November Keystone Quiz

1. November Keystone Quiz College Prep 16 questions

2. Literary Content Assessed • Author’s purpose • Author’s technique • Author’s argument • Author’s defense of a claim • Main idea and Supporting Details • Genre (fiction vs. non-fiction) • Stage devices

3. Author’s Purpose ************ TONE Tone is the reflection of an author's attitude toward his or her subject. Have you ever been in a conversation with someone, and you were able to tell if that person was angry, sad, or happy? Usually, the person talking to you will give hints about how he or she is feeling with gestures like a frown, a smile, or a nervous twitch. Authors give the similar hints when they write. An author's tone gives the reader an idea about how the author feels about a certain subject. They aren't hints that can be seen like the hints in a conversation; however, things like word choice and attitude can be recognized in writing.

4. Example: Conserving water is important for our environment, future generations, and your wallet. Most people don't realize this, but water is a finite resource. All the water we will ever have is on the planet right now. It is important to consider this when thinking about the importance of water conservation. If we are not good stewards of water, our future generations will suffer for it. Fresh drinking water resources are limited for people, but also remember that animals and water species also depend on it for life. It is important for us to think about and facilitate their survival in addition to our own. Cutting back on the water used during showers or for watering plants outdoors can also help save you money. The author's purpose for writing this passage is to convince readers that water conservation is important. He or she presents the argument by discussing reasons why saving water is important. The author's attitude in this passage is serious.

5. Consider what the author is trying to do with their writing? • argue • condemn • describe • enlighten • entertain • explain • express • Illustrate • inform • instruct • investigate • narrate • persuade • report • teach • warn

7. D A D

8. Jackson and Crocker's Drive In the United States during the early 1900s, most people thought of automobiles as a passing fad. Automobile enthusiast Dr. Horatio Nelson Jackson, however, disagreed with this idea and believed that long-distance road trips were possible for everyone. On May 18, 1903, he made a $50 wager that he and his mechanic, co-driver, and driving instructor, Sewall K. Crocker, could drive across the U.S. in a used Winton car named the Vermont.     Jackson and Crocker began the first trans-U.S. automobile trip on May 23, 1903. They departed from San Francisco and traveled along the Oregon Trail toward their final destination of New York City. Their journey was fraught with setbacks. Only 15 miles into their journey, the Vermont lost a tire. Soon after they replaced the tire with their only spare, their cooking gear fell off the vehicle, and they were led 108 miles off-course after following poor directions. On June 6th, the car broke down, and a fuel leak drained their only available gasoline. Three days later, the Vermont's oil ran out.     During their journey, Jackson and Crocker adopted a young bulldog named Bud who wore thick driving goggles to protect his eyes from the road dust. Bud quickly adapted to life on the road and became the subject of many newspaper articles. Despite numerous problems and delays, the Vermont and its three passengers reached New York City on July 26, 1903. They had become famous due to newspaper coverage, and their inspiring journey helped to popularize the automobile in the United States. Today, the Vermont is preserved in the Smithsonian Institution in Washington D.C., to honor Jackson and Crocker for their courage, fortitude, and vision for the future of automobiles in the U.S.

9. A D C

10. B

12. Which sentence contributes LEAST to the author's main purpose in writing the passage? • The 2010 winner is Bret Woginirch, a senior at Sandgate North High School. • Lampert, a lifelong resident of Sandgate, works full-time as the head librarian of the town’s public library • He amazed the judges by reciting the entire contents of Henry David Thoreau’s Walden. • On Thursday, one of the sandgate’s brightest young residents was named the winner of the 2010 Sandgate Quote-a-Thon B • The main purpose of the third paragraph is to • Suggest that memorization of classic literature is good preparation for college • Explain the criteria used by judges in the 2010 Sandgate Quote-a-Thon • Give background information about the most recent Quote-a-Thon winner. • Persuade the reader to purchase a copy of Henry David Thoreau’s Walden C

13. Winters in the Country by Gautum Sixteen pigeonsin our front yardmade our tree house a happy place.I watched the white feathersleave a trail of cold wind,as they flew by my face—mesmerized in the balcony.They would flap their wingsand descend to the big bowlfor a bathprecisely at noon—when the water warmed up. They wobbled around the edge of the shiny bowl,fluttered, slipped, and flew.I watched their headsmoveback and forth,slightly to the side. Their bellies huggedthe cement floor.They snuck the grainsI spread out for them—faster than the blink of an eye.Sometimes I hear themcooing in my city dreams.Countless pigeons in my cityfly over me.I don't have timeto watch their falling feathers. D

14. A boy with dreams by A. Gautum Willy waited every nightto wake upand turn into a Batman.He had the jawthat looked intimidatingin a cowl,and the perfect chinwith a hint of toughness—full lips—an embodiment of strength.But he had the eyes of a poet—searching meaning,and looking beyond what is seen. When he looked at the city from his balcony,he was learning to swim in the world—growing up to be a manwas tougher than it seemed.He was a boy with dreams.He wanted wings. D

15. Word Choice Sometimes, authors choose words to show how something feels, looks, or acts. These words give the reader a better idea of what is happening in the story. They can show you how exciting something is or how happy a person feels. Sample The long, dark road unwound before Chrisette like a serpent striking its prey. The car’s windshield was continuously covered in a fine spray of water as the wipers swung back and forth like a pendulum. Through the blurry glass, Chrisette could just make out a figure in the darkness. The author uses words to set a mood of foreboding in this passage. He or she could have simply said, "Chrisette was driving in the rain. It was dark outside. She could barely see the road in front of her."

16. Aunty Mina's Vicarious Adventures      Aunty Mina considered me a daughter she never had. She happened to be the first one who knew my mother was pregnant when they got on the same bus. They were perfect strangers who became friends by chance. Mom always thanked her dizziness that afternoon and, of course, the kindness of Aunty Mina. These two women were brought together by loneliness in a new town as their husbands left for work each morning.     Aunty Mina cared for my mother as she would have looked after her own younger sister. My mom, the thunderbolt, was soft as cotton candy every time her best friend Mina was home. The bond between the two women had blossomed like daffodils in May. When I arrived into the world, both women showered me with all the love in the world. Mom says our apartment, as clustered as a subway station in rush hour, was finally her home when I came. I grew up with two mothers.      "See the world," Aunty Mina would say. "If you do not explore, you miss out on the beauty that is waiting for you." Aunty Mina had assumed the role of a mentor and wanted to share with me all the wisdom she ever possessed. "I would not have met your mother if I didn't go out of my apartment to explore the surroundings. Think about all the interesting things you will see and people you will meet," Aunty Mina continued as she showed me the pictures of her travels to Europe, Asia, and Australia.      I looked at Aunty Mina as if I had met her for the first time in my life. By now she could hardly breathe in an airplane and was limited to getting around by the bus. I understood that the happy face she put on was hiding something heavier. She wanted me to live a life she no longer saw as possible.

17. C A

18. A theme of this story is there is a right time to understand things in life. How does the author show this theme? • By using less dialogue and more of flashback and foreshadowing in the story • By narrating the boy’s childhood using a descriptive and poetic language • By showing the father’s unwillingness to take all of his family to the lake • By showing the importance of the setting to understand the reason for fishing D

19. Author’s Argument & Defense of Claim An argument is a position or thesis put forth by a writer about an particular subject or issue. A writer then supports the argument with evidence. Ways to strengthen arguments Examples The more concrete examples the writer has. The more convincing his or her argument is. Facts A concrete fact is always more reliable and convincing than someone’s opinion. Facts are essential to building a strong argument. Anecdotes An anecdote is a short, often amusing, story that helps personalize the writer’s argument.

20. Does D.A.R.E. Deliver Results?      Most people who have attended public school in the years since 1983 are probably familiar with the D.A.R.E. (Drug Abuse Resistance Education) program. In fact, it has been used in 80% of U.S. schools and a total of 43 countries. It is, without a doubt, the most popular drug education program in the United States. As of 2008, 36 million kids a year (26 million in the U.S. alone) are reached by D.A.R.E.     So why have 30 different studies shown that D.A.R.E. doesn’t prevent drug use in students who are exposed to its teaching? The U.S. Surgeon General’s office reported in 2001 that D.A.R.E. “does not work.” A 2009 study revealed that after four years, 31 percent of both D.A.R.E. graduates and those who had not attended the program had used marijuana. In a survey of students conducted by the Substance Abuse and Mental Health Services Administration, many revealed that the concepts of D.A.R.E. had been repeated so much during their school years that they basically stopped listening.     Detractors of the program say part of the problem is that D.A.R.E. teachings paint all students with the same broad brush. They say that by not taking into consideration the kids’ likelihood of becoming substance abusers in the future, the program misses its mark entirely. D.A.R.E.’s “one size fits all” strategy does not adequately prepare students for the complex drug challenges that they are likely to face. • What is the argument being used in paragraph 1? • The D.A.R.E. program needs more volunteers to meet demands. • The use of the D.A.R.E. program in schools is very pervasive. • D.A.R.E. had not been used enough to judge its effectiveness. • D.A.R.E. has been around since 1983, so it must work very well. B

21. A D B D

22. D B

23. Main Idea and Supporting Details The main idea of a passage is the basic point that the author wants to convey to the reader. In simpler terms, the main idea is the idea that the passage is mostly about. The sentences that explain, describe, or support the main idea are called supporting details. • The main idea can range from an idea that the author wants the reader to agree with in a newspaper article to a main event that takes place in a story. Each passage you read, whether it is 5 sentences or 500 pages, has a main idea. When you are looking for the main idea, ask yourself: • Why did the author write this passage? • What is the point he/she is trying to make? • What is the passage mostly about? • What idea is conveyed in the passage?

24. Once you have found the main idea, check it against the passage. The sentences in the passage should support, describe, or explain this idea. These sentences are supporting details. They are used to make the author's main idea stronger. If the sentences do not support the main idea, then you have the wrong main idea. Look over the sentences again and see what point or idea they are trying to explain. Note: Main idea and topic are not the same thing. A topic is a general category, like the paparazzi or global warming. A main idea is a specific idea about that topic, like "The paparazzi should not be allowed to follow celebrities in their cars," or "Global warming is already impacting the North and South Poles." Think of it like a research paper assignment. Your teacher might want you to write about the 2008 presidential election. That is the topic. If you write about the confusion of the American public over the numerous candidates in the pre-primary election, that is the main idea.

25. Example:       Once winter is gone and spring officially arrives, it is time to enjoy longer days, warm weather, and new seasonal produce. During the spring, many vegetables and fruits are at their peaks. This includes green beans, corn, sweet onions, peas, greens, and squash. On the fruit front, apples, citrus fruits, and pears have made way for juicy stone fruit, like peaches, nectarines, and plums. Melons and berries are also available in the spring. What is the main idea of this passage? Many seasonal fruits and vegetables hit their peak during the spring. This passage mostly focuses on the variety of produce available in the spring. The rest of the passage details the various vegetables and fruits that one can find during the spring.

26. What's in a Name?      Pluto was discovered in 1930. It was named after the Roman god of the dead. For 76 years, it would be considered the ninth planet in our solar system. As scientists began to learn more about heavenly bodies, they began to refine the definition of "planet." In 2006, Pluto lost its title. Many scientists now refer to Pluto as a "dwarf planet."     Pluto was always the odd planet out, which led scientists to question its "planet status" from the beginning. For example, Pluto is a small orb with an icy surface. It follows an elliptical orbit that does not match the other eight planets' paths. Scientists have pointed out these differences for decades, but discoveries in the 1990s made the differences more significant. Scientists discovered other small, icy worlds called Kuiper belt objects (KBOs) located near Pluto. The International Astronomical Union felt that Pluto shared more in common with the KBOs, so it developed the new "dwarf planet" category. However, some scientists do not like the new category and refuse to acknowledge it. C

27. A

28. Which sentence from the passage supports the idea that tattoos crossed • culture barriers by way of imitation? • “Tattooing has been practiced by many different peoples and cultures around the world.” • “Julius Caesar described the Picts’ blue-tones tattoos in his account of the Gallic Wars or 58 BC.”” • Other mummies preserved from Ancient Egypt also exhibit tattoos on their bodies.” • “At that time, European returned from Polynesia with tattoos similar to the ones they’d seen there.” D • Which would be the best title for this passage? • Tattoos: Gone But Not Forgotten • Tattoos: A Misunderstood Art • Tattoos: Older than You Might Think • Tattoos: New and Different Colors C

29. Genres—Types of WritingFICTION-based on imagination not on facts Novel -considerable length -plot told through actions, characters, speech and thoughts Short Story -less complex than a novel -usually under 10,000 words

30. Non-Fiction(fact) Biography Journal -an account of someone’s life written -personal accounts of daily events by someone else -more likely to be used every day -more likely to be published Autobiography -piece of writing that a person Diary writes about their own life -personal accounts of daily events -not necessarily written every day Essay -not intended for publication -discusses author’s point of view on a single subject Newspaper Article -current events published daily

31. “Learning something new can be a scary experience. One of the hardest things I've ever had to do was learn how to swim. I was always afraid of the water, but I decided that swimming was an important skill that I should learn. I also thought it would be good exercise and help me to become physically stronger. What I didn't realize was that learning to swim would also make me a more confident person. New situations always make me a bit nervous, and my first swimming lesson was no exception. After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. After a couple of minutes the teacher came over. She smiled and introduced herself, and two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease.” B • The reader can tell that this passage is an essay because the author • Persuades the reader to try new things even if scared • Focuses on one subject and discusses her point of view • Encourages the reader to join the school swim team • Compares the fear of making new friends and trying new activities

32. Stage Devices Dialogue words spoken by characters in a play Soliloquy narrative spoken by a single actor which his or her thoughts are revealed to the audience. It can be written as if the actor is talking to himself/herself. Usually the actor is alone on stage, or the other performers are temporarily not engaged in the play. Dramatic Monologue Similar to soliloquy, a dramatic monologue is a long speech by an single actor. The actor can be alone on stage or interacting with other performers.

33. Aside speech or a comment made by an actor directly to the audience about the action in the play or another character. The audience is to understand that this comment is not to be heard or noticed by other characters in the play Stage Directions tell the actor how to move and speak. Most stage directions are in parenthesis or in italics. They can also tell you where the play is taking place or give information about how to make the stage look to set the scene. Prop an article or object that appears on the stage during the play. Props in the play Romeo and Juliet include swords used in the fight scene.

34. Which of these best describes why Othello's dialogue is considered a soliloquy? • It shows Othello’s feelings about Desdemona, his life, and his moral judgment • It is spoken by only one character at a time and is written in verse and prose • It shows Othello’s inner thoughts and is not meant to be heard by Desdemona • It moves the plot forward, foreshadows the end, and creates a tragic mood. OTHELLOby William Shakespeare ACT V Scene II. A bedchamber in the castle. DESDEMONA in bed asleep. A light burning. C

35. The Winter's Tale by William Shakespeare Act 5 Scene 3 A chapel in Paulina’s house LEONTES: O, peace, Paulina.Thou shouldst a husband take by my consent,As I by thine a wife: this is a match,And made between's by vows. Thou hast found mine;But how, is to be question'd; for I saw her,As I thought, dead, and have in vain said manyA prayer upon her grave. I'll not seek far—For him, I partly know his mind—to find theeAn honourable husband. Come, Camillo,And take her by the hand; whose worth and honestyIs richly noted, and here justifiedBy us, a pair of kings. Let's from this place.What! look upon my brother: both your pardons,That e'er I put between your holy looksMy ill suspicion. This is your son-in-law,And son unto the king, who heavens directing,Is troth-plight to your daughter. Good Paulina,Lead us from hence, where we may leisurelyEach one demand an answer to his partPerform'd in this wide gap of time since firstWe were dissever'd: hastily lead away.[Exeunt] • Leontes’ speech is an • Example of: • An aside • A soliloquy • A monologue • An epilogue C

36. There's No Tellingby A. Gautam CHARACTERS:Man-in-ragsJeb Stage Set: An empty bus. Jeb is asleep on a seat near the backdoor. His hands are holding on to a backpack. A tour guide booklet is slipping away from his fingers. Faint light passes through the bus window in intervals. Man-in-rags climbs on the bus and sits only a few seats away from Jeb. Man-in-rags creeps toward Jeb and tries to reach for the backpack. Jeb: (Twitches involuntarily and wakes up) Whoa! (Grabs his backpack tightly and looks up at Men-in-Rags in anger) Just what do you think you were doing? Man-in-Rags: A hungry man just wants food. Jeb: Oh, no. Where did they all go? (Gets up from his seat and looks around) They didn’t even wait for me. Man-in-Rags: Every man is always looking for something. (Seems to reach inside his bag for something important and finally takes out a flashlight) Jeb: Hey, did you see a group of tourists get off a bus? Man-in-Rags: (Turns off the flashlight and points it to Jeb’s face) You look a lot like the man who stole my everything. Jeb: Ha! (aside) Well, I better get off the bus. The man is scaring me. (Gets up to gather his belongings) There’s no telling to what is coming?

37. Man-in-Rags: Wait! Who taught you to say that? Jeb: Say what? Man-in-Rags: There’s no telling. Jeb: Everybody says that. Man-in-Rags: Not everybody in this part of the world says that. Jeb: Everybody I know says that. Man-in-Rags: (Moves closer to Jeb and examines his face, his fingers shiver as they reach for Jeb’s face) Heavens! Jeb: This is creeping me out! Please back off, Sir. (heads to the exit door) Man-in-Rags: (Retreats, sinks to a chair, and lets out a moan) Linda! Linda Mae Lou. Oh why did I ever leave you? Jeb: (turns around and returns to the back door of the bus) How do you know that name? (Sits on his knees and stares at Man-of-Rags’ face) D

38. C B

39. Literary Content Assessed • Author’s purpose (4) • Author’s technique (2) • Author’s argument (2) • Author’s defense of a claim (2) • Main idea and Supporting Details (2) • Genre (fiction vs. non-fiction) (2) • Stage devices (2)