ENGLISH PRACTICE 1

Read the following passage and answer the question

Question-2:

Greek mythology is a vehicle that uses mythological characters and creatures to teach people about the dangers, beauties and possible outcomes of life. In many myths, characters face moral dilemmas involving honor and practicality. The protagonists of epics face creatures that represent values and challenges such as respect, temptation and redemption. How has Greek mythology inevitably evolved with time and new story tellers? Scholars that have interpreted Greek mythology seek to maintain the universal values conveyed in these stories, while ensuring the validity of adapting these stories to their own distinct cultures. It is up to each reader to seek their own truths and learn from epic Greek mythology as best they can.

Which word best describes the author’s account of Greek mythology?

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question-3:

Disequilibrium at the interface of water and air is a factor on which the transfer of heat and water vapor from the ocean to the air depends. The air within about a millimeter of the water is almost saturated with water vapor and the temperature of the air is close to that of the surface water. Irrespective of how small these differences might be, they are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water vapor content. The turbulence, which takes its energy from the wind mixes the air. As the speed of wind increases, so does the turbulence, and consequently the rate of heat and moisture transfer. We can arrive at a detailed understanding of this phenomenon after further study. The transfer of momentum from wind to water, which occurs when waves are formed is an interacting-and complicated phenomenon. When waves are made by the wind, it transfers important amounts of energy-energy, which is consequently not available for the production of turbulence.

This passage principally intends to:

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question-4:

Disequilibrium at the interface of water and air is a factor on which the transfer of heat and water vapor from the ocean to the air depends. The air within about a millimeter of the water is almost saturated with water vapor and the temperature of the air is close to that of the surface water. Irrespective of how small these differences might be, they are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water vapor content. The turbulence, which takes its energy from the wind mixes the air. As the speed of wind increases, so does the turbulence, and consequently the rate of heat and moisture transfer. We can arrive at a detailed understanding of this phenomenon after further study. The transfer of momentum from wind to water, which occurs when waves are formed is an interacting-and complicated phenomenon. When waves are made by the wind, it transfers important amounts of energy-energy, which is consequently not available for the production of turbulence.

The wind over the ocean usually does which of the following according to the given passage?

I. Leads to cool, dry air coming in proximity with the ocean surface.

II. Maintains a steady rate of heat and moisture transfer between the ocean and the air.

III. Results in frequent changes in the ocean surface temperature.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question-5:

Swimming has developed from a primal mode of movement to an advanced hobby and competitive sport. Exercising nearly every muscle group, swimming is a rigorous sport and requires intense training. In competitions swimmers typically contend for the fastest time to complete a certain distance by performing a specific swimming stroke. Also, swimmers work to build endurance and an ability to swim over long distances. Because swimming has developed into a highly intricate competitive sport, where one wrong technique can disqualify a participant, it is interesting to ponder how the sport will evolve for people in the future, either advancing into a progressive purpose or regressing to a primal mode of movement.

The structure of this passage could be best described in what way?

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question-6: Swimming has developed from a primal mode of movement to an advanced hobby and competitive sport. Exercising nearly every muscle group, swimming is a rigorous sport and requires intense training. In competitions swimmers typically contend for the fastest time to complete a certain distance by performing a specific swimming stroke. Also, swimmers work to build endurance and an ability to swim over long distances. Because swimming has developed into a highly intricate competitive sport, where one wrong technique can disqualify a participant, it is interesting to ponder how the sport will evolve for people in the future, either advancing into a progressive purpose or regressing to a primal mode of movement.

Which of the following situations would fulfill the author’s prophecy for swimming?

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-7:

The author's comments in the third paragraph (lines 36-56) suggest that her research project resembles more conventional research in its?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-8:

In what sense are "census reports, church records, directories" (line 38) inadequate?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-9:

The "gap" referred to in line 43 can best be described as the distance between the?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-10:

In line 59, "place" most nearly means?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-11:

What is the effect of the question in lines 59-62?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-12:

Which statement most accurately presents the author's sense of the relationship between the "spoken word" (line 64) and the "theories and models of the social sciences" (lines 64-65)?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

In this passage a Mexican American historian describes a technique she used as part of her research.

Question-13:

The author indicates that the "concepts" mentioned in lines 69-70 originate in?

Doña Teodora offered me yet another cup of strong, black coffee. The aroma of the big, paper-thin Sonoran tortillas filled the small, linoleum-covered kitchen, and ILineknew that with the coffee I would receive a buttered tortilla

(5) straight from the round, homemade comal (a flat, earthen-ware cooking pan) balanced on the gas-burning stove. For three days, from ten in the morning until early evening, I had been sitting in the same comfortable wooden chair, taking cup after cup of black coffee and consuming hot

(10) tortillas. Doña Teodora was ninety years old, and although she would take occasional breaks from patting, extending, and turning over tortillas to let her cat in or out, it appeared that I was the only one exhausted at the end of the day. But once out, as I went over the notes, filed and organized the

(15) tape cassettes, exhilaration would set in. The intellectual and emotional excitement I had previously experienced when a pertinent document would suddenly appear now waned in comparison to the gestures and words, the joy and anger doña Teodora offered.

(20) She had not written down her thoughts; but the ideas,

recollections, and images evoked by her lively oral expres- sion were jewels for anyone who wanted to know about the life of Mexicanas * in booming mining towns on both sides of the Mexico-United States border in the early twentieth

(25) century. She never kept a diary. The thought of writing a memoir would have been put aside as presumptuous. But all her life doña Teodora had lived amidst the telling and retelling of family stories. Genealogies of her own family as well as complete and up-to-date information of the

(30) marriages, births, and deaths of numerous families that made up her community were all well-kept memories. These chains of generations were fleshed out with recollec- tions of the many events and tribulations of these families. Oral history had proven to be a fertile field for my research

(35) on the history of Mexicanas. My search had begun in libraries and archives—reposi- tories of conventional history. The available sources were to be found in census reports, church records, directories, and other such statistical information. These, however, as

(40) important as they are, cannot provide one of the essential dimensions of history, the full narrative of the human experience that defies quantification and classification. In certain social groups this gap can be filled with diaries, memoirs, letters, or even reports from others. In the case of

(45) Mexicanas in the United States, one of the many devastating consequences of defeat and conquest has been that the traditional institutions that preserve and transfer culture (the documentation of the past) have ignored these personal written sources. The letters, writings, and documents of

(50) Mexican people have rarely, if ever, been included in

archives, special collections, or libraries. At best, some centers have attempted to collect newspapers published by Mexicans, but the effort was started late. The historian who tries to reconstruct the past from newspapers is constantly

(55) frustrated because, although titles abound, collections are scarce and often incomplete. Although many hours of previous study and preparation had taken me to doña Teodora's kitchen, I was initially unsure of my place. Was I really an insider or were the

(60) experiences that had made the lives of my interviewees

such that, although I could speak Spanish and am Mexicana, I was still an outsider? I realized, nonetheless, that the richness and depth of the spoken word challenges the comforting theories and models

(65) of the social sciences. Mexican history challenges social-science models derived solely from victorious imperialistic experiences. Our history cannot be written without new sources. These sources will determine which concepts are needed to

(70) illuminate and interpret the past, and these concepts will emerge from the people themselves. This will permit the description of events and structures to assume a culturally relevant perspective, thus emphasizing the point of view of the Mexican people. The use of theoretical constructs must

(75) follow the voices of the people who live the reality, con-

sciously or not. For too long the experiences of women have been studied according to male-oriented sources and constructs. These must be questioned. For the history of Mexican people, the sources primarily exist in our own

(80) worlds. And it is here where we must begin. I often found that as the memory awakened, other sources would emerge. Boxes of letters, photographs, and even manuscripts and diaries would appear. Long-standing assumptions of illiteracy were shattered and had to be reexamined. I saw

(85) that constant reevaluation became the rule rather than the exception. I entered women's worlds created on the margin —not only of Anglo life, but of, and outside of, the lives of their own fathers, husbands, sons, brothers, or priests, bosses, and bureaucrats.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 14: To what or whom does the underlined word "Whose" refer?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 15: To whom does the underlined "He" refer?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 16: What is meant by the underlined selection, "under leave of Brutus"?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 17:

What is the meaning of the underlined selection, "Lend me your ears!"?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 18:

Based on the underlined sentence, what can we infer about the emotion that Mark Antony is trying to project that he has?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 19:

What is the meaning of the underlined word "interred" in its context?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 20:

What is the speaker doing when he says the underlined words?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 21:

What is the overall purpose of this passage?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 22:

What is an adequate translation for the underlined sentence?

Adapted from Julius Caesar by William Shakespeare, III.ii.82-117 (1599)

[This is a speech by Mark Antony]

Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault,

And grievously hath Caesar answer'd it.

Here, under leave of Brutus and the rest-

For Brutus is an honorable man;

So are they all, all honorable men-

Come I to speak in Caesar's funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill.

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal [a public festival]

I thrice presented him a kingly crown,

Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And sure he is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment, thou art fled to brutish beasts,

And men have lost their reason. Bear with me;

My heart is in the coffin there with Caesar,

And I must pause till it come back to me.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 23: Select the answer that best corrects the underlined sentence.

In this popular car ad a pony stands against a rural prairie backdrop. He is flashing a set of gold teeth. Dark, clouds overhead indicate the arrival of a rainstorm. In the top right hand corner of the ad, the tagline reads: “Now in the Prairies. The urban-inspired, 2009 Forota Hattrick.” Created for the Canadian Prairie Forota Dealers organization by an advertising firm; this ad is one in a series of three, each of which feature farm animals sporting so-called “urban-inspired” accessories: a pony with a grill, a sheep with an afro pick, and a cow with a Band-Aid under his left eye (reminiscent of the one once regularly worn by rapper Nelly).

The urban pony ad has a dark color scheme that is more muted then saturated. The dark background emphasizes the sparkle bouncing off the pony’s grill. There’s also a strong contrast between the images’ foreground and background. While the environment is hazy and its details soft, the pony is seen up close, a bright light source illuminating texture in the individual strands of its hair and the indentations in its gold teeth. Overall, the image of the pony is highly stylized—particularly in contrast—with its visually subdued surroundings. The pony’s aestheticized or artificial qualities being at odds with its rural environment.

On the other hand, there are also visual cues indicating affinity between the animal and its surroundings. For example, the shape of its teeth are echoed in a faint yellow rectangular shape floating in the sky. The pattern of shadow and light mottling the pony’s cheek bones also mimics the pattern of dark and light in the gathering storm clouds. This might suggest that the animal is being allied with its natural, prairie setting. The storm, however, contains its own ambiguity: though it is a part of nature, it can also be read as foreboding symbol signally the arrival of the urban-inspired car. These visual details serve to simultaneously place the pony within and alienate it from its surroundings.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 24: Select the answer that best corrects the underlined sentence.

In this popular car ad a pony stands against a rural prairie backdrop. He is flashing a set of gold teeth. Dark, clouds overhead indicate the arrival of a rainstorm. In the top right hand corner of the ad, the tagline reads: “Now in the Prairies. The urban-inspired, 2009 Forota Hattrick.” Created for the Canadian Prairie Forota Dealers organization by an advertising firm; this ad is one in a series of three, each of which feature farm animals sporting so-called “urban-inspired” accessories: a pony with a grill, a sheep with an afro pick, and a cow with a Band-Aid under his left eye (reminiscent of the one once regularly worn by rapper Nelly).

The urban pony ad has a dark color scheme that is more muted then saturated. The dark background emphasizes the sparkle bouncing off the pony’s grill. There’s also a strong contrast between the images’ foreground and background. While the environment is hazy and its details soft, the pony is seen up close, a bright light source illuminating texture in the individual strands of its hair and the indentations in its gold teeth. Overall, the image of the pony is highly stylized—particularly in contrast—with its visually subdued surroundings. The pony’s aestheticized or artificial qualities being at odds with its rural environment.

On the other hand, there are also visual cues indicating affinity between the animal and its surroundings. For example, the shape of its teeth are echoed in a faint yellow rectangular shape floating in the sky. The pattern of shadow and light mottling the pony’s cheek bones also mimics the pattern of dark and light in the gathering storm clouds. This might suggest that the animal is being allied with its natural, prairie setting. The storm, however, contains its own ambiguity: though it is a part of nature, it can also be read as foreboding symbol signally the arrival of the urban-inspired car. These visual details serve to simultaneously place the pony within and alienate it from its surroundings.

ENGLISH PRACTICE 1

Read the following passage and answer the question

Question 25: What is the main point the author is trying to convey?

Adapted from The Jungle Book by Rudyard Kipling (1894)

The Law of the Jungle lays down very clearly that any wolf may, when he marries, withdraw from the Pack he belongs to. But as soon as his cubs are old enough to stand on their feet he must bring them to the Pack Council, which is generally held once a month at full moon, in order that the other wolves may identify them. After that inspection the cubs are free to run where they please, and until they have killed their first buck no excuse is accepted if a grown wolf of the Pack kills one of them. The punishment is death where the murderer can be found; and if you think for a minute you will see that this must be so.

What is the following statement an example of?

Life is a broken-winged bird

That cannot fly

This type of character causes a problem or is the problem in the novel.

Which part of an argument is the author's explanation of why he/she believes something?

During a baseball game, Tanner tried to tag a player leaving first base. When the umpire called the player out, Tanner immediately informed the umpire that he in fact did not tag the runner. Two weeks later, the very same umpire was at another one of Tanner’s baseball games. Tanner was playing short stop and tagged a runner as they approached third base. When the umpire called the player safe, Tanner didn’t say a word, but the umpire noticed the surprised look on Tanner’s face. “Did you tag the runner?” she asked Tanner. When Tanner told her that he did tag the runner, the umpire changed her decision and called the player out. The coaches and parents were furious, but the umpire stood by her decision.

What is the theme?

Mark wanted to be a great skater. But he didn't want to spend the hours practicing. He wished he could just do the tricks easily. Mark's dream was to have everyone stop and stare when he entered the skate park. He wanted them to say, "Mark is the best skater in the whole world."

What is the objective summary?

The 2014 FIFA World Cup will be held in Brazil. It will be the 20th year of the World Cup. Brazil was chosen in October of 2007 to host the 2014 competition. Earlier in the year, South America had been chosen as the continent for the contest. Brazil was the only country to put in a bid. This is the second time Brazil will host the World Cup. The country hosted it in 1950. It is the first World Cup to be held in South America since 1978, when Argentina hosted. No other South American country has hosted the World Cup more than once.

The summary of this passage is:

GameFAQs is a Web site that hosts walkthroughs for video games. It also has answers to many frequently asked questions to popular video games. The website was created in November 1995 by Jeff Veasey. The site has a lot of video game information. It is a place where gamers can get almost any information about games. It covers systems from the Atari to the Xbox 360. The Web site also covers computer games. The information on the Web site is given by volunteer gamers. Then, it is reviewed by the site's two editors, Jeff Veasey and Allen Tyner. The Web site also has a large message board community. Every game listed on the site has a board for discussion or game help.

Which line contains an idea that would be most important to include in a summary of this passage?

Rosa Parks has been called the "mother of the civil rights movement." She is one of the most important people of the 20th century. In December of 1955, she refused to give up her seat on a city bus to a white passenger. The bus driver had her arrested. She was sent to court. She was found guilty of breaking the law.

Her act sparked a boycott of the bus system by blacks. Blacks refused to use the buses for more than a year. The boycott introduced the country to a man named Martin Luther King, Jr. People all over the country came to know King. Soon, the U.S. Supreme Court made segregation on city buses against the law.

Over the next forty years, Rosa Parks helped make Americans aware of the history of the civil rights struggle. She earned many honors, including the Martin Luther King Jr. Nonviolent Peace Prize. She is an example of courage and strength. She inspires all Americans to live free.

Which sentence is punctuated correctly?

Which sentence uses commas correctly?

Choose the word that best captures the TONE of this passage:

This place does need some repairs, but I’m sure the landlord will be making improvements sometime soon.

What's wrong with the argument? "Energy drinks aren't dangerous. According to Doctor Dobbins, "Even a single energy drink can raise your blood pressure."

Read the following introduction: "Do you prefer chocolate or strawberry milk to regular milk? If so, you need to be aware that some educators and health experts want to stop school cafeterias from providing chocolate or other-flavored milk to students. The article “Chocolate Milk in School Cafeterias?” explains that this group of people are concerned that the extra sugar added to chocolate milk, or other flavored milk, is unhealthy. While excess sugar is certainly unhealthy, it would be unwise to take chocolate milk out of cafeterias."

What is the hook?

Read the following introduction: "Do you prefer chocolate or strawberry milk to regular milk? If so, you need to be aware that some educators and health experts want to stop school cafeterias from providing chocolate or other-flavored milk to students. The article “Chocolate Milk in School Cafeterias?” explains that this group of people are concerned that the extra sugar added to chocolate milk, or other flavored milk, is unhealthy. While excess sugar is certainly unhealthy, it would be unwise to take chocolate milk out of cafeterias. "

What is the author's claim?

Read the following body paragraph: "The result of taking chocolate, or other flavored milk, out of the cafeterias would be worse than the little bit of extra sugar kids consume. Kids who buy the lunches in the cafeteria have very few choices. In my elementary school, there might be a choice between two main dishes, two vegetables, and two kinds of milk. That makes for a very limited lunch! In fact, I know plenty of kids who buy nothing but junk food for lunch, but even kids who are trying to eat a well-balanced diet still have just a few choices. Giving students a variety of great-tasting milks seems like a smart way to get them to make a healthy choice."

What is the reason given in this paragraph?

Read the following body paragraph: "The result of taking chocolate, or other flavored milk, out of the cafeterias would be very negative. Kids who buy the lunches in the cafeteria have very few choices. In my elementary school, there might be a choice between two main dishes, two vegetables, and two kinds of milk. That makes for a very limited lunch! In fact, I know plenty of kids who buy nothing but junk food for lunch, but even kids who are trying to eat a well-balanced diet still have just a few choices. Giving students a variety of great-tasting milks seems like a smart way to get them to make a healthy choice."

What is the type of evidence highlighted green?

This persuasive technique uses facts and logic (empirical and logical evidence) to appeal to an audience’s sense of reason or common sense

Directions: Read the claim below. Then read the remaining essay. Does the author provide sufficient and relevant evidence to support the CLAIM.

New laws should be created to enforce the use of bamboo instead of wood in paper products.

A growing number of researchers are learning the benefits of bamboo. It can be used instead of wood for paper. Beautiful green stalks set this plant apart from others. Bamboo is the perfect alternative to traditional wood.

Rewrite the sentence below to correct the unclear pronoun reference.Billy and Amy were planning on taking a cruise with their parents, but due to the heavy traffic they did not arrive in time to get on the boat.

Which of the following sentences contains an error in subject-verb agreement?

Which is NOT a fused sentence?

Destiny’s Child

Destiny's Child is an American singing group based out of Houston, Texas and they're one of the biggest-selling girl groups of all time. 60 million records worldwide. The original lineup consisted of Beyoncé Knowles, Kelendria "Kelly" Rowland, LeToya Luckett and LaTavia Roberson. The quartet was signed to Columbia Records in the late 1990s and they released their self-titled debut in February 1998 performance was fair. It peaked at 67 and 14 on the United States album and R&B charts, respectively. It also took about 17 months for it to be certified platinum a lengthy duration at that time.

1999's The Writing's on the Wall had a better outcome, it produced three top ten singles, sold 11 million copies worldwide, and snagged a whopping six Grammy nominations with two wins for the hit "Say My Name." Unfortunately, it also marked changes in the lineup. Luckett and Roberson's issues with management resulted in their exit from the group. They were replaced by Michelle Williams and Farrah Franklin. Franklin would leave a few months after starting.

Going forth as a trio. Destiny's Child continued their commercial breakthrough with the 2001 album Survivor and it was a departure from their previous work, being significantly more pop influenced. Their self-titled debut was flavored with vintage R&B and splashes of hip-hop, while The Writing's on the Wallwas harder-hitting contemporary R&B. Survivor generated four top ten hits. Certified four-times platinum in the United States. The title song was awarded with the Grammy for Best R&B Performance by a Duo or Group with Vocals.

After a hiatus to develop and emit solo records. Destiny's Child reconvened for the sensual, mature, and core R&B Destiny Fulfilled. It sold three-million units and had two top ten singles. Five Grammy nominations, including Best Contemporary R&B Album. During the promotional concert tour for the album in 2005, the group announced that they would disband. Each member has gone on to have an accomplished career.

Syncopated rhythms, layered harmonies and speedy singing gave Destiny's Child sound distinction in a sea of lady ensembles. Their insistent messages of female empowerment inspired a generation of young women. Their model is often imitated. Yet to be duplicated.

Parents should not be fined when their

children bully because it is difficult to

enforce. No matter how well a parent

communicates an anti-bullying

sentiment at home, they are not with

their children at school and can not

control their actions. People think the

fine will stop the thirteen million

bullying cases a year. However, a

majority of bullying never gets

reported so nothing would actually

happen to those children and their

parents.

Which sentence is the counterclaim?

Lesson 1: Setting

Vance Powers grabbed the control stick. Up until now he had been a prisoner on this spaceship, but even the captain knew that Vance was the only one who could navigate through an asteroid belt. "Quick! Take these laser cuffs off!" The captain and the guard looked at one another hesitantly. Boom! The ship skidded off a large asteroid. "Now! Take the cuffs off! There's no time!" Vance shouted at the men. The captain gave the guard a slight nod. The guard waved the magnetic key over the laser cuffs on Vance's wrists. The cuffs powered down and fell off of Vance's wrists. Suddenly Vance had full control of his arms again. Vance tested the movement of his arms by disarming the guard and slapping the laser cuffs on him in one swift motion. Vance Powers was back.

Question 4: When is this story taking place? How do you know?

Inferences

Directions: Read each passage and then respond to the questions. Each question will ask you to make a logical inference based on textual details. Explain your answer by referencing the text.

Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something else to do." She began to unpack the picnic basket that was on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom sighed.

Question 4: Why is Max upset? How do you know this?

Analyzing Characters

Anna volunteered to help Kylie clean her house. When Anna washed the mirrors, Kylie asked her if she used paper towels instead of newspapers. When Anna admitted that she had, Kylie asked her to redo them. Then, while Anna was sweeping, Kylie corrected her on her technique. "Don't just push the dirt around, Anna. SWEEP it," Kylie told Anna.

Question 3: What character trait does Kylie demonstrate? Explain your answer by referencing the text.