Unit 7 MCQ

The author most likely chose to introduce her argument by way of a personal anecdote in order to

• (A) share the perspective of someone usually regarded as a typical Wyoming resident

• (B) invite the audience to empathize with the difficulties she faced growing up in Wyoming

• (C) challenge her audience’s assumptions about Wyoming residents

• (D) avoid having to incorporate historical and statistical data into her argument

• (E) disclose events that might have made her unintentionally biased

2. At the end of the second paragraph (“And yet . . . India”), the author includes a series of clauses that serve to

• (A) support the claim that Wyoming’s homogeneity promotes inclusiveness

• (B) qualify the argument that Wyoming’s political culture lacks diversity

• (C) provide evidence of a long tradition of feminism in Wyoming

• (D) reveal the strong influence of liberal thinkers on Wyoming politics

• (E) correct an assumption about the size of the Asian American population in Wyoming

3. In the sixth sentence of the third paragraph (“She campaigned . . . and to her”), the author uses the dash primarily to

• (A) stress a significant connection

• (B) clarify a potential ambiguity

• (C) introduce a minor detail

• (D) qualify a sweeping assertion

• (E) fend off a likely objection

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

4. In the context of the passage as a whole, the sixth paragraph (“Since that . . . 90 percent white”) primarily serves to

• (A) reveal the author’s concern about how diversity is represented in Wyoming politics

• (B) demonstrate that Wyoming’s legislature is proportionally diverse

• (C) redefine diversity in terms of ideological differences rather than ethnic heritage

• (D) propose that people concerned about diversity should focus on local, not state, elections

• (E) suggest that voting may not be an effective method for promoting diversity in Wyoming

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

In the sentence toward the middle of the final paragraph (“But if Wyoming . . . choose to live here”), the author uses subordination to

• (A) highlight the difficulty of attracting minorities to rural states

• (B) propose a strategy for enticing young people to live in Wyoming

• (C) emphasize that statewide changes depend on individual choices

• (D) suggest that diverse states may nevertheless be poorly integrated

• (E) explain the underlying cause of a statewide trend

In the closing lines of the passage (“I love the mountains . . . the space”), the author affirms her sense of attachment to Wyoming by

• (A) noting how Wyoming’s climate facilitates outdoor activities

• (B) acknowledging the exceptional nature of her family’s experiences

• (C) praising the Wyoming legislature’s focus on environmental issues

• (D) suggesting the economic potential of Wyoming’s natural resources

• (E) offering a poetic description of Wyoming’s natural beauty

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

In the first sentence, the way in which the author combines clauses after the main verb “is” (“what makes an artist . . . a good work of art”) indicates that he

• (A) is arranging his topics in order of increasing relevance to the audience

• (B) hopes to impress the audience with the breadth of his historical knowledge

• (C) views all the other questions as variations of the final question

• (D) attaches equal importance to the topics he intends to address

• (E) plans to devote more attention to the last topic than to the first four

8. In the second paragraph, the two commas in the last sentence serve which of the following purposes?

• (A) They indicate a hierarchical relationship between the three phrases in the sentence.

• (B) They create an equivalency between the author’s assertions in the last two clauses and a claim of his opponents in the first clause.

• (C) They separate three related objections to which the author imagines himself responding.

• (D) They set off a clause that clarifies an idea introduced in the first clause.

• (E) They connect the author’s ideas to those of his imagined audience.

9. In the third paragraph, the last sentence (“There is no ... gold” ) does which of the following?

• (A) It qualifies a statement by narrowing its scope to a particular time period.

• (B) It refutes a claim made in the previous sentence by suggesting that art is bound by the constraints of its era.

• (C) It elaborates upon the idea of an artistic age by subdividing such eras based on the quality of art produced during them.

• (D) It emphasizes a claim about artistic eras that has previously been explained.

• (E) It counters claims about the motivation of artists by employing language that equates artistic achievement and material wealth.

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

10. At the beginning of the fourth paragraph (“WHAT . . . people?”), the author uses all capitals primarily to

• (A) express his wholehearted endorsement of the audience’s viewpoint on a topic

• (B) indicate that his own opinions on the topic are likely to be held by many in the audience

• (C) criticize the tendency of audiences to talk during lectures

• (D) urge others to participate in the discussion he has initiated

• (E) emphasize the disbelief with which he expects the audience to react to his argument