Read the passage below and answer the question.

WHAT IS EQUAL EMPLOYMENT OPPORTUNITY?

SmithCo, Inc.

Associate Manual

Commitment to Equal Employment Opportunity

Equal Employment Opportunity

Equal Opportunity is the expressed policy of SmithCo. Our policy is to select the best-qualified person for each position in the organization and to conduct all business relationships without prejudice. SmithCo is committed to the principles of equal employment opportunity for all employees and applicants for employment. Advancement opportunities and employment decisions will be made without regard to race, creed, color, religion, sex, national origin, ancestry, age, physical or mental handicap, veteran or military status, or any other characteristic protected under federal, state, or local law.

Managers are expected to seek out a diverse pool of candidates for consideration when making hiring decisions. SmithCo also develops an annual Affirmative Action program, which is a federal requirement due to our status as a government contractor. The leadership team plays an active role in demonstrating SmithCo’s commitment by providing equal employment opportunities at all levels of employment. Managers and employees are advised to meet with the HR manager for assistance in meeting the standards set in this policy.

Equal Employment Opportunity Applies Throughout The Employment Process

To advance the principles of equal employment opportunity, SmithCo also extends this policy to every phase of the employment process including, but not limited to, recruitment, selection, placement, transfer, training and development, promotion, compensation, benefits, layoffs, termination, and all other conditions or benefits of employment. All employees are expected to abide by and promote this policy of equal employment opportunity within the organization, as well as with those who have a business relationship with SmithCo.

Equal Employment Opportunity Requires the Participation of All Associates

While overall authority for implementing an Equal Employment Opportunity policy is assigned to the Vice President of Human Resources, an effective equal employment opportunity program cannot be achieved without the support of all associates. Any associate who feels they have been denied equal opportunity or subjected to discrimination should consult with their manager or HR representative. SmithCo’s Employee Assistance Program also provides assistance with these matters.

Question 2: How is this policy organized?

Read the passage below and answer the question.

WHAT IS EQUAL EMPLOYMENT OPPORTUNITY?

SmithCo, Inc.

Associate Manual

Commitment to Equal Employment Opportunity

Equal Employment Opportunity

Equal Opportunity is the expressed policy of SmithCo. Our policy is to select the best-qualified person for each position in the organization and to conduct all business relationships without prejudice. SmithCo is committed to the principles of equal employment opportunity for all employees and applicants for employment. Advancement opportunities and employment decisions will be made without regard to race, creed, color, religion, sex, national origin, ancestry, age, physical or mental handicap, veteran or military status, or any other characteristic protected under federal, state, or local law.

Managers are expected to seek out a diverse pool of candidates for consideration when making hiring decisions. SmithCo also develops an annual Affirmative Action program, which is a federal requirement due to our status as a government contractor. The leadership team plays an active role in demonstrating SmithCo’s commitment by providing equal employment opportunities at all levels of employment. Managers and employees are advised to meet with the HR manager for assistance in meeting the standards set in this policy.

Equal Employment Opportunity Applies Throughout The Employment Process

To advance the principles of equal employment opportunity, SmithCo also extends this policy to every phase of the employment process including, but not limited to, recruitment, selection, placement, transfer, training and development, promotion, compensation, benefits, layoffs, termination, and all other conditions or benefits of employment. All employees are expected to abide by and promote this policy of equal employment opportunity within the organization, as well as with those who have a business relationship with SmithCo.

Equal Employment Opportunity Requires the Participation of All Associates

While overall authority for implementing an Equal Employment Opportunity policy is assigned to the Vice President of Human Resources, an effective equal employment opportunity program cannot be achieved without the support of all associates. Any associate who feels they have been denied equal opportunity or subjected to discrimination should consult with their manager or HR representative. SmithCo’s Employee Assistance Program also provides assistance with these matters.

Question 3: What is the main purpose of SmithCo’s equal employment opportunity policy?

Read the passage below and answer the question.

WHAT IS EQUAL EMPLOYMENT OPPORTUNITY?

SmithCo, Inc.

Associate Manual

Commitment to Equal Employment Opportunity

Equal Employment Opportunity

Equal Opportunity is the expressed policy of SmithCo. Our policy is to select the best-qualified person for each position in the organization and to conduct all business relationships without prejudice. SmithCo is committed to the principles of equal employment opportunity for all employees and applicants for employment. Advancement opportunities and employment decisions will be made without regard to race, creed, color, religion, sex, national origin, ancestry, age, physical or mental handicap, veteran or military status, or any other characteristic protected under federal, state, or local law.

Managers are expected to seek out a diverse pool of candidates for consideration when making hiring decisions. SmithCo also develops an annual Affirmative Action program, which is a federal requirement due to our status as a government contractor. The leadership team plays an active role in demonstrating SmithCo’s commitment by providing equal employment opportunities at all levels of employment. Managers and employees are advised to meet with the HR manager for assistance in meeting the standards set in this policy.

Equal Employment Opportunity Applies Throughout The Employment Process

To advance the principles of equal employment opportunity, SmithCo also extends this policy to every phase of the employment process including, but not limited to, recruitment, selection, placement, transfer, training and development, promotion, compensation, benefits, layoffs, termination, and all other conditions or benefits of employment. All employees are expected to abide by and promote this policy of equal employment opportunity within the organization, as well as with those who have a business relationship with SmithCo.

Equal Employment Opportunity Requires the Participation of All Associates

While overall authority for implementing an Equal Employment Opportunity policy is assigned to the Vice President of Human Resources, an effective equal employment opportunity program cannot be achieved without the support of all associates. Any associate who feels they have been denied equal opportunity or subjected to discrimination should consult with their manager or HR representative. SmithCo’s Employee Assistance Program also provides assistance with these matters.

Question 4: Which of the following actions would NOT be in violation of the equal employment opportunity program?

Read the passage below and answer the question.

WHAT IS EQUAL EMPLOYMENT OPPORTUNITY?

SmithCo, Inc.

Associate Manual

Commitment to Equal Employment Opportunity

Equal Employment Opportunity

Equal Opportunity is the expressed policy of SmithCo. Our policy is to select the best-qualified person for each position in the organization and to conduct all business relationships without prejudice. SmithCo is committed to the principles of equal employment opportunity for all employees and applicants for employment. Advancement opportunities and employment decisions will be made without regard to race, creed, color, religion, sex, national origin, ancestry, age, physical or mental handicap, veteran or military status, or any other characteristic protected under federal, state, or local law.

Managers are expected to seek out a diverse pool of candidates for consideration when making hiring decisions. SmithCo also develops an annual Affirmative Action program, which is a federal requirement due to our status as a government contractor. The leadership team plays an active role in demonstrating SmithCo’s commitment by providing equal employment opportunities at all levels of employment. Managers and employees are advised to meet with the HR manager for assistance in meeting the standards set in this policy.

Equal Employment Opportunity Applies Throughout The Employment Process

To advance the principles of equal employment opportunity, SmithCo also extends this policy to every phase of the employment process including, but not limited to, recruitment, selection, placement, transfer, training and development, promotion, compensation, benefits, layoffs, termination, and all other conditions or benefits of employment. All employees are expected to abide by and promote this policy of equal employment opportunity within the organization, as well as with those who have a business relationship with SmithCo.

Equal Employment Opportunity Requires the Participation of All Associates

While overall authority for implementing an Equal Employment Opportunity policy is assigned to the Vice President of Human Resources, an effective equal employment opportunity program cannot be achieved without the support of all associates. Any associate who feels they have been denied equal opportunity or subjected to discrimination should consult with their manager or HR representative. SmithCo’s Employee Assistance Program also provides assistance with these matters.

Question 5: What writing style does this excerpt portray?

Read the passage below and answer the question.

WHAT IS EQUAL EMPLOYMENT OPPORTUNITY?

SmithCo, Inc.

Associate Manual

Commitment to Equal Employment Opportunity

Equal Employment Opportunity

Equal Opportunity is the expressed policy of SmithCo. Our policy is to select the best-qualified person for each position in the organization and to conduct all business relationships without prejudice. SmithCo is committed to the principles of equal employment opportunity for all employees and applicants for employment. Advancement opportunities and employment decisions will be made without regard to race, creed, color, religion, sex, national origin, ancestry, age, physical or mental handicap, veteran or military status, or any other characteristic protected under federal, state, or local law.

Managers are expected to seek out a diverse pool of candidates for consideration when making hiring decisions. SmithCo also develops an annual Affirmative Action program, which is a federal requirement due to our status as a government contractor. The leadership team plays an active role in demonstrating SmithCo’s commitment by providing equal employment opportunities at all levels of employment. Managers and employees are advised to meet with the HR manager for assistance in meeting the standards set in this policy.

Equal Employment Opportunity Applies Throughout The Employment Process

To advance the principles of equal employment opportunity, SmithCo also extends this policy to every phase of the employment process including, but not limited to, recruitment, selection, placement, transfer, training and development, promotion, compensation, benefits, layoffs, termination, and all other conditions or benefits of employment. All employees are expected to abide by and promote this policy of equal employment opportunity within the organization, as well as with those who have a business relationship with SmithCo.

Equal Employment Opportunity Requires the Participation of All Associates

While overall authority for implementing an Equal Employment Opportunity policy is assigned to the Vice President of Human Resources, an effective equal employment opportunity program cannot be achieved without the support of all associates. Any associate who feels they have been denied equal opportunity or subjected to discrimination should consult with their manager or HR representative. SmithCo’s Employee Assistance Program also provides assistance with these matters.

Question 6: If you owned SmithCo and you wanted to hire someone to enforce these rules, what primary characteristic would you want in this potential employee?

Read the passage below and answer the question.

DID CESAR CHAVEZ ADVANCE WORKERS’ RIGHTS?

César Estrada Chávez (1927–1993) was an American farm worker, labor leader, and civil rights activist who, with Dolores Huerta, co-founded the National Farm Workers Association, which later became the United Farm Workers (UFW).

A Mexican American, Chávez became the best known Latino civil rights activist, and was strongly promoted by the American labor movement, which was eager to enroll Hispanic members. His public-relations approach to unionism and aggressive but nonviolent tactics made the farm workers' struggle a moral cause with nationwide support. By the late 1970s, his tactics had forced growers to recognize the UFW as the bargaining agent for 50,000 field workers in California and Florida. However, by the mid-1980s membership in the UFW had dwindled to around 15,000.

Chavez was a charismatic, gifted speaker who inspired Latinos to band together and devote themselves to the farmworkers' movement. Claiming as his models Emiliano Zapata, Gandhi, Nehru, and Martin Luther King, he called on his people to "Make a solemn promise: to enjoy our rightful part of the riches of this land, to throw off the yoke of being considered as agricultural implements or slaves. We are free men and we demand justice."

After his death he became a major historical icon for the Latino community, and for liberals generally, symbolizing militant support for workers and for Hispanic power based on grass roots organizing and his slogan "Sí, se puede" (Spanish for "Yes, it is possible" or, roughly, "Yes, it can be done"). His supporters say his work led to numerous improvements for union laborers. His birthday has become César Chávez Day, a state holiday in eight US states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in cities across the United States.

Question 7: Which of the following is a statement of fact from the passage?

Read the passage below and answer the question.

DID CESAR CHAVEZ ADVANCE WORKERS’ RIGHTS?

César Estrada Chávez (1927–1993) was an American farm worker, labor leader, and civil rights activist who, with Dolores Huerta, co-founded the National Farm Workers Association, which later became the United Farm Workers (UFW).

A Mexican American, Chávez became the best known Latino civil rights activist, and was strongly promoted by the American labor movement, which was eager to enroll Hispanic members. His public-relations approach to unionism and aggressive but nonviolent tactics made the farm workers' struggle a moral cause with nationwide support. By the late 1970s, his tactics had forced growers to recognize the UFW as the bargaining agent for 50,000 field workers in California and Florida. However, by the mid-1980s membership in the UFW had dwindled to around 15,000.

Chavez was a charismatic, gifted speaker who inspired Latinos to band together and devote themselves to the farmworkers' movement. Claiming as his models Emiliano Zapata, Gandhi, Nehru, and Martin Luther King, he called on his people to "Make a solemn promise: to enjoy our rightful part of the riches of this land, to throw off the yoke of being considered as agricultural implements or slaves. We are free men and we demand justice."

After his death he became a major historical icon for the Latino community, and for liberals generally, symbolizing militant support for workers and for Hispanic power based on grass roots organizing and his slogan "Sí, se puede" (Spanish for "Yes, it is possible" or, roughly, "Yes, it can be done"). His supporters say his work led to numerous improvements for union laborers. His birthday has become César Chávez Day, a state holiday in eight US states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in cities across the United States.

Question 8: Based on this excerpt, which aspect of Cesar Chavez did NOT help him organize Hispanic farm workers?

Read the passage below and answer the question.

DID CESAR CHAVEZ ADVANCE WORKERS’ RIGHTS?

César Estrada Chávez (1927–1993) was an American farm worker, labor leader, and civil rights activist who, with Dolores Huerta, co-founded the National Farm Workers Association, which later became the United Farm Workers (UFW).

A Mexican American, Chávez became the best known Latino civil rights activist, and was strongly promoted by the American labor movement, which was eager to enroll Hispanic members. His public-relations approach to unionism and aggressive but nonviolent tactics made the farm workers' struggle a moral cause with nationwide support. By the late 1970s, his tactics had forced growers to recognize the UFW as the bargaining agent for 50,000 field workers in California and Florida. However, by the mid-1980s membership in the UFW had dwindled to around 15,000.

Chavez was a charismatic, gifted speaker who inspired Latinos to band together and devote themselves to the farmworkers' movement. Claiming as his models Emiliano Zapata, Gandhi, Nehru, and Martin Luther King, he called on his people to "Make a solemn promise: to enjoy our rightful part of the riches of this land, to throw off the yoke of being considered as agricultural implements or slaves. We are free men and we demand justice."

After his death he became a major historical icon for the Latino community, and for liberals generally, symbolizing militant support for workers and for Hispanic power based on grass roots organizing and his slogan "Sí, se puede" (Spanish for "Yes, it is possible" or, roughly, "Yes, it can be done"). His supporters say his work led to numerous improvements for union laborers. His birthday has become César Chávez Day, a state holiday in eight US states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in cities across the United States.

Question 9: What phrase best summarizes the topic of the essay?

Read the passage below and answer the question.

DID CESAR CHAVEZ ADVANCE WORKERS’ RIGHTS?

César Estrada Chávez (1927–1993) was an American farm worker, labor leader, and civil rights activist who, with Dolores Huerta, co-founded the National Farm Workers Association, which later became the United Farm Workers (UFW).

A Mexican American, Chávez became the best known Latino civil rights activist, and was strongly promoted by the American labor movement, which was eager to enroll Hispanic members. His public-relations approach to unionism and aggressive but nonviolent tactics made the farm workers' struggle a moral cause with nationwide support. By the late 1970s, his tactics had forced growers to recognize the UFW as the bargaining agent for 50,000 field workers in California and Florida. However, by the mid-1980s membership in the UFW had dwindled to around 15,000.

Chavez was a charismatic, gifted speaker who inspired Latinos to band together and devote themselves to the farmworkers' movement. Claiming as his models Emiliano Zapata, Gandhi, Nehru, and Martin Luther King, he called on his people to "Make a solemn promise: to enjoy our rightful part of the riches of this land, to throw off the yoke of being considered as agricultural implements or slaves. We are free men and we demand justice."

After his death he became a major historical icon for the Latino community, and for liberals generally, symbolizing militant support for workers and for Hispanic power based on grass roots organizing and his slogan "Sí, se puede" (Spanish for "Yes, it is possible" or, roughly, "Yes, it can be done"). His supporters say his work led to numerous improvements for union laborers. His birthday has become César Chávez Day, a state holiday in eight US states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in cities across the United States.

Question 10: What year would have been the peak for membership of the UFW?

Read the passage below and answer the question.

DID CESAR CHAVEZ ADVANCE WORKERS’ RIGHTS?

César Estrada Chávez (1927–1993) was an American farm worker, labor leader, and civil rights activist who, with Dolores Huerta, co-founded the National Farm Workers Association, which later became the United Farm Workers (UFW).

A Mexican American, Chávez became the best known Latino civil rights activist, and was strongly promoted by the American labor movement, which was eager to enroll Hispanic members. His public-relations approach to unionism and aggressive but nonviolent tactics made the farm workers' struggle a moral cause with nationwide support. By the late 1970s, his tactics had forced growers to recognize the UFW as the bargaining agent for 50,000 field workers in California and Florida. However, by the mid-1980s membership in the UFW had dwindled to around 15,000.

Chavez was a charismatic, gifted speaker who inspired Latinos to band together and devote themselves to the farmworkers' movement. Claiming as his models Emiliano Zapata, Gandhi, Nehru, and Martin Luther King, he called on his people to "Make a solemn promise: to enjoy our rightful part of the riches of this land, to throw off the yoke of being considered as agricultural implements or slaves. We are free men and we demand justice."

After his death he became a major historical icon for the Latino community, and for liberals generally, symbolizing militant support for workers and for Hispanic power based on grass roots organizing and his slogan "Sí, se puede" (Spanish for "Yes, it is possible" or, roughly, "Yes, it can be done"). His supporters say his work led to numerous improvements for union laborers. His birthday has become César Chávez Day, a state holiday in eight US states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in cities across the United States.

Question 11: Which of the following is NOT a meaning of the phrase “throw off the yoke of being considered as agricultural implements or slaves”?

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 12: Which of the following words best describes the narrator's feelings about the "ignorance" of Sherlock Holmes?

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 13: Why does Holmes want to forget the Copernican Theory?

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 14: What is Holmes referring to when he mentions "lumber of every sort?"

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 15: How did the narrator find out that Holmes was unaware of the Copernican Theory?

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 16: Read this sentence from paragraph 6.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

What can the reader infer from this sentence?

Read the passage below and answer the question.

Directions: Read the passage and choose the best answer to each question that follows.

Excerpt from A Study in Scarlet

by Sir Arthur Conan Doyle

Sherlock Holmes’ ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently: “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Question 17: What is the overall purpose of this passage?

Read the following passage and answer the question

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.

Question 18: According to the author’s description, which of the following is most likely to be a message from Greek mythology?

Read the following passage and answer the question

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.

Question 19: Which word best describes the author’s account of Greek mythology?

Read the following passage and answer the question

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.

Question 20: This passage principally intends to:

Read the following passage and answer the question

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.

Question 21: 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.

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select the write answer.

Katie Clean invited Messy Missy to her house to work on their biology project, but Katie Clean had no idea what a visit from Messy Missy entailed. First of all, it was raining and Messy Missy neither bothered to take her boots off nor thoroughly wiped them on the doormat. Then Messy Missy ate a bag of hot chips on Katie Clean's white bedspread without asking, and Messy Missy is a sloppy eater, so hot chip powder got all over the bedspread. Katie Clean tried to be polite and ignore Messy Missy's sloppy behavior, but then Messy Missy threw her chip wrapper on the floor. Offended, Katie Clean pretended that she was sick and asked Messy Missy to leave. The next day Katie Clean asked the teacher if she could work by herself. After explaining her situation, the teacher allowed Katie to work alone. Messy Missy would have finished the assignment by herself, but she spilled grape soda all over her assignment.

Question 22: What is the theme of the story?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select the write answer.

Katie Clean invited Messy Missy to her house to work on their biology project, but Katie Clean had no idea what a visit from Messy Missy entailed. First of all, it was raining and Messy Missy neither bothered to take her boots off nor thoroughly wiped them on the doormat. Then Messy Missy ate a bag of hot chips on Katie Clean's white bedspread without asking, and Messy Missy is a sloppy eater, so hot chip powder got all over the bedspread. Katie Clean tried to be polite and ignore Messy Missy's sloppy behavior, but then Messy Missy threw her chip wrapper on the floor. Offended, Katie Clean pretended that she was sick and asked Messy Missy to leave. The next day Katie Clean asked the teacher if she could work by herself. After explaining her situation, the teacher allowed Katie to work alone. Messy Missy would have finished the assignment by herself, but she spilled grape soda all over her assignment.

Question 23: What happens in the story that leads you to believe this?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Money Mark was born rich. He never had to work a day in his life and he got everything handed to him on a silver platter. When he was six, Money Mark wanted to go to a basketball game. His father paid the starting five of the Bulls and Celtics to play a private game of Nerf-ball in Money Mark's bedroom. When Money Mark turned thirteen, he wanted to start a band. His father hired the Rolling Stones to play with him every Saturday at the family's private concert hall, though his family was never there. By the time he was twenty-one, Money Mark was bored with life. He was surrounded by a bunch of possessions that he didn't appreciate and Money Mark could find nothing new or exciting in his life. Despite his vast wealth, Money Mark never found happiness. Penny Petal was born poor. Her family hardly had anything to eat, but they loved each other. Penny Petal appreciated every thing she got. When she was six, her father walked her around the United Center before the Bulls played the Celtics. She was excited by the crazy fans and feeling in the air. She looked forward to the day that she could see a real game. When she was thirteen, she learned to play the buckets. She was an extremely talented musician, a natural percussionist, and everyone on the block loved the rhythms that poured from her palms. By the time she was twenty-one, Penny was a successful businesswoman. Now she had everything that she had ever dreamed of and she truly loved to share her wealth and happiness with her family who supported her through all of the hard times.

Question 24: What is the theme of the story?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Money Mark was born rich. He never had to work a day in his life and he got everything handed to him on a silver platter. When he was six, Money Mark wanted to go to a basketball game. His father paid the starting five of the Bulls and Celtics to play a private game of Nerf-ball in Money Mark's bedroom. When Money Mark turned thirteen, he wanted to start a band. His father hired the Rolling Stones to play with him every Saturday at the family's private concert hall, though his family was never there. By the time he was twenty-one, Money Mark was bored with life. He was surrounded by a bunch of possessions that he didn't appreciate and Money Mark could find nothing new or exciting in his life. Despite his vast wealth, Money Mark never found happiness. Penny Petal was born poor. Her family hardly had anything to eat, but they loved each other. Penny Petal appreciated every thing she got. When she was six, her father walked her around the United Center before the Bulls played the Celtics. She was excited by the crazy fans and feeling in the air. She looked forward to the day that she could see a real game. When she was thirteen, she learned to play the buckets. She was an extremely talented musician, a natural percussionist, and everyone on the block loved the rhythms that poured from her palms. By the time she was twenty-one, Penny was a successful businesswoman. Now she had everything that she had ever dreamed of and she truly loved to share her wealth and happiness with her family who supported her through all of the hard times.

Question 25: What happens in the story that leads you to believe this?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Tammy and Sammy were both students in Mr. Morton's reading class. Mr. Morton wasn't too strict about deadlines, and Sammy took advantage of that. He did all of his homework in his other classes but never bothered to complete Mr. Morton's reading assignments, figuring that he could complete them later. Tammy, on the other hand, completed each assignment Mr. Morton assigned the night that he assigned it. She had to stay up a little later, but she didn't want to get a penalty for turning in her reading work late. Tammy knew reading was a core subject and that she had to keep "C" average for the entire year or she would have to go to summer school. When the end of the quarter came, Tammy and Sammy had both planned on going to the Enchanted Castle amusement park, but Mr. Morton called Sammy's mother, and she grounded Sammy until he turned in all of his work. That weekend was horrible for Sammy. He stayed up until 2:00 AM each night and still couldn't complete all of the assignments. The whole while, Tammy had a great time eating pizza at Enchanted Castle, watching movies late at night, and enjoying her weekend free of stress and pressure. At the end of the quarter, Sammy was lucky to squeak by with a "C" minus in reading while Tammy earned an "A." Sammy still hasn't learned his lesson and probably won't complete this activity either.

Question 26: What is the theme of the story?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Tammy and Sammy were both students in Mr. Morton's reading class. Mr. Morton wasn't too strict about deadlines, and Sammy took advantage of that. He did all of his homework in his other classes but never bothered to complete Mr. Morton's reading assignments, figuring that he could complete them later. Tammy, on the other hand, completed each assignment Mr. Morton assigned the night that he assigned it. She had to stay up a little later, but she didn't want to get a penalty for turning in her reading work late. Tammy knew reading was a core subject and that she had to keep "C" average for the entire year or she would have to go to summer school. When the end of the quarter came, Tammy and Sammy had both planned on going to the Enchanted Castle amusement park, but Mr. Morton called Sammy's mother, and she grounded Sammy until he turned in all of his work. That weekend was horrible for Sammy. He stayed up until 2:00 AM each night and still couldn't complete all of the assignments. The whole while, Tammy had a great time eating pizza at Enchanted Castle, watching movies late at night, and enjoying her weekend free of stress and pressure. At the end of the quarter, Sammy was lucky to squeak by with a "C" minus in reading while Tammy earned an "A." Sammy still hasn't learned his lesson and probably won't complete this activity either.

Question 27: What happens in the story that leads you to believe this?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Mr. Pig and Mr. Dog were hanging out at the food court of the animal shopping mall. Mr. Pig was eating a huge feast of pizza and drinking a large jug of fruit punch and Mr. Dog was watching him eat. "Hey, Mr. Pig. If you give me a slice of your pizza, I'll let you have the next bone I find." Mr. Pig declined, even though it hurt his stomach to eat the last three slices of pizza. "I'm sorry, Mr. Dog," Mr. Pig said, "but I paid for this pizza and it's all mine." Mr. Dog sighed and waited for Mr. Pig to finish, and then they left the animal mall together. On the way out, a hunter spotted them and gave chase. Mr. Pig normally could have escaped the hunter but since he was weighed down by such a large meal, Mr. Pig collapsed and the hunter killed him. Mr. Dog easily escaped. Later that night while returning to the scene, Mr. Dog caught the scent of something delicious and began digging around a trash can. He found a large ham bone with lots of meat and marrow still stuck to the bone. Mr. Dog happily ate.

Question 28: What is the theme of the story?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

Mr. Pig and Mr. Dog were hanging out at the food court of the animal shopping mall. Mr. Pig was eating a huge feast of pizza and drinking a large jug of fruit punch and Mr. Dog was watching him eat. "Hey, Mr. Pig. If you give me a slice of your pizza, I'll let you have the next bone I find." Mr. Pig declined, even though it hurt his stomach to eat the last three slices of pizza. "I'm sorry, Mr. Dog," Mr. Pig said, "but I paid for this pizza and it's all mine." Mr. Dog sighed and waited for Mr. Pig to finish, and then they left the animal mall together. On the way out, a hunter spotted them and gave chase. Mr. Pig normally could have escaped the hunter but since he was weighed down by such a large meal, Mr. Pig collapsed and the hunter killed him. Mr. Dog easily escaped. Later that night while returning to the scene, Mr. Dog caught the scent of something delicious and began digging around a trash can. He found a large ham bone with lots of meat and marrow still stuck to the bone. Mr. Dog happily ate.

Question 29: What happens in the story that leads you to believe this?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

In his sophomore year of high school, Michael Jordan tried out for the varsity basketball team at Laney High School in Wilmington, North Carolina. But at five feet and eleven inches tall, the coach believed that Jordan was too short to play at that level, so Jordan was cut from the team. Jordan didn't let this obstacle defeat him. In fact, it pushed him to work even harder. He trained vigorously and grew another four inches the following summer. When he finally made the varsity squad, Jordan averaged 25 points a game and went on to become one of the greatest basketball players in history.

Question 30: What is the theme of the story?

Directions: Determine what the theme is for each story and explain your answer. Remember, a theme is a lesson or message in the story. Select answers carefully.

In his sophomore year of high school, Michael Jordan tried out for the varsity basketball team at Laney High School in Wilmington, North Carolina. But at five feet and eleven inches tall, the coach believed that Jordan was too short to play at that level, so Jordan was cut from the team. Jordan didn't let this obstacle defeat him. In fact, it pushed him to work even harder. He trained vigorously and grew another four inches the following summer. When he finally made the varsity squad, Jordan averaged 25 points a game and went on to become one of the greatest basketball players in history.

Question 31: What happens in the story that leads you to believe this?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

Journey to the Centre of the Earth by Jules Verne

The story of a German professor who believes there are volcanic tubes going toward the center of the

Earth. He, his nephew Axel, and their guide Hans climb down a crater and have many wild adventures,

encountering dinosaurs and prehistoric man. They eventually return to surface again in southern Italy.

Question 32:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

Sleeping Beauty retold by Charles Perrault

A beautiful princess pricks her finger on a sewing needle, after being cursed by a wicked fairy. The princess falls into a deep sleep. One hundred years later, a prince fights his way through the enchanted forest and awakens the beautiful sleeping princess with a kiss.

Question 33:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

The Reign of Attila the Hun by Ed Reaves

Attila the Hun was the scourge of both the Eastern and Western Roman Empires in the 440s and 450s. . He invaded and conquered territory in what would now be considered France and Italy, terrorizing the countryside along the way. This text tells the story of Attila's life.

Question 34:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

No Way In by Patty Slate

High school student Darren Banks is sick of being a viewed as a nerd. Darren enlists the help of his older cousin Tyrone to help him learn to dress, walk, and talk. With Tyrone's help, Darren soon climbs to the peak of high school popularity, but in his quest to become someone else, will Darren forget who he was? Find out in this exciting novel.

Question 35:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

The Fox and the Grapes retold by Aesop

One day a fox came upon a grape orchard and found a bunch of beautiful grapes hanging from a high branch. "Boy those sure would be tasty," he thought to himself. He backed up and took a running start, and jumped. He did not get high enough. He went back to his starting spot and tried again. He almost got high enough this time, but he still could not reach the grapes. He tried again and again, but he just couldn't get high enough to reach the grapes. Finally, he gave up. As he walked away, he put his nose in the air and said: "I am sure those grapes are sour anyway." It is easy to hate what you cannot have.

Question 36:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how

you got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing, and essays

Folklore: myth, fairy-tale, legend, tall tale, and fable

The Fox and the Grapes retold by Aesop

One day a fox came upon a grape orchard and found a bunch of beautiful grapes hanging from a high branch. "Boy those sure would be tasty," he thought to himself. He backed up and took a running start, and jumped. He did not get high enough. He went back to his starting spot and tried again. He almost got high enough this time, but he still could not reach the grapes. He tried again and again, but he just couldn't get high enough to reach the grapes. Finally, he gave up. As he walked away, he put his nose in the air and said: "I am sure those grapes are sour anyway." It is easy to hate what you cannot have.

Question 37:

Genre: _________ ? Subgenre: _________ ?

Explain your answer?

Directions:Read each passage and Summarize Accordingly.

Picture this: a herd of elephants flies past you at sixty miles per hour, followed by a streak of tigers, a pride of lions, and a bunch of clowns. What do you see? It must be a circus train! One of the first uses of the circus train is credited to W.C. Coup. He partnered with P.T. Barnum in 1871 to expand the reach of their newly combined shows using locomotives. Before circus trains, these operators had to lug around all of their animals, performers, and equipment with a team of more than 600 horses. Since there were no highways, these voyages were rough and took a long time. Circuses would stop at many small towns between the large venues. Performing at many of these small towns was not very profitable. Because of these limitations, circuses could not grow as large as the imaginations of the operators. After they began using circus trains, Barnum and Coup only brought their show to large cities. These performances were much more profitable and the profits went toward creating an even bigger and better circus. Multiple rings were added and the show went on. Today, Ringling Bros. and Barnum and Bailey Circus still rely on the circus train to transport their astounding show, but now they use two.

Question 38: Summarize the passage and Main idea related title for the passage?

Directions: Read each passage and Summarize Accordingly.

How do you say "Holy cow" in French? The fastest thing in France may just be the fastest ground transportation in the world. The TGV (Train � Grande Vitesse: French for very high speed) is France's national high speed rail service. On April 3^rd, 2007, a TGV test train set a record for the fastest wheeled train, reaching 357.2 miles per hour. In mid 2011, TGV trains operated at the highest speed in passenger train service in the world, regularly reaching 200 miles per hour. But what you may find most shocking is that TGV trains run on electric power not petrol. Now if you'll excuse me; I have a record to catch.

Question 39: Summarize the passage and Main idea related title for the passage?

Directions: Read each passage and Summarize Accordingly.

Giddy-up, cowboys and girls! In the Southwest during early half of the 1800s, cows were only worth 2 or 3 dollars a piece. They roamed wild, grazed off of the open range, and were abundant. Midway through the century though, railroads were built and the nation was connected. People could suddenly ship cows in freight trains to the Northeast, where the Yankees had a growing taste for beef. Out of the blue, the same cows that were once worth a couple of bucks were now worth between twenty and forty dollars each, if you could get them to the train station. It became pretty lucrative to wrangle up a drove of cattle and herd them to the nearest train town, but it was at least as dangerous as it was profitable. Cowboys were threatened at every turn. They faced cattle rustlers, stampedes and extreme weather, but kept pushing those steers to the train station. By the turn of the century, barbed wire killed the open range and some may say the cowboy too, but it was the train that birthed him.

Question 40: Summarize the passage and Main idea related title for the passage?

Directions: Read each passage and Summarize Accordingly.

Electric trolley cars or trams were once the chief mode of public transportation in the United States. Though they required tracks and electric cables to run, these trolley cars were clean and comfortable. In 1922, auto manufacturer General Motors created a special unit to replace electric trolleys with cars, trucks, and buses. Over the next decade, this group successfully lobbied for laws and regulations that made operating trams more difficult and less profitable. In 1936 General Motors created several front companies for the purpose of purchasing and dismantling the trolley car system. They received substantial investments from Firestone Tire, Standard Oil of California, Phillips Petroleum, and other parties invested in the automotive industry. Some people suspect that these parties wanted to replace trolley cars with buses to make public transportation less desirable, which would then increase automobile sales. The decline of the tram system in North America could be attributed to many things—labor strikes, the Great Depression, regulations that were unfavorable to operators—but perhaps the primary cause was having a group of powerful men from rival sectors of the auto industry working together to ensure its destruction. Fill it up, please.

Question 41: Summarize the passage and Main idea related title for the passage?

Directions: Read each passage and Summarize Accordingly.

What's dressed in all black, practices stealth, and is a master of espionage, sabotage, and assassination? You guessed it: it's a ninja!

Perhaps the only thing more elusive than a ninja is the source of the word ninja. In China ninja are more often referred to as shinobi. The Chinese word shinobi, short for shinobi-no-mono, means "to steal away." The word shinobi appears in Chinese poems as far back as the eighth century. So how did this word become ninja? Some believe that during the Edo period in Japan, the word shinobi-no-mono was appropriated and transformed to the very similar word ninja. This probably happened because it was a lot quicker and easier to just say ninja. It is difficult to see how such a transformation could have occurred when we look at the words using our alphabet, but if you look at the kanji representing these words, it may make more sense to you. This is how you write shinobi-no-mono in Chinese: . And this is how you write ninja: . Now do you see the similarities?

Question 42: Summarize the passage and Main idea related title for the passage?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 43:

"He would write, but his hours are as busy / As bees in the sun,"

Which technique is being used?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 44:

"All round the house is the jet-black night; / It stares through the window-pane;

It crawls in the corners, hiding from the light,"

Which technique is being used?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 45: "Oh, never, if I live to a million, / Shall I feel such a grievous pain."

Which technique is being used?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 46: But words are things, and a small drop of ink, / Falling, like dew, upon a thought produces

Which technique is being used?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 47:

"And then my heart with pleasure fills, / And dances with the daffodils."

Which technique is being used?

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used:

simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is

possible that more than one technique is being used. If you can, explain each.

Question 48:

"My brain is fire--my heart is lead! / Her soul is flint, and what am I?"

Which technique is being used?

Directions: Read each poem and then answer the following questions.

Ellis Park

By Helen Hoyt

Little park that I pass through,

I carry off a piece of you

Every morning hurrying down

To my work-day in the town;

Carry you for country there

To make the city ways more fair.

I take your trees,

And your breeze,

Your greenness,

Your cleanness,

Some of your shade, some of your sky,

Some of your calm as I go by;

Your flowers to trim

The pavements grim;

Your space for room in the jostled street

And grass for carpet to my feet.

Your fountains take and sweet bird calls

To sing me from my office walls.

All that I can see

I carry off with me.

But you never miss my theft,

So much treasure you have left.

As I find you, fresh at morning,

So I find you, home returning --

Nothing lacking from your grace.

All your riches wait in place

For me to borrow

On the morrow.

Do you hear this praise of you,

Little park that I pass through?

Question 49: What is this poem about?

Directions: Read each poem and then answer the following questions.

Ellis Park

By Helen Hoyt

Little park that I pass through,

I carry off a piece of you

Every morning hurrying down

To my work-day in the town;

Carry you for country there

To make the city ways more fair.

I take your trees,

And your breeze,

Your greenness,

Your cleanness,

Some of your shade, some of your sky,

Some of your calm as I go by;

Your flowers to trim

The pavements grim;

Your space for room in the jostled street

And grass for carpet to my feet.

Your fountains take and sweet bird calls

To sing me from my office walls.

All that I can see

I carry off with me.

But you never miss my theft,

So much treasure you have left.

As I find you, fresh at morning,

So I find you, home returning --

Nothing lacking from your grace.

All your riches wait in place

For me to borrow

On the morrow.

Do you hear this praise of you,

Little park that I pass through?

Question 50: What is the speaker's tone? Explain your answer using textual evidence.