5.1 Rdg. MC Reasoning and Organization
Authored by Tracy Fitzgerald
English
11th Grade
CCSS covered
Used 1K+ times
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This quiz focuses on advanced reading comprehension skills, specifically analyzing rhetorical structure, organizational patterns, and authorial reasoning within complex texts. Designed for 11th-grade students, the questions assess critical thinking abilities that require students to understand how authors construct arguments, use transitional elements, and employ specific word choices to convey meaning and tone. Students must demonstrate mastery of several sophisticated reading skills: identifying how sentences and paragraphs function as organizational transitions within larger argumentative structures, recognizing how authors use specific examples and cases to support their reasoning, analyzing connotative language and tone to understand an author's perspective toward opposing viewpoints, and evaluating how individual paragraphs contribute to an author's overall argumentative strategy. The quiz demands that students move beyond surface-level comprehension to examine the deliberate craft choices authors make in structuring their writing and developing their reasoning. Created by Tracy Fitzgerald, an English teacher in the US who teaches grade 11. This assessment serves as an effective tool for measuring students' analytical reading skills and can be implemented as a formative assessment following close reading instruction, as targeted practice before high-stakes testing, or as homework to reinforce lessons on rhetorical analysis and argument structure. The quiz format allows for efficient evaluation of multiple students' comprehension while providing specific feedback on areas where individual students may need additional support in textual analysis. Teachers can use the results to identify which aspects of organizational analysis require reteaching and to group students for differentiated instruction based on their performance with specific question types. This assessment aligns with CCSS.ELA-LITERACY.RL.11-12.5, which requires students to analyze how an author's choices concerning structure create effects such as mystery, tension, or surprise, and CCSS.ELA-LITERACY.RI.11-12.6, focusing on determining an author's point of view and analyzing how style and content contribute to the power and persuasiveness of a text.
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5 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
1. In the context of the passage as a whole, the first sentence of the third paragraph (“Yet . . . can do”) marks the transition between
A. a brief summary of a debate and a substantive analysis of that debate’s origins
B. an empirical investigation and a consideration of its theoretical implications
C. a description of a problem and an assessment of potential solutions
D. an explanation
of a viewpoint and a rebuttal of that viewpoint
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RI.8.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
2.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
2. In the third and fourth paragraphs, the author discusses a case in order to
A. demonstrate the confidence of scientists
B. illustrate the limits of scientific claims
C. argue that people want to trust scientific thinking
D. present an example of a scientific investigation
Tags
CCSS.RI.11-12.5
CCSS.RI.6.5
CCSS.RI.7.5
CCSS.RI.8.5
CCSS.RI.9-10.5
3.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
3. In context, the author’s use of the word “preposterously” (paragraph 5, sentence 2) suggests that he considers his opponents’ views to be
A. laughably insignifican
B. greatly overstated
C. seemingly unethical
D. generally incoherent
Tags
CCSS.RI.11-12.4
CCSS.RI.8.4
CCSS.RI.9-10.4
CCSS.RL.11-12.4
CCSS.RL.9-10.4
4.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
4. In context, the fifth paragraph (“Its appeal is inscrutable….”) serves as a transitional element that
A. prepares the reader for the anecdote in the sixth paragraph
B. concedes the Filet-O-Fish isn’t as remarkable as the author remembers
C. anticipates an objection to the quality of the sandwich
D. presents various attitudes toward the topic
Tags
CCSS.RI. 9-10.2
CCSS.RI.11-12.2
CCSS.RI.8.2
CCSS.RL.11-12.2
CCSS.RL.9-10.2
5.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
5. The sixth paragraph contributes to the reasoning of the author’s argument primarily by
A. reminiscing about the comfort fast food provided during a family trip
B. describing the entire family’s affection for McDonald’s
C. highlighting the author’s refusal to order anything other than the Filet-O-Fish
D. emphasizing the sacrifices the author’s parents made for her
Tags
CCSS.RL.11-12.5
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