Why do MCQs ?

1. Why do MCQs? Tackling the multiple-choice question

2. Why do MCQs? • They will make me smarter • They are easy • They take very little time to complete • They will make me a better reader • MCQs are for primary school children (emphasis on “children”)

3. Rationale • Read texts with understanding and develop skills (e.g. reading for the big picture, close reading) • Identify the author’s intention and use of rhetorical strategies and techniques • Examine how stylistic effects are achieved by the writer’s linguistic choices MCQs help students focus on rhetoric, which addresses the relationship between purpose, audience, writer

4. Strategies • Read closely (punctuation, syntax, diction, pacing, organisation) • Read for meaning and intent • Use all information given in the passage (title, author, date of publication, footnotes) • Don’t spend too much time on one question • Consider all choices • ‘Process of elimination’ technique

5. Eliminate these answers: • Those which are obviously wrong; Illogical choices • Those which are too narrow or too broad • Synonymous answers • Answers which cancel each other out If two answers are close: • Find one general enough to contain all aspects of the question • Find one limited enough to be the detail the question is seeking

6. 1. The thesis of the entire passage can be found in line(s) • A. 1-2 • B. 8-9 • C. 20 • D. 25-26 • E. 30-32 The entire passage is concerned with the concept of family in general, not just the Roman and pre-modern era family.

7. 2. The purpose of the first paragraph is to Through humour, exaggeration, common allusions and rhetorical questions, the author invites readers for a scholarly examination of the roots of the word family. • A. criticize historians • B. define family • C. prove the author’s scholarly intent • D. ease the reader into a scholarly topic • E. establish the time frame of the passage

8. 3. Footnote 3 is an example of a(n) The footnote identifies a case that some readers may not be familiar with. No sources are cited or referenced. The footnote is strictly informative. • A. primary source • B. secondary source • C. assumption of the reader’s background • D. author’s aside • E. link to other sources

9. 4. The opening sentence of the passage is an example of a(n) • A. cautionary tale • B. analogy • C. paradox • D. ad hoc argument • E. interrogative

10. 5. The primary rhetorical technique (types of exposition) employed by the author to develop this passage is • A. cause and effect • B. classification • C. definition • D. process • E. definition Each piece of information provided in the passage is given in terms of defining what a family is.

11. 6. The tone of the passage can be most accurately be described as The first paragraph establishes the conversational tone with its lighthearted references. However, the author’s use of footnotes, direct quotations from experts, and historical references all indicate a scholarly presentation. • A. sarcastic and vituperative • B. conversational and scholarly • C. formal and pedantic • D. erudite and exhortative • E. humorous and detached

12. 7. According to the passage, today’s modern family most resembles that found in • A. Rome in the time of the emperors • B. Bologna in the thirteenth century • C. Pre-eighteenth century western Europe • D. Great Britain between the sixteenth and nineteen centuries • E. Pre-modern northern Europe

13. 8. Lines 29-30 “historians...universally.” can be read as a reinforcement of a concept expressed in lines • A. 2-4 • B. 8-9 • C. 20-21 • D. 25-26 • E. 38-39 The word family does not have a universal definition. Each culture and time period defines it according to its own circumstances.

14. 9. The author’s anticipation of readers’ questions is demonstrated by her use of • A. diction • B. rhetorical questions • C. direct questions • D. parentheticals • E. ellipsis Although examples of all the options are present in the passage, only the parentheticals come immediately after a word or phrase that could raise question from a reader.

15. 10. Which of the following was not critical in the evolution of the historical definition of family? • A. common living quarters • B. proprietary rights • C. inheritance • D. economic needs • E. sanguinity