A. "And the variety of fun new flavors on the market make otherwise boring water exciting to drink." (paragraph 1)

B. "But the hard truth is that drinking too much flavored water—sparkling or still—could do serious damage to your teeth." (paragraph 2)

C. "Enjoying a sparkling mango water now and again isn’t an issue." (paragraph 7)

D. "Eating activates the flow of acid-neutralizing saliva, so save that bottle of strawberry-kiwi water to drink along with a meal or snack to dilute the acid effect." (paragraph 9)

It acknowledges the reasons why people may prefer flavored water over plain water.

It argues that drinking flavored water is acceptable because it is a popular choice of beverage.

It implies that drinking plain water is a boring choice that does not express creativity or personal preferences.

It suggests that consumers who choose flavored water over plain water are being tricked by companies trying to make more money.

A. Companies target consumers with the design of their flavored water products and their creative fruit combinations.

B. Flavored waters can bring more profit to companies that are willing to overlook the health issues they can cause.

C. Consumers are trying to choose healthier beverages by reaching for flavored waters instead of sugary sodas or juices.

D. Companies that add the most popular flavors to their water are more profitable than companies that stick with basic flavors.

to convey that there are healthy ways to drink flavored water

to present conflicting evidence to support consumption of flavored water

to explain the damaging effects of drinking soda

to emphasize the dependence people have on flavored beverages

by comparing the pH levels of regular water to those of sparkling water

by describing the effects of the acidic ingredients on teeth

by offering alternative ways to add flavor to water without harming tooth enamel

by providing a list of the most popular flavors of water

delay

increase

notice

weaken

Getting out into nature can create a sense of satisfaction

Being productive can be difficult when one lacks a sense of purpose

Waiting expectantly for something that never happens can cause sadness

Remembering those who are gone can make it seem as though they never left

A. by hinting at the skill with which Mrs. Willow maintains her garden

B. by illustrating a beautiful backdrop that contrasts with Mrs. Willow’s dreary disposition

C. by noting the garden’s open and bright layout, which is similar to Mrs. Willow’s open and honest personality

D. by describing how the garden is a work in progress, providing a reason for why Mrs. Willow is constantly working in it

A. “Digging up potatoes, cleaning out the weeds, Doing the little for a lone woman’s needs.” (lines 3–4)

B. “‘Good morning, Mrs. Willow.’ ‘Good morning, sir,’ Is all the conversation I can get from her.” (lines 10–11)

C. “And her path-stones are white as lilies of the wood, And she washes this and that till she must be very good.” (lines 12–13)

D. “She sends no letters, and no one calls, And she doesn’t go whispering beyond her walls;” (lines 14–15)

E. “She has no late lamps, and she digs all day And polishes and plants in a common way.” (lines 20–21)

He is determined to find out more information from other neighbors.

He is upset that she does not seem to see his genuine concern for her.

He is bothered thinking that she is constantly eavesdropping on those around her.

He is resigned to the fact that he may never know what is going on in her life.

"Why does she listen over the wall," (line 7)

"Nothing in her garden is secret, I think—" (line 16)

"She has no late lamps, and she digs all day" (line 20)

"I shall never be told; it will never be said." (line 26)

to emphasize how watchful and anxious Mrs. Willow seems

to prove that Mrs. Willow does get occasional visitors

to inform the reader that Mrs. Willow has sharp senses

to mimic the sounds of a person entering Mrs. Willow’s garden

A. Abigail Smith married a lawyer named John Adams, who later became president.

B. Abigail Adams stood up for the rights of girls and women to get an education.

C. Abigail Adams’ role as advisor made her a popular woman in early America.

D. Abigail and John Adams traveled to many places as part of their official duties.

A. “Although the Adamses temporarily lived elsewhere over the course of their lives, Massachusetts was always their home.” (paragraph 3)

B. “That trip was the beginning of 10 years of lengthy separations for John and Abigail, as John traveled in the Colonies and to Europe on the new country’s business.” (paragraph 5)

C. “John’s political enemies suggested that her influence was too great and referred to her as ‘Mrs. President.’” (paragraph 7)

D. “Although Abigail accepted that men’s and women’s roles in society were different, she believed that their talents should be combined for the good of all.” (paragraph 8)

Abigail and her husband John believed the Colonies deserved independence from the rule of Great Britain and played important roles in the struggle for independence.

Schoolchildren like Abigail’s brother learned to read and write Latin during this time.

Abigail worked hard on the farm, raising four children during the long periods John was away.

John and Abigail moved into their first home in Braintree, Massachusetts, which John received in an inheritance.

Abigail performed hostess duties for John when he hosted guests in New York and Philadelphia.

confused

curious

determined

impolite

They grow up to be productive adults.

They should be allowed to explore freely.

They have special connections with animals.

They can handle a large workload.

It was balanced.

It was unusual.

It was profitable.

It was foolish.

It flashes back to a time when Abigail and John experienced fear.

It tells a story about how Abigail and John sometimes struggled to communicate.

It shows how Abigail and John had different opinions about paying taxes.

It introduces an important conflict that was happening during Abigail's and John’s lives.

by demonstrating the difficulty of learning Latin at a young age

by emphasizing that taxes on printed materials made books hard to find

by summarizing how Abigail urged her husband to keep women’s education in mind

by explaining how Abigail managed to find books and educate herself

A) Abigail and her husband had a supportive marriage.

B) Patriotic people had to suffer through difficult challenges.

C) Teachers were not available for Abigail’s children.

D) Abigail showed strength and goodwill during hard times.

A. It emphasizes that Abigail upheld the appearance expected of her as a president's wife.

B. It depicts the close connection Abigail had with her four children.

C. It shows that Abigail and her husband were very religious people.

D. It illustrates that her enemies thought Abigail had too much power over her husband.

Both authors present details of John’s faraway travels and the effect they had on his family.

Both authors use direct quotations from the letters John and Abigail wrote to each other to highlight their mutual trust.

The author of “Loving Letters” acknowledges the shared responsibility John and Abigail had in their children’s education, while the author of “A Supporting Role” does not.

The author of “Loving Letters” includes examples of Abigail’s confidence in speaking to her husband, while the author of “A Supporting Role” does not.

The closest friendships can withstand any argument.

Anyone can learn to work together with enough effort.

Emotional expression of music is more important than accuracy.

It is important to learn from others instead of competing with them.

A. “Just because we’ve been friends since third grade doesn’t mean we were meant to make music together. I wasn’t even so sure of our friendship anymore. Her criticism about my music not showing enough emotion hurt.” (paragraphs 5-6)

B. “I imagined her long fingers searching frantically for the right notes, her mass of curly brown hair gone wild with terror, and her round eyeglasses clouded with steam as sweat dripped off her face onto the keyboard.” (paragraph 15)

C. “She would undoubtedly perform some bold, romantic piece for the festival. My Bach would sound timid in comparison.” (paragraph 17)

D. “‘I’ve never heard you play with such feeling.’ ‘You were darn good yourself,’ I said. ‘Not a note out of place.’” (paragraphs 31-32)

A. It demonstrates that Camden is insecure about her musical skills and no longer wants to perform.

B. It uses the concept of an orchestra to convey how difficult it is for Camden to focus her emotions.

C. It describes the experience of listening to an out-of-tune orchestra to explain how the audience will react to Camden’s music.

D. It shows that Camden feels her emotions more strongly than the other musicians in her grade.

It emphasizes Camden’s growing frustration.

It shows Camden’s dislike for reading sheet music.

It demonstrates Camden’s interest in teaching others.

It conveys Camden’s belief that music is better than athletics.

A. It reveals that Camden has little chance of performing better than Skye at the music festival.

B. It shows that Camden has lost the opportunity to get feedback at the music festival by withdrawing her original piece.

C. It demonstrates that Camden is less interested in the process of the music festival than Skye is.

D. It emphasizes that Camden is missing the point of the music festival by turning it into a competition.

She has become more kind toward her classmates.

She thinks she can play the piano better than her own teacher.

She wishes that her classmates had not performed so well.

She is concerned about how her performance will reflect on her teacher.

A) She becomes less confident in her music selection.

B) She performs to impress her teacher instead of anyone else.

C) She tries to focus on accuracy instead of just emotion.

D) She learns that music is about cooperation.

She regrets that her piece’s finale was less powerful than she hoped.

She can play the piano so forcefully that it moves around.

She finally feels an emotional connection to her instrument.

She prefers dancing rather than performing music.

It shows the closeness and coordination necessary for two people to play the same instrument at once.

It reflects the idea that playing four-handed piano is an unpopular activity for students.

It emphasizes that one partner is always more skilled than the other when playing four-handed piano.

It illustrates how playing the same instrument at once can help people overcome their disagreements.

A. “position hands with poise begin fingers fly across the grinning mouth touches as soft as hummingbird feathers then hard as stone” (lines 10-14)

B. “head swaying to the rhythmic pulsation of fingers pressing keys peer at the black script of notes lining the music like a secret language you’ve learned to decipher” (lines 20-24)

C. “individual notes and chords blend into a beautiful concoction of sound sonatas, preludes all are vehicles for the glorious melody of a grand piano” (lines 27-31)

D. “but you tear yourself away grab the red velvet covering slide it over the endless row of keys the grin of a Cheshire cat lingers it follows you out of the room” (lines 36-40)

A) In "The Four-Handed Piano," the author focuses on the stress that results from the pursuit of perfection; in "The Piano," the poet emphasizes that enjoyment of music happens only when the piece is performed perfectly.

B) In "The Four-Handed Piano," the author describes playing music as a way for children to make friends; in "The Piano," the poet suggests that music is appreciated most as a solitary experience.

C) In "The Four-Handed Piano," the author shows characters using music for revenge before it becomes about self-discovery; in "The Piano," the poet focuses on the emotional connections that come from playing music.

D) In "The Four-Handed Piano," the author discusses that learning proper technique is more important than conveying emotions; in "The Piano," the poet describes music as a personal connection between the musician and the notes.

our

theirselves

themselves

No change

healthier

healthiest

more healthier

No change

season they

season; they

season and they

No change

carefully

generally

slowly

No change

group? Take

group; take

group take

No change