Author's Purpose/POV Pretest

What is the author’s point of view on school uniforms?

"School uniforms create a sense of unity and reduce peer pressure related to fashion choices. When students wear the same outfit, they are more likely to focus on academics rather than appearance."

• Neutral — the author gives both pros and cons.

• Supportive — the author believes uniforms are beneficial.

• Critical — the author disagrees with the use of uniforms.

• Confused — the author doesn’t clearly state an opinion.

Tags

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.6

Why did the author most likely write the article?

"School uniforms create a sense of unity and reduce peer pressure related to fashion choices. When students wear the same outfit, they are more likely to focus on academics rather than appearance."

• To entertain readers with a funny story about school clothes

• To explain how students choose their clothing

• To persuade readers that school uniforms have positive effects

• To describe different types of school uniforms

Tags

CCSS.RL.6.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.6

CCSS.RI.7.9

The author claims that uniforms reduce peer pressure. What evidence would best support this claim?

"School uniforms create a sense of unity and reduce peer pressure related to fashion choices. When students wear the same outfit, they are more likely to focus on academics rather than appearance."

• A story about a student who bought a new outfit

• Data showing improved behavior after implementing uniforms

• An image of students wearing the same outfit

• A quote from a fashion designer

Tags

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.1

CCSS.RL.6.1

CCSS.RI.7.8

If the author only used opinions and no facts or data to support their point, how would that affect the strength of their argument?

• The argument would be weakened.

• The argument would be strengthened.

• The argument would remain unchanged.

• The argument would become ambiguous.

Tags

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.1

CCSS.RL.6.1

CCSS.RL.7.1

What would be the effect of adding more evidence to the argument?

Choose two options.

• It would make the argument more convincing

• It would weaken the argument because it lacks evidence

• It would show that the author did a lot of research

• It would make the text more entertaining

Tags

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.1

CCSS.RL.6.1

CCSS.RL.7.1

Two authors write about video games. One says they improve thinking skills. The other says they are harmful to learning. What is the difference in their points of view?

• They both agree that video games are good for students

• They have opposite views about the impact of video games

• They both think video games are a waste of time

• One is unsure, and the other is confident

Tags

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

In the vast deserts of the American Southwest, dust devils twist and twirl like miniature tornadoes. These whirling columns of wind often surprise hikers and travelers as they snake across the landscape, kicking up dust and debris in their path. Scientists explain that dust devils form when hot air near the ground rises quickly through cooler air above it, causing a spinning motion.

Though dust devils rarely cause harm, they are powerful reminders of nature’s energy and unpredictability. In some cultures, these small storms are considered omens or spirits. To the author, they are not just meteorological occurrences, but elegant natural performances—a choreography of wind, heat, and motion. Each spinning funnel feels like a spontaneous desert dance, wild and unstoppable.

What does the information in the last paragraph of “The Dance of the Desert Wind” show about the author’s point of view?

Select three options.

• The author sees dust devils as frightening natural disasters.

• The author is impressed by the power and grace of dust devils.

• The author believes dust devils are dangerous and should be avoided.

• The author respects dust devils as natural phenomena with deeper meaning.

• The author compares dust devils to artistic or spiritual events.

Tags

CCSS.RL.6.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.6

CCSS.RI.7.9

In the vast deserts of the American Southwest, dust devils twist and twirl like miniature tornadoes. These whirling columns of wind often surprise hikers and travelers as they snake across the landscape, kicking up dust and debris in their path. Scientists explain that dust devils form when hot air near the ground rises quickly through cooler air above it, causing a spinning motion.

Though dust devils rarely cause harm, they are powerful reminders of nature’s energy and unpredictability. In some cultures, these small storms are considered omens or spirits. To the author, they are not just meteorological occurrences, but elegant natural performances—a choreography of wind, heat, and motion. Each spinning funnel feels like a spontaneous desert dance, wild and unstoppable.

How does the last paragraph of 'The Dance of the Desert Wind' contribute to the author's purpose?

• It provides a detailed scientific explanation of how dust devils form.

• It emphasizes the importance of protecting the environment from dust devils.

• It highlights the wonder and unpredictability of nature’s power.

• It argues that humans must avoid areas with dust devils.

Tags

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RL.5.6

Which evidence from the passage best supports the author’s view that dust devils are powerful and awe-inspiring?

• The explanation of hot air rising through cooler air above it

• The description of dust devils as a 'choreography of wind, heat, and motion'

• The fact that hikers and travelers are often surprised by them

• The note that they are rarely harmful

Tags

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.9

What is the author’s tone in the final paragraph of 'The Dance of the Desert Wind'?

• Fearful

• Awe-inspired

• Critical

• Dismissive

Tags

CCSS.RL.4.4

CCSS.RL.5.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4