Michelle Obama Multiple Choice Intro

In the second paragraph (lines 6-9), the writer makes which of the following claims about students feeling unwelcome?

• They are prevented from developing artistic skills.

• They are forced to create spaces of their own.

• They are compelled to bully other students.

• They are inhibited from reaching their potential.

• They are incentivized to spend more times online.

Which of the following describes the contrast between the first two paragraphs (lines 1-9) and paragraph 3 (lines 10-20)?

• The writer's focus has changed.

• The writer's style of speaking is altered.

• The writer's mood is different.

• The writer's objective is new.

• The writer's tone has been modified.

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.8.5

CCSS.RL.9-10.7

The writer addresses the staff as 'unsung heroes' (line 16) because

• They are very talented but don't know it.

• They receive little credit for a job well done.

• They aspire to be better than they are.

• They refuse to take credit for working hard.

• They have little patience for incompentence.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What rhetorical strategy does the writer employ in the fifth paragraph (lines 26-33)?

• The writer includes transitional words that help the audience connect the program's various outcomes.

• The writer uses rhetorical questions to emphasize her point about the importance of the program.

• The writer exaggerates the outcome of the program to impress the audience.

• The writer uses elaborate sentence structure to keep the audience's attention.

• The writer uses descriptive language to evoke potent imagery in the minds of the audience.

Which of the following best describes the rhetorical strategy the writer employs in the sixth paragraph (lines 34-39)?

• The writer states extreme examples for dramatic effect.

• The writer downplays the importance of certain outcomes.

• The writer changes her tone to keep the audience's attention.

• The writer refers to herself to gain the audience's sympathy.

• The writer includes details show a cumulative effect.

The primary function of the ninth paragraph (lines 50-58) is to

• Introduce examples of success to inspire fundraising.

• Encourage audience members to speak with program alumni.

• Provide examples of a claim made in the sixth paragraph.

• Transition from the generalizations made in the sixth-eighth paragraphs to a deeper analysis.

• Switch focus from writer's contributions to contributions of others

In the tenth paragraph (lines 59-62), the writer appeals to the audience's emotions by implying which of the following?

• The students in the program achieve high grades in school but come from low-income areas.

• The students in the program are not used to receiving such praise.

• Most of the audience members are students who were once involved in the program.

• The writer has developed personal relationships with all of the students in the program.

• Most of the students who enter the program are insecure about themselves.

When the writer notes that the students 'remind us all of who we really are' (line 60), she most nearly suggests that

• The students are a reflection of their adult mentors.

• Adults stop pursuing their adolescent dreams once they reach a certain age.

• Adults often times lose track of the ideals they had in their youth.

• Adolescents express themselves more freely than adults do.

• The students pursue the interests that their adult mentors gave up on.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

The writer describes the students in the program as 'a vital part of the great American story' (lines 68-69) in order to characterize the United States as a country that

• Subsidizes underprivileged individuals.

• Is founded upon the freedom of religion.

• Embraces the potential of every individual.

• Believes individuals have the right to life and liberty.

• Asserts that each person is born with freedom from unjustified restraint.

Based on information in the passage, it can be inferred that the writer wanted to emphasize that individuals who work as administrators in nonprofit organizations are important in part because they

• Meet with students' families.

• Evaluate students' performances.

• Complete the necessary paperwork.

• Develop the program's curriculum.

• Discipline students who do not behave.

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