D. present solutions to the problem of taking an unflattering selfie.

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The Roaming Buffalo

(1) There was a time when millions of buffalo freely roamed the prairies of the United States. The people

who saw them said that the herds stretched farther than the eye could see. There were so many that

people thought they would always be there.

(2) In the early-1800s, buffalo skins, bones, and meat became popular products. Hunters who killed the

American buffalo and sold them made lots of money. They wanted more money, so they killed more

buffalo.

(3) As trains made their way across the U.S., the buffalo got in the way. Trains that hit buffaloes could be

destroyed. Large herds of buffalo crossing train tracks would slow trains down. The people who ran the

trains decided that the buffalo were a big problem and that they should be killed.

(4) As time passed and more people killed them, the number of buffalo shrunk. The herds that once

stretched as far as the eye could see could be easily counted. The millions of freely roaming buffalo

almost disappeared. There were only a few hundred buffalo left in 1880.

How does paragraph 3 contribute to the development of the author’s key ideas?

• A. It explains how important train travel was in the 1800s.

• B. It helps explain why people killed so many buffalo.

• C. It describes how much the herds had shrunk by the 1880s.

• D. It shows why buffalo skins and meat were so popular.

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Roosevelt’s Love of Nature

(1) Theodore Roosevelt had asthma when he was a kid. It caused him to have to be indoors most of the

time. He spent a lot of his indoor time studying books about the outdoors and natural history. Reading

these books set him on a path he would follow for the rest of his life.

(2) Before he became president, he studied nature in college at Harvard University. He also wrote many

books about the outdoors. When he became president, he did more than just study and write about

nature. He protected it. During his time as president, Roosevelt protected almost 230 million acres of

land. Included in these lands were 150 national forests and five national parks that he created. He said

he wanted to protect the most beautiful parts of the United States so that everybody could see them.

Paragraph 1 contributes to the development of the passage by

• A. describing how Roosevelt's interest in nature as a child continued into his adulthood.

• B. comparing Roosevelt’s childhood interest in nature to his interest in the nature he studied in college.

• C. explaining how Roosevelt solved his problems with asthma by getting outside and exploring nature.

• D. showing that Roosevelt wanted to protect 230 million acres of land because of his big dream.

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