teacher’s annotated edition texas...

Texas Assessment

Preparation and Practice

Aligned with the Eligible TEKS for the State of Texas Assessments of Academic Readiness

Teacher’s Annotated Edition

Component: TX Practice Prp

Grade: 11PDF Pass

Program: Literature 2011

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Copyright © 2011 by The McGraw-Hill Companies, Inc.

All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Texas Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

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ISBN: 978-0-07-893104-8

MHID: 0-07-893104-5

Printed in the United States of America.

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Contents

Lesson: How to Take a Multiple-Choice Test ............................................................................. 1

Practice Test: Written Composition ........................................................................................... 5

Practice Test: Revising and Editing .......................................................................................... 19

Practice Test: Reading ...............................................................................................................29

TEKS Standards .........................................................................................................................44

Short-Answer Scoring Rubric ....................................................................................................49

Texas State Assessment Preparation and Practice Workbook — Grade 11 iii

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Lesson: How to Take a Multiple-Choice Test

You have taken many multiple-choice tests, including statewide and, probably, national tests. By this time, you’ve gotten quite used to them and better at taking them. Nonetheless, there are some things that might help you do a better job. The following material will present a few ideas that you may or may not already know.

How Test Questions Are WrittenGood multiple choice tests are hard to write because they must be fair, and they must reveal useful information about the people who take them. Test writers, at least those who know what they’re doing, follow many rules. If you know the rules that good test makers follow, that can help you be a good test taker. This material will introduce you to two of those rules.

Rule 1: It is necessary to write incorrect answer choices that will seem to be possibly correct to anyone who is taking the test without having mastered the skill with which a question is dealing. This is why incorrect answer choices are called “distracters” or “distractors.” They are designed to distract you from the correct choice if you’re not sure what that choice is. That’s because every question on every test is supposed to reveal how much you know about something. If the correct response is clear to everyone, even those people who haven’t mastered the skill being tested, that question won’t reveal the information it is intended to provide. Knowing that test makers choose their wrong answers carefully should help you pay close attention to exactly what the question is asking. For example, look at how the question below is written.

1 Which phrase best completes the simile?

To keep me safe, my father jumped in front of me and stood like .

A a rock

B a guard

C a protector

D a brave man

Anyone who isn’t sure what a simile is, or who knows only that many similes use the word like would have a hard time with this question. Anyone who knows that similes are figurative comparisons, never literal ones, will immediately reject B, C, and D as possibilities.

Texas State Assessment Preparation and Practice Workbook — Grade 11 1

LESSON

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Try It: Use Rule 1 to help you answer the following question. Circle the letter of the answer you choose.

2 Which of the following contains the Latin root loc?

F loco

G locket

H locust

J localize

Of course, all the answer choices contain the letters “loc.” However, in only one choice does loc form the Latin root meaning “place.” If you know the meaning of the Latin root loc, you will immediately choose J. If you don’t, you should have a difficult time deciding on an answer.

Rule 2: Whenever possible, questions should be so focused on something specific that the correct answers could be written on blank lines under the questions. Not all good test questions can follow this rule, but when they can, they do. Knowing about the rule can be helpful because it lets you know that when an answer leaps immediately into your mind as soon as you read the question, you’re probably right. Then all you have to do is read through the answer choices to find the one that comes closest to providing the same answer, even if it uses different words to do so.

3 Th e speaker of a poem is best described as —

A the poet

B the voice of the poem

C whomever the poem is about

D anyone whose words are quoted in the poem

When you first read that question, you may have thought of “the one who tells the poem, like the narrator of a story.” It is easy to see that choice B is another way of saying the same thing.

Try It: Use Rule 2 to help you answer the following question. Circle the letter of the answer you choose.

4 Complete this analogy: person is to adolescent as tree is to —

F leaf

G seed

H branch

J sapling

Although you may have first thought of “young tree,” it is easy to see that choice J is just another way of saying the same thing.

2 Texas State Assessment Preparation and Practice Workbook — Grade 11

LESSON


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Process of EliminationFrom time to time, you just can’t select one answer confidently no matter how carefully you’ve read the question and answer choices. When this happens, try going at the process backwards. Look at each answer choice and decide if it might be right. Cross out any one that you are sure is wrong, or, if you can’t write in the test booklet, eliminate it mentally. You may find that this leaves you with only one remaining choice but, even if it doesn’t, each choice you can eliminate increases your chances of guessing correctly.

Try It: Use the process of elimination to answer the following question. Cross out each answer choice you are sure is wrong. Then circle the best remaining choice.

5 A fl exible and graceful person could be described as being —

A hefty

B musical

C lissome

D satirical

This is an extreme example, but it makes the point clear. You probably don’t know what lissome means, and you may not know what satirical means, but you surely know enough to eliminate choices A and B, which have nothing at all to do with being flexible and graceful. That gets rid of two of the choices and brings your chances of guessing correctly to fifty-fifty. If you think about it for a minute, you may realize that satire is usually used to mean something like sarcasm, which would leave you with choice C, which is correct.

GuessingOn a very few tests, such as the PSAT and the SAT, you are penalized for guess-ing incorrectly. That is, if you simply skip the question, you get zero points for that question, but if you choose an incorrect answer, you lose a fraction of a point (usually one-quarter). This is often referred to as a “guessing penalty.” However, most tests you take have no such thing. On most tests, it makes no difference in your score whether you mark an answer incorrectly or skip the question. This means that if you simply skip the question, your chances of getting it right are zero; whereas, if you take a completely random guess among four choices, your chances are one in four, which is a lot better than zero.

On tests without a “guessing penalty,” you should always narrow down your choices to the best of your ability and then guess. Always. On tests that do have a “guessing penalty,” you should see how many choices you can eliminate. If there are five choices, and you can eliminate two, you should guess. Mathemati-cally, it just makes sense.


LESSON


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WRITTENCOMPOSITION


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To score this composition, refer to the Expository Text Scoring Rubric on

page R31 of Glencoe Literature, Texas Treasures, American Literature.

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WRITTEN COMPOSITION

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Use the information in the box below to help you remember what you should

think about as you write your composition.

REMEMBER TO

❏ write about the qualities, abilities, or characteristics that you think make a person important

❏ use either first-person or third-person narration throughout your composition

❏ organize your composition so that it has introductory and conclud-ing paragraphs and is easy to follow

❏ use transitions as needed

❏ include only information that is relevant to your topic

❏ vary your sentence structure and length

❏ proofread your story and correct any errors in spelling, punctuation, or grammar

Write an expository composition about what you think

makes a person important.



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WRITTEN COMPOSITION

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USE THIS PAGE AND THE NEXT TO PLAN YOUR COMPOSITION.



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WRITTEN COMPOSITION

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WRITTEN COMPOSITION

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USE THIS PAGE AND THE NEXT TO WRITE YOUR COMPOSITION.



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WRITTEN COMPOSITION

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STOP



To score this composition, refer to the Persuasive Text Scoring Rubric on

page R32 of Glencoe Literature, Texas Treasures, American Literature.C

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WRITTEN COMPOSITION

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Use the information in the box below to help you remember what you should

think about as you write your letter.

The school board for your district is considering a proposal to put limits on

homework assignments. Write a letter to the school board members to

persuade them either to set limits or not to do so.

REMEMBER TO

❏ write about how you feel about setting limitations on homework assignments, either limits on the time or the scope of such assignments

❏ write using the first-person point of view

❏ organize your letter so that it has introductory and concluding para-graphs and is easy to follow

❏ support your views and ideas with relevant points

❏ anticipate counterarguments and address them

❏ proofread your composition and correct any errors you have made in spelling, punctuation, or grammar



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WRITTEN COMPOSITION

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USE THIS PAGE AND THE NEXT TO PLAN YOUR COMPOSITION.



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WRITTEN COMPOSITION

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WRITTEN COMPOSITION

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USE THIS PAGE AND THE NEXT TO WRITE YOUR COMPOSITION.



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WRITTEN COMPOSITION

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STOP



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REVISINGAND

EDITING



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REVISING AND EDITING

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Luke has written a composition that he would like you to read so that you can

suggest ways he can correct and improve it. After reading it, answer the questions

that follow.

DIRECTIONS

Read the following passages and answer the questions that follow them. Remember that you are NOT

permitted to use dictionaries or other reference materials on this section of the test.

Romance East and West—

Comparison and Contrast

(1) “In the West you take hot water and cool it; here in India we start with

cool water and heat it up.” (2) Th is saying is often heard when the subject of

diff erent marriage customs are discussed. (3) Th e meaning behind the saying is

both simple and interesting. (4) It means that, in the West, it is superfi cial

physical attraction that leads to “falling in love.” (5) Th en, after the initial

intensity diminishes, the marriage is often disappointing. (6) Th e eastern view

is that when the foundation for marriage is solid—similarity of goals and

values, family connections, class distinctions, and demonstrated responsibil-

ity—love will inevitably follow. (7) Th e two individuals, it is assumed, will fi nd

their feelings for each other grow steadily.

(8) Whereas in North America it is not unusual for the parents of a couple to

meet only after a relationship is “serious,” Indian traditionalists consider

marriage too serious a matter to be left to a young couple to arrange. (9) Parents

have the ultimate responsibility to see that their children are married. (10) Only

after thorough investigation and approval based on compatibility in a wide

range of areas is a proposal for a future together thought to be desireable.



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(11) In North America friends often arrange a blind date between people

they believe would like each other. (12) In India, too, it is often friends who

draw families’ attention to prospective candidates. (13) Sometimes a meeting—

at a party, perhaps—is tactfully arranged before the boy and girl in question

even realize that they are being “looked over.” (14) At other times they are fully

prepared for the event. (15) In both parts of the world, a wedding is a great

place to make a possible “love connection.” (16) Another tried-and-true method

of obtaining an introduction, one that has lead to lasting relationships in both

India and the West, is advertising. (17) Eff ective advertising is one means of

marketing. (18) Th e diff erence, of course, is that in India it is the parents, not

the young people themselves, who do the advertising.

(19) Unromantic, you say? (20) Risky? (21) Don’t people often fi nd them-

selves in loveless relationships? (22) Th ose who are brought up in the system

don’t think this is the case. (23) To many Indians, romantic dreams include

meeting the partner meant for them in the Indian way. (24) Th e ultimate

decision is made by the individuals involved, after the prospects (or sometimes

their pictures) have been presented. (25) People, who idealize romance, might

feel odd about marrying before falling in love. (26) However, the fact that the

Indian system has been in place for hundreds—no, thousands—of years and

that the divorce rate is lower in the East than in the West says something,

doesn’t it?



13.D

17.A, 19.A

13.D, 19.A

15.A.iv, 16.C

13.D, 18.A, 19.A

15.A.v

13.CC

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1 What change, if any, should be made in sentence 2?

A Change often to frequently

B Insert a comma after heard

C Change are to is

D Make no change

2 What change should be made in sentence 6?

F Change eastern to Eastern

G Insert a comma after that

H Change the dashes to commas

J Change inevitably to inevitibly

3 Which sentence should be deleted as irrelevant?

A Sentence 7

B Sentence 17

C Sentence 21

D Sentence 24

4 What transitional word, phrase, or clause would best begin sentence 7?

F Moreover,

G Specifically,

H For this reason,

J As time goes on,


A Insert a comma after areas

B Put commas around in a wide range of

areas

C Change desireable to desirable

D Make no change

6 What change, if any, is needed in sentence 16?

F Change tried-and-true to tried and true

G Change lead to led

H Delete the comma after West

J Make no change

7 Luke wants to add the following sentence to his essay.

Some similarities between the two systems do

exist, however.

Where is the best place to insert this sentence?

A At the beginning of the first paragraph

B At the beginning of the second paragraph

C At the beginning of the third paragraph

D At the beginning of the last paragraph



13.C

15.A.i

13.D, 17.A, 19.A

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8 What should be done with the questions that begin the last paragraph?

F The first one should be deleted.

G Each one should be changed into a statement.

H Each one should be answered right after being asked.

J They should be considered “rhetorical questions” and left alone.


A Delete the commas

B Change idealize to idealise

C Change odd to oddly

D Make no change

10 Luke is considering several closing sentences for his essay. Which one should he use?

F Overall, the Western system is the better one.

G The two systems aren’t really all that different.

H As the saying goes, don’t knock it if you haven’t tried it.

J What might not work in one society may work well in another.



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Kathleen has written the following argumentative essay for her English class. She’s

asked you to review her paper and think about corrections and improvements she

might make. When you finish reading, answer the questions that follow.

Reduce. Re-use. Recycle.

(1) Th ere are, fortunately, ways to reduce the enormity of the waste-disposal

problem. (2) If your fi rst thought is to recycle, think again. (3) Th at is really not

the best answer to this problem. (4) In fact, it’s a last resort.

(5) Th e fi rst thing we need to do is reduce the amount of stuff we acquire.

(6) We don’t need even a tenth of it. (7) How many bottles of nail polish are

sitting on your dresser or stashed away in a drawer? (8) How many pairs of

sports shoes do you have?

(9) “So what, I’ll just throw the stuff away,” you say? (10) Th e problem is,

there is no “away.” (11) Th ere are just landfi lls. (12) When you put something in

the trash, it doesn’t magically disappear. (13) It is carried by a truck, train, or

ship to a landfi ll somewhere, sometimes halfway around the world. (14) Th e

dumps that used to be on the outskirts of town are getting scarce. (15) So,

trash is loaded up and shipped away, using up more resources. (16) Some

densely populated states send their garbage to places where people are so poor

they have to put up with it, such as parts of the United States, Africa, and the

far East.

(17) Th ink about it. (18) We use up valuable oil to move garbage around the

world. (19) We need to reduce the amount of stuff we make and buy.



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(20) Secondly, we need to re-use things. (21) Th at’s why charitable thrift

shops are so great. (22) You can donate a lot of stuff you don’t need or want

anymore, such as clothes and books and jewelry. (23) Your unwanted things, if

they’re in good condition, can prove useful for whomever buys them. (24) While

you’re at it, if you need another set of sheets, why not look for them at a thrift

shop? (25) You don’t like the idea of sleeping on used sheets? (26) Get over it.

(27) And how much disposable stuff do you own? (28) It may seem that you

just have to have paper plates and plastic glasses when you have a picnic in the

backyard with your friends. (29) It’s not true. (30) You can wash a few dishes.

(31) Th ese things add up, and every one of them use up resources and will

eventually become worthless and require disposal.

(32) If you can’t, or won’t, reduce or re-use, then recycle all you can. (33) It’s

a great thing to do. (34) Recycling newspapers can greatly reduce carbon

emissions. (35) But a lot of the junky stuff we buy can’t be recycled even if

people want to, such as that nail polish or a lot of the plastic packaging on

batteries and fl ash drives and other things that make it harder for people to

shoplift. (36) Besides, plastic can’t be recycled forever. (37) Th e quality goes

down each time, and then it has to be put in the landfi ll. (38) We really need to

reduce the amount of junk we buy, and re-use everything we can.

(39) People used to say, “Use it up or wear it out; make it do or do without.”

(40) Now, we seem to think we need more than we actually need of everything.

(41) Whatever we own has to be new. (42) And, when we’re through with some-

thing, we can dump it in the trash. (43) Well, we’re wrong.



16.A

17.A

13.D, 18.A, 19.A

13.C

16.F

13.C, 16.C

13.D, 17.B, 18.A

13.D, 18.A, 19.A

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11 Kathleen realizes she needs an introductory sentence. Which of the following should she choose?

A We have to get rid of a lot of unwanted stuff, and this can be difficult.

B People need to understand that they can’t just keep filling up junkyards.

C There is a huge waste-disposal problem facing our nation and the world.

D Recycling is a great idea, and it has proven to be a popular one, but it isn’t the only one.

12 What is the best way to combine sentences 10 and 11?

F The problem is, there is no “away”; there are just landfills.

G The problem is, there is no “away,” there are just landfills.

H The problem is, there is no “away”; how-ever, there are landfills.

J The problem is that there is no “away” and that there are, instead, landfills.


A Change densely to densly

B Delete the comma after it

C Change far East to Far East

D Make no change


F Replace the commas with parentheses.

G Change in good condition to condition

is good

H Change whomever to whoever

J Make no change

15 Which sentence would provide better support for the counterargument in the fi fth paragraph than sentence 26 currently does?

A Don’t be so fussy, for crying out loud.

B You do this every time you stay in a hotel.

C This is a common reaction, but it is not a sensible one.

D You should really try hard to change your way of thinking.

16 Where should the sixth paragraph (beginning with sentence 27) go in order to better fi t the organizing structure of this essay?

F It should follow the first paragraph.

G It should follow the second paragraph.

H It should follow the fourth paragraph.

J It should precede the last paragraph.

17 What change should be made in sentence 31?

A Delete the comma

B Change every one to everyone

C Change use to uses

D Change disposal to disposel

18 What transition should be inserted at the beginning of sentence 32?

F Finally,

G At least,

H In addition,

J Furthermore,



13.C, 16.F

16.A

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19 Kathleen has done research and wants to add support to sentence 33 by inserting a sentence after it. Which sentence should she choose?

A Many paper products can be made from recycled paper.

B The world will simply run out of some metals if they’re not recycled.

C Have you ever played on a playground surfaced with recycled rubber from tires?

D Recycling one aluminum can saves enough energy to watch three hours of television.

20 Kathleen wants to replace sentence 43 with a new concluding sentence. Which one should she choose?

F Well, we could hardly be more wrong.

G That’s a crazy way to look at the world and our place in it.

H I think I’ve made it clear that we really do need to reduce, re-use, and recycle.

J We have to change the way we think and live, or the natural world will do it for us.

STOP



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READING


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GO ON

READING

Read the next two selections. Then answer the questions that follow them.

The World Advertising Built

1 Imagine a world without advertising. Go ahead. Imagine it. No billboards along the highways, just clear open views of hills, lakes, fields, and strip malls stretching to the horizon. Of course, the malls would look different, too. No huge signs lit up from within, no banners announcing sales, no balloons directing your attention to a new, utterly delicious flavor of ice cream. Maybe no strip malls.

2 That would be only the beginning, of course. There would be no commercials on television or ads in magazines. Ads would not pop up in your face when you sign on to your computer. It would be a com-pletely different world. And yet, advertising as we know it did not really begin until the early 1800s, a little less than two hundred years ago, a heartbeat in history. A hundred years before that, the only “advertising” that really went on was one person saying to another person, “That baker down on Crosby Lane maketh tasty rye bread. Thou shouldst try it.”

3 Advertising then evolved into discreet announcements in news-papers. “Roberts General store has received a shipment of the finest print cottons.” Or, “Just published: a new, interesting and moral work entitled The Sweets of Solitude, or Instructions to Mankind How They

May Be Happy in a Miserable World. (Yes, there were self-help books in 1820.) Then things picked up.

4 The first American advertising agency opened in Philadelphia in 1841. Soon, advertising did not mean simply letting people know what you had to sell. It meant telling people what they wanted to buy. P. T. Barnum, in 1850, advertised an unknown Swedish singer so thor-oughly and effectively that 30,000 people went down to the dock to welcome Jenny Lind to the United States. Before Barnum’s efforts to promote her—a barrage of handbills, posters, and newspaper ads—they didn’t know she existed. After, they were consumed by an irratio-nal feeling that they couldn’t live without seeing her.

5 By 1861, there were twenty advertising agencies in New York alone. The huge growth of advertising led to the creation of national magazines, which had subscribers but were paid for largely by adver-tisers, then as now. It also facilitated the introduction of new prod-ucts. Advertising made the creation of new products more economically practical.



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6 In the 1890s, advertising started to burst out at the seams. There were now ads on signs by the side of the road. Ads were painted on barns and boulders. Funeral homes put ads on fans supplied to churchgoers, helping them stay comfortable and suitably somber at the same time. Finally, states started passing laws about where you could advertise. The Federal Trade Commission undertook to reduce the amount of false advertising by defining and enforcing a set of lim-itations. These limits on what could and could not be said in an ad have helped to protect consumers.

7 Radio and television brought a flood of advertising, which made the new media profitable and encouraged their expansion. After all, the programs were free to anyone who owned a radio or TV, but the money needed to produce them had to come from somewhere. Broad-cast commercials went from a simple display and explanation of the product to the elaborate productions that now get almost as much attention as the programs they sponsor.

8 Today, a world without advertising seems almost inconceivable. It would certainly be a very different place, and the difference would go far beyond billboards and commercials on broadcasts.



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It Doesn’t “Ad” Up

1 You may not know about advertising, but advertising knows about you. Millions of dollars have been spent in the last century or so studying how your mind works and determining what will make you buy. You may think you’re the one person in the world who doesn’t fall for any of the nonsense advertisers put out there, but. . . I hate to tell you this . . . you’re wrong. Here are just a few of the tricks, er, tech-niques that advertisers use to get you to buy.

I Wanna Be Like Mike . . .

2 Or Jennifer or just some good-looking guy on a bike. You’re very aware of celebrity endorsements and are cognizant of the fact that wearing a particular brand of sports shoe is not going to make you play like an NBA star. But you may have this sneaky feeling at the back of your mind that the shoes will make you play a little better. Of course, the ad doesn’t actually say the sports star thinks the shoes are any better than any other. It’s entirely possible he just wanted the huge fee he was paid for dunking the ball on camera. But still . . .

3 Even if you aren’t bamboozled by celebrity endorsements, you might be influenced by the lure of an image. For example, if an ad for a bicycle features a handsome, fit, young person, you will tend to asso-ciate that image with the bicycle and feel, on a level that is not entirely conscious, that riding that particular bike might make you more like that person. It’s subtle, but powerful.

Silver Bullets

4 They don’t work on vampires and they won’t work for you. There is no easy way to lose weight, get rid of acne, learn to play the guitar, or quit smoking. If a simple pill could fix things, we would all be per-fect—or what we think of as perfect.

5 There’s only one thing wrong with the old saying, “If it looks too good to be true, it probably is.” That’s the word probably. And yet, advertisers will pull out all the stops to make you think otherwise. The more desperately you want something—or fear something—the more effective their tricks will be.

6 You may hear people insist, “They couldn’t say it if it wasn’t true.” Yes and no. Advertisers can’t lie, but they don’t have to tell the whole truth. And they can manipulate words to make a statement seem to say something that it doesn’t really say. There’s an entire category of words called “weasel” words that will help them, including help,

fight, virtually, up to, can be, and so forth. This cream “fights” acne. (It doesn’t cure it, you notice, it just fights it.) You can save “up to” 90 percent. (That includes everything between zero and 90 percent.)



1.D

RC.B

8.A

9.C

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Nothing Else Like It

7 “There’s no chocolate like it.” “There’s no car like it.” “There’s no hot sauce like it.” Whoever figured out this particular stratagem should go into the Advertising Hall of Shame. You can say it about pretty much anything without danger of being proven wrong. After all, this scheme involves not saying that a chocolate, car, or hot sauce is better than all the others, just that it’s different. The implication, however, is clear.

8 There are many other tricks of the advertising trade. Some of them can fool even the smartest readers, watchers, listeners, and shoppers. But they will not fool you nearly as often if you know what to look for and are careful about what you believe.

Use “The World Advertising Built” to answer questions 1–4

1 Th e French word facile and the Spanish word fácil mean “not diffi cult, easy.” What do you think the word facilitated means in paragraph 5?

A Caused

B Interfered with

C Made possible

D Made less difficult

2 What can you infer about the author’s ideas about strip malls from the last sentence of paragraph 1?

F The author hates strip malls.

G The author thinks that strip malls have too many signs.

H The author thinks advertising may have led to strip malls.

J The author thinks strip malls would be different without advertising.

3 What eff ect do the style, tone, and diction of this text have on the author’s purpose of informing the reader?

A They make the information clear and interesting.

B They underscore the scientific basis of the information.

C They create a bias in the reader in support of advertising.

D They make the reader take the informa-tion more seriously.

4 What organizational pattern does the author use in this selection?

F Cause and effect

G Sequence of events

H Order of importance

J Proposition and support



1.A

1.C

8.A

RC.B

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Use “It Doesn’t ‘Ad’ Up” to answer questions 5–8

5 Your knowledge of the meaning of recognize is helpful in realizing that cognizant in paragraph 2 means —

A tired

B unaware

C suspicious

D knowledgeable

6 Th e context in which stratagem is used in paragraph 7 makes it clear that it means —

F trick

G policy

H way of talking

J method of presentation

7 What eff ect does the tone of this text have on the author’s purpose of persuading the reader?

A It shows the author’s scorn for advertising.

B It keeps the reader from taking the text seriously.

C It underscores the scientific basis of the information.

D It shows how impressed the author is by successful advertising.

8 What does the author ask of the readers of this selection?

F To take his or her word for what is said

G To use their experience and logical skills

H To understand a variety of forms of evidence

J To be knowledgeable about the history of advertising



9.D

To score item 10, refer to the Short-Answer Scoring Rubric on page 49 of this booklet.

RC.B

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Use “The World Advertising Built” and “It Doesn’t ‘Ad’ Up”to

answer questions 9 and 10.

9 Based on both selections, it is clear that, between the early 1800’s and today, advertising has become —

A more trustworthy in every way

B more widespread and influential

C more dependent on word-of-mouth

D harder to differentiate from information

10 Which of the articles is more critical of advertising. Support your answer with textual evidence.



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Demarion and Jennifer

1 Another day was peeling off the calendar like a patch of sun-burned skin. Demarion stood at the deep fryer, filling the steel basket with frozen potatoes that looked like long, ice-covered accordions. As he dipped the basket into the fryer, bubbles burst out of the oil, hiss-ing and spitting like angry cats. The air conditioning in the kitchen was pumping out little more than noise, as usual. Demarion wiped his forehead with his uniform sleeve. Then he looked across the kitchen at Jennifer.

2 Jennifer seemed to stand in a zone of coolness. She always seemed that way to him. The lettuce she cut was cool. The pony tail that kept her dark hair away from her face was cool, especially the crisp blue ribbon she tied it back with. Her skin, which was the color of choco-late mocha ice cream, looked as cool as though she had just stepped out of the freezer in the back of the store. Even the tiny drops of per-spiration on her upper lip looked cool, somehow.

3 She isn’t touched by any of this, Demarion thought. She’s like those three guys in the fiery furnace in the Bible.

4 A batch of noisy kids banged their way into the hot dog stand, yell-ing at each other and slamming their books onto the narrow counter that rimmed the windows. The counter was the only place to sit, and there weren’t more than six stools, so the kids crowded together and made the place hotter and more clamorous by the minute. Jennifer didn’t even seem to hear the noise. She’s so composed she’s completely immune to all of it, thought Demarion.

5 Jennifer pushed the wide, sharp knife into another head of lettuce and thought, I can’t take much more of this. I feel like I have ants tip-toeing under my skin. She glanced over at Demarion. He looked so good, as usual, even with sweat and grease on his face. He was no Adonis, but he had a sweet smile and dark, soft brown eyes. He always stood straight and tall, and he was smart. The owner had asked him to be a manager, but it didn’t even matter to him. He had more com-pelling things to do than work at a hot dog stand. One more year of high school and then he’d be going to college on the basketball schol-arship he was sure to get. In the weeks they’d worked together, she hadn’t discovered much more about him than she already knew from attending the same high school, but she knew that much. Everybody knew that much. She wanted to be a nurse and was determined to do so but, realistically, she knew she’d be lucky if she had the chance to go to beauty school.

Read this selection. Then answer the questions that follow it.



2.A

5.A

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6 That’s why this place doesn’t touch Demarion, she thought. Because he has a future.

7 Suddenly, the din of the kids was punctuated by a sharp, short scream, followed by stunned silence. A voice cried out, “Somebody help him!”

8 Before Demarion could even put down the frying basket, Jennifer had pushed open the kitchen door and run into the front of the store. She saw a boy she knew, Joe Willis, leaning against the counter, chok-ing. She knew at once that she needed to do the Heimlich maneuver.

9 But Joe was six-foot-five, and Jennifer was five-foot-four. Without another thought, she called out, “Demarion!” but he was right behind her. As she demonstrated the maneuver on Jasmine Wallace, he per-formed it on Joe. A moment later, a chunk of unchewed hot dog popped out of Joe’s throat and across the room. The little crowd of kids erupted in laughter and then started to subject Joe to all the humiliation they could dish out.

10 As Joe sheepishly thanked them and tried to defend himself at the same time, Jennifer and Demarion looked at each other. For the first time, the thought came to both of them that they made a pretty good team.

11 They are still a good team ten years later. Demarion was injured during his senior year and didn’t get his basketball scholarship. He and Jennifer both went to a nearby community college. She did so well that she was chosen for a special nurse’s training program and became a licensed practical nurse. Inspired by Jennifer, Demarion became an emergency medical technician. Then both of them got into a nursing school. They’re married now and work in the radiology department of a large hospital—together.

11 Which of the following statements about the human condition comes closest to the theme of this selection?

F Everyone seeks to have a purpose in life.

G There is more to other people than is immediately apparent.

H People are most limited by the limits they put on themselves.

J It is a normal part of human nature to want to help someone in need.

12 What does the fi gurative language in the fi rst sentence tell you about the setting of the story?

A It is a warm day.

B The day is almost over.

C It is an unpleasantly hot day.

D The sun is giving everyone a sunburn.



7.A

5.C

7.A

5.B

1.B

2.B

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13 Given the context of Demarion’s thoughts, it is most likely that the “three guys in the fi ery furnace in the Bible” alluded to in paragraph 3 were —

F unharmed by the heat

G being punished for their sins

H victims of an unfair situation

J too focused on their task to notice the danger

14 What do you discover when the narrator’s point of view shifts from Demarion to Jennifer?

A She has very little self-confidence.

B She has given up on improving her life.

C She is trying to make a good impression on Demarion.

D She is more affected by her surroundings than she seems to be.

15 It is clear that the Adonis alluded to in Jennifer’s thoughts in paragraph 5 was someone famed for his —

F strength

G courage

H good looks

J athleticism

16 What do Jennifer’s thoughts about Demarion show about her?

A She is jealous of his abilities.

B She is in awe of his athleticism.

C She thinks about him constantly.

D She wants to make something of herself.

17 Which of the following synonymous phrases is closest in meaning to “erupted in laughter” in paragraph 9?

F Started laughing

G Burst into laughter

H Crowed with laughter

J Shrieked with laughter

18 Compared to that of Romeo and Juliet, Demarion and Jennifer’s relationship is —

A less strong

B more romantic

C slower to begin

D based only on compatibility

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When Pictures Told the Story

1 Some of the greatest photographs ever taken, in all the history of photography, came out of America’s Great Depression. How that hap-pened is a remarkable story of one man’s vision and a great gathering of enormously talented people.

2 During the Depression, which lasted from 1929 until the early 1940s, about one-quarter of the work force was unemployed—about 15 million people. Approximately 34 million people—men, women, and children—were entirely without income of any kind. More than 5,000 banks closed, wiping out the accounts of all their contributors, so that even people who had saved carefully were left destitute.

3 In a time when our society benefits from Social Security, the Fed-eral Deposit Insurance Corporation, and Temporary Assistance for Needy Families—all of which came out of the Depression—it is diffi-cult to understand what this economic collapse meant to individual human beings. That is one reason that the Farm Security Administra-tion (FSA) photographs are so important. They show us a United States that we can scarcely imagine.

4 Many of the people living in this country at that time could not imagine it either, and that was a problem. People in rural areas were literally starving. Millions of dollars needed to be spent to save farms and lives. The administrators of the FSA reasoned that they had to have the support of many U. S. citizens to spend the money necessary to keep these desperate people alive. To gain that support, they would have to make the rest of America understand how terrible the situa-tion was. They decided that the best way to do it was to show, through photographs, the faces of want and hardship.

5 In 1935, a man named Roy Emerson Stryker was put in charge of the FSA’s Historical Section. Funds were allocated to pay for a photo-graphic record of the FSA’s projects. Fortunately for the history of photography, Stryker was absolutely the right man for the job. He wanted not only a record, but a great historic and photographic col-lection. He hired some of the best photographers in America to do the job. Anyone who knows about the field and many who don’t know much have heard the names of the celebrated Dorothea Lange, Walker Evans, and Gordon Parks. Other photographers who are less famous include Marion Post Wolcott, John Vachon, and Russell Lee. Alto-gether, Stryker hired about a dozen amazingly good photographers and sent them out across America.

6 With the photographers, Stryker sent instructions called “shoot-ing scripts.” Each script included suggestions for specific places in a

Read this selection. Then answer the questions that follow it.




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2town or rural area that the FSA photographer might go. “Where do people meet?” Stryker would ask his photographer. “Well-to-do: coun-try clubs, homes, lodges. Poor: pool halls, saloons, street corners, garages, cigar stores.” Then he would remind the photographer to look for the places women were to be found. They were usually not the same places.

7 The photographers took pictures of Russian immigrants picking beans in North Dakota, Mexican American children tying carrots in California, Native Americans picking blueberries in Minnesota. The photographs showed African American sharecroppers evicted from their homes and children of nine or ten working in mills and mines. There were pictures of people who owned huge orchards and pictures of the people who picked the oranges from their trees. They showed real people trying to survive. The picture, below, of a sharecropper’s young son working in Mississippi was taken in 1935 by Arthur Rothstein.

8 The photographers sent the photos back to Stryker, and he sent them out to newspapers and magazines around the country. These images showed all of America what the face of the Depression looked like. Altogether, there were more than 250,000 of them. About 164,000 survive today, lodged at the Library of Congress. In recent years they have been digitized and are available online at the Library of Con-gress website. They are still very widely used, especially in textbooks. They are one of America’s greatest treasures, and preserving them must remain one of our highest priorities.



9.C

9.B

9.C

12.A

9.BC

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19 Based on information in this article, it is most likely that the fi rst federal child labor law was passed —

F before 1900

G in about 1929

H in about 1932

J after the mid-1930s

20 Which paragraph shows a chain of logical, deductive reasoning?

A Paragraph 2

B Paragraph 4

C Paragraph 5

D Paragraph 7

21 Which of the following is a conclusion from paragraph 5 that the author supports with inductive reasoning in the form of evidence?

F Funds were allocated to pay for a photo-

graphic record of the FSA’s projects.

G Fortunately for the history of photography,

Stryker was absolutely the right man for

the job.

H He wanted not only a record, but a great

historic and photographic collection.

J Altogether, Stryker hired about a dozen

amazingly good photographers and sent

them out across America.

22 From the information in paragraph 7, it can be concluded that the photographers took pictures of —

A only the poorest people

B people of different ages, races, and ethnicities

C nearly everyone they came across on their travels

D the people that wealthy Americans would most want to see

23 Th e most likely reason that the image of the sharecropper’s son was included in this article is that it —

F indicates that children faced hardship

G provides information about the Depression

H provides a moving example of an FSA image

J suggests how widespread the effects of the Depression were



9.A

To score item 25, refer to the Short-Answer Scoring Rubric on page 49 of this booklet.

RC.B

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24 Which of the following best summarizes the selection?

A This article is about the FSA photography collection and the man who oversaw its development.

B This fascinating article points out the great value of the FSA photography collection and successfully argues why it must be preserved.

C In this article, the author explains the purpose of the FSA photographs taken during the Great Depression and urges the reader to see that collection as having great value.

D This article clearly details the 250,000 amazing photographs that captured the anguish of the Depression and how brilliant artists were inspired to take them, most of which (luckily) survive and are still used, or should be used, today.

25 In paragraph 8, what is meant by the phrase “the face of the Depression,” and why was it so important to capture it photographically?

STOP



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This chart lists the Texas Essential Knowledge and Skills that will be addressed by the STAAR

English III Assessment.

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclu-sions about the nuance in word meanings;

(C) infer word meaning through the identification and analysis of analogies and other word relationships;

(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words;

(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations and other related references (printed or electronic) as needed.

(2) Reading/Comprehension of Literary Text/Th eme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in diff erent cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(A) analyze the way in which the theme or meaning of a selection represents a view or com-ment on the human condition;

(B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 2PDF century American novels, plays, or films;

(C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to

(A) analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry.

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to

(A) analyze the themes and characteristics in different periods of modern American drama.

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fi ction and provide evidence from text to support their understanding. Students are expected to

(A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author’s portrayal of the plot and setting in works of fiction;


TEKS Standards

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(B) analyze the internal and external development of characters through a range of literary devices;

(C) analyze the impact of narration when the narrator’s point of view shifts from one charac-ter to another.

(6) Reading/Comprehension of Literary Text/Literary Nonfi ction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfi ction and provide evidence from text to support their understanding. Students are expected to

(A) analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning.

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

(A) analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

(8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(A) analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to

(A) summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;

(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

(10) Reading Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to

(A) evaluate how the author’s purpose and stated or perceived audience affect the tone of persuasive texts.


TEKS Standards


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(11) Reading/Comprehension of Informational/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to

(A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts);

(B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students are expected to

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.

(RC) Reading/Comprehension Skills. Students use a fl exible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Th e student is expected to

(B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures) , and by adding transitional words and phrases;

(D) edit drafts for grammar, mechanics, and spelling.

(15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specifi c audiences for specifi c purposes. Students are expected to

(A) write an analytical essay of sufficient length that includes

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

(ii) rhetorical devices and transitions between paragraphs;

(iii) a clear thesis statement or controlling idea;

(iv) a clear organizational schema for conveying ideas;

(v) relevant and substantial evidence and well-chosen details;

(vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;


TEKS Standards

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(C) write an interpretation of an expository or a literary text that

(i) advances a clear thesis statement;

(ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices;

(iv) identifies and analyzes the ambiguities, nuances, and complexities within the text;

(v) anticipates and responds to readers’ questions or contradictory information.

(16) Writing/Persuasive Texts. Students write persuasive texts to infl uence the attitudes or actions of a specifi c audience on specifi c issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expresions of commonly accepted beliefs;

(C) an organizing structure appropriate to the purpose, audience, and context;

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;

(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

(17) [Oral and] Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when [speaking and] writing. Students are expected to

(A) use and understand the function of different types of clauses and phrases ( e.g., adjectival, noun, adverbial clauses and phrases);

(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

(18) [Oral and] Written Conventions/Handwriting/Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their composi-tions. Students are expected to

(A) correctly and consistently use conventions of punctuation and capitalization.

(19) [Oral and] Written Conventions/Spelling. Students spell correctly. Students are expected to

(A) spell correctly, including using various resources to determine and check correct spellings.


TEKS Standards


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Score Point 0—Insufficient ResponseThese responses include one of the following problems.

• The response does not address the question.

• The response is not based on the selection or selections.

• The response cannot be determined to be reasonable due to lack of clarity or focus.

Score Point 1—Partially Sufficient ResponseThese responses include one of the following problems.

• The response, although reasonable, does not include text evidence.

• The response, although reasonable, uses text evidence that does not provide adequate support. The text evidence may be too general, or it may be inadequate either because it is linked only weakly to the response or because it is wrongly interpreted.

• The response is too general or is not adequately explained.

• When the response is supposed to be accurately based on two selections, it is instead accurately based on only one.

Score Point 2—Sufficient ResponseThese responses are characterized by the following.

• The response is reasonable and reveals an understanding beyond the literal.

• The response is specific to the selection or selections.

• When the response is based on two selections, it shows appropriate connections across texts.

• Supportive text evidence is accurate, appropriate, and clearly linked to the response.

• The response shows a good understanding of the selection or selections.

Score Point 3—Exemplary ResponseThese responses are characterized by the following.

• The response is perceptive and shows an awareness of the ideas presented in the selection or selections.

• Text evidence from the selection or selections is specific and supports the validity of the response.

• When the response is based on two selections, the combination of the idea reflected by the response and the text evidence used shows a thorough understanding of the text.

Short-Answer Scoring Rubric


Short-Answer Scoring Rubric

049_052_Lit_TX_T_SAR_G11_893104.indd 49049_052_Lit_TX_T_SAR_G11_893104.indd 49 5/27/11 1:25 PM5/27/11 1:25 PM

049_052_Lit_TX_T_SAR_G11_893104.indd 50049_052_Lit_TX_T_SAR_G11_893104.indd 50 5/26/11 10:03 AM5/26/11 10:03 AM

Texas Assessment

Preparation and Practice

Aligned with the Eligible TEKS for the State of Texas Assessments of Academic Readiness

Teacher’s Annotated Edition


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