24-25 JS ACT Competition Spring Finale Reading

The main purpose of the passage is to

• describe how Dweck's experiences impacted her work.

• explain how Dweck's work can impact achievement.

• argue against the notions of fixed intelligence in adults.

• highlight the need for reform in American classrooms.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

According to the passage, what ability did Dweck have that other young women believed to be bright may lack?

• a growth mind-set.

• a vigilant teacher.

• a high IQ.

• a desire for responsibility.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

One of the main ideas of the second paragraph is that

• self-portraits don't reflect a person's true artistic capabilities.

• most teachers fail to promote growth mind-set in their classrooms.

• human accomplishment cannot be measured through assessment.

• belief that improvement can occur allows for improvement to occur.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

Details in the passage most strongly suggest that American students typically believe that the study of physics

• necessitates a highly-educated teacher.

• is crucial to finding future employment.

• requires significant cognitive ability.

• can only be undertaken with a growth mind-set.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RI.8.1

One main purpose of the fourth paragraph is to

• highlight the need for growth mind-set training among low-achieving students.

• provide concrete evidence to back up claims about growth mind-set.

• show that growth mind-set is most effective with challenging subjects like math.

• suggest that a growth mind-set has implications outside of classrooms.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

Inert (bolded near the top of the second page) as it is used in context most nearly refers to something that is

• useless

• inanimate

• dormant

• dull

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

The passage identifies one downside to Dweck and Blackwell's growth mind-set workshop as

• its complex nature.

• lack of student interest.

• dearth of concrete evidence.

• its high cost.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

In the context of the passage, the primary function of the sentence bolded in the second-to-last paragraph is to

• conclude that Dweck isn't really a people person.

• make judgments about some motivational speakers.

• provide further insight into Dweck's research methods.

• emphasize that Dweck's work has evidentiary support.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

According to the passage, Dweck currently works at

• Stanford.

• Columbia.

• an Indian university.

• a middle school.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

The author's attitude toward the main subject of the passage can be best described as

• cynicism.

• fascination.

• nostalgia.

• ambivalence.

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RL.11-12.6

CCSS.RL.8.6

CCSS.RL.9-10.6