7L language
Question 1 of 94
2026 Practice Test A English, question 9Passage The Best Laid Plans of Ravens
The Best Laid Plans of Ravens
In Edgar Allan Poe’s poem “The Raven,” a raven visits a lonely man’s home and responds to the man’s pleading questions with only the word “nevermore.” The poem’s narrator interprets the word as a prediction of doom for his future. A talking, prophetic raven may seem to be the wild imaginings of the poet, but a new study published in the journal Science hints that one particular idea behind the poem might not be as far-fetched as it seems. For most of human history, people assumed that animals do not understand the passage of time in the same way people do. Some people believed that animals might remember events from the past and that instinct might drive them to make preparations in order to guarantee survival, but most people did not think that animals had the ability to plan. At Lund University in Sweden, researchers argue that ravens may be able to think ahead and even plan for the future.
It can be difficult to test an animal’s ability to plan because human observers must be certain they are not mistaking instinctual behavior for intentional planning. For example, many animals hoard food so that they will not run out later, but scientists who study animals would not call hoarding a decision to plan for the future. This action is merely instinctual. Cognitive scientists argue that in order for an animal’s behavior to qualify as preparing for the future, the animal must use specific decision-making skills to solve a problem.
To avoid mistaking instinctual behavior for evidence of decision-making, the Lund University researchers designed two experiments to test ravens’ ability to plan. Ravens belong to the corvid family, a group of birds known for their intelligence. A study in 2007 showed that corvids have the tendency to save only certain types of food, which suggests that they are planning for the future rather than acting on instinct. In order to investigate that theory, the researchers had to design experiments that would achieve results that could not be explained by an instinctual behavior of food hoarding. Therefore, the ravens were taught two behaviors that they do not normally perform in the wild.
For the first experiment, the researchers showed the birds how to use a small stone to open a box and get treats. Once the ravens learned the behavior, the researchers presented the birds with four stones. Only one stone was the right size to open the box. The birds learned to select that stone and set it aside until the researchers presented the box. The second experiment involved bartering. A researcher would trade the ravens a large treat for a bottle cap. Later, the researchers presented the ravens with a group of items, including small treats and the bottle cap. The ravens chose the bottle cap over the treats and waited for the original researcher to trade with them again so that they could get more treats. In both experiments, the ravens waited patiently for up to seventeen hours for the researcher to return.
The results of these experiments are exciting, but more evidence needs to be gathered before scientists can fully conclude that ravens can plan for the future. Some scientists argue that the ravens might be choosing the stone and bottle cap because the ravens have been trained to do so, not necessarily because the ravens are thinking ahead. Regardless, like other recent advances in animal science, these experiments show that ravens could be much smarter than first believed, and scientists now believe that ravens do actually think about their own future.
Question
Read these sentences from paragraph 2.
For example, many animals hoard food so that they will not run out later, but scientists who study animals would not call hoarding a decision to plan for the future. This action is merely instinctual.
Which statement describes the effect of the phrase “merely instinctual” in the passage?
- AIt implies that animals are skilled at finding and saving food for later consumption.
- BIt conveys that many animals will usually prioritize gathering food over other activities.
- CIt suggests that animals often store more food than they will be able to consume.
- DIt emphasizes that many animals collect food automatically rather than with true intention.
Show the answer
Correct answer: D
The question asks which statement describes the effect in the passage of the phrase “merely instinctual” from paragraph 2.
A. Incorrect. The passage does not question animals’ ability to find and save food but rather whether this or other behavior involves thought and planning for the future.
B. Incorrect. While the sentence states that “many animals hoard food,” the passage does not suggest that they give priority of thought to this activity; they hoard food out of instinct.
C. Incorrect. Although the passage discusses animals’ tendency to store a great deal of food, it does not suggest that their hoarding goes beyond their needs.
D. CORRECT. The passage suggests that in order for an animal’s actions to qualify as planning for the future, “the animal must use specific decision-making skills to solve a problem” (paragraph 2). The behavior of hoarding food is based on instinct and done automatically without real thought.
Question analysis
This word-in-context question from “The Best Laid Plans of Ravens” asks about the effect of the phrase “merely instinctual,” which the article applies to food hoarding in paragraph 2. Students read two quoted sentences and decide what the phrase emphasizes about how animals behave. The choices all sound like reasonable facts about animals, so the answer has to come from how the article uses the phrase.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- Below grade 7 Grade 7 word-meaning questions often need clues gathered from a whole paragraph. Here the phrase is short and familiar, and the sentence just before it supplies a direct contrast, so one careful reading of the two quoted sentences is enough.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Hard words minor
- The right answer is reworded minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 11, 599 words; question and choices: about grade 10, 108 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Most students know that an instinct is something an animal does without thinking, and the sentence just before the phrase says hoarding is not “a decision to plan.” The only real pitfall is “merely”: a student who skips it can hear praise of a natural talent, and one who thinks only about hoarding may pick a choice about storing too much. Reading the phrase with its contrast makes the answer plain.
Hard words minor Understanding the question
The phrase pairs “merely,” which shrinks what follows, with “instinctual,” and the sentence before it uses “hoard”; a student unsure of any of the three has little to go on. (Perfetti, 2007; Freedle & Kostin, 1993)
The right answer is reworded minor Choosing the answer
The right choice restates the idea as acting “automatically rather than with true intention,” while the wrong ones stay with the sentence’s own subject, finding, gathering and storing food. (Freedle & Kostin, 1993; Kirsch & Mosenthal, 1990)
Strategy: Ask what the word “merely” adds to “instinctual,” then reread the sentence before the phrase and use its contrast to decide what the author is saying about hoarding.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears “instinctual” as a natural gift, as in an instinctive athlete, and turns the phrase into praise of animals’ skill, missing that “merely” makes it a put-down.
B Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Brings in the idea of instinct as an urge that overrides everything else, but the passage never ranks food gathering above an animal’s other activities.
C Dictionary meaning, not meaning here (Perfetti, 2007)
Gives “hoard” its everyday sense of piling up too much, though the passage says animals store food so they “will not run out later,” not beyond their needs.
Working it out, step by step
Figure out what the question asks
This asks about the effect of a phrase. What do the words “merely instinctual” add to what the passage says about animals and food? Read the phrase together with the sentence before it.
Read the sentences around the phrase
Paragraph 2 says “many animals hoard food so that they will not run out later, but scientists who study animals would not call hoarding a decision to plan for the future. This action is merely instinctual.” To hoard is to collect and store a lot of something.
Work out what the phrase means
An instinct is a natural urge an animal is born with. It acts on it without thinking it through. So instinctual behavior is automatic. Merely means “only” or “just.” Put together, the phrase says hoarding is just automatic. It is not a real decision. The next sentence agrees: to count as planning, “the animal must use specific decision-making skills to solve a problem.”
Check each choice
- A does not fit. The phrase does not praise animals’ skill. “Merely” makes the behavior sound smaller.
- B does not fit. The passage never says animals put food ahead of other activities.
- C does not fit. The passage never says animals store too much. They store food “so that they will not run out later.”
- D fits. “Automatically rather than with true intention” means by instinct, not on purpose. An intention is a plan you have in mind.
Choose the answer
The phrase stresses that animals hoard food without real thought or purpose. So the answer is D.
Why this answer and not the closest wrong one
A is the closest wrong choice, because an instinct can sound like a natural talent. But “merely” turns the phrase into a put-down. The author is saying hoarding is only instinct, not a real choice. D says the same thing: animals collect food automatically, not with true intention.
More questions like this
The original DOE question
The passage “The Best Laid Plans of Ravens” as printed (page 12)
Question 2 of 94
2026 Practice Test A English, question 32Passage Excerpt from “The Spirit of the Herd”
Excerpt from “The Spirit of the Herd”
by Dallas Lore Sharp
In this excerpt, published in 1914, author and professor Dallas Lore Sharp describes a summer cattle roundup in Oregon. The heat and dust had been relentless for three days. The cowboys were exhausted, and the cattle were restless. The ranch boss, Wade, had led the drive to a watering place, only to find it empty.
Along with the wagon had come the fresh horses—one of them being Peroxide Jim, a supple, powerful, clean-limbed buckskin, a horse, I think, that had as fine and intelligent an animal-face as any creature I ever saw. Wade had been saving this horse for emergency work. And why should he not have been saved fresh for just such a need as this? Are there not superior horses as well as superior men—a Peroxide Jim to complement a Wade?
The horse knew the cattle business and knew his rider perfectly; and though there was nothing like sentiment about the boss of the P Ranch riders, his faith in Peroxide Jim was complete. . . .
The desert, where the herd was camped, was one of the highest of a series of tablelands, or benches; it lay as level as a floor, rimmed by sheer rock, from which there was a drop to the bench of sage below. The herd when overtaken by the dusk had been headed for a pass descending to the next lower bench, but was now halted within a mile of the rim rock on the east, where there was a perpendicular fall of about three hundred feet. . . .
In the taut silence of the stirless desert night, with the tension of the herd at the snapping-point, any quick, unwonted sight or sound would stampede them. The sneezing of a horse, the flare of a match, would be enough to send the whole four thousand headlong—blind, frenzied, trampling—till spent and scattered over the plain.
And so, as he rode, Wade began to sing. The rider ahead of him took up the air and passed it on until, above the stepping stir of the hoofs rose the faint voices of the men, and all the herd was bound about by the slow plaintive measures of some old song. It was not to soothe their savage breasts that the riders sang to the cattle, but rather to preempt the dreaded silence, to relieve the tension, and so to prevent the shock of any sudden startling noise.
So they sang and rode and the night wore on to one o’clock, when Wade, coming up on the rim-rock side, felt a cool breeze fan his face, and caught a breath of fresh, moist wind with the taste of water in it.
He checked his horse instantly, listening as the wind swept past him over the cattle. But they must already have smelled it, for they had ceased their milling, the whole herd standing motionless, the indistinct forms close to him in the dark showing their bald faces lifted to drink the sweet wet breath that came over the rim. Then they started on again, but faster, and with a rumbling now from their hoarse throats that tightened Wade’s grip on the reins.
The sound seemed to come out of the earth, a low, rumbling mumble, as dark as the night and as wide as the plain, a thick, inarticulate bellow that stood every rider stiff in his stirrups. . . .
Then the breeze caught the dust and carried it back from the gray-coated, ghostly shapes, and Wade saw that the animals were still moving in a circle. He must keep them going. He touched his horse to ride on with them, when across the black sky flashed a vivid streak of lightning.
There was a snort from the steers, a quick clap of horns and hoofs from far within the herd, a tremor of the plain, a roar, a surging mass—and Wade was riding the flank of a wild stampede. Before him, behind him, beside him, pressing hard upon his horse, galloped the frenzied steers, and beyond them a multitude borne on, and bearing him on, by the heave of the galloping herd.
Wade was riding for his life. He knew it. His horse knew it. He was riding to turn the herd, too, back from the rim, as the horse also knew. The cattle were after water—water-mad—ready to go over the precipice to get it, carrying horse and rider with them. Wade was the only rider between the herd and the rim. It was black as death. He could see nothing in the sage, could scarcely discern the pounding, panting shadows at his side. He knew that he was being borne toward the rim, how fast he could not tell, but he knew by the swish of the brush against his tapaderos and the plunging of the horse that the ground was growing stonier, that they were nearing the rocks.
To outrun the herd was his only chance for life. If he could come up with the leaders he might not only escape, but even stand a chance of heading them off upon the plain and saving the herd. There were cattle still ahead of him; how many, what part of them all, he could not make out in the dark. But the horse knew. The reins hung on his straight neck, where his rider had dropped them, as, yelling and firing over the wild herd, he had given this horse the race to win, to lose.
They were riding the rim. Close on their left bore down the flank of the herd, and on their right, under their very feet, was a precipice, so close that they felt its blackness—its three hundred feet of fall! . . .
. . . Then Wade found himself racing neck and neck with a big white steer, which the horse, with marvelous instinct, seemed to pick out from a bunch, and to cling to, forcing him gradually ahead, till, cutting him free from the bunch entirely, he bore him off into the swishing sage.
The steers coming on close behind followed their leader, and in, after them, swung others. The tide was turning from the rim. More and more were veering, and within a short time the whole herd, bearing off from the cliffs, was pounding over the open plains.
Whose race was it? It was Peroxide Jim’s, according to Wade, for not by word or by touch of hand or knee had the horse been directed in the run. From the flash of the lightning the horse had taken the bit, had covered an indescribably perilous path at top speed, had outrun the herd and turned it from the edge of the rim rock, without a false step or a tremor of fear.
From “The Spirit of the Herd” by Dallas Lore Sharp—Public Domain
tablelands: plateaus, flat areas of land sharply elevated from the surrounding area
tapaderos: leather covers for stirrups
Question
Read this sentence from paragraph 13.
Close on their left bore down the flank of the herd, and on their right, under their very feet, was a precipice, so close that they felt its blackness—its three hundred feet of fall!
The phrase “bore down the flank of the herd” conveys that Wade
- Astruggled to see the front of the herd.
- Bhad to ride quickly to keep up with the herd.
- Cwas forced to ride between the edge of the cliff and the herd.
- Dknew that the drop of the cliff would frighten the herd.
Show the answer
Correct answer: C
The question asks what the phrase “bore down the flank of the herd” (paragraph 13) conveys about Wade.
A. Incorrect. While Wade struggled to see the front of the herd, the words “bore down the flank of the herd” (paragraph 13) are meant to convey the intensity of the situation Wade was in, not the way the herd is blocking his vision.
B. Incorrect. The sentence from paragraph 13 states that the herd was “close on their left” and includes the phrase “bore down.” Both of these phrases indicate that Wade was trapped between the stampeding herd and the steep cliff. Wade and Peroxide Jim were struggling to reach the very front of the herd to turn it away from the edge.
C. CORRECT. The phrase “bore down the flank of the herd” from paragraph 13 conveys the overwhelming strength of the herd. The herd was forcing Wade toward the cliff. The wording in the quotation emphasizes the immediate danger of the situation and conveys the idea that Wade and Peroxide Jim were almost forced over the edge of the precipice by the stampeding herd.
D. Incorrect. The phrase “bore down the flank of the herd” (paragraph 13) does not indicate anything about the fear felt by the herd. The phrase is about Wade’s position between the edge of the stampeding herd and the drop-off. Wade was aware of the danger the herd was in if he and Peroxide Jim could not turn the cattle from the edge.
Question analysis
This vocabulary-in-context question quotes a sentence from paragraph 13 of “The Spirit of the Herd,” at the height of the stampede, and asks what the phrase “bore down the flank of the herd” conveys about Wade. Students need the meaning of “bore down” and “flank” as they are used here. Some choices describe real moments of the stampede, so students must stick to what this phrase shows.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Working out a phrase’s meaning from its sentence is routine grade 7 work. The words “bore down” and “flank” are less common, but the full sentence is quoted with the question, so the task stays within one sentence.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Complex sentences moderate
- Hard words minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 8, 1160 words; question and choices: about grade 3, 94 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Once the sentence is untangled, the herd pressing in on the left and the cliff on the right, the answer is a picture of Wade squeezed between them. The trouble is the word order and the phrase itself: students who read “bore down” as speed think about keeping pace, and those who recall the darkness of the paragraph before pick a detail this sentence never mentions.
Complex sentences moderate Understanding the question
The sentence is inverted: “the flank of the herd” is the subject of “bore down,” placed after its verb, so a quick reader may think Wade bore down along the herd instead. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Hard words minor Understanding the question
Both “flank,” the side of the herd, and “bore down,” pressed in hard, are uncommon in this sense, and the stem asks about exactly those words. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Read the whole quoted sentence rather than the phrase alone, picture the scene it describes, and pick what this sentence itself shows about Wade.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A Wrong part of the text (Kirsch & Mosenthal, 1990)
Recalls from paragraph 12 that Wade could not tell how many cattle were ahead of him, which is true there, but this sentence says nothing about what he could see.
B Dictionary meaning, not meaning here (Perfetti, 2007)
Takes “bore down” in its sense of rushing forward and gives the speed to Wade, when in this sentence it is the herd’s flank pressing in on his left.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Assumes the cliff would scare the cattle, but they are “water-mad” and ready to go over the edge, and the phrase describes Wade’s position, not their fear.
Working it out, step by step
Figure out what the question asks
This asks what the phrase “bore down the flank of the herd” shows about Wade. To answer, read the whole sentence, not just the phrase.
Learn the hard words
A flank is the side of an animal or of a group. To bear down, here “bore down,” means to press in hard on something. A precipice is a cliff, a very steep drop.
Untangle the sentence
The sentence puts its words in an unusual order. In everyday order it would say: The flank of the herd bore down close on their left. So the side of the herd pushed in on Wade and his horse from the left. On the right, “under their very feet, was a precipice.”
Picture where Wade is
Wade is squeezed. Thousands of running cattle press in on one side. A 300-foot drop sits on the other side. He has no room to move away from either one. He is forced to ride in the narrow space between the herd and the cliff edge.
Check each choice
- A does not fit. Paragraph 12 says he could not tell how many cattle were ahead, but this sentence is about the sides.
- B does not fit. Here the herd does the bearing down, not Wade.
- C fits. He rides between the herd and the cliff.
- D does not fit. The cattle were “water-mad,” ready to go over the edge. Nothing says the cliff scared them.
Choose the answer
The phrase shows the herd pushing Wade toward the edge. So the answer is C.
Why this answer and not the closest wrong one
B is the closest wrong choice, because “bore down” can mean rushing forward fast. But in this sentence the herd does the bearing down, not Wade. The herd presses in from the left while the cliff waits on the right. That squeeze is what C describes.
More questions like this
The original DOE question
The passage “Excerpt from “The Spirit of the Herd”” as printed (page 41)
Question 3 of 94
2026 Practice Test A English, question 48Question
Which sentence of the paragraph should be revised to correct a vague pronoun?
(1) Eliza and Brianna have been singing in their school chorus since they were in fourth grade. (2) The girls always sing a duet at the school talent show, and they take turns singing the national anthem before school sporting events. (3) Outside of school, she also sings in a choir made up of young and old members of her community. (4) Both girls hope that they will be able to continue singing for many more years.
- Asentence 1
- Bsentence 2
- Csentence 3
- Dsentence 4
Show the answer
Correct answer: C
The question asks for identification of the sentence with a vague pronoun.
A. Incorrect. There is no vague pronoun in sentence 1, which correctly uses the plural pronouns “their”/“they” to refer to both Eliza and Brianna.
B. Incorrect. There is no vague pronoun in sentence 2, which uses the pronoun “they” to correctly refer to both girls again.
C. CORRECT. Sentence 3 is the only sentence where the pronoun is vague. The sentence uses the pronoun “she” near the beginning, but whether “she” refers to Eliza or Brianna is unclear.
D. Incorrect. There is no vague pronoun in sentence 4, which uses the pronoun “they” to correctly refer to “both girls.”
Question analysis
This editing question gives a short paragraph about Eliza and Brianna, two girls who have sung in their school chorus since fourth grade, and asks which sentence should be revised to fix a vague pronoun. Students must trace each pronoun back to the person or people it stands for and ask whether a reader could tell who is meant.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Recognizing and fixing vague pronouns is taught in grade 6. This paragraph is four short sentences in everyday language with one rule to apply, lighter than the multi-error paragraphs typical of grade 7 editing.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 5, 90 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The paragraph is short, plainly worded and about two named girls, so the one singular pronoun stands out once students look for the person each pronoun stands for. Points are lost mainly by students unsure what “vague” means, who suspect a sentence with several pronouns or a plural “they” instead. Tracing each pronoun back to its noun settles the question in seconds.
Something you must already know minor Working it out
Students must know what makes a pronoun vague: “she” in sentence 3 could mean either Eliza or Brianna, while each plural “they” clearly means both girls. (Anderson & Krathwohl, 2001)
Strategy: Circle every pronoun, draw a line from each to the noun it replaces, and look for one where the line could go to more than one person.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Sees two pronouns, “their” and “they,” in the first sentence and suspects confusion, though both are plural and plainly refer to Eliza and Brianna together.
B Fixes what isn't broken (Connors & Lunsford, 1988)
Thinks “The girls” and “they” are too general and wants the names repeated, though both point clearly back to the two girls just named.
D Fixes what isn't broken (Connors & Lunsford, 1988)
Wonders whether “they” could include the choir members of the sentence before, though “Both girls” at the start of sentence 4 fixes who “they” are.
Working it out, step by step
Learn the rule for pronouns
A pronoun is a short word that stands in for a noun, like she, he, they or it. A pronoun is vague when the reader can’t tell who it means. For example: Ana and Lily went to the park, and she fell. Who fell, Ana or Lily? You can’t tell.
Trace each pronoun to its noun
- Sentence 1: “their” and “they” mean both girls, Eliza and Brianna.
- Sentence 2: “they” means “The girls,” both of them.
- Sentence 3: “she” and “her” mean one girl. But which one?
- Sentence 4: “they” means “Both girls.”
Find the vague one
Sentence 3 says, “Outside of school, she also sings in a choir made up of young and old members of her community.” Two girls were just named. “She” could be Eliza or Brianna. The reader can’t tell who sings in the choir.
Show the fix
Replace the pronoun with a name: Outside of school, Brianna also sings in a choir made up of young and old members of her community. It could just as well be Eliza. The point is to name one girl. Now the reader knows who sings in the choir.
Check each choice
- A is wrong. “Their” and “they” are plural, meaning more than one. Both clearly mean the two girls.
- B is wrong. “They” points back to “The girls,” just named.
- C is right. “She” could mean either girl.
- D is wrong. “Both girls” at the start makes “they” clear.
Watch out: Having many pronouns doesn’t make a sentence vague. Sentence 1 has two, but each one is clear.
Choose the answer
Only sentence 3 has a pronoun that could point to two different people. So the answer is C, sentence 3.
Why this answer and not the closest wrong one
Sentence 1 is the closest wrong answer, because it has two pronouns, “their” and “they.” But both are plural, and both mean Eliza and Brianna together. In sentence 3, the singular “she” could mean either girl. So only sentence 3 needs a fix.
More questions like this
The original DOE question
Question 4 of 94
2026 Practice Test A English, question 49Question
Which pair of revisions is needed to correct the errors in the paragraph?
(1) Yalina, Michael, and Malcolm love making pancakes with their granddad on Saturday mornings. (2) Yalina’s job is to open the box and pour the pancake mix into a bowl, slowly adding water, eggs, melted butter, and blueberries. (3) Michael uses a wooden spoon to vigorously stir the mixture until it is smooth, and Malcolm helps Granddad carefully pour the batter onto a griddle one-fourth cup at a time. (4) Granddad turns each pancake when they start to bubble, while all three siblings get the table ready for a sweet delicious breakfast.
- ASentence 1: Delete the comma after Yalina, AND change their to her.
- BSentence 2: Change is to are, AND delete the comma after bowl.
- CSentence 3: Change it is to they are, AND delete the comma after smooth.
- DSentence 4: Change they start to it starts, AND insert a comma after sweet.
Show the answer
Correct answer: D
The question asks which two revisions are needed to correct the paragraph.
A. Incorrect. The comma is needed after “Yalina” to separate the first and second names in the series of three names (Yalina, Michael, and Malcolm). The possessive determiner “their” is also correct as written because it refers back to “Yalina, Michael, and Malcolm,” a plural group of people.
B. Incorrect. Changing “is” to “are” would introduce an error in subject-verb agreement into the sentence; the singular subject “Yalina’s job” requires the singular verb “is.” The comma after “bowl” is required because it separates the phrase “slowly adding water, eggs, melted butter, and blueberries,” which modifies how Yalina prepares the batter, from the remainder of the sentence.
C. Incorrect. “It is” refers to the singular noun “mixture,” so this singular pronoun and verb form is correct. The comma after “smooth” is necessary because this is a compound sentence where two independent clauses (“Michael uses a wooden spoon to vigorously stir the mixture until it is smooth” and “Malcolm helps Granddad carefully pour the batter onto a griddle one-fourth cup at a time”) are joined using a coordinating conjunction, which requires a comma.
D. CORRECT. The plural pronoun “they” refers incorrectly to a singular antecedent, “each pancake.” The pronoun should be changed to a singular one to match its antecedent. A comma is needed between two adjectives of equal importance that modify the noun “breakfast.” Because “sweet” and “delicious” could be written as “sweet and delicious,” they are of equal importance, and a comma is needed.
Question analysis
This editing question gives a four-sentence paragraph about three siblings making blueberry pancakes with their granddad and asks which pair of revisions corrects its errors. Eight words or commas are underlined, and each choice bundles a pronoun or verb change with a comma change in one sentence, so a choice is right only if both of its edits are needed.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Pronoun and verb agreement and comma use are grade 6 and 7 conventions. Checking eight underlined spots across four long sentences, and accepting a pair only when both edits are needed, matches typical grade 7 editing.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked moderate
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 8, 149 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The errors sit together in the paragraph's last sentence, and neither is heard easily, so students who judge by ear look for problems elsewhere. The strongest pull applies two familiar but wrong rules, no comma before “and” and a plural pronoun for a mixture of several ingredients, to a sentence that is already correct. The question rewards testing each pronoun against its noun and each comma against a rule before reading the pairs.
A rule that doesn't sound wrong moderate Working it out
Both real errors sound natural: “each pancake … when they start to bubble” passes because several pancakes are cooking, and “sweet delicious breakfast” seldom sounds as if it needs a comma between its adjectives. (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
Eight underlined spots are paired into four proposed revisions, one pair per sentence, and a pair is right only if both of its edits fix real errors, so every edit has to be tried in place. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, test each underlined spot yourself: find what each pronoun and verb refers to, and decide whether each comma is needed. Then look for the pair whose two edits both fix real errors.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
- Agreement: A verb that does not agree with its subject, or a pronoun that does not agree with the word it stands for.
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Deletes the comma after the first of three names in a series and changes “their” to “her,” though the pronoun refers to all three siblings.
B Agreement (Connors & Lunsford, 1988)
Counts two tasks, opening the box and pouring, and wants the plural “are,” though the subject is the singular “job,” and drops the comma before “slowly adding.”
C Punctuation (Connors & Lunsford, 1988)
Applies the rule that a comma never comes before “and,” though this one joins two complete clauses, and makes “it” plural for the ingredients, though it means the mixture.
Working it out, step by step
Figure out what the question asks
Eight spots are underlined. Each choice offers two changes in one sentence. A choice is right only if both of its changes fix real errors. So test each underlined spot yourself first.
Test sentence 1
Commas go between the items in a list of three or more: ham, eggs, and toast. So the comma after “Yalina” is needed. “Their” is plural, and it means all three kids, so it is correct too. Nothing needs fixing here, so A is out.
Test sentence 2
A verb must match its subject, the word the sentence is about. Here the subject is “Yalina’s job,” one job, so “is” is right. Example: My chore is easy, not My chore are easy. The comma after “bowl” is needed too. It shows that “slowly adding water” tells what Yalina does. Without it, the bowl seems to be adding the water. So B is out.
Test sentence 3
“It” means “the mixture,” one thing, so “it is” is correct. The comma after “smooth” comes before “and.” When and joins two complete sentences, put a comma before it. Example: I made the salad, and Dad grilled the fish. Here both halves are complete: Michael stirs, and Malcolm pours. So C is out.
Watch out: Some students learn that a comma never goes before and. That is not true when and joins two complete sentences. Believing it leads to C.
Fix the pronoun in sentence 4
A pronoun must match its noun in number. One thing takes it, and more than one takes they. Here the noun is “each pancake,” one at a time. So “they start” should be “it starts.” Example: Each cookie is done when it turns brown.
Watch out: Many pancakes are on the griddle, so they sounds fine. But each means you are talking about one pancake at a time.
Fix the comma in sentence 4
Two describing words of equal weight need a comma between them. Test: can you put and between them, or swap them? Sweet and delicious breakfast and delicious, sweet breakfast both work. So write sweet, delicious breakfast. Compare three small dogs. You can’t say three and small dogs, so no comma there.
Choose the answer
Both changes in sentence 4 fix real errors. Fixed, it reads: Granddad turns each pancake when it starts to bubble, while all three siblings get the table ready for a sweet, delicious breakfast. So the answer is D.
Why this answer and not the closest wrong one
C is the closest wrong answer. It relies on two wrong ideas: that a comma never comes before and, and that a mix of many ingredients needs they. But the comma joins two complete sentences, and “it” means the one mixture. Only D’s two changes both fix real errors.
More questions like this
The original DOE question
Question 5 of 94
2026 Practice Test A English, question 50Question
Which sentence in the paragraph contains an error in construction?
(1) The blobfish, a creature that certainly resembles its name, is an unusual fish whose body is mostly composed of pink, gelatinous flesh. (2) Because it has very few muscles and its density is close to that of water, the blobfish spends its life floating slightly above the ocean floor. (3) It must wait patiently for whatever edible matter might float by its mouth. (4) The blobfish’s downturned mouth, slimy skin, and pale coloring caused them to be voted the World’s Ugliest Animal in 2013.
Move the answer to the box. There is only one error in construction.
Contains an error in construction
On the test you drag one of the tiles into the box; here, choose it.
- ASentence 1
- BSentence 2
- CSentence 3
- DSentence 4
Show the answer
Correct answer: D
The question asks for identification of the one sentence in the paragraph that contains an error in construction.
Sentence 1: Construction is correct. The singular pronoun “its” matches the number of the word it refers to, the singular noun “blobfish.” Additionally, the appositive phrase “a creature that certainly resembles its name” is correctly set off by commas to provide an extra, but not essential, detail about the blobfish. The comma separating “pink” and “gelatinous” is correct because these are coordinate adjectives. There are no errors in sentence 1.
Sentence 2: Construction is correct. The singular pronouns “it” and “its” match the number of the word they refer to, the singular noun “blobfish.” Additionally, the structure of the sentence correctly shows that the clause “Because it has very few muscles and its density is close to that of water” explains why “the blobfish” spends its life floating. There are no errors in sentence 2.
Sentence 3: Construction is correct. The “it” and “its” in the sentence refer to “the blobfish” mentioned in the previous sentence. The use of singular pronouns in sentence 3 is consistent with the rest of the paragraph. There are no errors in sentence 3.
Sentence 4: Contains an error in construction. Sentence 4 erroneously uses the plural pronoun “them” to refer to the blobfish, when the singular “it” should have been used. Although sentence 4 starts by correctly referring to the blobfish in the singular (“the blobfish’s”), it erroneously switches to plural usage midway through: “caused them to be voted.” This is an error because the rest of the paragraph refers to the blobfish in the singular. The singular construction of the paragraph starts with “a creature” and “an unusual fish” in sentence 1 and continues throughout sentence 2 (“it has,” “its density,” “the blobfish,” and “its life”), sentence 3 (“It must” and “its mouth”), and the first half of sentence 4 (“the blobfish’s”). Proper construction requires sentence 4 to maintain the paragraph’s consistent use of singular references. To fix the construction error in sentence 4, the plural pronoun “them” should be changed to the singular pronoun “it” (i.e., “The blobfish’s downturned mouth, slimy skin, and pale coloring caused it to be voted the World’s Ugliest Animal in 2013.”).
Question analysis
This editing question gives a four-sentence paragraph describing the blobfish, a pink, jelly-like fish that floats just above the ocean floor, and asks which sentence contains an error in construction. On the test students move a sentence tile into a box; the kind of error is not named, so every sentence, with its commas, describing phrases and pronouns, must be checked.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 The grammar here is taught by grade 6, but the question does not say what kind of error to look for, and the correct sentences carry commas, describing phrases and pronouns of their own, which is typical of grade 7 editing.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked moderate
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 6, 112 words.
- Corrected from the DOE handbook
- Two grammar terms in the explanation were wrong; both sentences were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The faulty pronoun is camouflaged by the list right before it, which makes a plural sound natural, so students who read by ear pass the last sentence and flag a correct one. The likeliest victim is sentence 2, where “it” comes before the noun it stands for, which some students wrongly believe is not allowed. The question rewards asking, for each pronoun, what noun it stands for and whether the number matches.
A rule that doesn't sound wrong moderate Working it out
“Them” in sentence 4 follows the plural list “downturned mouth, slimy skin, and pale coloring,” so it sounds right, though what was voted ugliest is the singular blobfish. (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
The stem names no kind of error, and every sentence has a pronoun or a set-off phrase that could be suspect, from the opening appositive to the “Because it has” clause, so all four must be checked. (Embretson & Wetzel, 1987)
Strategy: Check each sentence in turn: the subject and verb, what every pronoun refers to, and what each describing phrase attaches to, without trusting how smoothly the sentence sounds.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Suspects the long interruption “a creature that certainly resembles its name” or the comma in “pink, gelatinous,” though both are correct and the sentence is complete.
B Fixes what isn't broken (Connors & Lunsford, 1988)
Believes a pronoun cannot come before its noun, so flags “Because it has very few muscles,” though “it” correctly looks ahead to “the blobfish” in the main clause.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Assumes “It” must point to the nearest noun, “the ocean floor,” and calls it unclear, though only the blobfish could wait for food to float by.
What was corrected from the DOE handbook, and why
- Explanation: The handbook's explanation of sentence 1 calls “a creature that certainly resembles its name” a clause; it is an appositive phrase, a noun phrase that renames “the blobfish”, and now says so. Its explanation of sentence 2 says the “Because…” clause “modifies the words ‘the blobfish’”; an introductory “because” clause tells why something happens, so it modifies the verb, and the sentence now says it explains why the blobfish spends its life floating. The answer, sentence 4, is unchanged.
Working it out, step by step
Figure out what the question asks
You need the one sentence with an error in construction, a mistake in how the sentence is built. The question doesn’t say what kind of error. So check each sentence’s commas, phrases and pronouns. A pronoun is a word like it or them that stands in for a noun.
Check sentence 1
“A creature that certainly resembles its name” is an extra phrase that renames the blobfish. Commas around an extra phrase are correct: Max, my brother, plays drums. In “pink, gelatinous,” a comma sits between two describing words of equal weight. Gelatinous means jelly-like. You could say pink and gelatinous, so the comma is right.
Check sentences 2 and 3
Sentence 2 starts, “Because it has very few muscles.” This part tells why the blobfish floats. Here “it” comes before “the blobfish.” That is allowed when the noun follows soon after: Because she was tired, Maya went to bed. In sentence 3, “It” can only mean the blobfish. Only the fish could wait for food to float by its mouth. Both sentences are correct.
Watch out: Some students think a pronoun can never come before its noun. That makes sentence 2 look wrong, which leads to B.
Find the error in sentence 4
Sentence 4 says the fish’s features “caused them to be voted the World’s Ugliest Animal in 2013.” What was voted the ugliest animal? The blobfish, one animal. A pronoun must match its noun in number. So it should be it, not them. The rest of the paragraph calls the blobfish it every time.
Watch out: The list just before, “downturned mouth, slimy skin, and pale coloring,” is plural. That makes them sound right. But a mouth, skin and coloring can’t be voted an animal.
Show the fix
Fixed, the sentence reads: The blobfish’s downturned mouth, slimy skin, and pale coloring caused it to be voted the World’s Ugliest Animal in 2013. Now the pronoun matches the one blobfish.
Choose the answer
Sentences 1, 2 and 3 are built correctly. Only sentence 4 has a pronoun that doesn’t match its noun. So the answer is D: move the tile “Sentence 4” into the box labeled “Contains an error in construction.”
Why this answer and not the closest wrong one
Sentence 2 is the closest wrong answer, because “it” comes before the word “blobfish.” That is allowed, since the noun follows right away. In sentence 4, though, “them” is plural but stands for one blobfish. That mismatch is the real error.
More questions like this
The original DOE question
Question 6 of 94
2026 Practice Test B English, question 8Passage A Miracle Mile
A Miracle Mile
In the 1950s people compared running one mile in four minutes to scaling Mount Everest and nicknamed the feat a “dream mile.” Although such an accomplishment was considered humanly impossible, several elite runners aimed to break that supposedly impenetrable barrier. One of them was a twenty-five-year-old medical student named Roger Bannister.
Roger Bannister had tasted failure during the 1952 Olympics. There, he was favored to win the 1,500-meter competition, a distance slightly shorter than a mile, but he finished in a dismal fourth place instead. Bannister’s performance was a disappointment for him and his country, Great Britain. Determined to redeem himself, Bannister postponed his plans to retire from racing and focused on the ultimate prize—breaking the four-minute-mile barrier.
Bannister attacked the elusive milestone with a positive attitude and logical planning. The amateur athlete decided to use intensive interval training to develop endurance and speed. For these workouts, Bannister ran an interval of ten consecutive laps on a quarter-mile track, aiming for sixty seconds each lap. In between intervals, he let his body recover for two minutes.
By early 1954, Bannister had succeeded in lowering his quarter-mile pace to sixty-one seconds, but he had to shave off at least one more second in order to reach his target. Frustrated by the plateau he had reached, Bannister took a break from training and went mountain climbing for three days. The rest from running permitted his muscles to recuperate and left him feeling refreshed. When Bannister returned to the track, he completed ten quarter-mile-long intervals at fifty-nine seconds each. He finally felt prepared to attempt to break the world record.
As a member of the Amateur Athletic Association (AAA), Bannister joined the AAA team for a track meet against Oxford University. The event took place on a cinder track in Oxford on May 6, 1954. Bannister and his two AAA teammates, Chris Chataway and Chris Brasher, were close friends and frequent running partners. Chataway and Brasher agreed to help Bannister accomplish his goal by being his “rabbits.”
In track and field, rabbits are runners who enter the race solely to pace a teammate for a segment of the course. Typically, a runner settles in behind the rabbit and allows the rabbit to set an appropriate tempo. Additionally, by running behind the rabbit, the runner conserves about 15 percent of his or her effort. When the starting pistol fired, Brasher pounced into the lead, and Bannister followed behind his first rabbit.
Propelled by the excitement, Bannister lost his instinctive feel for his pace and shouted “Faster!” at Brasher. Brasher, however, remained composed and maintained his current steady but grueling pace, completing the first two laps in a desirable one minute and fifty-eight seconds. Then Chataway surged forward, leading Bannister at this same punishing rate for another lap and a half. At the beginning of the back straightaway of the track, Bannister bolted past Chataway. Bannister said, “I felt that the moment of a lifetime had come. There was no pain, only a great unity of movement and aim.” Bannister crossed the finish line in 3 minutes 59.4 seconds. The ecstatic crowd erupted the moment the timekeeper announced the word “three.”
Soon after Bannister’s achievement, four other athletes matched his performance. A new mindset had taken root among runners. Over the years, the record continued to fall. However, the current record, 3 minutes 43.13 seconds, has stood unbroken since 1999. Some question whether this record represents the limits of human ability. But perhaps there is another Bannister, an athlete who, with willpower and dedication, will accomplish the miraculous.
Question
The words “feat,” “humanly impossible,” and “impenetrable barrier” in paragraph 1 affect the tone of the paragraph because they
- Ahighlight the idea that only the most skilled runners would be able to run a four-minute mile.
- Bemphasize the idea that running a mile in less than four minutes was a seemingly unattainable goal.
- Cconvey the competitiveness among elite runners to consistently set and break speed records.
- Dshow the intensity of the training programs athletes endure in order to achieve their goals.
Show the answer
Correct answer: B
The question asks how the words “feat,” “humanly impossible,” and “impenetrable barrier” in paragraph 1 affect the tone of the paragraph.
A. Incorrect. Although paragraph 1 states that “several elite runners aimed to break that supposedly impenetrable barrier,” the words “feat,” “humanly impossible,” and “impenetrable barrier” suggest that the goal was unattainable even for the most skilled runners.
B. CORRECT. No one had ever been able to run a mile in less than four minutes, and the words “feat,” “humanly impossible,” and “impenetrable barrier” imply that the goal seemed unattainable. These words also reinforce the comparison of running a four-minute mile to “scaling Mount Everest” (paragraph 1).
C. Incorrect. The words “feat,” “humanly impossible,” and “impenetrable barrier” describe how challenging and almost impossible running a four-minute mile seemed, and while other elite runners “aimed to break that supposedly impenetrable barrier” (paragraph 1), the paragraph focuses on Roger Bannister, not the competition among elite runners seeking to break the record.
D. Incorrect. Bannister’s training program is described in paragraphs 3 and 4, and the words “feat,” “humanly impossible,” and “impenetrable barrier” are used in paragraph 1 to describe the magnitude of Bannister’s goal to run a four-minute mile. Though his training program was intense, these words relate to the intensity of the goal itself, not to the intensity of his training.
Question analysis
This tone question on “A Miracle Mile,” an article about Roger Bannister and the four-minute mile, asks how three word choices in the opening paragraph, “feat,” “humanly impossible” and “impenetrable barrier,” affect its tone. Students must read the connotations of strong words in context and decide what they stress, while choices that echo other parts of the passage compete for attention.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Grade 7 tone questions often ask students to find the telling words themselves. Here the three words are quoted and sit in one short opening paragraph, and their shared meaning is strong and plain, so one careful reading is enough.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer minor
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 10, 587 words; question and choices: about grade 11, 80 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The three quoted words all make the same point, and the opening comparison with “scaling Mount Everest” makes it again, so the effect is easy to sense. Points are lost on degree: the sentence holding two of the three words also names “several elite runners,” which makes a choice about only the best runners look supported. Students who hold on to “humanly impossible” rule it out, and the choices about rivalry and training fall away once they check that the words describe the goal, not the runners or their preparation.
A very close wrong answer minor Choosing the answer
The choice about only the most skilled runners and the right one both stress how hard the four-minute mile was; they differ on degree, possible for the best runners or thought impossible for anyone. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Hard words minor Understanding the question
“Impenetrable” and “feat” carry the tone, and a student who does not know that impenetrable means impossible to break through may miss how absolute the barrier sounded. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Decide what feeling the three quoted words share, then reread paragraph 1 to see what they describe, and keep only a choice that fits both the feeling and the thing described.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Twists what the text says (King et al., 2004)
Sees that the words stress difficulty but scales it down to a feat for the best runners only, though “humanly impossible” says no runner at all was thought able to do it.
C Word match (Freedle & Kostin, 1993)
Picks up “elite runners aimed to break” from the same sentence and turns it into a rivalry over records, though the three words describe the barrier, not the runners.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Carries the intensive interval training of paragraphs 3 and 4 back to paragraph 1, where the words measure the size of the goal, not the effort of preparing for it.
Working it out, step by step
Figure out what the question asks
This is a tone question. Tone is the feeling or attitude that a writer’s words give a passage. The question names three word choices from paragraph 1. You need to decide what feeling they share and what they describe.
Find the words in paragraph 1
Paragraph 1 says people “compared running one mile in four minutes to scaling Mount Everest.” Scaling means climbing. Mount Everest is the tallest mountain on Earth. The paragraph calls running that fast a “feat.” The next sentence says “Although such an accomplishment was considered humanly impossible, several elite runners aimed to break that supposedly impenetrable barrier.”
Work out what the words mean
A feat is an amazing deed that is very hard to do. Humanly impossible means no person could ever do it. Impenetrable means impossible to break through, and a barrier is a wall. All three say the same thing. A mile under four minutes seemed like a goal no one could reach. A word for that is unattainable.
Check each choice
- A does not fit. It says the best runners could do it. But “humanly impossible” means no one could.
- B fits. The words make the four-minute mile sound out of reach.
- C does not fit. The words describe the barrier, not a contest between runners.
- D does not fit. Training comes later, in paragraphs 3 and 4. These words describe the goal itself.
Watch out: A is tempting because the same sentence mentions “several elite runners.” Elite means the very best. But even they were not expected to succeed.
Choose the answer
The three words make the goal sound almost impossible for anyone. So the answer is B, “emphasize the idea that running a mile in less than four minutes was a seemingly unattainable goal.”
Why this answer and not the closest wrong one
A is the closest wrong choice. It also says the four-minute mile was hard. But A says that only the most skilled runners could do it. The passage says it was “considered humanly impossible.” People thought no runner at all could do it. That is why B fits better.
More questions like this
The original DOE question
The passage “A Miracle Mile” as printed (page 13)
Question 7 of 94
2026 Practice Test B English, question 24Passage Looking for the Smallest Spark of Everything
Looking for the Smallest Spark of Everything
Located underground near Geneva, Switzerland, the Large Hadron Collider (LHC) helps scientists study and understand how the smallest particles of matter interact with one another. The LHC propels atomic particle beams along a 17-mile-long ring.
There are the things the world is made of,
things we can see and feel, and then
there are the things even smaller, things that seem
to exist only when we are looking right at them.
So beneath the level of molecules are atoms,
and beneath the level of atoms, we find
protons, electrons, neutrons; and beneath that—
what, exactly? Because we are talking about
everything here: your fingernail,
the candy at the back of your mouth,
the coffee your teacher drank this morning,
your little sister, and the stuffed dog
she used to carry around with her everywhere.
And everywhere.
Everything and everywhere
are made up of the same stuff, whatever
it is. How do we find it? We can listen for it
in the wavelengths from deep space,
talking back to us from unimaginable
distances. Or we can build long,
deep circular tunnels beneath the surface
of this Earth and race particles
(like racing cars, only very tiny cars
flashing along at close to the speed of light)
until everything we think we know
bangs against everything else we know.
And there, in the explosion, in the darkness,
briefly incandescent, they appear:
the quarks, the leptons, and the bosons;
the baryons and the mesons. Their names
sound like dinosaurs or maybe bands
playing terrible music in someone’s garage.
The one thing we know for sure
is that they spin. This is how gravity
enters our world, how our world is held
both together and apart, what keeps
together the pencil in your hand right now
as well as separate from, say,
Jupiter. They spin, and it is only down there
in the darkness—in the vast garage
where physicists jot down
what they can, whatever seems most real—
that they let us perceive their wild dancing,
combusting to the music they make.
Question
The main purpose of the comparison in lines 23–24 of the poem is to show
- Athat the particles’ size makes them difficult to see.
- Bhow the particles move within the tunnel.
- Cthat the particles have a familiar shape.
- Dhow the particles can be seen only in darkness.
Show the answer
Correct answer: B
The question asks what the comparison in lines 23–24 of the poem is mainly meant to show.
A. Incorrect. While the particles are moving “close to the speed of light” (line 24), which would make them difficult to see, the comparison in lines 23–24 focuses on the movement of the particles, not how visible they are.
B. CORRECT. Lines 23–24 describe “tiny cars / flashing along at close to the speed of light,” which describes how the particles move.
C. Incorrect. Lines 23–24 do not describe the shape of the particles but rather their movement, which is “flashing along at close to the speed of light” (line 24).
D. Incorrect. The word “flashing” in line 24 does not refer to light in darkness but rather to speed, and the word “light” is used to reference a measurement of speed, not brightness in darkness.
Question analysis
This figurative language question asks for the main purpose of a comparison in lines 23–24 of the poem “Looking for the Smallest Spark of Everything,” where particles in an underground tunnel are likened to tiny racing cars. Students must work out what the image is mainly meant to show about the particles, judging the comparison as a whole rather than word by word.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Explaining what a simple comparison shows is grade 6 work, and this one likens particles to racing cars in two short lines of familiar words, so a single step of interpretation is enough.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 346 words (a poem; reading level not measured); question and choices: about grade 5, 46 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The image is built from words about motion, racing cars “flashing along at close to the speed of light,” so most students see its purpose quickly. Each wrong choice seizes one piece of the picture, the cars’ tininess, their shape or the word “light,” and makes it the point. Students who ask what the whole comparison makes them picture, rather than what one word suggests, avoid all three.
Figurative or literary language minor Understanding the question
The comparison sits in parentheses, “like racing cars, only very tiny cars / flashing along at close to the speed of light,” and students must see that racing cars stand for speed. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Name the two things being compared in lines 23–24 and ask what a reader is meant to picture, then choose the purpose that the comparison’s own words support.
Traps
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
- Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
The wrong answers, classified
A Word match (Freedle & Kostin, 1993)
Fixes on “very tiny cars” and decides the point is that the particles are too small to see, though racing cars are chosen for their speed, not their size.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Takes the comparison at face value, as if particles looked like little cars, when the speaker uses racing to picture how they move, not what shape they have.
D Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “flashing” and “light” as a glow, like the one in the darkness of lines 27–28, but “the speed of light” measures how fast the particles travel.
Working it out, step by step
Figure out what the question asks
This asks why the poet makes a comparison in lines 23–24. A comparison shows how two different things are alike. First find the two things. Then ask what the reader is meant to picture.
Read the lines around it
Lines 20–22 describe building “deep circular tunnels beneath the surface / of this Earth” to race particles. Then lines 23–24 add “(like racing cars, only very tiny cars / flashing along at close to the speed of light)”. The speed of light is the fastest speed there is.
Work out the comparison
The particles are compared to racing cars. Racing cars zoom around a track, lap after lap, very fast. The particles zoom around the round tunnel the same way. “Flashing along” means moving so fast they are a blur. So the comparison helps you picture how the particles move.
Check each choice
- A does not fit. The cars are “very tiny,” but the point is racing, not being hard to see.
- B fits. Like racing cars, the particles speed around the tunnel.
- C does not fit. The particles do not look like cars. The comparison is about motion, not shape.
- D does not fit. “Light” here measures speed. It is not about glowing in the dark.
Watch out: A is tempting because of the word “tiny.” But a poet picks racing cars to show speed, not size.
Choose the answer
The racing cars help you picture particles speeding around the tunnel. So the answer is B, “how the particles move within the tunnel.”
Why this answer and not the closest wrong one
A is the closest wrong choice, since the poem does call them “very tiny cars.” But the comparison is to racing cars “flashing along at close to the speed of light.” Every word there is about speed and motion. So B, how the particles move, fits better.
More questions like this
The original DOE question
The passage “Looking for the Smallest Spark of Everything” as printed (pages 32–33)
Question 8 of 94
2026 Practice Test B English, question 33Passage Using Fire to Keep a Prairie Healthy
Using Fire to Keep a Prairie Healthy
Inside the 40,000-acre Joseph H. Williams Tallgrass Prairie Preserve in northern Oklahoma, herds of bison roam on the scenic land that is home to hundreds of different species of plants and animals. While one of the greatest threats to the prairie is wildfire, the use of controlled fires is actually an effective way to protect this idyllic landscape.
Fires that are started by lightning or other natural circumstances are inevitable, and the results can be disastrous. However, hundreds of years ago the American Indian people who inhabited the Great Plains area between Minnesota and Texas realized that these fires could also be helpful. The bison in the area seemed to prefer grazing on tender new grass on the recently burned land rather than on grass in the unburned areas. The American Indian people began to deliberately burn areas of land for bison to graze on, which enticed the herds away from the people’s crops.
Today conservationists at the Tallgrass Prairie Preserve and farmers in the Great Plains continue to use controlled burns for land management. Intentionally burning a portion of land can dramatically improve the quality of the vegetation that regrows there. The fires burn away weedy undergrowth and help limit the overcrowding of shrubs and trees in the burn area, creating less competition for water and nutrients. Additionally, the process of burning excess plant matter adds nitrogen, an essential element for plant growth, to the soil.
One common target of controlled burns at the preserve and the surrounding area is the invasive red cedar tree. A single red cedar tree can consume up to 40 gallons of water per day, taking this vital resource away from other plant life. These tall trees also cast shade that prevents sunlight from reaching the plants beneath them. The fast-growing red cedar trees tend to crowd out prairie grasses, the primary food source for wild and domestic animals that make the prairie their home. An imbalance in one component of the prairie’s ecosystem affects the entire web of life. Controlled burns help maintain this ecosystem’s delicate balance.
Of course, these controlled fires are intended to burn only a portion of an area. A total burn, which is a risk with an uncontrolled wildfire, would destroy all wildlife as well as the crops farmers plant for income. The key to using controlled fires is knowing which areas of land to burn and when. Conservation experts at the preserve employ the “patch-burn” approach, meaning they rotate which portion of land is burned each year. They study the land to find out which areas would most benefit from being burned, and then they arrange about a dozen burns over one-third of the land. This patch burning contains the fire within a specific area and allows animals in the burn area to safely relocate. The following year, conservationists will burn a different section of the preserve, while the land burned the previous year regrows healthier than before.
Researchers have tracked and studied the variety of plant species and animals that live on the preserve, and their studies show that the patch-burn approach has restored biodiversity to the area by promoting the growth of species that were at risk of being crowded out. The patch-burn system is so successful that the conservationists at the preserve provide training to prairie farmers about conducting controlled burns on their own land. Burning land to make it healthy may seem counterintuitive, but strategic controlled fires have helped the prairie sustain life for hundreds of years and, with careful management, will continue to do so.
Question
Read this sentence from paragraph 6.
Burning land to make it healthy may seem counterintuitive, but strategic controlled fires have helped the prairie sustain life for hundreds of years and, with careful management, will continue to do so.
The words “counterintuitive” and “strategic” in the sentence convey the idea that
- Athe safest methods are sometimes the least effective at solving complex challenges.
- Bthorough investigation of uncommon methodologies can lead to beneficial results.
- Cdetailed planning can ensure that a potentially destructive action has a positive impact.
- Dplans that entail a certain amount of risk almost always result in success.
Show the answer
Correct answer: C
The question asks which idea the words “counterintuitive” and “strategic” convey in the last sentence in paragraph 6 in the passage.
A. Incorrect. Though the author states in paragraph 6 that conservationists have used safe and “strategic” methods, those methods have not been ineffective, since “the patch-burn system is so successful that the conservationists at the preserve provide training to prairie farmers about conducting controlled burns on their own land” (paragraph 6). Therefore, the words “counterintuitive” and “strategic” in the last sentence of paragraph 6 do not convey the idea that the safest methods are sometimes the least effective at solving complex challenges.
B. Incorrect. Although the author points out in paragraph 6 that researchers’ studies have shown “that the patch-burn approach has restored biodiversity to the area by promoting the growth of species that were at risk of being crowded out,” the author does not suggest that the methodologies conservationists used to conduct the patch burns are uncommon, since the methods were used by “the American Indian people [who] began to deliberately burn areas of land for bison to graze on” (paragraph 2). Therefore, the words “counterintuitive” and “strategic” in the last sentence of paragraph 6 do not convey the idea that thorough investigation of uncommon methodologies can lead to beneficial results.
C. CORRECT. In paragraph 1, the author states that “one of the greatest threats to the prairie is wildfire,” so the idea of conducting controlled burns suggests risk and runs “counter,” or contrary, to people’s common expectations, or “intuition,” about the dangers of fires. Thus, the words “counterintuitive” and “strategic” in the last sentence of paragraph 6 convey the idea that detailed planning can ensure that a potentially destructive action has a positive impact.
D. Incorrect. The author states in paragraph 6 that “the patch-burn system is so successful that the conservationists at the preserve provide training to prairie farmers.” This statement supports the idea of the action being “strategic” in order to achieve success. However, the statement does not suggest that because the process is “counterintuitive,” or unexpected, it involves a certain amount of risk to achieve that success. Therefore, the words “counterintuitive” and “strategic” in the last sentence of paragraph 6 do not convey the idea that plans that entail a certain amount of risk almost always result in success.
Question analysis
This vocabulary question takes the last sentence of the prairie article, which says burning land to make it healthy may seem counterintuitive, and asks what the words “counterintuitive” and “strategic” convey together. Students need the meaning of a hard word built from a prefix, then must match the pair to a general statement, and the choices are worded abstractly.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 A typical grade 7 vocabulary question asks what one word means in context. This one pairs a hard word, “counterintuitive,” with “strategic” and asks for the idea they express together, with four abstract general statements to weigh.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- A very close wrong answer moderate
- Hard words moderate
- Combines ideas minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 598 words; question and choices: about grade 11, 97 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Students first need the meaning of “counterintuitive,” then must see what it says here: that burning land to heal it seems backward because fire destroys. “Strategic” supplies the other half, careful planning. The most tempting wrong answer gets the planning right but misreads the first word as “uncommon,” and others turn the pair into a rule about risk or a warning about safe methods. The question rewards translating each word before reading the abstract choices.
A very close wrong answer moderate Choosing the answer
The choice about “thorough investigation of uncommon methodologies” follows the key’s pattern, planning that leads to a good result, and differs only in calling the method uncommon instead of potentially destructive. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Hard words moderate Understanding the question
“Counterintuitive,” contrary to what one would expect, is an uncommon word, and the choices add “methodologies” and “entail,” so the options are as hard to read as the sentence. (Perfetti, 2007; Freedle & Kostin, 1993)
Combines ideas minor Working it out
The two words point different ways, one to burning that seems harmful and one to careful planning, and the answer must join both into a single general statement. (Embretson, 1998; Daniel & Embretson, 2010)
Strategy: Break “counterintuitive” into its parts, counter and intuitive, decide what each of the two words says about burning land, then find the statement that joins both meanings without adding claims of its own.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Twists what the text says (King et al., 2004)
Reads “counterintuitive” as a hint that the safe choice fails, but the sentence praises carefully managed fire and never says safer methods are less effective.
B Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Matches “strategic” to thorough investigation, since the experts “study the land,” but takes “counterintuitive” to mean uncommon, though the passage traces burning back hundreds of years.
D Too broad or too strong (King et al., 2004)
Hears risk in “counterintuitive” and success in “strategic” but turns them into a rule that risky plans “almost always” succeed, far more than one sentence about the prairie claims.
Working it out, step by step
Figure out what the question asks
This question asks about two words in the last sentence: “counterintuitive” and “strategic.” You need the idea the two words give together. So first figure out what each word means here.
Break down “counterintuitive”
Counter means against. Intuitive means what you would naturally expect. So counterintuitive means the opposite of what you would expect. The sentence says “Burning land to make it healthy may seem counterintuitive.” Fire usually destroys things. So burning land to help it seems backward. Paragraph 1 even calls wildfire “one of the greatest threats to the prairie.”
Figure out “strategic”
Strategic means carefully planned to reach a goal. Paragraph 5 shows that planning. The experts “study the land to find out which areas would most benefit from being burned.” Then they burn only part of the land each year. Put the two words together. Fire seems harmful, but careful planning makes it helpful.
Check each choice
- A is wrong. The sentence doesn’t say safe methods fail. It praises a method that works.
- B is wrong. It treats counterintuitive as if it meant uncommon. But burning isn’t new. Paragraph 2 says people did it “hundreds of years ago.”
- C is right. Strategic matches detailed planning. Counterintuitive matches an action that could destroy, fire, which turns out to help.
- D is wrong. “Almost always” is far too strong. The sentence is about prairie fires, not all risky plans.
Watch out: B gets strategic right, since the experts study the land. But counterintuitive doesn’t mean uncommon. It means against what you would expect.
Choose the answer
Fire seems destructive, but a careful plan makes it helpful. So the answer is C: “detailed planning can ensure that a potentially destructive action has a positive impact.”
Why this answer and not the closest wrong one
B is the closest wrong answer, because its first part, careful study, fits strategic. But its second part calls the method uncommon, and people have burned the prairie for hundreds of years. C fits both words: careful planning, and an action that seems harmful but helps.
More questions like this
The original DOE question
The passage “Using Fire to Keep a Prairie Healthy” as printed (page 41)
Question 9 of 94
2026 Practice Test B English, question 39Passage Letter from Brooklyn
Letter from Brooklyn
by Jacob Scheier
I can already see how this will end.
How I will grow tired of the bridge’s
steep incline, and the absent-minded tourists
wandering into the bicycle path.
The weather will turn cold.
But that all happens later.
For now it is the early edge of fall,
leaves green still while the air narrows,
is slightly crisp, almost grazing
the hair of my arm like a passing stranger,
as though the air has been forced into intimacy
by the brevity of daylight.
But when it starts darkening at 4,
this closeness, I know, will be a felt distance,
like someone drawing your attention
to their lack of intimacy.
These days I am still walking at a cathedral pace
beneath the branches bending across avenues,
brownstones like rows of lived-in chapels,
like a pop-up picture book I could have had as a child,
but didn’t. How Brooklyn makes me nostalgic
for the moment I am walking inside of.
These late afternoons filled
with a loneliness that makes me feel
distinctly myself, and an awareness
of how rare that is.
“Letter from Brooklyn” from LETTER FROM BROOKLYN: POEMS by Jacob Scheier, published by ECW Press. Copyright © 2013 by Jacob Scheier All rights reserved.
brevity: briefness
cathedral: meditative
chapels: private places of prayer or worship
nostalgic: yearning for the past
Question
Read lines 7–9 from the poem.
For now it is the early edge of fall,
leaves green still while the air narrows,
is slightly crisp,
The word choice in the lines helps convey the speaker’s belief that
- Athe beauty of the current season should still be appreciated.
- Bthe changes in the weather signify the end of the most pleasant season.
- Cthe transition from one season to another happens swiftly and without warning.
- Dthe change in the weather is so subtle that people rarely observe or feel it.
Show the answer
Correct answer: A
The question asks what belief of the speaker is conveyed by the word choice in lines 7–9 of the poem.
A. CORRECT. Words and phrases in these lines, such as “leaves green still” and “slightly crisp,” have a positive connotation, indicating that the speaker believes in appreciating this season while it still lasts.
B. Incorrect. Although imagery such as “leaves green still” and “slightly crisp” in these lines suggests that the speaker enjoys the season, the speaker never indicates that the present season is the most pleasant of all seasons.
C. Incorrect. The phrases “the early edge of fall” and “the air narrows” in these lines imply that the season is just beginning to change, but there is no indication from these phrases that the changes will be swift and without warning. In fact, the narrowing of the air could be a warning of a greater, more gradual change in weather.
D. Incorrect. The speaker experiences the change in weather as subtle: “the air narrows, / is slightly crisp.” However, the speaker does not refer to the viewpoints of others. The entire viewpoint in the poem is personal and introspective, as represented by the use of the pronoun “I” throughout.
Question analysis
This word-choice question quotes three lines from “Letter from Brooklyn” describing the early edge of fall, when the leaves are still green and the air is slightly crisp. Students must work out what the connotations of these words reveal about the speaker's belief, and several choices mix an accurate reading of the lines with a claim they do not support.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining how word choice conveys a speaker's feelings is everyday grade 7 work. These three lines are short and concrete, but their meaning rests on the connotations of a few small words, which matches a typical grade 7 task.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 217 words (a poem; reading level not measured); question and choices: about grade 5, 86 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The three lines are short, and every choice builds on something real in them: a change in the weather, a season ending, subtlety. What separates the answer is the time words, “For now,” “early edge” and “still,” which say that something good is present and passing. Students lose the point by stretching a reasonable sense of loss into a claim about the best season, or by turning the speaker’s private notice into what other people miss.
Figurative or literary language moderate Understanding the question
The belief lies in connotation: “early edge of fall” and “leaves green still” mark a season only starting to turn, and “the air narrows” describes the change through an image. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
“For now” at the start of line 7 signals that the moment will pass, and students must infer that the speaker values it for that reason, since no line states the belief. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Mark the words in lines 7–9 that describe time and the feel of the air, decide whether each sounds positive, negative or neutral, then choose the belief that fits those connotations and nothing more.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Senses loss in a turning season, which the poem does suggest, but claims the speaker sees this as ending “the most pleasant season,” a ranking the lines never make.
C Twists what the text says (King et al., 2004)
Reads “the air narrows” as a sudden shift, though “early edge” and “slightly crisp” describe a season only beginning to turn, gradually and with clear signs.
D Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Rightly hears the change as subtle in “slightly crisp,” but adds that people rarely notice it, though the lines record the speaker feeling it on the hair of an arm.
Working it out, step by step
Figure out what the question asks
This question is about word choice. The exact words a poet picks can show feelings. You need the belief that lines 7–9 show. So look at what each word suggests, not only what it means.
Mark the time words
The lines say “For now it is the early edge of fall, / leaves green still while the air narrows, / is slightly crisp.” Notice the time words. “For now” means this won’t last. “Early edge” means fall has just begun. “Still” means the leaves have not changed color yet.
Hear what the words suggest
“Slightly crisp” means a little cool and fresh. It sounds pleasant, not harsh. When the air “narrows,” it seems to tighten and grow cooler. So the speaker enjoys this moment. The time words show the speaker knows it will pass. Put together, they say: this lovely early fall is still here, so enjoy it now.
Check each choice
- A is right. “Still” and “For now” show the season is still here to enjoy.
- B is wrong. The speaker never calls this the most pleasant season. Nothing ranks the seasons.
- C is wrong. “Early edge” and “slightly” describe a slow, gentle change, not a sudden one.
- D is wrong. The change is subtle, or hard to notice. But the speaker feels it on “the hair of my arm.” The lines say nothing about other people.
Watch out: D starts out right, because the change is gentle. But it adds a claim about other people that the lines never make.
Choose the answer
The words show a pleasant season that is still here, for now. So the answer is A: “the beauty of the current season should still be appreciated.”
Why this answer and not the closest wrong one
B is the closest wrong answer, because the poem does hint that something good is ending. But the lines never call fall the best season. They say only that this pleasant time is here “for now.” That fits A: enjoy the season while it lasts.
More questions like this
The original DOE question
The passage “Letter from Brooklyn” as printed (page 50)
Question 10 of 94
2026 Practice Test B English, question 40Uses the passage above: “Letter from Brooklyn”.
Question
Which idea does the comparison of the brownstone houses to “a pop-up picture book I could have had as a child, / but didn’t” in lines 20–21 convey?
- AIt reveals that some people are still influenced by powerful images from childhood.
- BIt indicates that the neighborhood the speaker is walking through is charming and appealing.
- CIt suggests that the speaker has wanted to live in the neighborhood since childhood.
- DIt suggests that people often experience lingering regret from their past.
Show the answer
Correct answer: B
The question asks what the comparison of the brownstone houses to “a pop-up picture book I could have had as a child, / but didn’t” (lines 20–21) conveys.
A. Incorrect. While the lines explain that the neighborhood reminds the speaker of images from childhood pop-up books, those images are not described as very powerful or influential.
B. CORRECT. Pop-up picture books are likely to delight a child with their unique, often beautiful representations of buildings that pop up out of the page. The comparison in these lines helps explain how the speaker views these brownstones with a childlike wonder and appreciation.
C. Incorrect. Though in these lines the speaker compares this neighborhood to scenes in children’s pop-up picture books, there is no clear evidence that the speaker wants to live there, only that the speaker appreciates its appeal.
D. Incorrect. The lines state that the speaker did not have a “pop-up picture book” of the neighborhood’s brownstones as a child, but not in a way that emphasizes regret. Rather, the speaker compares the neighborhood to images from pop-up books in general to suggest that the neighborhood looks beautiful and delightful.
Question analysis
This figurative-language question asks what idea the poem conveys by comparing Brooklyn's brownstone houses to “a pop-up picture book I could have had as a child, / but didn't.” Students must interpret a simile in context, deciding how the closing words “but didn't” fit with the rest of the comparison and with the speaker's mood during the walk.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a simile in a poem is routine grade 7 work. This comparison uses a familiar childhood object, and the only complication is the added “but didn't,” which invites a reading that the rest of the lines must confirm or rule out.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 217 words (a poem; reading level not measured); question and choices: about grade 8, 78 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The core of the simile is easy: a row of brownstones looks like a pop-up picture book, something charming. The difficulty is the closing “but didn’t,” which tempts students toward regret or toward a story about the speaker’s childhood. Students who ask what the comparison says about the houses, rather than about the speaker’s past, see that the lines praise the neighborhood.
Figurative or literary language moderate Understanding the question
The simile likens brownstones to a pop-up picture book, and its point, that the street looks as delightful as a child’s book, has to be drawn from what such books are like. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
The tag “but didn’t” invites a reading of regret, so students must decide from the walk at a “cathedral pace” around it that the comparison is about delight, not loss. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Work out what the brownstones and a pop-up picture book have in common, decide what part “but didn't” plays in the comparison, and test each choice against what the lines actually say.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
The wrong answers, classified
A Too broad or too strong (King et al., 2004)
Generalizes from one speaker’s comparison to what “some people” feel and calls the images “powerful,” though the lines describe how the brownstones look, not lasting childhood influences.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Reads “could have had as a child” as a fact about the speaker’s childhood wishes, though the simile only compares the houses to pages in a book.
D Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears regret in “but didn’t” and widens it to people in general, though the speaker mentions the missing book only in passing while enjoying the walk.
Working it out, step by step
Figure out what the question asks
This question asks about a simile. A simile compares two things using like or as. Here the speaker compares brownstones to a pop-up picture book. Brownstones are old row houses built of reddish-brown stone. You need the idea this comparison gives.
Read the comparison
Lines 19–21 say “brownstones like rows of lived-in chapels, / like a pop-up picture book I could have had as a child, / but didn’t.” A pop-up book has pictures that stand up off the page when you open it. These books often show houses and streets. Children love them.
Put it in your own words
So the street looks charming and magical, like a page in a child’s favorite book. The words “but didn’t” just mean the speaker never owned such a book. Around these lines the speaker walks at a “cathedral pace.” The glossary says cathedral means “meditative,” or calm and thoughtful. The mood is peaceful and happy, not sad.
Check each choice
- A is wrong. The lines describe how the houses look. They don’t claim childhood pictures stay powerful for people.
- B is right. Comparing the houses to a pop-up book shows they look charming, or delightful.
- C is wrong. The speaker never says they wanted to live there as a child.
- D is wrong. “But didn’t” is said in passing. The speaker is enjoying the walk, not full of regret, or sorrow over the past.
Watch out: “But didn’t” can sound sad, so D is tempting. Ask what the comparison says about the houses, not about the speaker’s past.
Choose the answer
The comparison praises how the houses look. So the answer is B: “It indicates that the neighborhood the speaker is walking through is charming and appealing.”
Why this answer and not the closest wrong one
D is the closest wrong answer, because “but didn’t” hints at something missed. But the speaker is enjoying a slow walk under the branches. The simile’s job is to show how lovely the brownstones look. That points to B, not to regret.
More questions like this
The original DOE question
Question 11 of 94
2026 Practice Test B English, question 45Passage The End of an Era
The End of an Era
(1) In 2004, the National Aeronautics and Space Administration (NASA) landed a rover, or robotic vehicle, named Opportunity on the surface of Mars. (2) The rover’s mission was to search for evidence of water and life on the planet. (3) The rover was designed to gather data on Mars for about 90 days, but Opportunity’s assignment did not come to an end until nearly 15 years later in 2019.
(4) During the rover’s mission, a high-resolution camera on the rover’s robotic arm took magnified photographs of the surface of Mars. (5) The photographs revealed small round rocks scattered across the surface of the planet. (6) The scientists nicknamed these rocks “blueberries” based on the rocks’ resemblance to the fruit. (7) These rocks were important because their spherical shape suggested that liquid water may have flowed over them for a substantial amount of time.
(8) Opportunity continued to provide valuable data about craters and other surface features. (9) Throughout the mission, the rover traveled a total of 28.06 miles across Mars’ surface. (10) When Opportunity had traveled nearly the length of a marathon, scientists celebrated the accomplishment by naming the valley that the rover was in Marathon Valley. (11) However, in 2018, a dust storm spread all over the planet, putting the rover’s progress on hold.
(12) Prior to this planet-wide dust storm, minor dust storms had periodically deposited a layer of dust onto the solar panels of the rover. (13) These prevented it from charging its batteries. (14) Scientists then had to rely on the passing winds and dust devils to clean off the solar panels. (15) After the massive 2018 dust storm subsided, scientists expected to be able to reestablish communication with Opportunity. (16) They made repeated attempts but to no avail. (17) In 2019, NASA finally declared Opportunity’s mission complete.
(18) Opportunity was an important asset in scientists’ study of Mars; it returned valuable data about our neighbor planet and survived powerful dust storms. (19) NASA described the mission of Opportunity as “one of the most successful and enduring feats of interplanetary exploration.” (20) Even though this rover’s journey ended, other rovers still roam the surface of Mars.
Question
Which revision of sentence 11 best maintains the formal style established in the passage?
- AHowever, in 2018, a dust storm covered the planet, bringing the rover’s progress to a standstill.
- BHowever, in 2018, a dust storm shrouded the planet, impermanently halting the rover’s progress.
- CHowever, in 2018, a dust storm enveloped the whole of the planet, arresting the rover’s progress for a time.
- DHowever, in 2018, a dust storm covered up the whole planet, which quickly brought a stop to the progress of the rover.
Show the answer
Correct answer: A
The question asks for the revision of sentence 11 that best maintains the formal style established in the passage.
A. CORRECT. This sentence uses clear and formal writing throughout. The phrase “covered the planet” is accurate and formal without being overly poetic, and “standstill” is a precise word for putting something “on hold,” as expressed by the original sentence, while maintaining the formal style of the passage.
B. Incorrect. Although the sentence is formal in style, the word “shrouded” is overly poetic, and the phrase “impermanently halting” is too stilted and formal for the style and tone of the passage.
C. Incorrect. Although the sentence is formal in style, the words “enveloped” and “arresting” are overly poetic, especially when used in the same sentence, and the phrases “the whole of the planet” and “for a time” are needlessly wordy and imprecise, compared with the formal scientific language of the passage.
D. Incorrect. The phrases “covered up the whole planet” and “quickly brought a stop to the progress of the rover” are less formal and unnecessarily wordy, compared with the formal style established by the rest of the passage.
Question analysis
This style question asks which revision of sentence 11, about the 2018 dust storm that covered Mars and stopped the Opportunity rover, best maintains the formal style of the passage. All four versions say the same thing, so students must compare word choice and wordiness and decide which one reads like the rest of the passage.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Keeping a formal style is grade 7 writing work, usually tested by spotting slang or casual wording. Here all four revisions keep the meaning and differ in register by degrees, so students must judge the passage's own style closely, more than typical.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- Something you must already know moderate
- Every choice must be checked moderate
- Hard words minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 337 words; question and choices: about grade 9, 80 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The question turns on what “formal” means. Many students equate it with impressive words and choose the revision with “enveloped” and “arresting,” or the one with “shrouded,” missing that both are more poetic than a passage that reports dates and distances. The casual revision is easy to reject, so the real test is preferring the plainest formal sentence to the grandest one.
Something you must already know moderate Working it out
Students must know that a formal informational style is plain and precise, so words such as “shrouded,” “enveloped” and “arresting” are too ornate for a passage that reports miles and dates. (Anderson & Krathwohl, 2001)
Every choice must be checked moderate Choosing the answer
All four revisions keep the meaning of sentence 11 and differ only in register and length, so each must be heard against the passage’s voice rather than checked for errors. (Embretson & Wetzel, 1987)
Hard words minor Understanding the question
“Impermanently,” “shrouded” and “arresting,” in its sense of stopping, are uncommon words, and students must judge how they sound in the passage, not only what they mean. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Reread a few sentences around sentence 11 to hear the passage's voice, then check each revision for casual phrasing, needless words and words that would sound out of place in that voice.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
B Wordy, vague or informal (Connors & Lunsford, 1988)
Equates formal with elevated, so “shrouded” and “impermanently halting” seem best, though both are stilted and poetic beside the passage’s plain reporting of facts.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Avoids casual words, but “enveloped” and “arresting” are poetic, and “the whole of the planet” and “for a time” add words the plain version does without.
D Wordy, vague or informal (Connors & Lunsford, 1988)
Keeps the meaning, but the casual “covered up” and the roundabout “brought a stop to the progress of the rover” make it wordier and less formal.
Working it out, step by step
Figure out what the question asks
This question asks which version of sentence 11 keeps the passage’s formal style. Formal writing is serious and clear, like a textbook. It avoids slang and casual words. But formal doesn’t mean fancy. Formal writing about science uses plain, exact words. For example, The game got called off is casual. The contest was halted indefinitely is too fancy. The game was canceled is formal and plain.
Hear the passage’s voice
Sentence 9 says “the rover traveled a total of 28.06 miles across Mars’ surface.” Sentence 12 says minor storms “deposited a layer of dust onto the solar panels.” The words are exact and plain. The passage gives dates and numbers. It doesn’t paint poetic pictures.
Check each revision
- A is right. “Covered the planet” is plain and exact. A standstill is a complete stop, a clear way to say “on hold.”
- B is wrong. “Shrouded” is poetic. A shroud is a cloth wrapped around a body. “Impermanently halting” sounds stiff and odd.
- C is wrong. “Enveloped” and “arresting” are fancy words. Here arresting means stopping. “The whole of the planet” and “for a time” add extra words.
- D is wrong. “Covered up” is casual. “Brought a stop to the progress of the rover” is wordy, or longer than it needs to be.
Watch out: Many students think formal means big words, so they choose C. But a passage of dates and miles calls for plain words.
Choose the answer
Only A is both formal and plain, like the rest of the passage. So the answer is A: “However, in 2018, a dust storm covered the planet, bringing the rover’s progress to a standstill.”
Why this answer and not the closest wrong one
C is the closest wrong answer, because it has no slang and sounds serious. But “enveloped” and “arresting” are poetic, and “the whole of the planet” is wordy. The passage reports facts in plain words. A says the same thing in the plainest formal way.
More questions like this
The original DOE question
The passage “The End of an Era” as printed (page 60)
Question 12 of 94
2026 Practice Test B English, question 47Uses the passage above: “The End of an Era”.
Question
What is the best way to combine sentences 12 and 13?
- APreventing the rover from charging its batteries, minor dust storms had periodically deposited a layer of dust onto the solar panels of the rover prior to this planet-wide dust storm.
- BPeriodically depositing a layer of dust onto the solar panels of the rover prior to this planet-wide dust storm, minor dust storms had prevented it from charging its batteries.
- CMinor dust storms, prior to this planet-wide dust storm, prevented the rover from charging its batteries because they had periodically deposited a layer of dust onto the solar panels of the rover.
- DPrior to this planet-wide dust storm, minor dust storms had periodically deposited a layer of dust onto the solar panels of the rover, preventing it from charging its batteries.
Show the answer
Correct answer: D
The question asks for the best way to combine sentences 12 and 13.
A. Incorrect. The phrase “this planet-wide dust storm” in the original sentence 12 makes a direct reference to sentence 11 and therefore acts as a transition that should be kept at the beginning. In this sentence, the transition phrase is placed at the end of the sentence, making the phrase confusing. In addition, the sentence is unnecessarily repetitive and wordy.
B. Incorrect. This combination unnecessarily turns sentence 12 into an overly long participial phrase, making the connection between “it” and its antecedent, “the rover,” unclear and distracting from the subject of the sentence, “minor dust storms.”
C. Incorrect. Not only does this combination move the reference to “this planet-wide dust storm” farther from sentence 11, but it is also unnecessarily wordy, adding “because” and repeating “the rover.”
D. CORRECT. This sentence efficiently and accurately adds sentence 13 to sentence 12 as a participial phrase by changing “These prevented” to “preventing,” while also retaining the meanings of the original sentences 12 and 13.
Question analysis
This sentence-combining question asks for the best way to join two sentences from the rover passage: one saying minor dust storms had periodically coated the rover's solar panels, the other saying this kept it from charging its batteries. The four versions keep the same facts in different orders, so students must judge which is clearest and most concise in context.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Combining two sentences is grade 7 work, usually with one version clearly better. These four are long, keep the same facts and differ in order and wording, so students must weigh clarity and concision across nearly identical sentences, more than typical.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- How sentences fit together moderate
- Every choice must be checked moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 337 words; question and choices: about grade 13, 129 words.
- Corrected from the DOE handbook
- Two grammar terms in the explanation were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
None of the versions is plainly ungrammatical, so the ear gives little help, and the version with “because” looks best to students who value a clearly stated cause. Its cost is wordiness and a weaker link: the result comes first and the reference back to sentence 11 is buried mid-sentence. The question rewards keeping the original order, cause then effect, and folding sentence 13 in as a short closing phrase.
How sentences fit together moderate Working it out
“Prior to this planet-wide dust storm” points back to sentence 11, so the best version keeps it first; three versions move it later, which loosens the link between the two sentences. (Halliday & Hasan, 1976)
Every choice must be checked moderate Choosing the answer
All four versions keep every fact of sentences 12 and 13 and run 29 to 32 words, so none can be ruled out by content; order, pronouns and repetition decide. (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
Each version is one long sentence built around a participial phrase or a “because” clause, and at that length a stranded “it” or a doubled “the rover” is easy to miss. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Read sentence 11 first, then compare the versions on how smoothly each connects to it, how many words it uses, and whether every pronoun has a clear antecedent.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
- Unclear pronoun: A pronoun whose reference is vague or ambiguous, or one in the wrong case.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Opens with the effect as a participial phrase, which pushes “prior to this planet-wide dust storm,” the link to sentence 11, to the end and names “the rover” twice.
B Unclear pronoun (Connors & Lunsford, 1988)
Packs sentence 12 into a 19-word opening phrase, so “it” follows “this planet-wide dust storm” and no longer points clearly to the rover buried inside the phrase.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Likes the clear cause word “because,” but the result now comes first, “the rover” appears twice, and “prior to this planet-wide dust storm” splits the subject from its verb.
What was corrected from the DOE handbook, and why
- Explanation: The DOE’s explanation of Option B says the combination turns sentence 12 into “an overly long dependent clause,” and its explanation of Option D says Option D adds sentence 13 to sentence 12 “as a dependent clause” by changing “These prevented” to “preventing.” Neither is a clause: “Periodically depositing a layer of dust onto the solar panels of the rover prior to this planet-wide dust storm” (Option B) and “preventing it from charging its batteries” (Option D) have no subject or finite verb of their own. Both are participial phrases, and the site now calls them that. The reasoning and the answer, Option D, are unchanged.
Working it out, step by step
Figure out what the question asks
This question asks for the best way to join sentences 12 and 13 into one sentence. The best version keeps the meaning, uses few words and is clear. It should also connect smoothly to sentence 11, the sentence before.
Read the sentences in order
Sentence 11 tells about the giant 2018 dust storm. Sentence 12 begins “Prior to this planet-wide dust storm.” Prior to means before. That phrase points back to sentence 11, so it works best at the start. Sentence 12 says small storms put dust on the solar panels. Sentence 13 gives the result: “These prevented it from charging its batteries.”
Learn the tool: a participial phrase
A participial phrase is a group of words built on a verb form, often an -ing word. It describes something, but it has no subject and can’t stand alone. Example: The dog ran to the door. It wagged its tail. becomes The dog ran to the door, wagging its tail. Choice D does this. It turns “These prevented” into “preventing.”
Check each choice
- A is wrong. It starts with the result. It moves “prior to this planet-wide dust storm” to the end, far from sentence 11. It also says “the rover” twice.
- B is wrong. Its long opening phrase hides the rover. Then “it” comes after “minor dust storms,” so it is hard to tell what “it” means.
- C is wrong. It adds “because,” puts the result first and says “the rover” twice. It is wordier than D.
- D is right. It keeps the link to sentence 11 first, gives the cause, then adds the result as a short participial phrase.
Watch out: C looks clear because “because” names the cause. But it is longer, and it puts an extra phrase between “Minor dust storms” and its verb.
Choose the answer
So the answer is D: “Prior to this planet-wide dust storm, minor dust storms had periodically deposited a layer of dust onto the solar panels of the rover, preventing it from charging its batteries.”
Why this answer and not the closest wrong one
C is the closest wrong answer, because “because” makes the cause very clear. But C puts the result first and repeats “the rover.” D keeps the original order, cause then result. It also keeps the link to sentence 11 up front, in fewer words.
More questions like this
The original DOE question
Question 13 of 94
2026 Practice Test B English, question 48Question
In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution, the museum is already the Smithsonian’s third most popular site. Experts say that they expect this newest Smithsonian facility to welcome nearly 4 million visitors a year. The museum features more than 30,000 objects, including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks. A commemorative copy of the Emancipation Proclamation, written in 1863 during the presidency of Abraham Lincoln, is also on display at the museum.
Which part of the paragraph contains an error in sentence structure?
Select the one error.
On the test you click the words in the text; here, choose them below.
- AInstitution, the
- Byear. The
- Cobjects, including
- DProclamation, written
Show the answer
Correct answer: A
The question asks which part of the paragraph contains an error in sentence structure.
Choice 1: “Institution, the” contains an error in sentence structure. The comma between these two words creates a type of run-on sentence known as a comma splice because both clauses—“In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution” and “the museum is already the Smithsonian’s third most popular site”—are independent clauses, and must be separated with either a period or semicolon. If a comma is used to join the clauses together, a conjunction such as and would need to be added after the comma [converting the comma splice into a correct compound sentence].
Choice 2: “year. The” is correctly constructed, with independent clauses on both sides of the period (“Experts say that they expect this newest Smithsonian facility to welcome nearly 4 million visitors a year” and “The museum features more than 30,000 objects, including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks”).
Choice 3: “objects, including” is correctly constructed. The sentence is correct as written with the nonrestrictive prepositional phrase (“including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks”) properly preceded by a comma.
Choice 4: “Proclamation, written” is correctly constructed. The sentence is correct, with the nonrestrictive participial phrase (“written in 1863 during the presidency of Abraham Lincoln”) properly offset by a comma on either side.
Question analysis
This sentence-structure question shows a short paragraph about the 2016 opening of the National Museum of African American History and Culture, with four short phrases underlined. On the test students click the one part that contains an error in sentence structure, and the long names and the commas in the paragraph can make every spot look suspicious.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Finding run-ons and fragments is taught before grade 7, and here students check four short underlined spots in one paragraph for a single error in sentence structure. Long institution names add reading load but no extra grammar.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Every choice must be checked minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 10, 107 words.
- Corrected from the DOE handbook
- Two grammar terms in the explanation were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Students no longer have to supply the fix, only find the faulty spot, so the question rests on recognizing a comma splice. The error sits in the first sentence behind a long museum name, while the phrases “including Muhammad Ali’s boxing gloves” and “written in 1863” look more suspicious to anyone unsure about phrases set off by commas. Testing each spot for a full sentence on both sides finds it quickly.
A rule that doesn't sound wrong moderate Working it out
A comma alone joins two full clauses at “Institution, the,” and because the long museum name delays the break, the comma reads as a pause rather than a missing period. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The first clause runs 19 words, most of them the museum’s name, so by the time “the museum is already” arrives it sounds like a continuation, not a new sentence. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Every choice must be checked minor Choosing the answer
Each of the four clickable phrases straddles a comma or a period, so students must check, at every one, whether the words on each side could stand as a sentence. (Embretson & Wetzel, 1987)
Strategy: Find the subject and main verb of each sentence and count how many complete thoughts it holds, then check whether the punctuation at each underlined spot suits what comes on either side.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
B Fixes what isn't broken (Connors & Lunsford, 1988)
Suspects the break after “year” because two sentences meet there, though a period already separates two complete sentences correctly, each with its own subject and verb.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Believes a phrase opening with “including” after a comma is a fragment, though it correctly attaches examples to “more than 30,000 objects” within a complete sentence.
D Fixes what isn't broken (Connors & Lunsford, 1988)
Thinks “written in 1863” cannot describe the copy without “which was,” though the sentence already has its verb “is” and the participial phrase is correctly set off.
What was corrected from the DOE handbook, and why
- Explanation: The DOE’s explanation of choice 3 calls “including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks” a “nonrestrictive appositive phrase.” An appositive renames a noun; this phrase gives examples of the objects, and “including” followed by a noun phrase works as a preposition, so it is a prepositional phrase. The explanation of choice 4 calls “written in 1863 during the presidency of Abraham Lincoln” a “nonrestrictive clause”; it has no subject or finite verb of its own, so it is a participial phrase. The site now says “nonrestrictive prepositional phrase” and “nonrestrictive participial phrase.” Both parts are still correctly constructed, and the answer, “Institution, the,” is unchanged.
Working it out, step by step
Figure out what the question asks
This question asks you to find the one error in sentence structure. Sentence structure is how a sentence is built. On the test, you click the part with the mistake. At each part, ask: could the words on each side stand as a sentence?
Learn the rule: no comma splice
An independent clause is a group of words with a subject and a verb that can stand alone as a sentence. You can’t join two of them with just a comma. That mistake is called a comma splice. Example: I ran home, the rain started. Fix it with a period: I ran home. The rain started. You could also add and after the comma.
Test “Institution, the”
Before the comma: “In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution.” That is a full sentence. After the comma: “the museum is already the Smithsonian’s third most popular site.” That is a full sentence too. Only a comma joins them, so this is a comma splice. Fix: put a period after Institution and start The museum with a capital.
Check “year. The” and “objects, including”
- “year. The” is correct. A period already separates two full sentences.
- “objects, including” is correct. A preposition is a linking word like with or for, and “including” works like one here. A prepositional phrase is that word plus the words after it. “Including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks” is a prepositional phrase. It gives examples of the objects, and a comma correctly attaches it.
Check “Proclamation, written”
“Written in 1863 during the presidency of Abraham Lincoln” is a participial phrase. That is a group of words built on a verb form, here written, with no subject of its own. It tells when the Proclamation was written. Commas correctly set it off, and the sentence keeps its main verb, “is.”
Watch out: Phrases starting with “including” and “written” can’t stand alone, so they may look like errors. But each one is attached to a full sentence. That is correct.
Choose the answer
Only the first part joins two full sentences with just a comma. So the answer is A: “Institution, the” contains the error. On the test, you would click that phrase.
Why this answer and not the closest wrong one
“Objects, including” is the closest wrong answer, because the words after its comma can’t stand alone. But they don’t need to. That phrase only adds examples to a full sentence. At “Institution, the,” both sides are full sentences, so a comma alone is not enough.
More questions like this
The original DOE question
Question 14 of 94
2026 Practice Test B English, question 49Question
Read these sentences.
(1) Flyby missions near Jupiter have been happening since 1973.
(2) Flyby missions allow scientists to collect data about Jupiter and its moons.
What is the best way to combine the sentences to clarify the relationship between the ideas?
- AWhile flyby missions near Jupiter have been happening since 1973, scientists collect data about the planet and its moons.
- BAlthough there have been flyby missions near Jupiter since 1973, they have allowed scientists to collect data about the planet and its moons.
- CFlyby missions near Jupiter, which allow scientists to collect data about the planet and its moons, have been happening since 1973.
- DFlyby missions have been happening near Jupiter, but scientists have been collecting data about the planet and its moons since 1973.
Show the answer
Correct answer: C
The question asks for the best way to combine the sentences to clarify the relationship between the ideas.
A. Incorrect. Even though the two ideas from the original sentences are incorporated into the combined sentence, the use of the conjunction “while” in the first part of the sentence suggests that there is a simultaneous but unrelated relationship between the two ideas, which is incorrect.
B. Incorrect. The combined sentence incorporates the ideas from both sentences, but the conjunction “although” suggests that scientists were allowed to collect data even though there were flyby missions, which is an inaccurate way to express the relationship between the ideas.
C. CORRECT. This sentence is the best way to combine the sentences because it accurately reflects the relationship between the ideas by using the nonrestrictive clause “which allow scientists to collect data about the planet and its moons” to describe the purpose of the flyby missions. (Nonrestrictive clauses are adjective clauses that give additional information about a word or phrase. They sometimes begin with the relative pronoun “which” and are set off by commas.) The idea that the missions “have been happening since 1973” follows the nonrestrictive clause.
D. Incorrect. The combined sentence uses the conjunction “but” to connect the ideas in the two original sentences. This suggests a contrasting relationship between ideas, which is an inaccurate way to connect the ideas expressed in the original sentences.
Question analysis
This sentence-combining question gives two short sentences about flyby missions near Jupiter, one saying they have happened since 1973 and the other that they let scientists collect data about the planet and its moons. Students choose the combination that makes the relationship between the ideas clear, weighing what each connecting word or clause says about how the facts relate.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Combining two short sentences so their relationship is clear is regular grade 7 work. Both sentences here are brief and plainly related, and the versions differ mainly in their connecting words, so this is a typical, fairly quick task.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- How sentences fit together moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 9, 119 words.
- Corrected from the DOE handbook
- A wrong word in the explanation of D was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The two sentences are short, and the work lies in naming how they relate before reading the versions. The most tempting one, beginning “While,” keeps both facts but drops the word “allow,” so the missions no longer explain the data. Students who test each connector against the relationship also catch the concession in “Although” and the contrast in “but,” which also moves the date onto the data collection.
How sentences fit together moderate Working it out
Students must first name the relationship, that the missions make the data possible, a link only the version with “which allow” keeps, since the others recast it as time, concession or contrast. (Halliday & Hasan, 1976)
Every choice must be checked minor Choosing the answer
All four versions keep both facts and read smoothly, so each joining word, “While,” “Although,” “which” and “but,” has to be tested for what it claims. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, decide in a few words how the two facts are connected, then reject any version whose joining word signals a different relationship or shifts what a detail describes.
Traps
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
- Changes the meaning: A revision is correct English but no longer says what the writer meant.
The wrong answers, classified
A Wrong transition (Halliday & Hasan, 1976)
Keeps both facts and reads smoothly, but “While” presents the missions and the data collection as merely happening at the same time and drops “allow,” the link between them.
B Wrong transition (Halliday & Hasan, 1976)
Treats “Although” as a neutral joining word, but it makes the data collection happen in spite of the missions, when the missions are what make it possible.
D Changes the meaning (Connors & Lunsford, 1988)
Joins the facts with “but,” implying a contrast, and moves “since 1973” from the missions to the data collection, so the date now describes something else.
What was corrected from the DOE handbook, and why
- Explanation: Rejecting D, the handbook's explanation says “but” “suggests an adverse relationship between ideas”. “Adverse” means harmful; the point is that “but” signals a contrast, which the two sentences don't have. It now says “a contrasting relationship”. The answer, C, is unchanged.
Working it out, step by step
Figure out what the question asks
This question asks for the best way to join two sentences. The joined sentence must show how the ideas are related. So first decide how they connect. Then pick the version whose joining word shows that link.
Find the relationship
Sentence 1 says flyby missions near Jupiter “have been happening since 1973.” A flyby mission sends a spacecraft past a planet without landing. Sentence 2 says the missions “allow scientists to collect data about Jupiter and its moons.” Data means facts and measurements. So sentence 2 tells what the missions do for scientists. The ideas don’t contrast, or clash. They fit together.
Learn the tool: a which clause
A clause is a group of words with a subject and a verb. A which clause adds extra facts about a noun. Commas set it off. Example: My bike, which has red wheels, is new. The extra facts describe the bike. In C, “which allow scientists to collect data about the planet and its moons” describes the missions.
Check each choice
- A is wrong. “While” makes the two facts just happen at the same time. It drops “allow,” so the missions no longer explain the data.
- B is wrong. “Although” means in spite of the fact that. It suggests scientists got data even though there were missions. That is backward.
- C is right. The which clause tells what the missions do, and the date stays with the missions.
- D is wrong. “But” signals a contrast that isn’t there. It also moves “since 1973” onto the data collecting.
Watch out: A reads smoothly and keeps both facts. But “While” loses the link: the missions are what make the data possible.
Choose the answer
So the answer is C: “Flyby missions near Jupiter, which allow scientists to collect data about the planet and its moons, have been happening since 1973.”
Why this answer and not the closest wrong one
A is the closest wrong answer, because it keeps both facts and sounds fine. But “While” only says two things happen at once. It drops the word “allow,” which shows the missions make the data collection possible. C keeps that link with its which clause.
More questions like this
The original DOE question
Question 15 of 94
2026 Practice Test B English, question 50Question
Which sentence in the paragraph contains an error in construction and should be revised?
(1) On the evening of July 13, 2019, a major power outage affected the Upper West Side of Manhattan in New York City. (2) Leaving approximately 73,000 residents without electricity for three long hours, lights did not function, refrigerators did not stay cold, and air conditioners did not work. (3) Longtime city residents were particularly confused because an eerily similar event had occurred years earlier—on the exact same day! (4) The famous New York City Blackout of 1977, which lasted for 25 hours, also happened on July 13, an odd coincidence to say the least.
Move the answer to the box. There is only one error in construction.
Contains an error in construction
On the test you drag one of the tiles into the box; here, choose it.
- ASentence 1
- BSentence 2
- CSentence 3
- DSentence 4
Show the answer
Correct answer: B
The question asks which sentence in the paragraph contains an error in construction.
Sentence 1: Construction is correct. An introductory prepositional phrase is correctly punctuated in sentence 1 and describes when the power outage occurred. Similarly, the direct object, “the Upper West Side of Manhattan in New York City,” is presented clearly in terms of what area was “affected” by the power outage.
Sentence 2: Contains an error in construction. In sentence 2, the phrase “Leaving approximately 73,000 residents without electricity for three long hours” is a dangling modifier because it is not clearly modifying any word or words in the sentence. It actually further describes the “power outage” in sentence 1. In clear and correct construction, all modifiers should be in the same sentence as and near the words they describe in order to avoid confusion.
Sentence 3: Construction is correct. A dash is used appropriately in sentence 3 to show a break in thought and to introduce the phrase “on the exact same day.”
Sentence 4: Construction is correct. Two commas are used correctly in sentence 4 to set off the nonessential clause “which lasted for 25 hours” from the rest of the sentence. Similarly, one comma is used to set off the nonessential appositive “an odd coincidence to say the least.” Both of these elements are nonessential to the sentence’s overall meaning and are thus correctly separated from the sentence by the use of commas.
Question analysis
This editing question gives a four-sentence paragraph about the July 13, 2019, blackout on Manhattan's Upper West Side, which fell on the same date as the famous 1977 New York City blackout. On the test students move one sentence tile into a box marked as containing an error in construction, and since the error is not named, every sentence must be checked.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Finding a sentence with a construction error in a short paragraph is typical grade 7 editing. The question does not name the kind of error, and the paragraph's dash, exclamation point and added phrases all give students something to second-guess.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked moderate
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 8, 122 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The dangling phrase is easy to accept because the reader already knows from sentence 1 what left the residents in the dark. Students who do not ask what the opening phrase describes look elsewhere, and sentence 4 is the likeliest victim, since its closing phrase about an odd coincidence seems to hang loose. The question rewards naming the subject of each sentence and checking that every added phrase belongs to it.
A rule that doesn't sound wrong moderate Working it out
The opening phrase of sentence 2, “Leaving approximately 73,000 residents without electricity,” has no word to modify; it sounds acceptable because sentence 1’s power outage supplies the missing subject. (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
The error is not named, and three sentences hold features that invite doubt: sentence 1’s date and place names, sentence 3’s dash and exclamation point, sentence 4’s two set-off phrases. (Embretson & Wetzel, 1987)
Strategy: Take the sentences one at a time: name the subject and main verb, ask what each opening or added phrase describes, and check whether each mark of punctuation has a job.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Suspects the long opening date or the string of place names, though sentence 1 has a clear subject and verb and its introductory phrase is correctly punctuated.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Treats the dash and the exclamation point as errors because they look informal, though the dash correctly sets off “on the exact same day” and the sentence is complete.
D Fixes what isn't broken (Connors & Lunsford, 1988)
Rightly checks what each phrase describes but decides “an odd coincidence to say the least” dangles, though it correctly sums up the whole clause before it.
Working it out, step by step
Figure out what the question asks
This question asks which sentence is built wrong. On the test, you move one sentence tile into the box. The question doesn’t name the kind of error. So check each sentence. Find its subject, who or what the sentence is about, and its verb.
Learn the rule: no dangling modifier
A modifier is a word or phrase that describes something. An opening phrase must describe the subject right after the comma. If it can’t, it is a dangling modifier. Example: Running to the bus, my backpack fell. The backpack wasn’t running! Fix: Running to the bus, I dropped my backpack.
Test sentence 2
Sentence 2 opens with “Leaving approximately 73,000 residents without electricity for three long hours.” What did the leaving? The power outage did, but the outage is back in sentence 1. After the comma, the subject is “lights.” Lights didn’t leave people without power. So the opening phrase dangles. One fix: The outage left about 73,000 residents without electricity for three long hours. Then a new sentence lists what stopped working.
Check the other sentences
- Sentence 1 is correct. Its opening phrase tells when, and a comma sets it off. Its subject is “a major power outage,” and its verb is “affected.”
- Sentence 3 is correct. The dash sets off “on the exact same day” for effect. The sentence is complete.
- Sentence 4 is correct. Commas set off “which lasted for 25 hours.” The ending, “an odd coincidence to say the least,” sums up the fact before it.
Watch out: Sentence 4 tempts many students, because its ending seems to hang loose. But it names the whole fact before it, the same date. That is allowed.
Choose the answer
Only sentence 2 has an opening phrase with nothing to describe. So the answer is B: move the tile “Sentence 2” into the box labeled “Contains an error in construction.”
Why this answer and not the closest wrong one
Sentence 4 is the closest wrong answer, because “an odd coincidence to say the least” seems loose. But it sums up the whole idea before it, which is correct. In sentence 2, the opening phrase should describe the outage. Yet the word after the comma is “lights.”
More questions like this
The original DOE question
Question 16 of 94
2026 Practice Test B English, question 51Question
How should the paragraph be revised?
(1) Danielle spent several hours preparing for an upcoming audition for a play at the community theater. (2) First she did vocal exercises to practice her diction and projection so that her words would carry clearly throughout the large auditorium. (3) Then she studies the text of the monologue to better understand the emotions, and motivations of the character she plans to portray. (4) Finally she recited her monologue in front of a mirror many times, making slight adjustments and improvements to her performance each time.
- ASentence 1: Change spent to had spent, AND insert a comma after play.
- BSentence 2: Change did to does, AND insert a comma after projection.
- CSentence 3: Change studies to studied, AND delete the comma after emotions.
- DSentence 4: Change recited to recites, AND delete the comma after times.
Show the answer
Correct answer: C
The question asks how the paragraph should be revised.
A. Incorrect. The revisions in this option introduce new errors. The word “spent” is correct in the simple past tense because it encompasses the actions described throughout the rest of the paragraph, all of which happened during those “several hours.” Additionally, adding a comma after the word “play” would be incorrect because it would unnecessarily separate the prepositional phrase “at the community theater” from the rest of the sentence.
B. Incorrect. The revisions in this option introduce new errors. The word “did” is correct as written in the past tense because the past tense is used throughout the paragraph. There is no comma needed after the word “projection” because “so” is functioning not as a conjunction but rather as part of the conjunction phrase “so that,” which does not take a comma.
C. CORRECT. Changing the word “studies” from the present tense to the past tense “studied” is necessary to match the past tense established in the paragraph (“spent,” “recited”). Additionally, the comma after the word “emotions” needs to be removed because the words “emotions and motivations” are part of a group (series) of two elements, and when there are only two elements in a series, a comma is not used.
D. Incorrect. The revisions in this option introduce new errors. The word “recited” is correct as written in the past tense because the past tense is used throughout the paragraph. Also, removing the comma after “times” is incorrect because the comma is needed in order to separate the modifying phrase “making slight adjustments and improvements to her performance each time” from the main clause.
Question analysis
This grammar and punctuation question gives a four-sentence paragraph about Danielle preparing for an audition at the community theater, with eight spots underlined. Each answer choice pairs a verb change with a comma change in a single sentence, so students must judge verb tense and comma use together and accept a choice only if both of its edits are needed.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Keeping verb tense consistent and using commas correctly are taught before grade 7, and this paragraph is short and plain. Each choice bundles two edits, so a student who spots one real error can confirm the answer with the other.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 10, 133 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The shift to “Then she studies” stands out in a story told in the past tense with “spent,” “did” and “recited,” and finding either half of the right option is enough to choose it. That makes this one of the easiest editing questions. Students who miss it usually trust a half-remembered comma rule, such as a comma before “so,” and stop checking the verb in the same option.
A rule that doesn't sound wrong minor Working it out
Only two nouns, “emotions” and “motivations,” follow “the,” so the comma between them has no job, yet a habit of putting commas before “and” in lists hides it. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
The four options each pair a tense change with a comma change, one option per sentence, and an option is right only when both of its edits repair real errors. (Embretson & Wetzel, 1987)
Strategy: Find the tense of the paragraph's first verb, check every underlined verb against it, and then confirm that the comma change in the same choice is needed too.
The wrong answers, classified
A Verb tense or form (Connors & Lunsford, 1988)
Thinks “had spent” is needed because the preparing came before the audition, and accepts a comma after “play” that would cut off “at the community theater.”
B Punctuation (Connors & Lunsford, 1988)
Applies the rule of a comma before “so” joining two clauses, missing that “so that” opens a purpose clause with no comma, and accepts the present-tense “does.”
D Verb tense or form (Connors & Lunsford, 1988)
Notices that the tenses clash but takes the present-tense “studies” as the standard, shifts “recited” to match, and drops the comma that sets off “making slight adjustments.”
Working it out, step by step
Figure out what the question asks
This question asks how to fix the paragraph. Each choice makes two changes in one sentence: a verb change and a comma change. A choice is right only if both changes fix real errors. So check both halves.
Rule 1: keep one tense
Tense is when an action happens: past, present or future. A story should stay in one tense. Example: I woke up and eat breakfast mixes tenses. It should be I woke up and ate breakfast. This paragraph is in the past: “spent,” “did,” “recited.” But sentence 3 says “Then she studies.” That is present tense. It should be “studied.”
Rule 2: no comma between two
When only two things are joined by and, don’t put a comma between them. Example: I like apples and pears. Sentence 3 says “the emotions, and motivations.” There are only two things, so the comma should go. Fixed: the emotions and motivations of the character.
Check each choice
- A is wrong. “Spent” is already correct past tense. A comma after “play” would cut off “at the community theater.”
- B is wrong. “Does” is present tense, so it would create an error. And no comma goes before “so that.”
- C is right. “Studied” fixes the tense, and dropping the comma fixes the pair.
- D is wrong. “Recites” would create an error. The comma after “times” is needed to set off “making slight adjustments and improvements to her performance each time.”
Watch out: B tempts students who remember a comma before “so.” But “so that” tells a purpose, why she practiced, and takes no comma.
Choose the answer
So the answer is C: “Sentence 3: Change studies to studied, AND delete the comma after emotions.”
Why this answer and not the closest wrong one
B is the closest wrong answer, because many students put a comma before “so.” But “so that” explains a purpose, and it takes no comma. Also, B’s change to “does” would break the past tense. Both of C’s changes fix real errors.
More questions like this
The original DOE question
Question 17 of 94
2026 Practice Test C English, question 11Passage Excerpt from “Niagara Falls”
Excerpt from “Niagara Falls”
by Rupert Brooke
The real secret of the beauty and terror of the Falls is not their height or width, but the feeling of colossal power and of unintelligible disaster caused by the plunge of that vast body of water. If that were taken away, there would be little visible change, but the heart would be gone.
The American Falls do not inspire this feeling in the same way as the Canadian. It is because they are less in volume, and because the water does not fall so much into one place. By comparison their beauty is almost delicate and fragile. They are extraordinarily level, one long curtain of lacework and woven foam. Seen from opposite, when the sun is on them, they are blindingly white, and the clouds of spray show dark against them. With both Falls the colour of the water is the ever-altering wonder. Greens and blues, purples and whites, melt into one another, fade, and come again, and change with the changing sun. Sometimes they are as richly diaphanous as a precious stone, and glow from within with a deep, inexplicable light. Sometimes the white intricacies of dropping foam become opaque and creamy. And always there are the rainbows. If you come suddenly upon the Falls from above, a great double rainbow, very vivid, spanning the extent of spray from top to bottom, is the first thing you see. If you wander along the cliff opposite, a bow springs into being in the American Falls, accompanies you courteously on your walk, dwindles and dies as the mist ends, and awakens again as you reach the Canadian tumult. And the bold traveller who attempts the trip under the American Falls sees, when he dare open his eyes to anything, tiny baby rainbows, some four or five yards in span, leaping from rock to rock among the foam, and gambolling beside him, barely out of hand’s reach, as he goes. One I saw in that place was a complete circle, such as I have never seen before, and so near that I could put my foot on it. It is a terrifying journey, beneath and behind the Falls. The senses are battered and bewildered by the thunder of the water and the assault of wind and spray; or rather, the sound is not of falling water, but merely of falling; a noise of unspecified ruin. So, if you are close behind the endless clamour, the sight cannot recognise liquid in the masses that hurl past. You are dimly and pitifully aware that sheets of light and darkness are falling in great curves in front of you. Dull omnipresent foam washes the face. Farther away, in the roar and hissing, clouds of spray seem literally to slide down some invisible plane of air.
Beyond the foot of the Falls the river is like a slipping floor of marble, green with veins of dirty white, made by the scum that was foam. It slides very quietly and slowly down for a mile or two, sullenly exhausted. Then it turns to a dull sage green, and hurries more swiftly, smooth and ominous. As the walls of the ravine close in, trouble stirs, and the waters boil and eddy. These are the lower rapids, a sight more terrifying than the Falls, because less intelligible. Close in its bands of rock the river surges tumultuously forward, writhing and leaping as if inspired by a demon. It is pressed by the straits into a visibly convex form. Great planes of water slide past. Sometimes it is thrown up into a pinnacle of foam higher than a house, or leaps with incredible speed from the crest of one vast wave to another, along the shining curve between, like the spring of a wild beast. Its motion continually suggests muscular action. The power manifest in these rapids moves one with a different sense of awe and terror from that of the Falls. Here the inhuman life and strength are spontaneous, active, almost resolute. . . . A place of fear.
One is drawn back, strangely, to a contemplation of the Falls, at every hour, and especially by night, when the cloud of spray becomes an immense visible ghost, straining and wavering high above the river, white and pathetic and translucent. The Victorian lies very close below the surface in every man. There one can sit and let great cloudy thoughts of destiny and the passage of empires drift through the mind; for such dreams are at home by Niagara. I could not get out of my mind the thought of a friend, who said that the rainbows over the Falls were like the arts and beauty and goodness, with regard to the stream of life—caused by it, thrown upon its spray, but unable to stay or direct or affect it, and ceasing when it ceased. In all comparisons that rise in the heart, the river, with its multitudinous waves and its single current, likens itself to a life, whether of an individual or of a community. A man’s life is of many flashing moments, and yet one stream; a nation’s flows through all its citizens, and yet is more than they. In such places, one is aware, with an almost insupportable and yet comforting certitude, that both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood. Some go down to it unreluctant, and meet it, like the river, not without nobility. And as incessant, as inevitable, and as unavailing as the spray that hangs over the Falls, is the white cloud of human crying. . . . With some such thoughts does the platitudinous heart win from the confusion and thunder of a Niagara peace that the quietest plains or most stable hills can never give.
From LETTERS FROM AMERICA by Rupert Brooke—Public Domain
diaphanous: sheer, translucent
platitudinous: clichéd, common
Question
In paragraph 4, the idea that human life and history ultimately end in the same way is illustrated mainly through
- Athe discussion of how the rainbows visible in the Falls are like the art and beauty created by humankind.
- Bthe comparison between the movement of water in the Falls and the human experience.
- Cthe inclusion of details that show that every observer’s experience with the Falls is different.
- Dthe acknowledgment that contemplating the Falls at night sparks an awareness of humankind’s destiny.
Show the answer
Correct answer: B
The question asks how paragraph 4 of the excerpt mainly illustrates the idea that human life and history ultimately end in the same way.
A. Incorrect. In paragraph 4, the author compares the rainbows visible in the Falls to “the arts and beauty,” which share the rainbows’ dependence on “the stream of life”—that is, they are “caused by it, thrown upon its spray, but unable to stay or direct or affect it, and ceasing when it ceased.” This comparison does not illustrate the idea that human life and history ultimately end in the same way but rather that art and beauty, like human beings, are unable to “stay or direct or affect” their ultimate fate.
B. CORRECT. The author concludes in paragraph 4 that the movement of the Falls can be compared to people and history when he writes, “both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood.” This comparison illustrates the idea that human life and history ultimately end in the same way.
C. Incorrect. Although in paragraph 4 the author states that “One is drawn back, strangely, to a contemplation of the Falls” and provides an account of “a friend, who said that the rainbows over the Falls were like the arts and beauty and goodness, with regard to the stream of life,” the author does not provide details to show that every observer’s experience with the Falls is different. Rather, the author explains that “the Victorian lies very close below the surface in every man” (paragraph 4).
D. Incorrect. While the setting at night does provide a place of contemplation, the author notes the “dark flood” as the overall illustration of the human experience.
Question analysis
In this question on the closing paragraph of Rupert Brooke’s “Niagara Falls,” students identify the main way the author illustrates the idea that human life and history ultimately end in the same way. It is a lightly reworded version of a 2018 Test B question. The paragraph is long and reflective, mixing several images with abstract thoughts, so students must decide which of them actually illustrates this particular idea.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Most grade 7 work asks how an idea is shown in plain modern prose. This paragraph is a century-old reflection in long sentences with words like “certitude” and “unavailing,” and several of its images could each seem to carry the idea.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Complex sentences major
- The right answer is reworded moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 9, 987 words; question and choices: about grade 11, 81 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Paragraph 4 offers three pictures, the spray as a night ghost, the friend’s rainbows and the river as a life, and only one of them shows people and nations meeting an end. The 2026 stem’s “ultimately end” makes the rainbows’ “ceasing when it ceased” more tempting, and the night-time “thoughts of destiny” sound like the idea itself. Students who ask what the paragraph uses to show the idea, rather than where it mentions endings or destiny, land on the dark flood.
Complex sentences major Understanding the question
The idea sits inside a hedged sentence, “one is aware, with an almost insupportable and yet comforting certitude, that both men and nations are hurried onwards to their ruin or ending,” and the comparison comes last: “as inevitably as this dark flood.” (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
The right answer is reworded moderate Choosing the answer
The key sums up the paragraph’s river-and-life likeness in its own words, “movement of water” and “human experience,” while the other choices borrow the paragraph’s vocabulary: “rainbows,” “art and beauty,” “night” and “destiny.” (Freedle & Kostin, 1993; Kirsch & Mosenthal, 1990)
Hard words minor Understanding the question
“Multitudinous,” “certitude,” “insupportable” and “unavailing” all sit in the lines that carry the idea, and the footnoted “platitudinous” closes the paragraph, so the comparison has to be read through them. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Find the sentence in paragraph 4 that actually states the idea about life and history ending, then ask how that very sentence makes its point and match a choice to it.
Traps
- Supports only part of the claim: In a question about evidence: a line that backs one half of the claim but not the other, or a related point rather than the claim itself.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Settles on the friend’s rainbows because they end “ceasing when it ceased,” which echoes the stem’s ending, but the likeness is about art and beauty, not the lives of men and nations.
C Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Relies on the common idea that every visitor sees the Falls in a personal way, but the paragraph speaks of “one” and “every man” in general and records no differences.
D Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Joins the night view to “thoughts of destiny,” both real in paragraph 4, but they tell when and where the reflecting happens, not which picture shows lives and nations sharing an end.
Working it out, step by step
Figure out what the question asks
This asks how an idea is shown in paragraph 4. The idea is that people’s lives and whole nations end in the same way: they all come to an end. You need the picture the author mainly uses to show that idea. Paragraph 4 has several pictures, so find the one tied to this idea.
Find the sentence with the idea
Paragraph 4 says “both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood.” Men means people. Nations means countries and their history. Inevitably means in a way that can’t be stopped. The “dark flood” is the river’s dark water rushing over the Falls.
See how the comparison works
Just before, the author says “the river, with its multitudinous waves and its single current, likens itself to a life.” Multitudinous means very many. A current is water flowing one way. Likens itself to means seems like. A life has many moments but moves one way, like the river. And just as the water must rush on, people and nations rush toward their end. So the idea is shown by comparing moving water with human life.
Check each choice
- A does not fit. A friend compares the rainbows to “the arts and beauty and goodness.” That picture is about art, not about lives and nations ending.
- B fits. The river’s movement stands for human lives and history.
- C does not fit. The paragraph never says that each visitor sees the Falls differently.
- D does not fit. The night view and the “thoughts of destiny” tell when and where the author thinks. They do not show how lives end.
Watch out: D is tempting because destiny, or what happens in the end, sounds like the idea itself. But the question asks what illustrates the idea, and that is the river.
Choose the answer
The author pictures people and nations rushing to their end like the river’s water. So the answer is B, “the comparison between the movement of water in the Falls and the human experience.”
Why this answer and not the closest wrong one
D is the closest wrong choice. Paragraph 4 really does say the Falls at night stir “great cloudy thoughts of destiny.” But that only tells you the author was thinking about such things. The picture that shows lives and nations ending is the river. They are “hurried onwards to their ruin or ending as inevitably as this dark flood.”
More questions like this
The original DOE question
The passage “Excerpt from “Niagara Falls”” as printed (pages 134–135)
Question 18 of 94
2026 Practice Test C English, question 30Passage Serpent Mound
Serpent Mound
The Great Serpent Mound, located in Adams County, Ohio, is a human-made mound of earth that researchers believe was created between 300 B.C. and A.D. 1100 by an indigenous culture.
Ohio, 1846
Brush Creek stood low when the museum men came
with their measuring tapes and sketchbooks.
It was winter. Fringed with ice,
the creek doubled back on itself
as if it had forgotten something.
Pa was in Cincinnati, or else on his way home,
so Ma told me to lead the men
into the marshy low grounds. It being winter,
there was little underbrush to speak of—
in the summer there would have been
briars, poison ivy, biting flies. I listened
for the swish of a beaver’s heavy tail,
the chitter of a chickadee, or the cry of a hawk,
but the winter silence of the creek pressed
down on all of us like a weight.
The humps in the ground were all but
invisible until you were right up on them. The figure
was even less obvious: the sinuous body,
the tail coiled three times around,
and at the other end, the mouth wide open.
In the summer the creek bottom was crowded
with so much life that you could trip over
the ridges of earth before you saw
anything at all. In winter you could climb
a tree and get some idea of the whole thing:
the serpent’s body undulating, slithering
silently across the ancient
earth. At the mouth end, there was an oval mound
as if the snake were about to swallow an egg—
as snakes sometimes did in our rickety
henhouse—my Pa always said, or
as if swallowing the sun, one of the museum
men suggested, taking notes with his quill pen,
an old-style inkhorn slung at his side.
I liked that: swallowing the sun,
just the sort of thing a snake might do,
might want to do. When, later, I told my sister Ruth,
she disagreed. It is singing to the sun,
she insisted. That is why its mouth
is wide open. She said, “Sometimes I think
I hear it on summer nights. Not swallowing, singing.”
Question
What impact do the phrases “all but / invisible” and “even less obvious” in lines 16–18 have on the meaning of the poem?
- AThey indicate that viewing the full size and shape of the mound is difficult.
- BThey suggest that the location of the mound is unknown to most people.
- CThey imply that the speaker wants the location of the mound to remain a secret.
- DThey reveal that the speaker is unfamiliar with the significance of the mound.
Show the answer
Correct answer: A
The question asks what impact the phrases “all but / invisible” and “even less obvious” in lines 16–18 have on the meaning of the poem.
A. CORRECT. The words “all but / invisible” indicate that a person must be close to see the humps in the ground, while the phrase “even less obvious” indicates that a person must be far away to see the overall snake shape of the mound.
B. Incorrect. While the speaker has to lead the museum men to the mound because they did not know the exact location, the words in lines 16–18 are related to the difficulty in viewing the mound from the immediate surrounding area.
C. Incorrect. The speaker is willing to take the museum men out to study the mound, so there is no indication in the poem that the speaker wants the location of the mound to remain a secret. The words in lines 16–18 convey the idea that the mound is difficult to see.
D. Incorrect. While the speaker contemplates the significance of certain elements of the mound, the phrases in lines 16–18 relate to a viewer’s ability to see the physical shape of the mound, not its deeper meaning.
Question analysis
This word-meaning question asks what impact the phrases “all but / invisible” and “even less obvious” in lines 16–18 of “Serpent Mound” have on the poem’s meaning. Students must understand the idiom “all but” and then judge which of four claims about the mound and the speaker the two phrases actually support.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Below typical grade 7 demand: both phrases are quoted with their line numbers, in plain modern language, and one careful reading settles the question. The one hurdle is the idiom “all but,” which some readers take literally.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Hard words moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 354 words (a poem; reading level not measured); question and choices: about grade 7, 76 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Both phrases are quoted with their lines, and the sentence that holds them goes on to list the body, the coiled tail and the open mouth, so its subject is what can be seen. The wrong choices slide from seeing to knowing: who knows where the mound is, who wants it hidden, and what it means. “Less obvious” is the slippery phrase, since obvious can also mean easy to understand.
Hard words moderate Understanding the question
“All but” is an idiom meaning almost, so “all but / invisible” means nearly unseen; a student who takes it as the opposite, plainly visible, loses the sense that the humps are hard to see. (Perfetti, 2007; Freedle & Kostin, 1993)
Reading between the lines minor Working it out
Students must keep both phrases about sight and connect them to lines 24–25, where only climbing a tree gives “some idea of the whole thing.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Put both phrases into plain words, starting with the idiom “all but,” then test each choice against what lines 16–25 actually describe.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
The wrong answers, classified
B Twists what the text says (King et al., 2004)
Turns “invisible” into “unknown,” helped by Ma sending the speaker to guide the men, but the phrases say how hard the mound is to see, not who knows where it is.
C Reads too much in (Graesser, Singer & Trabasso, 1994)
Finds a wish for secrecy in the hidden humps, though the speaker leads the museum men straight to the mound and never tries to keep it from anyone.
D Dictionary meaning, not meaning here (Perfetti, 2007)
Takes “less obvious” in its sense of harder to understand, but the sentence goes straight on to list the body, the coiled tail and the open mouth, so the word is about sight.
Working it out, step by step
Figure out what the question asks
This asks what two phrases add to the poem’s meaning. They are “all but / invisible” and “even less obvious,” in lines 16–18. Put each phrase in plain words first. Then see what they tell you about the mound.
Read lines 16–18
Lines 16–18 say “The humps in the ground were all but / invisible until you were right up on them. The figure / was even less obvious.” “All but” means almost. So the humps were almost invisible until you got very close. The figure is the whole snake shape. It was even harder to see than the humps. Here, obvious means easy to see.
Connect the phrases to later lines
The same sentence goes on to list what you would see: “the sinuous body, / the tail coiled three times around, / and at the other end, the mouth wide open.” So the phrases are about seeing the shape. Later, lines 24–25 say “In winter you could climb / a tree and get some idea of the whole thing.” Only from up high could you begin to see it. The mound is huge, low and hard to take in all at once.
Check each choice
- A fits. Both phrases show that seeing the whole mound is hard.
- B does not fit. The phrases are about how hard the mound is to see, not about who knows where it is.
- C does not fit. The speaker leads the museum men right to the mound. There is no wish to keep it secret.
- D does not fit. Here “less obvious” is about sight, not about understanding what the mound means.
Watch out: Obvious can also mean easy to understand. That reading leads to D. But the sentence goes straight on to list parts of the snake you can see.
Choose the answer
The phrases show how hard it is to see the mound’s full size and shape. So the answer is A, “They indicate that viewing the full size and shape of the mound is difficult.”
Why this answer and not the closest wrong one
B is a close wrong choice, because “invisible” can make you think nobody knows the mound is there. But the phrases describe looking, not knowing. The speaker knows exactly where the mound is. The problem is seeing it. The humps vanish until “you were right up on them,” and the whole shape shows only from a tree.
More questions like this
The original DOE question
The passage “Serpent Mound” as printed (page 40)
Question 19 of 94
2026 Practice Test C English, question 31Uses the passage above: “Serpent Mound”.
Question
What impact do the words “swish,” “chitter,” and “cry” in lines 12–13 have in the poem?
- AThey illustrate how lively the mound’s surroundings are during the summer.
- BThey show how the mound disrupts natural life in the marsh.
- CThey indicate the variety of wildlife found in the area around the mound.
- DThey suggest that the speaker prefers the mound’s appearance in winter.
Show the answer
Correct answer: A
The question asks what impact the words “swish,” “chitter,” and “cry” in lines 12–13 have in the poem.
A. CORRECT. The words highlight the sounds of the animals that visit the mound in the summer: the “swish of a beaver’s heavy tail” (line 12), the “chitter of a chickadee” (line 13), and the “cry of a hawk” (line 13). These words help contrast the quiet stillness of the setting around the mound in the winter.
B. Incorrect. While the words in lines 12–13 convey the sounds certain animals make in the summer, the sounds of the animals that live near the mound are a natural part of life in the area, not a disruption.
C. Incorrect. The speaker is contrasting the sounds of the animals around the mound during the rest of the year with the silence of the winter months, not merely indicating the variety of wildlife.
D. Incorrect. The speaker expresses the idea that the mound is more visible in the winter because of the lack of brush (“It being winter, / there was little underbrush to speak of” [lines 8–9]). Then lines 12–13 describe sounds, not the appearance of the mound in winter.
Question analysis
This question about word choice asks what impact the sound words “swish,” “chitter” and “cry” in lines 12–13 of “Serpent Mound” have in the poem. They belong to a beaver, a chickadee and a hawk near the creek, and more than one choice sounds like a fair account of them, so students must read the surrounding lines closely.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students often explain what sensory words add to a description. These three words sit inside a long sentence that runs across several lines, so their effect has to be worked out from the lines around them, beyond typical grade 7 work.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer major
- Reading between the lines moderate
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 354 words (a poem; reading level not measured); question and choices: about grade 6, 61 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Three vivid animal sounds invite the easy reading that the poem is showing off the creek’s wildlife, and that choice is true as far as it goes. The words matter because they are missing: the speaker listens for them, and “the winter silence” answers. Students must also accept that the key’s “during the summer” comes from the poem’s later picture of a crowded summer creek, not from lines 12–13 themselves.
A very close wrong answer major Choosing the answer
The variety choice is literally true, since a beaver, a chickadee and a hawk are three kinds of animal; it differs from the key in missing why the sounds are named, as a contrast with winter. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
The speaker listens for these sounds and does not hear them, so students must infer that they stand for the creek’s life in warmer months, which lines 21–22 call “crowded / with so much life.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
The three words sit in one sentence that runs from “I listened” in line 11 to “like a weight” in line 15 and turns on “but,” so their point arrives only at its end. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Read the full sentence that holds these words, from “I listened” in line 11 to the end of line 15, then decide what the three sound words add to the scene.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
B Twists what the text says (King et al., 2004)
Notices that the beaver, chickadee and hawk go unheard but blames the mound for the hush, though line 14 calls it “the winter silence of the creek.”
C True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Rightly counts three different animals in lines 12–13, but the speaker listens for them in vain, so the point is their absence in winter, not the range of species.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Remembers from lines 8–9 and 24–25 that winter makes the mound easier to see, but lines 12–13 are about sounds and state no preference for either season.
Working it out, step by step
Figure out what the question asks
This asks what three sound words do in the poem. They are “swish,” “chitter” and “cry,” in lines 12–13. Read the whole sentence they sit in. It starts at “I listened” in line 11 and ends with “like a weight” in line 15.
Read the full sentence
Lines 11–15 say “I listened / for the swish of a beaver’s heavy tail, / the chitter of a chickadee, or the cry of a hawk, / but the winter silence of the creek pressed / down on all of us like a weight.” A chickadee is a small bird, and a chitter is its quick, chirping sound. The speaker listens for these sounds. But the word “but” tells you they never come. Only silence answers.
Work out why the sounds are named
A beaver, a chickadee and a hawk are signs of a creek full of life. The speaker hears none of them in winter. Later lines tell you when the creek is lively. Lines 21–22 say “In the summer the creek bottom was crowded / with so much life.” So the missing sounds remind you how lively the place is in summer. They also make the winter silence feel even emptier.
Check each choice
- A fits. The sounds stand for the busy life around the mound in the warm months.
- B does not fit. The quiet comes from the season: “the winter silence of the creek.” The mound does not cause it.
- C does not fit. There are three kinds of animals, but the point is that their sounds are missing.
- D does not fit. These lines are about sounds. The speaker says nothing about liking how the mound looks in winter.
Watch out: C is true as far as it goes. But it misses why the speaker names the sounds at all: to set them against the silence.
Choose the answer
The sounds the speaker listens for, and doesn’t hear, show how lively the creek is in summer. So the answer is A, “They illustrate how lively the mound’s surroundings are during the summer.”
Why this answer and not the closest wrong one
C is the closest wrong choice, because a beaver, a chickadee and a hawk really are three kinds of wildlife. But the speaker listens for them and hears nothing. The word “but” turns the sentence to “the winter silence.” The sounds matter because they are missing. They show the creek in its lively season, which line 21 names as summer.
More questions like this
The original DOE question
Question 20 of 94
2026 Practice Test C English, question 44Passage New York City and the Hudson Valley Brickmaking Industry
New York City and the Hudson Valley Brickmaking Industry
(1) Residents of New York City cannot help but notice that the buildings they are surrounded by are predominantly made of brick. (2) Indeed, one author described the bricks that make up some of New York City’s most recognizable landmarks, including the Empire State Building and the arches of the Brooklyn Bridge, as “an inescapable presence.” (3) Nearly 65 million people visit New York City every year to see these and other attractions. (4) Why was so much brick used in buildings constructed during the century before World War II? (5) The answer involves an explosion in New York City’s population that caused an increase in demand for bricks starting in the mid-1800s and lasting into the 1940s that affected the area more than 100 miles up the Hudson River Valley toward Albany. (6) When demand later declined, the industry would entirely disappear.
(7) New York City’s appetite for brick was fueled by surging population and demand for safer building materials. (8) The city’s population ballooned from about 313,000 people in 1840 to more than 7 million a century later. (9) Following large, destructive fires in the 1830s, the city had enacted laws requiring the use of fire-resistant materials. (10) Bricks turned out to be an inexpensive way for builders to quickly throw together a lot of structures while keeping building owners and safety inspectors happy.
(11) The brickmaking industry in the Hudson Valley skyrocketed. (12) At the industry’s peak, approximately 130 brick factories crammed themselves into a 120-mile stretch along the Hudson River. (13) These factories employed much of the region’s population. (14) Population growth in the Hudson River Valley after the mid-1800s was substantial, though percentage increases were smaller than those in New York City. (15) Even though the factories operated only during the summers, their production was immense. (16) Hudson Valley factories shipped over a billion bricks on barges down the river to New York City annually. (17) In fact, The New York Times declared, “It’s fairly safe to assume that any brick building constructed between 1800 and 1950 includes some form of sediment from the banks of the Hudson River.”
(18) History has proven, however, that boom times eventually end. (19) Shifting architectural trends halted not only the Hudson Valley’s brickmaking boom, but its entire industry. (20) Starting early in the twentieth century, architects and builders increasingly favored steel, glass, and concrete instead of brick. (21) By 1979, reduced demand for brick had driven every Hudson Valley brick factory out of business.
(22) The Hudson Valley’s brickmaking legacy lives on in the architecture of New York City. (23) Throughout the city, famous and ordinary buildings stand as evidence of the remarkable productivity achieved by the Valley’s brickmakers. (24) The brick buildings surrounding New Yorkers today serve as a reminder that, as one amateur brick historian put it, “The skyline of New York City used to be the landscape of the Hudson River Valley.”
Question
Which revision of sentence 10 would best maintain the style established in the passage?
- ABuilders turned to brick, which was an affordable material that met safety standards while satisfying the city’s large demand for buildings.
- BFiguring out that bricks were inexpensive, builders used tons of them to satisfy inspectors and the city’s desperate construction needs.
- CBuilders favored brick as a pleasingly economical way to meet significant construction demand while following municipal regulations.
- DOnce builders realized that low-cost brick was a law-abiding way to meet the city’s building needs, they hardly ever used any other materials.
Show the answer
Correct answer: A
The question asks for the revision of sentence 10 that would best maintain the style established in the passage.
A. CORRECT. This sentence maintains the style established in the passage because it uses clear, precise, and formal language. The phrases “affordable material” and “met safety standards” are accurate and appropriate to the historical and technical context. The word “satisfying” is a precise replacement for “keeping building owners . . . happy” from the original sentence, preserving both the meaning and the formal tone of the passage.
B. Incorrect. Although the sentence conveys the same basic ideas as the passage, the phrases “Figuring out” and “tons of them” are informal and inconsistent with the passage’s formal style. In addition, the word “desperate” introduces a subjective and emotional tone, whereas the passage maintains an objective, fact-based style.
C. Incorrect. Although this sentence incorporates some formal vocabulary, the phrase “pleasingly economical” introduces an opinion that is inconsistent with formal historical writing. The passage’s style avoids subjective language and focuses on precise, factual descriptions of events and conditions. The phrase “municipal regulations” is also more technical and at the same time less clear and precise than the style established in the passage.
D. Incorrect. This sentence does not maintain the passage’s formal style because the phrase “law-abiding way” is awkward and informal for a historical description, and the expression “hardly ever” is conversational. The passage uses precise, objective language when describing building practices and material choices, avoiding casual or conversational phrasing.
Question analysis
This style question asks which revision of sentence 10 of the passage “New York City and the Hudson Valley Brickmaking Industry” best keeps the passage’s style. The original says bricks let builders “quickly throw together a lot of structures” while keeping owners and inspectors “happy.” Students compare four rewrites for wording that sounds casual, emotional or out of place.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Choosing wording that fits a passage’s formal style is regular grade 7 writing work. The four rewrites are single sentences on a familiar subject, but they differ in small word choices that must each be weighed, a typical grade 7 demand.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- Every choice must be checked minor
- Something you must already know minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 12, 465 words; question and choices: about grade 13, 94 words.
- Corrected from the DOE handbook
- A misquotation of the passage in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Sentence 10 is the passage’s most casual sentence, so the task is to raise its register without overshooting. Students who equate formality with long words fall for the rewrite with “pleasingly economical” and “municipal regulations,” which sounds official but adds an opinion. Others overlook the chatty “tons of them,” or miss that “hardly ever used any other materials” claims more than the original does. The plain, accurate key can look too ordinary to be best.
A very close wrong answer moderate Choosing the answer
The “pleasingly economical” rewrite carries the same three ideas as the key, low cost, heavy demand and the rules, in grander words; only its opinion word and the stiffer “municipal regulations” set it apart. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Every choice must be checked minor Choosing the answer
Each rewrite hides its off-key words among neutral ones, “tons of them” and “desperate,” “pleasingly,” “hardly ever,” so every phrase must be checked, not the overall sound. (Embretson & Wetzel, 1987)
Something you must already know minor Working it out
Students must already know what counts as formal written English, and the passage’s own lively verbs, “ballooned,” “skyrocketed” and “crammed themselves,” make its style harder to pin down. (Anderson & Krathwohl, 2001)
Strategy: Spot what makes sentence 10 sound casual, then check every phrase of each rewrite, not just its overall sound, for chatty, emotional or opinionated wording, and make sure the facts stay the same.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
- Changes the meaning: A revision is correct English but no longer says what the writer meant.
The wrong answers, classified
B Wordy, vague or informal (Connors & Lunsford, 1988)
Keeps the meaning but slips into casual talk, “Figuring out” and “tons of them,” and adds the emotional “desperate,” none of which fits the passage’s factual voice.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Mistakes elevated words for good style: “municipal regulations” sounds official, but “pleasingly economical” injects an opinion and the wording is less clear than the passage’s plain statements.
D Changes the meaning (Connors & Lunsford, 1988)
Overlooks the conversational “hardly ever” and claims builders almost never used other materials, far more than sentence 10, which says only that brick was cheap, quick and acceptable to inspectors.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation of Option A calls “satisfying” a replacement for “keeping owners happy” from the original sentence. Sentence 10 ends “while keeping building owners and safety inspectors happy,” so the site now quotes “keeping building owners . . . happy.”
Working it out, step by step
Figure out what the question asks
This question is about style, the way a passage sounds. You need a new version of sentence 10 that sounds like the rest of the passage. The passage is an informational article. It uses clear, serious, factual language. It has no slang or chatty phrases, and the writer doesn’t share feelings.
Spot the casual words in sentence 10
Sentence 10 says: “Bricks turned out to be an inexpensive way for builders to quickly throw together a lot of structures while keeping building owners and safety inspectors happy.” Three phrases sound like everyday talk: “throw together,” “a lot of,” and “keeping … happy.” Here is the rule with a made-up example. Casual: The kids threw together a ton of posters. Formal: The students quickly made many posters.
See how A keeps the meaning
Choice A says the same things in formal words. “Inexpensive” becomes “affordable material.” Keeping the safety inspectors happy becomes “met safety standards.” The word “satisfying” takes the place of keeping the building owners happy. And the many buildings become the city’s “large demand for buildings.” Nothing is added, and no feelings slip in.
Check each choice
- A is right. It is clear, exact and serious, like the rest of the passage.
- B is wrong. “Figuring out” and “tons of them” are chatty. “Desperate” adds strong feeling.
- C is wrong. “Pleasingly” gives the writer’s opinion. “Municipal regulations” is stiff and less clear than plain words like city rules.
- D is wrong. “Hardly ever” is chatty, and “law-abiding way” is awkward. It also claims builders almost never used other materials. Sentence 10 never says that.
Watch out: C uses long, official-sounding words, so it can seem the most formal. But formal writing still avoids opinions.
Choose the answer
Only one version sounds like the rest of the passage and keeps the meaning. So the answer is A, “Builders turned to brick, which was an affordable material that met safety standards while satisfying the city’s large demand for buildings.”
Why this answer and not the closest wrong one
C is the closest wrong answer. It carries the same three ideas as A: low cost, high demand and the rules. But “pleasingly economical” tells you how the writer feels about brick. The passage reports facts and doesn’t judge. A says the same things plainly and without an opinion.
More questions like this
The original DOE question
The passage “New York City and the Hudson Valley Brickmaking Industry” as printed (page 64)
Question 21 of 94
2026 Practice Test C English, question 49Question
Read these sentences.
(1) Jordan rehearsed his role for weeks.
(2) He delivered his lines with ease.
(3) His performance was met with a burst of applause from the audience.
What is the best way to combine the sentences to clarify the relationship between ideas?
- AThough Jordan had rehearsed his role for weeks, when he delivered his lines with ease, his performance was met with a burst of applause from the audience.
- BJordan had rehearsed his role for weeks, yet he delivered his lines with ease, so his performance was met with a burst of applause from the audience.
- CBecause Jordan had rehearsed his role for weeks, he delivered his lines with ease, and his performance was met with a burst of applause from the audience.
- DJordan had rehearsed his role for weeks, so he delivered his lines with ease, but his performance was met with a burst of applause from the audience.
Show the answer
Correct answer: C
The question asks for the best way to combine the sentences to clarify the relationship between ideas.
A. Incorrect. The conjunction “though” does not make sense with the rest of the sentence since Jordan likely received applause for his performance because he rehearsed, not in spite of rehearsing.
B. Incorrect. The conjunction “yet” is incongruous with the rest of the sentence because Jordan was successful at delivering his lines likely because he rehearsed, not in spite of rehearsing.
C. CORRECT. This combination of sentences clarifies the relationship among the ideas in a way that is logical. Jordan was able to deliver his lines with ease and receive applause from the audience because he had rehearsed. “Because” is the best choice for conveying the cause-and-effect relationship between rehearsing and a successful performance.
D. Incorrect. This combination of sentences correctly expresses the relationship between rehearsing and delivering lines with ease by linking the ideas with the word “so”; however, the word “but” incorrectly links the delivery of lines with applause, suggesting that the burst of applause from the audience was unexpected.
Question analysis
This sentence-combining question gives three short sentences about Jordan, who rehearsed his role for weeks, delivered his lines with ease and drew a burst of applause, and asks for the best way to join them. Every version keeps the same facts, so students must judge which connecting words show how rehearsing, performing and the audience’s response relate.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Combining sentences with connecting words that show how ideas relate is a grade 7 language skill. The three sentences are short and describe an everyday event, and the versions differ only in their connecting words, so the demand is typical.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- Every choice must be checked moderate
- How sentences fit together minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 150 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The three facts form a simple chain of causes, and most students see that rehearsal explains the easy delivery. Points are lost by checking only the first connector: one version starts with a correct “so” and then joins the applause with “but,” as if it were a surprise. Versions opening with “Though” or using “yet” fail on the first link, so they are easier to rule out.
Every choice must be checked moderate Choosing the answer
Every version runs 27 words and keeps the same three facts, differing only in its two connecting words, so a wrong one can hide at the end, as “but” does after a correct “so.” (Embretson & Wetzel, 1987)
How sentences fit together minor Working it out
Students must first see the chain the sentences imply, weeks of rehearsal causing an easy delivery and the easy delivery earning applause, before any connector can be judged. (Halliday & Hasan, 1976)
Strategy: Before reading the choices, decide how each sentence leads to the next, then check every connecting word in each version, since one wrong word anywhere makes the whole combined sentence wrong.
Traps
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
The wrong answers, classified
A Wrong transition (Halliday & Hasan, 1976)
Opens with “Though,” which treats weeks of rehearsal as something that should have worked against Jordan, when practice is the reason his lines came easily.
B Wrong transition (Halliday & Hasan, 1976)
Gets the second link right with “so” but joins rehearsing and easy delivery with “yet,” as if delivering lines smoothly were surprising after weeks of practice.
D Wrong transition (Halliday & Hasan, 1976)
Joins rehearsal and easy delivery correctly with “so,” then adds the applause with “but,” as if a burst of applause after a smooth performance were unexpected.
Working it out, step by step
Figure out what the question asks
You need the best way to join three short sentences into one. The joined sentence must show how the ideas connect. All four choices keep the same facts. They differ only in their connecting words. So check every connecting word in each choice.
See how the three ideas connect
Sentence 1: “Jordan rehearsed his role for weeks.” To rehearse means to practice. Sentence 2: “He delivered his lines with ease.” With ease means easily. Sentence 3: the audience burst into applause. These ideas form a chain. Practice made his lines easy. A strong performance then earned the applause. Nothing here is surprising.
Learn what each connecting word signals
- Because and so show cause and effect: I studied, so I passed.
- Though, yet and but show a contrast, something surprising: I studied, but I still failed.
- And simply adds the next idea: I studied, and I passed.
Check each choice
- A is wrong. “Though” makes the practice sound like it should have hurt him.
- B is wrong. “Yet” makes his easy delivery sound surprising after weeks of practice.
- C is right. “Because” shows that practice caused his easy delivery. “And” adds the applause that followed.
- D is wrong. “So” is right, but “but” makes the applause sound unexpected.
Watch out: D starts well with “so.” The mistake hides in its second connecting word.
Choose the answer
Only one version shows that practice led to success, with no false surprise. So the answer is C, “Because Jordan had rehearsed his role for weeks, he delivered his lines with ease, and his performance was met with a burst of applause from the audience.”
Why this answer and not the closest wrong one
D is the closest wrong answer, since its first half uses “so” correctly. But “but” tells the reader the applause was a surprise. A smooth performance after weeks of practice should earn applause. C uses “because” and “and,” which show the real chain of events.
More questions like this
The original DOE question
Question 22 of 94
2026 Practice Test D English, question 17Passage Wolves of the Sea
Wolves of the Sea
The cool and misty landscape of the Great Bear Rainforest can be found along the coast of British Columbia, Canada, and its nearby islands, from Vancouver Island to the Alaskan border. Within this protected area, wolves roam the forests, islands, and beaches. When biologist Chris Darimont began to study these wolves, he wanted to confer with local First Nations groups, as aboriginal Canadians are known, in order to learn what they knew about these wolves. He spoke with Chester Starr, an elder of the Heiltsuk Nation that has occupied the Great Bear Rainforest for thousands of years. What Starr had to say about the wolves changed Darimont’s perception of the animals.
Starr asked Darimont which wolves he and his team were going to study—the timber wolves (mainland wolves) or the coastal wolves on the islands. The question took Darimont by surprise. Biologists had always believed that the wolves that are sometimes spotted swimming between islands and eating salmon are the same wolves that live on the mainland. Darimont was intrigued by Starr’s classification of the wolves as two different groups. At first, he was hesitant to accept the idea. The distances between the mainland and the islands are small, less than a mile. Why would the wolves on the islands be any different from the wolves on the mainland? To find out, Darimont and his research team studied the wolves on the islands and in the densely forested territory of the Great Bear Rainforest for ten years.
Throughout the study, Darimont recorded several significant, observable differences between the “sea wolves,” as they are nicknamed, and the mainland wolves. Compared with the mainland wolves, the sea wolves are smaller in size and are strong swimmers. In 1996 sea wolves were spotted on an island nearly eight miles from any other land formation. While mainland wolves almost exclusively eat meat, such as deer and elk, and teach their young to hunt for land animals, sea wolves get as much as 90 percent of their nutrition from the sea and teach their young to dig for clams and to catch fish. Sea wolves regularly swim between islands and have been known to sneak up on a seal sunning itself on a rock and make a leaping attack from the water. Some salmon-eating mainland wolves come and go from the islands with the fish-spawning season, but the sea wolves are full-time island residents. Darimont suspects that some sea wolves live their entire life on the islands.
The sea wolves displayed not only physical and behavioral differences but also genetic variations from the mainland wolves. After collecting and analyzing the DNA in 800 samples of gray fur and wolf waste, researchers could produce hard biological evidence that sea wolves had genetic markers that made them distinct from the mainland wolves. A genetic marker is a variation in a DNA sequence that can be used to identify individuals or a species because it is passed down to offspring. Darimont hypothesizes that a change in habitat led to the eventual genetic differences between sea wolves and mainland wolves. Many years ago, loss of habitat and food sources forced some mainland wolves out to the islands. They learned to eat everything from kelp and fish eggs to the remains of sea creatures that washed up on the beach. Wolves living on the islands and mainland wolves became more isolated and rarely mated with each other. Over time the two types of wolves became more distinct.
It turned out that Chester Starr was right all along. “It sounded totally bizarre at first,” admits Darimont, “that there could be two versions of the species.” But he now realizes that this skepticism “definitely reflected my ignorance of indigenous knowledge at the time.” Learning to trust the wisdom of the Heiltsuk people opened Darimont up to knowledge accumulated over millennia and positioned him so that he could gather new scientific evidence about one of British Columbia’s most elusive species, the sea wolf.
Question
Read this sentence from paragraph 4.
After collecting and analyzing the DNA in 800 samples of gray fur and wolf waste, researchers could produce hard biological evidence that sea wolves had genetic markers that made them distinct from the mainland wolves.
The phrase “hard biological evidence” conveys that the goal of the research team was to
- Adevelop a procedure in order to ensure their study yielded plentiful data about the wolves.
- Bseek definitive scientific proof of the number of wolf species present in the area of the study.
- Cconduct a study to evaluate multiple theories about the diets of different wolf species.
- Ddiscover if the new data would provide information different from that of previous studies.
Show the answer
Correct answer: B
The question asks what the phrase “hard biological evidence” in the sentence from paragraph 4 conveys about the goal of the research team.
A. Incorrect. Although the research team followed a labor-intensive procedure, the phrase “hard biological evidence” refers to the product of their scientific research (the genetic markers revealed within the DNA samples), not the process by which they collected it. Their goal was not to develop a procedure for data collection but to determine precisely how many species of wolf were present in the area.
B. CORRECT. The research team wanted to prove or disprove the theory that two separate groups of wolves were present in the area, an idea that was already supported by the observations of scientists and local indigenous people. The phrase “hard biological evidence” conveys that the scientists wanted to bolster their observations of the wolves with concrete scientific data about the wolves’ biological makeup. The goal of the researchers was to use the data to prove how many species of wolf were present in the area of the study.
C. Incorrect. The research team gathered extensive data during their study (“After collecting and analyzing the DNA in 800 samples of gray fur and wolf waste” [paragraph 4]), and their goal in doing so was to evaluate a single theory about the wolves: that the wolves had evolved into two separate and genetically distinct species. The research team did not conduct the study in order to evaluate multiple theories about the diets of the wolves.
D. Incorrect. The phrase “hard biological evidence” does not suggest that the research team was hoping to discover if the new data would provide information that was different from previous studies. In fact, the goal of the research team was to use the genetic data to supplement their initial sources of information about the wolves and their own observations from the field.
Question analysis
This word-in-context question quotes a sentence from paragraph 4 of “Wolves of the Sea” about DNA taken from 800 samples of gray fur and wolf waste, and asks what the phrase “hard biological evidence” shows about the research team’s goal. Students must work out what the phrase says about the evidence and then turn that into a statement of purpose, choosing among four plausible aims for a study.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students regularly interpret a phrase in context. Here the phrase must be turned into a claim about the team’s purpose, which the passage never states outright, and the four choices are abstract research goals that each sound reasonable.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Reading between the lines moderate
- Hard words moderate
- Evidence in several places minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 10, 662 words; question and choices: about grade 10, 114 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The question asks for a purpose, but the phrase it quotes describes a result, so students have to reason from the kind of evidence produced to what the team wanted it for. Readers who take “hard” as difficult drift toward a goal about procedure, and those who remember that biologists had long thought the wolves were one group are drawn to a goal of overturning earlier studies. The key’s “number of wolf species” is looser than the passage’s “two versions of the species,” which can make careful readers hesitate.
Reading between the lines moderate Working it out
The passage never states the team’s goal, so students must work back from “hard biological evidence” to the question paragraph 2 set up: whether island and mainland wolves are really two groups. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words moderate Understanding the question
“Hard” here means solid and conclusive, as in hard evidence, not difficult; students who know only the everyday sense connect it to the labor of analyzing 800 samples of fur and waste. (Perfetti, 2007; Freedle & Kostin, 1993)
Evidence in several places minor Working it out
The goal the phrase points to lies two paragraphs back, in Starr’s two-group question and Darimont’s ten-year study “to find out,” not in the sentence the stem quotes. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Replace “hard” with a word that fits evidence produced by DNA analysis, then ask what the team wanted that kind of evidence for, recalling the question Darimont set out to answer.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “hard” as difficult and ties it to the labor of analyzing 800 samples, so takes the goal to be a thorough procedure rather than conclusive proof.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in the diet differences of paragraph 3, clams, fish and seals, as theories under test, though the DNA work in paragraph 4 asked whether two groups exist.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Knows that biologists “had always believed” the wolves were one group and assumes the team set out to contradict earlier studies, which the phrase about solid proof does not suggest.
Working it out, step by step
Figure out what the question asks
This asks what a phrase shows about the team’s goal. A goal is what you are trying to get. The phrase names the kind of evidence the team got. Work back from that to what they wanted it for.
Read the sentence with the phrase
In paragraph 4, the team studied “800 samples of gray fur and wolf waste.” Then they “could produce hard biological evidence that sea wolves had genetic markers that made them distinct from the mainland wolves.” A genetic marker is a small difference in the DNA that parents pass to their young. Distinct means clearly different.
Work out what “hard” means
Here “hard” does not mean difficult. Hard evidence is solid proof that is tough to argue with. Biological means it comes from living things and their bodies. So the team wanted firm proof from the wolves’ own bodies.
Connect the proof to the question
What did they want to prove? Go back to paragraph 2. Starr said there were two groups of wolves. Darimont was unsure. “To find out,” his team studied the wolves. The DNA gave a firm answer: the sea wolves really are a separate group. So the goal was solid proof of how many groups of wolves live there.
Check each choice
- A is wrong. It reads “hard” as hard work. The phrase is about how firm the proof is, not about a procedure.
- B is right. Definitive means final and settled. The team wanted settled proof of how many groups of wolves live there. B says “species,” which goes further than the passage. Darimont speaks only of “two versions of the species.”
- C is wrong. Diets come up in paragraph 3. The DNA work tested whether there were two groups.
- D is wrong. The phrase says nothing about earlier studies.
Watch out: D is tempting because biologists “had always believed” the wolves were one group. But “hard” evidence is about firm proof, not about beating old studies.
Choose the answer
“Hard biological evidence” shows the team wanted firm, scientific proof. So the answer is B, “seek definitive scientific proof of the number of wolf species present in the area of the study.”
Why this answer and not the closest wrong one
D is the closest wrong answer. Biologists had thought the wolves were one group, so D can seem to fit. But the phrase “hard biological evidence” is about how firm the proof is. It says nothing about earlier studies. B matches that: the team wanted settled proof of how many groups there were.
More questions like this
The original DOE question
The passage “Wolves of the Sea” as printed (pages 23–24)
Question 23 of 94
2026 Practice Test D English, question 21Passage Ode to Fireworks
Ode to Fireworks
In autumn my mother drove us to the edge of the field
where the fair was set up year after year:
the carousel, the bumper cars, the long, low sheds
filled with prizewinning animals.
We—my sister, my cousin, and I—were ready for bed,
already in our pajamas. This was a treat we waited
all year for. We waited in the darkness
for the first low, dull thwumps, like someone
beating an old, filthy rug hung on a wash line.
Then we counted the seconds between the lightning
and thunder, as we also used to do, until the sky
lit up: red, blue, green, gold. In my mind’s eye
I can still see the straggly, ancient oak whose branches
reached up past the exhibition halls, silhouetted
against the spectrum of stars that cascaded behind it.
It was one thing to look up into the sky
and imagine yourself in it or to make out pictures
among the clouds, which my sister liked to do.
No, I would tell her, that cloud
does not look like an elephant, a hat, an umbrella.
But it was another thing to see
the sky at night written upon
with those jewels. (We lived in the country:
night was night.) All around us, crickets
stridulated in the stubble of what had been
somebody’s cornfield, their song rising and falling.
You could smell winter on the air’s edge.
Now, in the city, when the sky dips into shadow
at New Year’s or on the Fourth of July, I find myself
craning my neck upward at odd moments.
The city sky is always lit up. This is where we live now,
and it is how we live now, awash in light
of every hue. Everything is a constant celebration:
picking up washing at the cleaner’s or stopping by
the corner market for a loaf of heavy bread.
And the music around me is the music of people,
their voices rising and falling in a hundred languages.
But beneath the yellowish glow deep in the sky
of all our city lights pelting out into the universe,
I remember the feel of the pickup truck bumping
across the ridged field, as I kept waiting for those
childhood bursts, watching as they escorted us home.
Question
The comparison in lines 8–9 of the poem is used to convey
- Athe muffled pounding of explosions in the distance.
- Bthe way lightning streaks through the clouds.
- Cthe echoes of thunder on an autumn night.
- Dthe glow of sparks falling from the sky.
Show the answer
Correct answer: A
The question asks what the comparison in lines 8–9 of the poem is used to convey.
A. CORRECT. In lines 8–9 the speaker compares the deep thumping noises at the start of a fireworks show to the muffled thumping sound made when beating a rug to clean it. The imagery of “low, dull thwumps” (line 8) (onomatopoeia) describes a sound that is not clear or powerful. To the speaker, these low, distant explosions are the signal that the fireworks display is starting and that the loud, cracking sound of fireworks will be heard soon (“Then we counted the seconds between the lightning / and thunder” [lines 10–11]).
B. Incorrect. The comparison in lines 8–9 deals with the low sound of the first fireworks shooting off rather than the streaks of light they emit. To the speaker, the low thwumps (onomatopoeia) are the signal that fireworks are about to explode overhead, much like the way a streak of lightning during a storm indicates that a crash of thunder will follow in a few seconds.
C. Incorrect. The thwump (onomatopoeia) sounds are the start of the fireworks show, not thunder. As a comparison, the speaker says the initial thwumps of the fireworks signal anticipation for the full explosion that will come, much like the way the speaker would watch for lightning and count the seconds before an impending thunderclap (lines 10–11).
D. Incorrect. The muffled thwump (onomatopoeia) sounds occur before the dazzling explosion of lights and before sparks start to fall from the sky. The comparison focuses on the sounds of the experience, not the sight of the experience.
Question analysis
This figurative language question asks what the comparison in lines 8–9 of “Ode to Fireworks” conveys. In the poem an adult speaker remembers waiting with family, already in pajamas, for the fireworks at a country fair. Students must interpret an old-fashioned household image and decide what part of the show it describes, since the nearby lines mention sights as well as sounds.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Interpreting a simile is taught from grade 6, and this one takes up two lines of concrete words. The household chore it pictures may be unfamiliar, but the task is a single step, lighter than typical grade 7 poetry work.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 379 words (a poem; reading level not measured); question and choices: about grade 3, 42 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The comparison is about sound, and once students notice that, the sight-based choices about lightning and sparks fall away. The pull comes from the next lines, where the children count “the seconds between the lightning / and thunder,” a storm game that makes thunder seem like the thing being described. The question rewards staying inside lines 8–9, where “low, dull” and the beaten rug describe the first faint booms of the show.
Figurative or literary language moderate Understanding the question
Lines 8–9 pair the made-up sound word “thwumps” with a simile, someone beating an old rug on a wash line, so students must hear a dull, distant thud in an image about housework. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Something you must already know minor Working it out
The simile works only for readers who can imagine the flat whack of a rug being beaten clean on a line, a chore many students have never seen or heard. (Anderson & Krathwohl, 2001)
Strategy: Reread lines 8–9 slowly and ask which sense the comparison appeals to, sight, sound or touch, then pick the choice that describes that same experience.
Traps
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
B Wrong part of the text (Kirsch & Mosenthal, 1990)
Jumps to the “lightning” of line 10, but lines 8–9 come before the sky lights up and describe something heard in the darkness, not a streak of light.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Takes the “lightning / and thunder” of lines 10–11 as a real storm and hears the thwumps as thunder, though the counting game only likens the fireworks to one.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Pictures the colors of lines 12–15, “red, blue, green, gold,” but the rug-beating image describes a dull sound heard before any sparks appear in the sky.
Working it out, step by step
Figure out what the question asks
This asks what a comparison helps you picture. Lines 8–9 compare one thing to another using “like.” That kind of comparison is called a simile. First ask which sense it describes: sight, sound or touch.
Find the comparison
The family waits in the dark. Lines 8–9 say they wait “for the first low, dull thwumps, like someone / beating an old, filthy rug hung on a wash line.” Thwumps is a made-up word that sounds like the noise it names. So the comparison is about a sound. It comes before the sky lights up.
Picture the rug
People used to hang a dusty rug on a line and hit it with a stick. Each hit makes a flat, soft thud, not a sharp bang. The words “low” and “dull” say the same thing. So the first fireworks sound like soft booms far away. Muffled means soft, as if wrapped in cloth.
Check each choice
- A is right. Dull thuds heard in the dark are the muffled pounding of explosions far off.
- B is wrong. Lightning is something you see. Lines 8–9 describe a sound heard before anything lights up.
- C is wrong. The thunder in lines 10–11 is part of a counting game. It compares the show to a storm. The rug image is about the fireworks.
- D is wrong. Sparks are something you see. The colors don’t come until line 12.
Watch out: Lines 10–11 mention “lightning” and “thunder.” That can make C look right. But the rug comparison comes first and is about the fireworks.
Choose the answer
The rug-beating simile makes the first fireworks sound like soft, faraway thuds. So the answer is A, “the muffled pounding of explosions in the distance.”
Why this answer and not the closest wrong one
C is the closest wrong answer, because thunder is a low boom too. But lines 10–11 only compare the show to a storm in a counting game. The rug image in lines 8–9 describes the fireworks themselves: dull, muffled thuds from far away. That is A.
More questions like this
The original DOE question
The passage “Ode to Fireworks” as printed (page 32)
Question 24 of 94
2026 Practice Test D English, question 22Uses the passage above: “Ode to Fireworks”.
Question
Read lines 22–23 from the poem.
the sky at night written upon
with those jewels.
What does the word choice in these lines convey about the speaker?
- AThe speaker values material possessions.
- BThe speaker imagines that the fireworks are magical.
- CThe speaker believes that the country setting is distinctive.
- DThe speaker cherishes the memory of seeing fireworks as a child.
Show the answer
Correct answer: D
The question asks what the word choice in lines 22–23 of the poem conveys about the speaker.
A. Incorrect. The word “jewels” is used figuratively to indicate the sentimental value that the experience of watching the fireworks holds for the speaker. There is no indication in the poem that the speaker values material possessions.
B. Incorrect. The use of the word “jewels” highlights the importance of the memory in the speaker’s mind. The imagery in the words “written upon” expresses the way the bright streaks of light curve and fly across the night sky, not that the speaker views the fireworks display as magical.
C. Incorrect. The speaker describes the elements of the fireworks display that stand out most clearly. The view of the bright, colorful fireworks streaking across the sky is distinct, but it is not unique to the country setting.
D. CORRECT. The word “jewels” creates a picture of watching shining and sparkling explosions in the night sky and suggests that this experience holds sentimental and emotional value for the speaker. The speaker cherishes the memory of the experience.
Question analysis
This question quotes lines 22–23 of “Ode to Fireworks,” in which the night sky is “written upon / with those jewels,” and asks what this word choice conveys about the speaker. Students must move from a striking metaphor for fireworks to what it reveals about the person describing them, and every choice names a different value or belief.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Reading a speaker’s feelings through connotation is standard grade 7 work. The two lines are short and quoted, but the metaphor is compressed and the choices name abstract attitudes, so one careful inference is needed, as in typical grade 7 poetry.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines moderate
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: 379 words (a poem; reading level not measured); question and choices: about grade 6, 59 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The quoted lines are short, but the answer depends on what “jewels” suggests about the speaker, so students must move from an image to an attitude. The strongest pull comes from the words right after, where the speaker stresses that night in the country was truly dark, a real point but one about the setting, not about the jewel image. Students who take the gems literally or as magic stop at the surface of the metaphor instead of asking why someone would call a memory precious.
Figurative or literary language moderate Understanding the question
Lines 22–23 turn fireworks into “jewels” and the sky into a page “written upon,” a metaphor whose meaning lies in what jewels are worth to a person, not in what they are. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines moderate Working it out
The lines name no feeling; that the speaker cherishes the memory must be inferred from calling the fireworks “jewels” and from the speaker still craning upward for them years later in the city. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Ask what “jewels” suggests beyond its literal meaning, picture the sky “written upon,” and then pick the attitude that fits both these lines and the poem as a whole.
Traps
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
The wrong answers, classified
A Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Takes “jewels” at face value, as valuable possessions, though the word describes fireworks in the sky and nothing in the poem is about owning things.
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Sees the sky being “written upon” with gems as a fantasy and calls it magic, though the speaker describes real fireworks watched from a field with family.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Is drawn by the parenthesis that follows, “We lived in the country,” which does stress the setting, but the jewel image itself says nothing about the country.
Working it out, step by step
Figure out what the question asks
This asks what a word choice shows about the speaker. The speaker is the “I” who tells the poem. Look past what the words say. Ask what feeling they show.
Find the lines
In stanza 2, the speaker says “it was another thing to see / the sky at night written upon / with those jewels.” A stanza is a group of lines in a poem, like a paragraph. The jewels are the fireworks. The sky is like a page they write on.
Think about what jewels mean
Calling fireworks jewels is a metaphor: a comparison without “like” or “as.” Jewels are rare, bright and precious. People keep them safe and treasure them. So the word shows how much the sight meant to the speaker. Even now, in the city, the speaker says “I find myself / craning my neck upward at odd moments.” Craning means stretching your neck to look.
Check each choice
- A is wrong. The jewels are fireworks, not things the speaker owns.
- B is wrong. The speaker watched real fireworks from a field with family. Nothing calls them magic.
- C is wrong. The next words, “We lived in the country,” do stress the setting. But the jewel image itself is about how precious the sight was.
- D is right. To cherish is to treasure and hold dear. Jewels are treasures.
Watch out: C is tempting because the country comes up right after the jewels. Keep your eyes on lines 22–23 themselves.
Choose the answer
Calling the fireworks jewels shows a treasured childhood memory. So the answer is D, “The speaker cherishes the memory of seeing fireworks as a child.”
Why this answer and not the closest wrong one
C is the closest wrong answer. The poem does say they lived in the country, where night was truly dark. But that is the next thought, not the jewel image. Jewels are treasures. They show how much the speaker valued the sight. D says just that: the speaker treasures the memory.
More questions like this
The original DOE question
Question 25 of 94
2026 Practice Test D English, question 35Passage Martial Arts for the Mind and Body
Martial Arts for the Mind and Body
(1) The martial arts blend a series of physical movements with strategic mental discipline so that practitioners can defend themselves, physically defeat an opponent, or both. (2) Historians are unsure of exactly when and where martial arts were first used. (3) Martial arts have been practiced by several different societies for many centuries. (4) Martial arts such as karate, kung fu, tae kwon do, and judo are still taught and practiced as methods of self-defense, but they offer students more than that. (5) The study of martial arts can provide students with a way to enhance their mental discipline as well as their physical fitness.
(6) Discipline, focus, and respect are important qualities for everyone to have. (7) However, for most people these qualities are not innate; they must be learned and practiced. (8) The study of martial arts can provide an opportunity to develop these skills. (9) Students are rewarded for their dedication by passing tests and advancing to higher ranks or levels. (10) For example, in a typical tae kwon do class, students learn discipline by diligently practicing moves, improve focus by listening carefully, and demonstrate respect by bowing to the instructor and following directions.
(11) For teenagers, martial arts classes provide a safe and structured environment for gaining physical skills, building confidence, and enjoying a sense of community. (12) A lot of teens go through hard situations as they try to do well in school and in life. (13) A martial arts class can provide teens with a physical outlet for stress while also challenging them mentally. (14) Participating in a martial arts program also helps children and teens focus on self-improvement rather than on competition. (15) Progressing through levels of achievement involves mastering more physically demanding techniques. (16) It requires students to take responsibility and be accountable for achieving set goals. (17) Students gain confidence and experience companionship with other students who are progressing through the ranks.
(18) Adults who practice martial arts can experience many of the same benefits that younger people do, but perhaps the greatest of these is health and fitness. (19) Adult martial arts students often see changes in their body within weeks of beginning a program.
(20) For people interested in studying a martial art, there are many ways to learn and practice. (21) In addition to private studios, community recreation centers often offer low-cost or free martial arts classes. (22) There are even online videos that introduce students to the basic concepts. (23) People should study martial arts.
Question
What is the best way to combine sentences 2 and 3?
- AHistorians, who are unsure of exactly when and where martial arts were first used, know that martial arts have been practiced by several different societies for many centuries.
- BWhile historians are unsure of exactly when and where martial arts were first used, they do know that martial arts have been practiced by several different societies for many centuries.
- CBecause historians know that martial arts have been practiced by several different societies for many centuries, they are unsure of exactly when and where martial arts were first used.
- DMartial arts have been practiced by several different societies for many centuries, and historians are unsure of exactly when and where martial arts were first used.
Show the answer
Correct answer: B
The question asks for the best way to combine sentences 2 and 3.
A. Incorrect. This way of combining sentences 2 and 3 places unnecessary emphasis on characterizing historians, and it does not clearly show the contrasting relationship between the idea from sentence 2 that historians do not know the exact origins of martial arts and the idea in sentence 3 that historians know that martial arts have a long history.
B. CORRECT. This option is correct because the word “while” at the beginning of the sentence best indicates the contrast between the ideas in sentences 2 and 3. Sentence 2 states that historians do not know the exact origins of martial arts (“unsure of exactly when and where”). Sentence 3 describes what historians do know about these origins (“practiced by several different societies for many centuries”). This combination indicates that historians have a general understanding about the origins of martial arts even though they cannot confirm the exact details.
C. Incorrect. Starting this sentence with the word “because” indicates a cause-and-effect relationship that does not exist between the ideas in the original sentences. The idea from sentence 3, that historians know that martial arts have been practiced for many years, did not cause the idea in sentence 2, that historians do not know exact details about the origins of martial arts.
D. Incorrect. The conjunction (connecting word) “and” does not clearly show how the ideas in sentences 2 and 3 are related. While “and” can be used to combine related sentences, it does not demonstrate the contrast between the idea in sentence 2, that historians do not know the exact origins of martial arts, and the idea in sentence 3, that historians know that martial arts have a long history.
Question analysis
This sentence-combining question uses sentences 2 and 3 of a passage on the benefits of martial arts: historians are unsure when and where martial arts were first used, and the arts have been practiced by many societies for centuries. Students must choose the combination whose connecting word shows how the two facts relate, among four grammatical versions.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Joining two sentences with a word that shows how their ideas relate is routine grade 7 work. Both sentences are short and plain, and the four versions differ mainly in one connecting word or structure, so the task is typical.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- How sentences fit together moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 402 words; question and choices: about grade 13, 122 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The two sentences are short and plain, and the only real decision is the relationship between them: uncertainty about origins set against knowledge of a long history. The relative-clause version tempts most because it sounds polished and keeps everything, yet it turns the uncertainty into a description of historians and drops the contrast. The versions with “Because” and “and” are easier to rule out once the contrast is named, since one invents a cause and the other only adds.
How sentences fit together moderate Working it out
Sentence 2 says what historians do not know and sentence 3 what they do, so the combined sentence needs a word that marks that contrast, which students should name before reading the choices. (Halliday & Hasan, 1976)
Every choice must be checked minor Choosing the answer
All four versions keep both facts and are grammatical, so each must be read through to see whether its opening word or structure shows contrast, addition, cause or mere description. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, decide how sentence 3 relates to sentence 2: an added fact, a cause, or a contrast. Then pick the version whose opening word or structure signals that relationship.
Traps
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
- Changes the meaning: A revision is correct English but no longer says what the writer meant.
The wrong answers, classified
A Changes the meaning (Connors & Lunsford, 1988)
Keeps both facts in one polished sentence, but tucking sentence 2 into a “who” clause makes it a description of historians and hides the contrast between unknown and known.
C Wrong transition (Halliday & Hasan, 1976)
Opens with “Because,” making the long history the cause of historians’ uncertainty about origins, a cause-and-effect link the two facts do not have.
D Wrong transition (Halliday & Hasan, 1976)
Joins the sentences with “and,” which simply adds one fact to the other in reverse order, so nothing signals that what historians know contrasts with what they don’t.
Working it out, step by step
Figure out what the question asks
This asks how to join two sentences into one. The best way shows how the two ideas are related. So first figure out how they relate.
Read sentences 2 and 3
Sentence 2: “Historians are unsure of exactly when and where martial arts were first used.” Sentence 3: “Martial arts have been practiced by several different societies for many centuries.” A historian studies the past. Sentence 2 tells what historians don’t know. Sentence 3 tells what they do know. That is a contrast: two ideas that pull different ways.
Name the rule
When two ideas contrast, join them with a contrast word, such as while, although or but. Here “while” means although. For example: Sam forgot the exact date. He knew it was in May. Joined: While Sam forgot the exact date, he knew it was in May.
Check each choice
- A is wrong. The part that starts with “who” just describes the historians. The contrast between not knowing and knowing gets lost.
- B is right. “While” shows the contrast. The words “do know” make it even clearer.
- C is wrong. “Because” means one thing causes the other. A long history does not cause historians to be unsure.
- D is wrong. “And” just adds one fact to another. It does not show the contrast.
Watch out: A sounds smooth and keeps every fact, so it is tempting. But a good combined sentence must also show how the ideas relate.
Choose the answer
B joins the two facts and shows the contrast. So the answer is B, “While historians are unsure of exactly when and where martial arts were first used, they do know that martial arts have been practiced by several different societies for many centuries.”
Why this answer and not the closest wrong one
A is the closest wrong answer. It keeps both facts in one smooth sentence. But tucking sentence 2 into a “who” part turns it into a description of historians. Nothing marks the turn from what they don’t know to what they do. B’s “While” and “do know” make that contrast plain.
More questions like this
The original DOE question
The passage “Martial Arts for the Mind and Body” as printed (page 52)
Question 26 of 94
2026 Practice Test D English, question 37Uses the passage above: “Martial Arts for the Mind and Body”.
Question
Which revision of sentence 12 best maintains the formal style established in the passage?
- AA lot of teens have to put up with difficult things while trying to do well in school and in life.
- BMany teenagers deal with tough situations as they try to stay on top of their studies and do well in life.
- CMany teenagers encounter challenges as they work to succeed both academically and personally.
- DA lot of teens face problems as they work to keep up with their schoolwork and find personal success.
Show the answer
Correct answer: C
The question asks for the revision of sentence 12 that best maintains the formal style established in the passage.
A. Incorrect. The phrases “A lot,” “put up with,” “difficult things,” and “do well in school” are worded informally; therefore, this sentence does not consistently maintain the formal style established in the passage.
B. Incorrect. The phrases “deal with,” “tough situations,” “stay on top of,” and “do well in life” are worded informally; therefore, this sentence does not consistently maintain the formal style established in the passage.
C. CORRECT. This option is correct because it uses clear and scholarly wording throughout the whole sentence. The phrases “many teenagers,” “encounter challenges,” and “succeed both academically and personally” make the sentence’s style more consistently formal than the other options.
D. Incorrect. The phrases “A lot,” “face problems,” and “keep up with” are worded informally; therefore, this sentence does not consistently maintain the formal style established in the passage.
Question analysis
This style question asks which revision of sentence 12, “A lot of teens go through hard situations as they try to do well in school and in life,” best keeps the formal style of the martial arts passage. Students compare four rewrites phrase by phrase, listening for casual expressions in each one.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Keeping a formal style is practiced from grade 6, and here it is tested in one sentence with familiar casual phrases. Typical grade 7 style work asks for subtler choices of precise, content-specific words across a passage.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 402 words; question and choices: about grade 8, 87 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Most students hear the casual phrases at once, and only one version avoids all of them, so this is one of the easier revising questions. The risk is stopping at a formal start: one version opens with “Many teenagers” and then slides into “tough situations,” and another sounds serious with “face problems” but begins with “A lot of teens.” Checking every phrase, not the first few words, is all the question asks.
Every choice must be checked minor Choosing the answer
Each rewrite mixes formal and casual wording, “Many teenagers” beside “deal with” and “stay on top of,” so every phrase of every version has to be checked, not just the opening words. (Embretson & Wetzel, 1987)
Something you must already know minor Working it out
Students must recognize idioms such as “put up with” and “keep up with” as spoken English, a sense of register that the question expects them to bring. (Anderson & Krathwohl, 2001)
Strategy: Underline every casual phrase in each rewrite, such as everyday idioms or vague words, and keep only the version with none; one formal phrase is not enough.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Trades “go through hard situations” for “put up with difficult things” and keeps “A lot of teens,” swapping one set of casual phrases for another.
B Wordy, vague or informal (Connors & Lunsford, 1988)
Is reassured by the formal opening “Many teenagers,” but the rest, “deal with,” “tough situations” and “stay on top of,” is everyday speech.
D Wordy, vague or informal (Connors & Lunsford, 1988)
Likes the more serious “face problems” and “personal success,” but keeps the casual “A lot of teens” and “keep up with their schoolwork.”
Working it out, step by step
Figure out what the question asks
This asks which rewrite of sentence 12 matches the passage’s formal style. Formal style is the careful, serious way of writing you use in a school report. It skips the casual words you might use with friends.
Spot the casual words
Sentence 12 says, “A lot of teens go through hard situations as they try to do well in school and in life.” “A lot of,” “teens” and “go through” sound like talking with a friend. Compare sentence 11, which speaks of “a safe and structured environment.” The rest of the passage uses careful words like those.
Name the rule
Formal writing uses exact, serious words and skips everyday sayings. For example, Kids have a ton of homework is casual. Students have a large amount of homework is formal. Check every phrase in each choice, not just the first few words.
Check each choice
- A is wrong. “A lot of teens,” “put up with” and “difficult things” are casual.
- B is wrong. It starts well with “Many teenagers.” But “deal with,” “tough situations” and “stay on top of” are casual.
- C is right. Every phrase is formal. To encounter challenges is to meet hard problems. Academically means in school. Personally means in your own life.
- D is wrong. “Face problems” sounds serious. But “A lot of teens” and “keep up with” are casual.
Watch out: B and D each have a formal phrase or two. One formal phrase is not enough.
Choose the answer
Only C is formal from start to finish. So the answer is C, “Many teenagers encounter challenges as they work to succeed both academically and personally.”
Why this answer and not the closest wrong one
B is the closest wrong answer, because it opens with the formal “Many teenagers.” But it then slides into everyday phrases like “deal with” and “stay on top of.” C keeps the same meaning and stays formal from start to end. Words like “encounter challenges” and “academically” match the careful style of the passage.
More questions like this
The original DOE question
Question 27 of 94
2026 Practice Test D English, question 48Question
Read this sentence.
In the Whispering Gallery of Grand Central Terminal, people whispering a message in one corner can be clearly heard in the opposite corner, regardless of surrounding noise, because the tiled archways send the sound through the environment.
Which revision to the words send the sound through the environment uses the most precise language?
Drag the correct phrase into the box.
In the Whispering Gallery of Grand Central Terminal, people whispering a message in one corner can be clearly heard in the opposite corner, regardless of surrounding noise, because the tiled archways ____.
On the test you drag one of the tiles into the box; here, choose it.
- Aguide the sound waves in a specific direction
- Bfocus the sound waves to travel through the space
- Cdirect the sound waves to move along the curves of the arches
- Dtransfer the sound waves to a variety of different locations
Show the answer
Correct answer: C
The question asks for the revision to the words send the sound through the environment that uses the most precise language.
Incorrect. The phrase “guide the sound waves in a specific direction” is not the most precise revision. “A specific direction” does not explain precisely where the sound waves travel.
Incorrect. The phrase “focus the sound waves to travel through the space” is not the most precise revision, because it does not precisely describe where the waves move. The phrase “through the space” does not provide the reader with more specific information as to where in the space the sound waves travel.
CORRECT. The phrase “direct the sound waves to move along the curves of the arches” uses precise language to explain how the waves travel. The wording “direct the sound waves” is more specific than “send the sound” as in the original sentence, and the action “move along the curves” conveys more detail than the phrase “through the environment.”
Incorrect. The phrase “transfer the sound waves to a variety of different locations” is not the most precise revision, because it does not precisely convey where the waves move to. The phrase “variety of different locations” is vague and does not add clarity.
Question analysis
This precise-language question gives a sentence about the Whispering Gallery in Grand Central Terminal, where a whisper in one corner is heard in the opposite corner, and asks which revision of “send the sound through the environment” is most precise. On the test students drag one of four phrase tiles into the box, and every tile sounds more technical than the original.
- NYS standards
- 7L3a precise and concise language
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Replacing vague wording with exact wording is taught by grade 6. Here it is one sentence about a familiar place and four phrase tiles, a single judgment, which is lighter than typical grade 7 revision of a whole paragraph.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 8, 133 words.
- Corrected from the DOE handbook
- A misquotation of the sentence in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
All four tiles upgrade “send the sound” to “the sound waves” with a sharper verb, so the original’s vagueness survives only in the endings. The tile that promises “a specific direction” sounds precise because of that word, yet it never names the direction; the key is the only tile that says where the sound travels. Dragging a tile into the box adds nothing to the task beyond picking one choice.
A very close wrong answer moderate Choosing the answer
The “specific direction” tile is built like the key, a precise verb and “the sound waves”; the two differ only in the ending, a direction never named versus “along the curves of the arches.” (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Every choice must be checked minor Choosing the answer
Every tile sounds more exact than the original, so students must ask of each one whether a reader could tell how the sound gets from one corner to the opposite one. (Embretson & Wetzel, 1987)
Strategy: Reread the whole sentence, then ask of each tile whether a reader could picture exactly how the sound gets from one corner of the gallery to the other.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
- Changes the meaning: A revision is correct English but no longer says what the writer meant.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Trusts the word “specific,” which sounds exact, but “a specific direction” never says which direction, so the phrase stays as vague as the original.
B Wordy, vague or informal (Connors & Lunsford, 1988)
Is drawn by the technical “focus the sound waves,” but “through the space” just restates “through the environment” and says nothing about the archways.
D Changes the meaning (Connors & Lunsford, 1988)
Picks the scientific-sounding “transfer,” but sending sound to “a variety of different locations” contradicts a whisper heard in the one opposite corner, and the phrase repeats itself.
What was corrected from the DOE handbook, and why
- Explanation: The DOE’s explanation of the correct phrase says that “move along the curves” conveys more detail than “the phrase ‘moving through the environment.’” The sentence in the question says the archways “send the sound through the environment”; the word “moving” is not in it. The site now quotes the sentence’s own words: “the phrase ‘through the environment.’”
Working it out, step by step
Figure out what the question asks
This asks which phrase is most precise. Precise language is exact. It tells the reader just what happens, so they can picture it. The phrase you pick replaces the underlined words.
See what the sentence needs
The sentence says a whisper in one corner “can be clearly heard in the opposite corner.” Why? “because the tiled archways send the sound through the environment.” That ending is vague, or unclear. “Through the environment” could mean anywhere. A better phrase would say how the sound gets from one corner to the other.
Name the rule
Precise writing swaps general words for exact ones. For example, The dog went over there is vague. The dog ran under the porch is precise. Now you know just where the dog went.
Check each choice
- A is wrong. “A specific direction” sounds exact. But it never says which direction.
- B is wrong. “Through the space” is just another way to say “through the environment.”
- C is right. “Along the curves of the arches” tells exactly where the sound travels. It follows the curved arches to the far corner.
- D is wrong. “A variety of different locations” is vague. It also clashes with a whisper heard in one corner. And “variety” and “different” say the same thing twice.
Watch out: The word “specific” makes A sound precise. Ask whether you can picture the path. With A, you can’t.
Choose the answer
With the tile in place, the sentence ends because the tiled archways direct the sound waves to move along the curves of the arches. So the answer is C. On the test, you drag the tile “direct the sound waves to move along the curves of the arches” into the box.
Why this answer and not the closest wrong one
A is the closest wrong answer. It has a strong verb, “guide,” and the word “specific.” But it never names the direction, so the reader still can’t picture the path. C says exactly where the sound goes: along the curves of the arches. That explains how a whisper reaches the opposite corner.
More questions like this
The original DOE question
Question 28 of 94
2026 Practice Test D English, question 49Question
Read this sentence.
Robert Cornelius is credited with taking the first, official selfie as a daguerreotype, an image recorded on a copper plate coated in silver, using a process that was more complicated than photos of today which are digitized or printed from film and do not require subjects to sit for nearly fifteen minutes to avoid blurring the image.
Which two edits should be made to correct the sentence?
Select the two correct answers.
Choose every answer that is correct, then check. The DOE has not published how answers with several parts are scored; this site counts one right only when every part is right.
- ADelete the comma after first.
- BDelete the comma after daguerreotype.
- CDelete the comma after silver.
- DAdd a comma after today.
- EAdd a comma after film.
Show the answer
Correct answer: A and D
The question asks which two edits should be made to correct the sentence.
A. CORRECT. The comma after “first” must be deleted to correct the sentence. The adjectives “first” and “official” are not coordinate adjectives that independently modify the noun “selfie.” Cornelius did not take the “first selfie” and also the “official selfie.” Rather, he took the first selfie that was considered official. Placing a comma between the words “first” and “official” incorrectly separates two adjectives that work together to describe the selfie.
B. Incorrect. The comma after “daguerreotype” must not be deleted, because it is used correctly to introduce an explanation. The phrase “an image recorded on a copper plate coated in silver” is an appositive—a noun phrase that defines “daguerreotype.”
C. Incorrect. The comma after “silver” is placed correctly, marking the end of the phrase “an image recorded on a copper plate coated in silver” that defines “daguerreotype.” Because the sentence continues to explain the process Robert Cornelius used, the comma after “silver” is needed to end the appositive and separate it from the phrase that follows.
D. CORRECT. A comma is needed after “today” because the following phrase, “which are digitized or printed from film,” is a nonrestrictive clause that gives nonessential information about the “photos of today” preceding it.
E. Incorrect. No comma is needed after “film,” because the words “and do not require subjects to sit” are part of the same relative clause that begins with “which are digitized…”. The conjunction “and” joins two predicates within the same clause. Both actions belong to the same clause and the same subject (which); they are not separate independent clauses that need to be punctuated with a comma.
Question analysis
This punctuation question gives one long sentence about Robert Cornelius, credited with one of the earliest selfies, and the daguerreotype, an image made on a silver-coated copper plate, and asks which two of five comma edits correct it. Five words are underlined, and each needs its own decision about a comma, with credit only when both chosen edits are right.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 The comma rules tested appear in the grade 6 and 7 standards, but the sentence runs 57 words, two of the rules are subtle ones, and both selections must be right, which makes this harder than typical grade 7 editing.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong major
- Much to keep track of moderate
- Complex sentences moderate
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 100 words.
- Corrected from the DOE handbook
- A grammar term in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The sentence is long, two of its five decisions turn on subtle comma rules, and the site counts the answer right only when both edits are right. The comma before “and do not require” is the strongest trap, because a comma before “and” is a habit many students apply without checking whether a new clause begins. The paired commas around “an image recorded on a copper plate coated in silver” are already correct, and deleting either one breaks the pair.
A rule that doesn't sound wrong major Working it out
Both needed edits rest on rules students rarely hear: “first, official” are not coordinate adjectives, so no comma, and “which are digitized” adds nonessential detail about photos of today, so it needs one. (Connors & Lunsford, 1988)
Much to keep track of moderate Working it out
There are five comma decisions in one sentence and both selections must be right to score, so each edit is judged on its own while the rest of the sentence is held in mind. (Sweller, 1988; Carpenter, Just & Shell, 1990)
Complex sentences moderate Understanding the question
The sentence runs 57 words and stacks an appositive, a participial phrase beginning “using a process,” and a relative clause with two verbs, so finding where each phrase starts and ends is itself the task. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Take the five underlined words one at a time: name what the phrase after each one does in the sentence, decide whether a comma belongs there, and choose only the two edits you are sure of.
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
B Punctuation (Connors & Lunsford, 1988)
Deletes the comma that opens the appositive “an image recorded on a copper plate coated in silver,” which defines daguerreotype and must be set off from it.
C Punctuation (Connors & Lunsford, 1988)
Deletes the comma that closes the same appositive, perhaps feeling the sentence has too many commas, though a phrase set off mid-sentence needs a comma on each side.
E Punctuation (Connors & Lunsford, 1988)
Applies the habit of a comma before “and,” though here “and” joins two verbs that share one subject, “which,” inside one clause, not two complete clauses.
A Punctuation (Connors & Lunsford, 1988)
Left out by students who think a comma always separates two adjectives, though “first” describes “official selfie” as a unit, so the adjectives are not coordinate.
D Punctuation (Connors & Lunsford, 1988)
Left out by students who read “photos of today which are digitized” as one essential phrase, missing that the which-clause adds nonessential detail and needs a comma.
What was corrected from the DOE handbook, and why
- Explanation: The DOE’s explanation of Option C says the comma after “silver” “is needed to separate the clauses.” Neither side of that comma is a clause. Before it is the appositive “an image recorded on a copper plate coated in silver,” as the explanations of Options B and C say; after it is the phrase “using a process that was more complicated…,” a participial phrase with no subject of its own. The comma ends the appositive. The site now says the comma “is needed to end the appositive and separate it from the phrase that follows.”
Working it out, step by step
Figure out what the question asks
This asks which two comma edits fix the sentence. Five words are underlined. Decide about each comma one at a time. You must pick both right edits.
Check the comma after first
A comma goes between two describing words only if each one describes the noun on its own. Test it: can you put “and” between them? A long and hard test works, so you write a long, hard test. But the first and official selfie sounds wrong. “First” describes “official selfie” as a unit. So delete the comma after first. That is A.
Check the commas around silver
“An image recorded on a copper plate coated in silver” tells what a daguerreotype is. A phrase that renames the noun just before it is called an appositive. An appositive in the middle of a sentence needs a comma on each side. Example: My dog, a small beagle, loves walks. So keep the commas after daguerreotype and silver. B and C are wrong.
Check the comma after today
A clause is a group of words with its own verb. “Which are digitized or printed from film” is a clause that adds extra facts about photos of today. A “which” clause that adds extra facts gets a comma before it. Example: I read that book, which is very long. So add a comma after today. That is D.
Check the comma after film
The words “and do not require subjects to sit” are part of the same “which” clause. “Which” is the subject of both verbs, “are digitized or printed” and “do not require.” When “and” joins two verbs that share one subject, no comma goes before it. Example: She sings and dances. So E is wrong.
Watch out: Many students put a comma before every “and.” That leads to E. A comma goes before “and” when it joins two full sentences, not two verbs.
Choose the answers
Delete the comma after first, and add a comma after today. So the answers are A and D. Be sure to select both of them.
Why this answer and not the closest wrong one
E is the closest wrong answer, because a comma before “and” is a common habit. But after film, “and” joins two verbs that share one subject, “which.” No new sentence starts there, so no comma belongs. A and D fix the two real errors.
More questions like this
The original DOE question
Question 29 of 94
2026 Practice Test D English, question 50Question
What is the best way to combine the sentences?
(1) Scientists now believe that Jupiter may have as many as seventy-nine moons.
(2) One of Jupiter’s moons is named Io.
(3) Io has the greatest number of active volcanoes in the solar system.
- AIo, which is one of Jupiter’s moons, has the greatest number of active volcanoes in the solar system, and scientists now believe that Jupiter may have as many as seventy-nine moons.
- BScientists now believe that Jupiter may have as many as seventy-nine moons, and one of them is named Io, which has the greatest number of active volcanoes in the solar system.
- CScientists now believe that Jupiter may have as many as seventy-nine moons, including one named Io, which has the greatest number of active volcanoes in the solar system.
- DIo, a moon with the greatest number of active volcanoes in the solar system, is one of Jupiter’s moons, and scientists now believe that Jupiter may have as many as seventy-nine moons.
Show the answer
Correct answer: C
The question asks for the best way to combine the sentences.
A. Incorrect. Although the sentence incorporates the ideas presented in the three original sentences, it is incorrect because the combination suggests an incorrect relationship between the ideas. By beginning with “Io,” the sentence places emphasis on the moon and the detail about the number of active volcanoes rather than the key idea that “scientists now believe that Jupiter may have as many as seventy-nine moons.” Since Io is an example of one of Jupiter’s moons, the details about Io should follow and be subordinate to the main clause, which provides new information about the number of Jupiter’s moons in general.
B. Incorrect. Although the sentence incorporates all three ideas from the original sentences and correctly places the detail about the number of active volcanoes on Io in a dependent clause, this option is incorrect because it presents an imprecise relationship between the ideas. By using the conjunction (connecting word) “and,” the sentence construction suggests that scientists “now believe” that “Jupiter may have as many as seventy-nine moons” and that “one of them is named Io,” instead of presenting Io as an example of one of Jupiter’s moons.
C. CORRECT. This sentence is the best way to combine the original sentences because it uses a complex sentence to present ideas clearly and precisely, and it shows the relationship between the ideas in the original sentences. The sentence starts by stating the number of moons scientists now believe Jupiter may have and then specifies that one of those moons is named Io. The dependent clause “which has the greatest number of active volcanoes in the solar system” immediately follows the word “Io” to provide additional information about the moon. A dependent clause contains a subject (“which,” referring to Io) and a verb (“has”) but is not a complete sentence on its own.
D. Incorrect. The sentence incorporates the key ideas from the original sentences, but its structure does not accurately present the relationship between these ideas. The beginning of the sentence includes the detail about Io having “the greatest number of active volcanoes in the solar system” before specifying that Io is one of the seventy-nine moons of Jupiter. The presentation of the details about Io at the beginning lessens the emphasis of the key idea that “scientists now believe that Jupiter may have as many as seventy-nine moons.”
Question analysis
This sentence-combining question gives three short sentences: scientists believe Jupiter may have as many as seventy-nine moons, one moon is named Io, and Io has the most active volcanoes in the solar system. Students must choose the single sentence that joins all three facts while showing how they relate, and the four versions differ only in order and connecting structure.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Combining sentences so the ideas relate clearly is grade 7 language work. The three sentences are short, but every version keeps all the facts, so the choice rests on which idea leads and which is tucked into a clause, a typical grade 7 demand.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- How sentences fit together moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 10, 162 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Because every version keeps all three facts and is grammatical, the question is about emphasis and connection, which students rarely check for. Two versions open with Io and its volcanoes and leave the seventy-nine moons trailing after “and,” and one of them also calls Io a moon twice. The strongest pull is the version with the right order that still joins Io with “and,” so Io’s name reads as a second piece of news rather than an example of the moons just counted.
A very close wrong answer moderate Choosing the answer
The “and one of them is named Io” version matches the key in its order and in its which-clause about volcanoes; only its connector differs from the key’s “including one named Io.” (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
How sentences fit together moderate Working it out
Students must see that sentence 1 is the main news and that sentences 2 and 3 narrow to one example, so Io belongs inside the sentence about Jupiter’s seventy-nine moons. (Halliday & Hasan, 1976)
Every choice must be checked minor Choosing the answer
Every version is grammatical and keeps all three facts, so none can be ruled out by an error; each is judged on which idea leads and how the others attach. (Embretson & Wetzel, 1987)
Strategy: Decide which of the three sentences states the main idea and which ones add detail, then check whether each version’s order and structure show that relationship.
Traps
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
- Changes the meaning: A revision is correct English but no longer says what the writer meant.
The wrong answers, classified
A Changes the meaning (Connors & Lunsford, 1988)
Opens with Io and its volcanoes and adds the moon count with “and,” so the main news about Jupiter trails behind its own example as an afterthought.
B Wrong transition (Halliday & Hasan, 1976)
Keeps the right order and the which-clause, but “and one of them is named Io” adds Io as a second piece of news instead of an example of those moons.
D Changes the meaning (Connors & Lunsford, 1988)
Leads with Io’s volcanoes, then says Io “is one of Jupiter’s moons” right after calling it “a moon,” and leaves the main news about Jupiter for the end.
Working it out, step by step
Figure out what the question asks
This asks for the best way to join three sentences into one. All four choices keep every fact. So the best one shows how the facts relate. Decide which fact is the main idea and which ones add detail.
Find the main idea
Sentence 1 is the big news: “Scientists now believe that Jupiter may have as many as seventy-nine moons.” Sentences 2 and 3 zoom in on one of those moons, Io. Io is an example of the moons, and its volcanoes are a detail about Io. So the main idea should come first, and Io should fit inside it.
Name the rule
Put the main idea in the main part of the sentence. Tuck the details in with words like including and which. For example: My school has thirty clubs. One is chess. The chess club meets on Fridays. Joined: My school has thirty clubs, including a chess club, which meets on Fridays.
Check each choice
- A is wrong. It starts with Io and its volcanoes. The main news about Jupiter trails at the end after “and.”
- B is wrong. The order is right. But “and one of them is named Io” adds Io as a second piece of news, not as an example.
- C is right. “Including one named Io” shows Io is one of the moons. Then “which” adds the fact about its volcanoes.
- D is wrong. It calls Io “a moon,” then says again that it “is one of Jupiter’s moons.” The main news comes last.
Watch out: B is very close to C. The only change is “and one of them is named Io” in place of “including one named Io.” The word “including” shows that Io belongs to the group.
Choose the answer
C leads with the main news and tucks in Io as an example. So the answer is C, “Scientists now believe that Jupiter may have as many as seventy-nine moons, including one named Io, which has the greatest number of active volcanoes in the solar system.”
Why this answer and not the closest wrong one
B is the closest wrong answer. It has the right order and the same “which” clause. But “and” tacks Io’s name on as a separate fact, as if it were more news. “Including” shows that Io is one of the seventy-nine moons. That ties the three facts together most clearly.
More questions like this
The original DOE question
Question 30 of 94
2025 Practice Test A English, question 19Passage Excerpt from Winter Wheat
Excerpt from Winter Wheat
by Mildred Walker
Ellen, the narrator, is preparing to leave her parents and the family farm for college the next day.
I love Dad’s way of talking that makes him seem different from other ranchers. He’s lived here twenty-three years, but he still says “back East where I come from.” He’s the one who gets excited when I do about spring coming or a serial running in the magazine we’re both reading, but it’s what Mom says that I depend on. When Mom used to say “Don’t worry” about my pet chicken or dog or new calf, it always got well. Dad is always talking of going some place, not now, but next year, maybe. Mom seems to think of nothing farther away than today or perhaps yesterday or tomorrow morning.
Mom folded the ironing board and put it inside their bedroom that was just off the kitchen. She carried in the freshly ironed clothes. Dad went back to his paper. When Mom came back she took beans from the cupboard to soak for tomorrow. Dad always said Mom could make all the dishes he’d had back in Vermont as well as though she were a New Englander herself, instead of a Russian. All of a sudden, I realized that tomorrow when those beans would be ready to eat I’d be going away. It gave me a funny feeling.
“I’ll be taking the train tomorrow night,” I said aloud, more to hear it myself.
“We can drive you into town in the afternoon,” Dad said, dropping his paper on the floor.
“There’s no need to go to town; she can catch the train at Gotham just as well. We haven’t nothing to take us into town for,” Mom said.
“Well, we don’t have to decide tonight,” Dad said, but I knew he wanted to go into Clark City. It wouldn’t be so flat as just seeing me go off on the train from Gotham. My going away was hard on both of them; they were so different—and I was part of them both. It made me uncomfortable to think of leaving them.
While I was getting ready for bed in my room that’s off the front room, I saw how it would be if I left from town. We’d go in right after dinner and go around to the stores, Dad going one way and Mom and I another. Dad would probably have his hair cut at the barbershop and stop in the bank and meet someone he knew to talk to. Then we’d meet at the big store on the corner and go to the cafeteria for supper. The train stops ten minutes or so at the station in town and there are other people and excitement and you have time to wave from the platform and then again from your window by your seat. We went to the station in Clark City to see the Goodals off when they went back to Iowa.
If I left from Gotham, we’d just drive down in the truck and wait till the train came. It only stops long enough for you to get on and you hardly have time to taste the flavor of going away.
I sat on the bed in my pyjamas with my arms around my knees. I couldn’t keep from thinking of that time Dad went back East. I tried to, and then I just sat still and looked straight at it. Sometimes that’s better than working so hard to keep from looking at what’s in your mind.
Dad went all the way back to Vermont. . . . It was in November and it was already dark when the train came through Gotham. Even now, I could feel how cold and dark it was. I held Mom’s hand. Dad was so dressed-up he seemed strange. . . . We stood there without saying anything until Dad told Mom to remember to call Mr. Bardich, our neighbor, if the cow didn’t calve tomorrow.
“I’ll manage,” Mom snapped back.
“I wish you could go, Anna,” Dad said to Mom, “and we could take Ellen.” . . .
“Good-by, Anna Petrovna,” he said, looking at Mom. I had never heard him call her by two names before.
“Good-by,” Mom said, standing still, without smiling.
Then he was gone and the crossroads were darker than ever. The train light shone on the high window in the top of the grain elevator for a moment and then that too was dark. We got into our old Ford and Mom drove back to the house. My throat ached all the way. The name Dad had called Mom kept saying itself in my ears: “Anna Petrovna, Anna Petrovna.” . . .
Our house seemed lonely when we came back to it. It seemed to be hiding under the coulee. I went with Mom to put the truck in the barn that was bigger than the house. I think Mom was prouder of our barn than the house, anyway. We walked back to look at the cow that was going to calve. She was just a big light blob in the dark, waiting. I had thought she was exciting this morning, but now she seemed sad, too.
The wind blew when we walked across the open space to the house and I couldn’t help shivering with the cold. Inside the house it was warm, but empty.
“Bring your nightgown in here and I heat you some milk,” Mom said.
I drank the milk sitting on a stool in front of the stove. It tasted good, but the lonely ache in my throat was still there. I picked up my clothes and hung them neatly behind the stove and put my cup on the sink board. Mom was fixing oatmeal for tomorrow morning.
“Good night, Mom,” I said almost timidly, standing beside her. She seemed wrapped around in a kind of strangeness. Then she turned around and drew me to her. The front of her dress was warm from the stove. I felt the comfortable heat through my gown. She laid her hand against my face and it felt rough and hard but firm. I dared ask her something I wanted to know.
“Mom, was that really your name—what Dad called you?”
Her voice sounded surprised. “Why, Yeléna, you know that; Anna Petrovna. You know I am born in Russia, in Seletskoe.”
“Yes, but I didn’t know your other name,” I said.
“Anna Petrovna Webb.” She pronounced it slowly. “Once I think what a funny name Ben Webb is!” She laughed. Her laugh was warm and low like our kitchen, and comfortable. The house seemed natural and right again. . . .
But now that I am grown, I feel the wall of strangeness between them, more than when I was a child. I wondered how they would get along without me.
From WINTER WHEAT by Mildred Walker, published by University of Nebraska Press. Copyright © 1944 by Harcourt, Brace and Company, Inc. Copyright renewed 1971 by Mildred Walker. All rights reserved.
serial: story published in short segments at regular intervals
coulee: small gulch or ravine
Question
Read this sentence from paragraph 9.
I tried to, and then I just sat still and looked straight at it.
How does the phrase “looked straight at it” contribute to the meaning of the excerpt?
- AIt shows that Ellen is willing to deal with a problem directly instead of ignoring it.
- BIt suggests that Ellen studies all parts of an issue and not just its surface.
- CIt illustrates that Ellen examines both sides of an argument.
- DIt implies that Ellen is eager to seek wisdom from past experiences.
Show the answer
Correct answer: A
The question asks how the phrase “looked straight at it” in paragraph 9 contributes to the meaning of the excerpt.
A. CORRECT. The phrase shows Ellen deciding to directly confront the memory even though she initially wanted to ignore it (“I couldn’t keep from thinking of that time Dad went back East. I tried to” [paragraph 9]). Though the memory is emotionally fraught for Ellen, the phrase “looked straight at it” shows that she is willing to face problems—such as a painful family memory—head-on.
B. Incorrect. The phrase in paragraph 9 does not show Ellen studying all parts of an issue but rather forcing herself to focus on something she would have preferred not to think about.
C. Incorrect. In looking “straight at” the memory, Ellen is not considering both sides of an argument. Instead, she is making herself think about an uncomfortable memory that she had been trying to avoid revisiting. The phrase indicates that she is finally willing to directly confront an unsettling recollection.
D. Incorrect. Given the detail in paragraph 9 that Ellen initially attempted to keep from thinking about her father’s trip to Vermont, the phrase “looked straight at it” indicates a willingness, but not an eagerness, to seek wisdom from reflecting on past experiences.
Question analysis
This word-meaning question quotes a sentence from paragraph 9 of the Winter Wheat excerpt, where Ellen sits on her bed the night before she leaves home, and asks how the phrase “looked straight at it” contributes to the excerpt’s meaning. Students must work out what “it” refers to and read the phrase figuratively, using the sentences around it.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a figurative phrase in context is routine grade 7 work. The phrase is short and quoted with its sentence, but its meaning depends on the sentence before it, so students cannot judge it from the quotation alone.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 4, 1179 words; question and choices: about grade 6, 87 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Once “it” is traced to the memory of Dad’s leaving, the phrase reads naturally as facing something hard, and the sentence that follows it in paragraph 9 says as much. The wrong choices make the act more intellectual than it is, studying every part or weighing two sides, or make Ellen eager when she has just tried not to think about it. Students who read the phrase only by itself are likeliest to slip.
Figurative or literary language moderate Understanding the question
Nothing is literally looked at: “it” is a memory, so “looked straight at it” means facing the painful thought of Dad’s trip back East instead of pushing it away. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
What “it” refers to, and what “I tried to” leaves out, both sit in the sentence before, “I couldn’t keep from thinking of that time Dad went back East.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Reread the sentence before the quoted one to find what “it” is, picture what looking straight at that would mean, and test each choice against the whole of paragraph 9.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Half right: One half of a two-part choice is right and the other is not.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads “looked straight at it” as close study of an issue from every angle, but Ellen is making herself face a memory she tried to avoid, not analyzing its parts.
C Twists what the text says (King et al., 2004)
Keeps the idea of looking at something carefully but turns it into weighing both sides of an argument, though Ellen sits alone with a memory and no one is arguing.
D Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Rightly sees Ellen turning back to a past experience but calls her eager to learn from it, though paragraph 9 shows she first tried hard not to think of it.
Working it out, step by step
Figure out what the question asks
This asks what the phrase “looked straight at it” adds to the meaning of the excerpt. First you need to know what “it” is. Then picture what looking straight at that thing would mean.
Find what “it” means
Paragraph 9 says “I couldn’t keep from thinking of that time Dad went back East. I tried to.” So “it” is a memory of the night Dad left on a trip. “I tried to” means Ellen tried not to think about it. The memory is painful, so she tried to push it away.
Picture the phrase
Ellen can’t look at a memory with her eyes. So “looked straight at it” is a figure of speech, words that mean more than they literally say. It means she stopped running from the memory and faced it. The next sentence in paragraph 9 agrees. It says facing a thought is sometimes better than working hard to avoid it.
Check each choice
- A fits. Ellen faces a hard memory instead of ignoring it.
- B does not fit. She is not studying every part of an issue. She is making herself think about one painful memory.
- C does not fit. No one is arguing, so there are no two sides to weigh.
- D does not fit. Ellen first tried hard not to think about the memory, so she isn’t eager.
Watch out: D is half right, since Ellen does turn to the past. But eager means wanting to do something, and at first she didn’t want to.
Choose the answer
The phrase shows Ellen choosing to face a painful memory head-on. So the answer is A.
Why this answer and not the closest wrong one
D is the closest wrong choice, because Ellen does think about a past experience. But paragraph 9 says she first tried to keep from thinking about it. Only then did she sit still and face it. She is willing, not eager. That makes A the better fit: she deals with the problem directly.
More questions like this
The original DOE question
The passage “Excerpt from Winter Wheat” as shown on the test
Question 31 of 94
2025 Practice Test A English, question 20Uses the passage above: “Excerpt from Winter Wheat”.
Question
The words “cold” and “dark” affect the tone in paragraph 10 by
- Ahighlighting the feeling of unpredictability among the family members.
- Bshowing the feelings of anger and resentment Ellen directs toward her parents.
- Cexaggerating the feeling of regret Dad experiences when leaving his family.
- Demphasizing the feelings of separation and loss that Ellen feels.
Show the answer
Correct answer: D
The question asks how the words “cold” and “dark” affect the tone in paragraph 10.
A. Incorrect. The mood of paragraph 10 is primarily one of sadness as Ellen says goodbye to her father at the train station. The words “cold” and “dark” do not convey unpredictability but rather emphasize Ellen’s feeling of loss over the departure of her father.
B. Incorrect. Although the father’s departure causes tension with his wife (“ ‘I’ll manage,’ Mom snapped back” [paragraph 11]), Ellen does not display anger or resentment toward her parents.
C. Incorrect. Although Ellen’s father states that he wishes his family could come with him on the trip to Vermont (“ ‘I wish you could go, Anna,’ Dad said to Mom, ‘and we could take Ellen’ ” [paragraph 12]), the words “cold” and “dark” describe Ellen’s perspective on her father’s departure. They create a tone of sadness from Ellen at being left behind rather than a tone of regret from her father because he has to leave.
D. CORRECT. In paragraph 10, Ellen states, “I could feel how cold and dark it was.” The words “cold” and “dark” highlight her emotional response to the departure of her father, emphasizing the almost physical sense of grief she feels at being separated from someone so precious to her.
Question analysis
This tone question asks how the words “cold” and “dark” affect the tone of paragraph 10 of the Winter Wheat excerpt, where Ellen remembers waiting for the train one November night as her father set off for Vermont. Students must decide what the two words add beyond describing the night itself.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining how word choice shapes tone is regular grade 7 work. The two words are named in the question and sit in one short paragraph, so the main step is seeing that they carry feeling as well as describing a November night.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 4, 1179 words; question and choices: about grade 10, 53 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The two words are named in the stem and appear together in a single sentence of paragraph 10, so the main step is seeing that they describe a feeling as well as the weather. The wrong choices shift the feeling to someone else or swap it for another, borrowing Mom’s sharp reply and Dad’s wish from the paragraphs just after. Students who keep their attention on Ellen waiting for the train in paragraph 10 have little trouble.
Figurative or literary language moderate Understanding the question
“Cold” and “dark” describe a November night, yet the grown narrator says she “could feel how cold and dark it was,” so the weather words carry her sense of loss as Dad leaves. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
Paragraph 10 never names a feeling; the sadness comes from details such as Ellen holding Mom’s hand and Dad seeming strange in his good clothes. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Reread paragraph 10 and ask what Ellen is going through at that moment, then choose the option that names the feeling the two words strengthen and the person who has it.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Links darkness with not knowing what comes next, but nothing in paragraph 10 is uncertain: Dad’s trip is settled, and the words deepen Ellen’s sadness, not suspense.
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Carries the sharpness of Mom’s “I’ll manage” into Ellen’s feelings and calls it anger at her parents, though Ellen holds her mother’s hand and blames no one.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Gives the feeling to Dad because in paragraph 12 he wishes his wife and daughter could come, though the cold and dark are what Ellen feels as she waits to see him off.
Working it out, step by step
Figure out what the question asks
This asks how two words, “cold” and “dark,” affect the tone of paragraph 10. Tone is the feeling the writing gives off. Ask whose feeling it is and what that feeling is.
Find the words in paragraph 10
Paragraph 10 begins Ellen’s memory of the night Dad left for Vermont. It was November, and dark when the train came. Ellen says that even now, years later, “I could feel how cold and dark it was.” She held Mom’s hand. Dad looked strange in his good clothes. They stood there without talking.
Work out the feeling
Cold and dark describe a November night. But Ellen can still feel them years later, so the words carry her feelings too. Cold and dark are lonely, sad words. Her father is leaving, and she feels cut off from him. The words stress her sense of separation and loss.
Check each choice
- A does not fit. Nothing is uncertain. Dad’s trip is planned, and the words make the scene sad, not unpredictable.
- B does not fit. Ellen holds Mom’s hand. She blames no one, so there is no anger.
- C does not fit. Dad says in paragraph 12 that he wishes they could come. But the cold and dark are what Ellen feels, not Dad.
- D fits. The words deepen Ellen’s sadness at being separated from her father.
Watch out: C borrows Dad’s wish from a later paragraph and gives him the feeling.
Choose the answer
“Cold” and “dark” show how lonely and sad Ellen felt as her father left. So the answer is D.
Why this answer and not the closest wrong one
C is the closest wrong choice, because Dad does wish his family could come with him. But that wish is in paragraph 12. In paragraph 10, Ellen says “I could feel how cold and dark it was.” The feeling belongs to her. The words stress her sense of being separated from her father, which is D.
More questions like this
The original DOE question
Question 32 of 94
2025 Practice Test A English, question 55Question
Which revision corrects the error in sentence structure in the paragraph?
The land on Earth has not always been separated into the seven continents, at one time a massive supercontinent, known as Pangaea, covered one-third of Earth’s surface. Additionally, the supercontinent was surrounded by ocean waters called Panthalassa, much of which were in Earth’s Southern Hemisphere. Geologists believe that the supercontinent split apart over millions of years because of the movement of the tectonic plates that form Earth’s crust. In fact, experts predict that over the next 250 million years the movement of the plates will cause the seven continents to merge into a supercontinent again.
- Acontinents. At
- Bsurface; additionally,
- CPanthalassa. Much
- Dcrust, in fact,
Show the answer
Correct answer: A
The question asks for the revision that corrects the error in sentence structure in the paragraph.
A. CORRECT. The first sentence of the paragraph is a run-on because both clauses—“The land on Earth has not always been separated into the seven continents” and “at one time a massive supercontinent, known as Pangaea, covered one-third of Earth’s surface”—are independent clauses. Independent clauses are complete sentences, and two complete sentences should not be combined with just a comma. The revision is correct because it separates the two sentences by placing a period where it is needed after “continents” and by capitalizing the word “At.”
B. Incorrect. While adding a semicolon after “surface” can be considered a correct way to separate the independent clauses “at one time a massive supercontinent, known as Pangaea, covered one-third of Earth’s surface” and “Additionally, the supercontinent was surrounded by ocean waters called Panthalassa, much of which were in Earth’s Southern Hemisphere,” this change does not address the sentence structure error in the paragraph (the run-on sentence). The use of a period separating the independent clauses (complete sentences) is correct as is.
C. Incorrect. Adding a period after “Panthalassa” would separate the dependent clause “much of which were in Earth’s Southern Hemisphere” from its antecedent: “ocean waters called Panthalassa.” The dependent clause cannot stand on its own, because it shares elements with the main clause. A dependent clause is not a complete sentence and must be joined with an independent clause. The clause beginning with “much of which” is an adjective clause that modifies “ocean waters.” Changing the comma to a period creates a new error (a sentence fragment) and does not address the existing sentence structure error at the beginning of the paragraph (the run-on sentence).
D. Incorrect. Removing the period after “crust” would create a run-on sentence because the period is needed to separate two complete sentences—“Geologists believe that the supercontinent split apart over millions of years because of the movement of the tectonic plates that form Earth’s crust” and “In fact, experts predict that over the next 250 million years the movement of the plates will cause the seven continents to merge into a supercontinent again.” A comma after “crust” would combine these sentences into a run-on, creating a new error in the sentence without fixing the existing sentence structure error (the run-on sentence) at the beginning of the paragraph.
Question analysis
This editing question shows a short paragraph about Pangaea, the supercontinent that once covered a third of Earth’s surface, and the ocean around it, with four underlined spots, and asks which revision corrects the error in sentence structure. Each revision changes only punctuation and capitals at one spot, so the decision rests on how the clauses around each spot fit together.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Fixing run-ons and fragments is taught well before grade 7, and this item tests that basic skill in one short paragraph. The sentences are long, with an appositive and a clause beginning “much of which,” but the grammar involved stays simple.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked minor
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 9, 114 words.
- Corrected from the DOE handbook
- Two grammar terms in the explanation were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The error is in the first sentence, but it hides behind a comma that sounds like an ordinary pause, while the later spots carry features that look riskier: a transition word, a clause beginning “much of which,” the phrase “in fact.” Students who test each spot for a complete sentence on both sides find the splice at once. Those who look for a revision that merely sounds polished are drawn to the semicolon, which is correct but fixes nothing.
A rule that doesn't sound wrong moderate Working it out
The comma after “continents” joins two complete sentences, and because “at one time” sounds like an introductory phrase continuing the thought, the splice reads as a natural pause. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
Each revision changes only punctuation at one underlined spot, and the semicolon one is correct English, so students must ask whether each spot was wrong to begin with, not only whether the change looks right. (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
The paragraph’s sentences are long, with the appositive “known as Pangaea” and the clause “much of which were,” whose odd-sounding verb draws suspicion to a spot that is correctly punctuated. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: At each underlined spot, read the words on both sides and ask whether each side could stand as a sentence, then pick the revision that leaves every sentence correctly joined or separated.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
- Fragment or run-on: Creates or keeps a sentence fragment, a run-on sentence or a comma splice.
The wrong answers, classified
B Fixes what isn't broken (Connors & Lunsford, 1988)
Knows a semicolon can join two clauses before “additionally” and picks that tidy-looking change, though the period it replaces was already correct and the comma splice up front remains.
C Fragment or run-on (Connors & Lunsford, 1988)
Treats the long second sentence as a run-on and splits it after “Panthalassa,” leaving “Much of which were in Earth’s Southern Hemisphere” as a fragment with no main clause.
D Fragment or run-on (Connors & Lunsford, 1988)
Thinks “in fact” belongs inside the sentence before it, set off by commas, which joins two complete sentences with only a comma and creates the error the paragraph already has.
What was corrected from the DOE handbook, and why
- Explanation: The DOE’s explanation of Option C says a period after “Panthalassa” would separate the dependent clause “much of which were in Earth’s Southern Hemisphere” “from its subject: ‘ocean waters called Panthalassa.’” The clause has a subject of its own, “much”; “ocean waters called Panthalassa” is its antecedent, the noun phrase that “which” refers to. The explanation also calls the clause “an adjective for ‘ocean waters’”; a clause is not an adjective but an adjective (relative) clause, which modifies the noun. The site now says “from its antecedent” and “an adjective clause that modifies ‘ocean waters.’” The reasoning and the answer, A, are unchanged.
Working it out, step by step
Learn the rule for joining sentences
An independent clause is a group of words with a subject and a verb that can stand alone as a sentence. Two of them can’t be joined with only a comma. That mistake is a run-on sentence, also called a comma splice. For example: I love soccer, my brother loves chess. Fix it with a period: I love soccer. My brother loves chess.
Test each underlined spot
At each spot, read the words on both sides. Ask: could each side stand alone as a sentence?
- After “continents”: both sides are complete. A comma joins them, so this is an error.
- After “surface”: a period already separates two sentences. That is correct.
- After “Panthalassa”: the words after the comma can’t stand alone. The comma is correct.
- After “crust”: a period already separates two sentences. That is correct.
Look closely at the first sentence
The first part says “The land on Earth has not always been separated into the seven continents.” That is a full sentence. The second part says “at one time a massive supercontinent, known as Pangaea, covered one-third of Earth’s surface.” Its subject is “supercontinent,” and its verb is “covered.” So it is a full sentence too. The words “At one time” start a new sentence.
Show the fix
Change the comma to a period, and capitalize the next word: The land on Earth has not always been separated into the seven continents. At one time a massive supercontinent, known as Pangaea, covered one-third of Earth’s surface. Now each sentence stands on its own. That is the revision continents. At.
Check each choice
- A is right. It splits the run-on into two sentences.
- B is wrong. A semicolon could join those two sentences, but the period there was already correct. It fixes nothing.
- C is wrong. “Much of which were in Earth’s Southern Hemisphere” is a dependent clause, a group of words with a verb that can’t be a sentence by itself. “Which” points back to “ocean waters called Panthalassa,” its antecedent. So the clause must stay attached.
- D is wrong. A comma after “crust” would join two full sentences. That makes a new run-on.
Choose the answer
Only the comma after “continents” joins two complete sentences. So the answer is A, continents. At.
Why this answer and not the closest wrong one
B is the closest wrong choice, because a semicolon can correctly join two sentences. But the spot after “surface” already had a period, which was correct. Changing it does not fix the real error. The comma splice after “continents” would still be there. Only A fixes it.
More questions like this
The original DOE question
Question 33 of 94
2025 Practice Test B English, question 3Passage Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
by Emma Marris
The author of this opinion article attended a symposium, or conference, in Missoula, Montana, at which biologists and other scientists discussed species of plants and animals that are not native to the areas in which they live.
Invasive species are scary. It was ecologist Charles Elton, back in the 1950s, who introduced the militaristic “invasion” metaphor to describe exotic plants and animals—but there’s no question some can be extremely destructive.
The brown tree snake has eaten a dozen kinds of forest birds in Guam to extinction; zebra mussels clog pipes around the Great Lakes; the common house cat turns out to be, in Australia, a mercilessly effective killer of cute, fluffy marsupials like the bilby and the numbat.
As scientists have sounded the alarm about these pests, the public has gotten the message. Citizen groups rip out non-native plants. Native gardens have become increasingly popular, both as ways to celebrate the unique flora of each region and as tiny hot spots of diversity. Native trees provide food for native bugs, which feed native birds. Food chains developed over thousands of years of co-evolution unfold in our backyards. . . .
So we’ve learned, scientists and laypeople alike, that native species are good and non-natives are bad.
Julian Olden, a biologist at the University of Washington, Seattle, who co-organized the symposium, recently polled nearly 2,000 ecologists. Among his findings: a substantial number of them said they would immediately eradicate a hypothetical non-native forest plant, even if it were shown to have no effect on the forest. Olden calls this the “guilty even when proven innocent” approach.
That kind of approach is not very useful on a rapidly changing planet.
Exotics Are Everywhere
Climate change is making it harder even to decide who the invaders are.
How, scientists at the symposium wondered, do you define “native” on a warming planet, when plants and animals are already moving toward the poles or up mountainsides in search of climate conditions they can tolerate? Should we consider them “invasive” in their new homes? Regardless of what we label them, conservationists will be reluctant to remove them from their new environs—to do so would stymie1 their chances of adapting to the warmer future we’re creating.
And then there are the non-natives that we actually like. Most domestic crops are exotic in most of the places they’re grown, but there are even wild exotics that “do good,” forming useful relationships with native species.
Edwin Grosholz of the University of California, Davis, told the recent symposium about one such relationship. On beaches in his state, non-native spartina grass has become important habitat for the endangered California clapper rail, a plump shorebird with a downward curving bill more at home on land than in the air. A project to rip out and poison the spartina—which grows in dense swaths that exclude many other shorebirds—saw clapper rail numbers go tumbling downward.
There are other examples like that. The endangered southwestern willow flycatcher nests in “invasive” tamarisk shrubs. Many native (and beautiful) Hawaiian flowers are now pollinated by the Japanese white-eye bird—because the native pollinators have been driven extinct by other non-native species.
Should we impose further risk on already endangered natives by severing these relationships? Or should we admire the resilience of nature and let such “well-behaved” exotics stay? . . .
Leave them alone, more and more conservationists are arguing, and stop focusing obsessively on categorizing species as native or non-native. Mark Davis, an ecologist at Macalester College in St. Paul, Minnesota, once considered himself an “invasion biologist”—but not anymore. “I am actively trying to get the field to retire the invader narrative,” he said in Missoula.
A Good Thing, Not the Only Thing
After all, nativeness is just one environmental value, and arguably not as important as preventing extinctions and preserving biodiversity. In some cases we can best serve biodiversity by leaving the non-natives alone or even—brace yourself, now—introducing them on purpose.
This is the thinking behind, for example, installing the Aldabra tortoise on the islands of Mauritius. The islands lost their own large tortoises, and the fruiting plants that formerly had their seeds moved around by these fruit-loving reptiles have been on the decline. A tortoise that’s related to the island’s large tortoises—a non-native from the Seychelles in the Indian Ocean that was intentionally introduced in 2004—is now handling some of that work.
Most of the time, for the time being, conserving species still means focusing on supporting them in their historical habitats, planting natives and removing non-natives. We can and should do that in places where it is feasible and important to us.
From “It’s Time to Stop Thinking That All Non-Native Species Are Evil” by Emma Marris from NATIONAL GEOGRAPHIC MAGAZINE, July 24, 2014. Copyright © 2014 by National Geographic Society.
1stymie: hinder or interfere with
Question
Which two phrases from paragraph 3 most affect the tone of the excerpt?
Move the two correct answers to the box.
Phrases That Most Affect the Tone of the Excerpt
On the test you drag tiles into the box; here, choose them below. The DOE has not published how answers with several parts are scored; this site counts one right only when every part is right.
- A“sounded the alarm”
- B“gotten the message”
- C“rip out”
- D“become increasingly popular”
- E“provide food”
Show the answer
Correct answer: A and C
The question asks for the two phrases from paragraph 3 that most affect the tone of the excerpt.
A. “sounded the alarm”: CORRECT. This phrase affects the tone of the excerpt by conveying the stark sense of urgency surrounding the debate over the ecological impact of non-native species. The reference to an alarm sounding evokes the feeling of being on high alert.
B. “gotten the message”: Incorrect. This phrase does not most affect the tone of the excerpt.
C. “rip out”: CORRECT. This phrase affects the tone of the excerpt by vividly depicting the effect of widespread misunderstanding of non-native species.
D. “become increasingly popular”: Incorrect. This phrase does not most affect the tone of the excerpt.
E. “provide food”: Incorrect. This phrase does not most affect the tone of the excerpt.
Question analysis
This select-two tone question on Emma Marris’s opinion article about non-native species lists five short phrases from paragraph 3 and asks which two most affect the tone of the excerpt. On the test students move two tiles into a box, and both must be right. All five are common, everyday expressions, so students must weigh how strongly each one colors the excerpt.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Typical grade 7 tone questions quote the words and ask what effect they have. Here students pick the two phrases themselves from five in one short paragraph and compare how much feeling each carries, which keeps the demand at grade level.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer moderate
- Figurative or literary language moderate
- Much to keep track of minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 11, 815 words; question and choices: about grade 3, 42 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Most students hear the urgency of “sounded the alarm” at once, and the point is lost on the second pick. The idiom that ends the same sentence sounds just as colorful, while “rip out” is a short, everyday verb whose force is easy to read past as plain weeding. Swapping each phrase for a neutral word and asking how much feeling is lost separates them, and credit comes only when both tiles are right.
A very close wrong answer moderate Choosing the answer
“Sounded the alarm” and “gotten the message” are paired idioms in the first sentence of paragraph 3, both about the warning passing from scientists to the public, and only the first carries urgency. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Figurative or literary language moderate Understanding the question
The tone lives in connotation: “sounded the alarm” borrows the picture of a siren or bell, and “rip out” shows plants torn up by force where “remove” would sound flat. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Much to keep track of minor Working it out
Five tiles compete for one box and both picks must be right, so each phrase’s charge has to be weighed against the other four, since the stem asks which affect the tone “most.” (Sweller, 1988; Carpenter, Just & Shell, 1990)
Strategy: Swap each phrase for a plain word with the same meaning, reread its sentence, and keep the two whose replacement changes the feeling of the passage the most.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
The wrong answers, classified
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears an idiom as colorful as “sounded the alarm” in the same sentence and takes it as equally charged, though “gotten the message” only says the public accepted the warning.
D Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears approval in the word “popular” and takes it as setting the tone, though “become increasingly popular” is a neutral report of a trend in gardening.
E Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Is drawn by the pleasant picture of native trees feeding bugs that feed birds, though “provide food” is plain, factual wording that any science textbook might use.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Left out by students who read “rip out” as a plain account of weeding, missing that the verb pictures citizen groups tearing up plants by force, where “remove” would be neutral.
Working it out, step by step
Figure out what the question asks
This is a tone question. Tone is the feeling or attitude that a writer’s words give a passage. You need the two phrases from paragraph 3 that carry the most feeling. Words can carry feeling beyond their plain meaning. On the test you drag two tiles into the box. On this site, you choose two of the five. Both must be right.
Read paragraph 3 in its place
The excerpt opens with “Invasive species are scary.” Paragraph 2 lists the harm some invaders do. Then paragraph 3 says “As scientists have sounded the alarm about these pests, the public has gotten the message. Citizen groups rip out non-native plants.” The rest of the paragraph is calm. It says native gardens are popular, and native trees feed bugs that feed birds.
Swap each phrase for plain words
A good test is to swap each phrase for plain words with the same meaning. Then ask how much feeling is lost.
- “sounded the alarm” becomes warned. An alarm is a loud bell for danger, like a fire alarm. The sense of danger is lost.
- “gotten the message” becomes understood. Little changes.
- “rip out” becomes remove. To rip is to tear roughly and fast. The force is lost.
- “become increasingly popular” becomes grown more common. Little changes.
- “provide food” becomes feed. Nothing changes.
See what the two phrases do
Urgency is the feeling that something must be done right now. “Sounded the alarm” makes non-native species sound like an emergency. “Rip out” shows people tearing up plants with force. Together they make the fight against non-natives sound urgent and harsh. That matches paragraph 1, which calls the word “invasion” militaristic, or warlike. The author goes on to question treating every non-native as bad.
Check each of the five tiles
- A fits. It adds urgency.
- B does not fit. It is an idiom, a saying whose meaning differs from its words. It only means the public understood.
- C fits. It adds force.
- D does not fit. It calmly reports a trend in gardening.
- E does not fit. It is plain, factual wording.
Watch out: B sits in the same sentence as A, and it sounds just as colorful. But it adds no danger and no force.
Choose both answers
So the answers are A and C. On the test, move the tiles “sounded the alarm” and “rip out” into the box Phrases That Most Affect the Tone of the Excerpt. You need both to get the point.
Why this answer and not the closest wrong one
B is the closest wrong choice. It is an idiom in the same sentence as A, so it seems just as strong. But swap in understood, and the feeling barely changes. C is easier to miss because it is short. Swap in remove, and the force is gone.
More questions like this
The original DOE question
The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed (pages 68–70)
Question 34 of 94
2024 Test A English, question 1Question
Read this sentence.
The engineers tried some other things in the hope of finding a more effective insulation for the compartment.
What is the most precise revision for the words The engineers tried some other things?
- AThe engineers did experiments with several new materials
- BThe engineers tested foam and fiberglass
- CThe engineers examined two new materials
- DThe engineers worked with foam and fiberglass
Show the answer
Correct answer: B
The question asks for the most precise revision for the words “The engineers tried some other things.”
A. Incorrect. This revision uses the word “materials” rather than precisely identifying what the engineers used.
B. CORRECT. This option revises the words to be more precise by using the specific words “tested” for the verb and “foam and fiberglass” for the materials.
C. Incorrect. This revision uses the word “examined” rather than a word indicating a process of experimental trial and error. The sentence also uses the word “materials” rather than precisely identifying what the engineers used.
D. Incorrect. This revision identifies the materials, but the imprecise verb “worked with” does not specify what the engineers were doing.
Question analysis
This revising question gives one sentence about engineers looking for better insulation for a compartment and asks which rewrite of its vague opening words is the most precise. The tricky part is that some choices sharpen one half of the phrase while leaving the other half as loose as the original.
- NYS standards
- 7L3a precise and concise language
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- Below grade 7 Choosing precise wording is a grade 7 language standard, but this item is a single sentence about an engineering test with everyday words. Typical grade 7 revision asks for the same judgment across a paragraph or a full draft.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 63 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Precision here has two halves: a verb that names the actual activity and an object that names the actual materials. Most students who miss it stop at the first concrete detail they see, the named materials or the count of two, and never test the verb. Only one rewrite names both an exact action and the exact materials; each of the others leaves one half, or both, nearly as loose as the original.
A very close wrong answer moderate Choosing the answer
The rewrite with “worked with foam and fiberglass” matches the right one word for word except the verb, so only asking whether “worked with” says what the engineers did separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Every choice must be checked minor Choosing the answer
The vague words have two parts, the action “tried” and the object “some other things,” and each rewrite sharpens a different part, so every one must be tested for both. (Embretson & Wetzel, 1987)
Strategy: Split the underlined words into the action and the things acted on, then ask of each revision whether a reader would know exactly what the engineers did and with what.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Takes “did experiments with” as an exact verb, but the wordier phrase still ends in “several new materials,” which leaves the reader guessing what was tried.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Treats the count “two” as precise detail, though the materials stay unnamed and “examined” suggests looking them over rather than trying them as insulation.
D Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Sees that naming foam and fiberglass makes the object exact and stops there, missing that “worked with” is as vague as the original “tried.”
Working it out, step by step
Figure out what the question asks
This question is about precise language. Precise means exact and clear. The words “The engineers tried some other things” are vague. You can’t tell what the engineers did. You also can’t tell what they used. You need the rewrite that tells both.
Learn what makes words precise
Precise writing names the exact action and the exact thing. Vague: She did stuff with food. Precise: She baked bread.
The underlined words have two vague parts. The verb (the action word) is “tried.” The things are “some other things.” A good rewrite must fix both parts.
Think about what the sentence needs
The engineers want “a more effective insulation.” Insulation is material that keeps heat or cold from getting through. To find the best one, they would try out real materials and see how well each works. So the best verb says they tested. The best object names the materials.
Check each choice
- A is wrong. “Did experiments with” is wordy, and “several new materials” still doesn’t say which ones.
- B is right. “Tested” names the exact action. “Foam and fiberglass” names the exact materials.
- C is wrong. “Two new materials” gives a number but no names. “Examined” means looked over, not tried out.
- D is wrong. It names foam and fiberglass. But “worked with” is as vague as “tried.”
Watch out: D is tempting because it names the materials. Always check the verb too.
Choose the answer
Only B fixes both vague parts. The reader learns what the engineers did and what they used. So the answer is B: The engineers tested foam and fiberglass.
Why this answer and not the closest wrong one
D is the closest wrong answer. It matches B word for word except for the verb. “Worked with” could mean cut, built or studied. “Tested” tells you the engineers tried each material to see how well it insulates. That is what the sentence is about, so B is more precise.
More questions like this
The original DOE question
Question 35 of 94
2024 Test A English, question 3Question
Which edit should be made to correct the sentence?
The Colosseum in Rome, Italy which is considered one of the “new” Seven Wonders of the World, is the largest amphitheater ever built and once could hold up to 50,000 spectators.
- ADelete the comma after Rome.
- BInsert a comma after Italy.
- CDelete the comma after World.
- DInsert a comma after built.
Show the answer
Correct answer: B
The question asks for the correction needed for an error in the sentence.
A. Incorrect. When a place name has more than one element, a comma is used to separate the elements for clarity.
B. CORRECT. The sentence needs a comma to set off the clause “which is considered one of the ‘new’ Seven Wonders of the World,” because the clause is not essential to the meaning of the sentence (nonrestrictive clause). This option is correct because it places a comma where it is needed, after “Italy,” to set off the nonrestrictive clause that follows.
C. Incorrect. This edit would remove the comma at the end of the nonrestrictive clause, which should be set off by commas at the beginning and the end.
D. Incorrect. A comma after “built” would separate the predicate “and once could hold up to 50,000 spectators” from the subject of the main clause. The predicates “is the largest amphitheater ever built” and “once could hold up to 50,000 spectators” both relate to the same subject (“The Colosseum in Rome, Italy”), so a comma should not be used to separate the second predicate from that subject.
Question analysis
This editing question gives one long sentence about the Colosseum in Rome and asks which comma edit corrects it. Students must know how commas work with a city and its country, with a descriptive clause beginning with which, and with two verbs that share one subject, because every choice adds or removes a comma.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Comma rules for place names and for extra information set off in a sentence are taught by grade 6. Here they are tested in one sentence with four marked spots, lighter than typical grade 7 editing of a whole paragraph.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 6, 59 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The which-clause has a closing comma after “World” but no opening one, and the sentence still sounds natural, so many students see the lone comma as the mistake instead of noticing its missing partner. Bracketing the extra description first, from “which” to “World,” exposes the gap quickly. The remaining choices fall to two rules students usually know: city and country are separated, and a second verb sharing the subject takes no comma.
A rule that doesn't sound wrong moderate Working it out
“Rome, Italy which is considered” reads smoothly aloud, yet the comma after “Italy” is needed twice over: to close the city-and-country pair and to open the nonessential which-clause. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
Thirty-one words hold a two-part place name, a which-clause wedged between subject and verb, and two verbs, “is” and “once could hold,” sharing one subject, so each comma must be judged against that frame. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Strip the sentence down to its main subject and verb, then check every marked spot against that core: what is the comma, or the missing comma, doing there?
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
A Punctuation (Connors & Lunsford, 1988)
Treats “Rome, Italy” as a single name that should not be broken, not knowing that a comma always separates a city from the country that follows it.
C Punctuation (Connors & Lunsford, 1988)
Applies the sound rule against a comma between a subject and its verb to the comma before “is,” missing that it closes the which-clause and must stay.
D Punctuation (Connors & Lunsford, 1988)
Adds a pause before “and once could hold” because the sentence is long, though that second verb shares the subject, the Colosseum, and takes no comma.
Working it out, step by step
Figure out what the question asks
This is a punctuation question. Punctuation means marks like commas and periods. Four spots are underlined, at “Rome,” “Italy,” “World” and “built.” One edit fixes the sentence. Two comma rules decide it.
Learn the rule for extra information
Some groups of words just add an extra fact. If you take them out, the sentence still works. This is called a nonessential clause. A clause is a group of words with its own verb. A nonessential clause needs a comma before it and a comma after it, like a pair of brackets.
Example: Our school, which is very old, has a new gym. Without the middle part: Our school has a new gym.
Find the extra part
The extra part here starts at “which is considered” and ends at “of the World.” It adds a fun fact. Take it out and the sentence still works: The Colosseum in Rome, Italy, is the largest amphitheater ever built.
The comma after “World” closes the extra part. But nothing opens it. A comma is missing after “Italy.”
Learn the rule for places
A comma goes between a city and its country, as in “Rome, Italy.” If the sentence keeps going, put a comma after the country too. Example: She flew from Lima, Peru, to Miami.
So the comma after “Italy” is needed for two reasons. One comma does both jobs.
Check each choice
- A is wrong. The comma after “Rome” splits the city from the country. It must stay.
- B is right. It adds the missing comma that opens the extra part.
- C is wrong. The comma after “World” closes the extra part. Without it, neither end would be marked.
- D is wrong. The Colosseum “is the largest amphitheater” and “once could hold” many people. These are two verbs with one subject. No comma goes before the second verb. Example: Max swam fast and won a medal.
Watch out: C is tempting. A comma between a subject (who or what the sentence is about) and its verb is usually wrong. Here it is fine, because it is the second comma of a pair.
Choose the answer
With a comma after “Italy,” the extra part has a comma at each end. So the answer is B: insert a comma after Italy.
Why this answer and not the closest wrong one
C is the closest wrong answer. It treats the comma before “is” as the mistake. But that comma ends the extra part about the Seven Wonders. Delete it and nothing marks either end. B adds the missing opening comma, so both ends are marked.
More questions like this
The original DOE question
Question 36 of 94
2024 Test A English, question 4Question
Which pair of revisions need to be made in this paragraph?
(1) Both Italian gelato and American ice cream are delightful treats to have on a hot summer day, but many people wonder: what is the difference between the two? (2) To start with, the butterfat content is much higher in ice cream than it is in gelato, making the Italian treat a wiser decision for people looking to make healthier choices. (3) Additionally, the mixing process, which adds less air to the frozen treat, makes gelato denser than ice cream. (4) Finally, gelato is served 10 to 15 degrees warmer than ice cream, which enhances the texture and flavor of the gelato, and allow it to melt more quickly.
- ASentence 1: Delete the colon after wonder AND change is to are.
- BSentence 2: Delete the comma after with AND change it is to they are.
- CSentence 3: Delete the comma after process AND change makes to make.
- DSentence 4: Delete the comma after gelato AND change allow to allows.
Show the answer
Correct answer: D
The question asks for the revisions that are needed to correct errors in the paragraph.
A. Incorrect. The revisions introduce new errors. The colon after “wonder” is needed to set off the question “what is the difference between the two?” from the rest of the sentence. In addition, changing the verb “is” to “are” would be incorrect with the use of the singular noun “difference,” which is the subject of the question.
B. Incorrect. The revisions introduce new errors. The comma following the introductory phrase “To start with” helps with clarity and is needed to separate the phrase from the rest of the sentence. Changing “it is” to “they are” would be incorrect with the use of the singular noun “butterfat content,” which is what the words “it is” refer to in the sentence.
C. Incorrect. The revisions introduce new errors. The comma following “process” is necessary to set off the nonrestrictive clause “which adds less air to the frozen treat” from the rest of the sentence. This clause is considered a nonrestrictive clause because it provides additional, but not essential, information about the mixing process. Changing the verb “makes” to “make” would be incorrect with the use of the singular noun “mixing process,” which is the subject of the sentence.
D. CORRECT. Deleting the comma after “gelato” would include the clause “and allow it to melt more quickly” with the first part of the clause “which enhances the texture and flavor of the gelato.” The word “and” between the two verb phrases (“enhances the texture and flavor of the gelato” and “allow it to melt more quickly”) indicates that the two verb phrases share a subject, “which” (referring to the act of serving gelato 10 to 15 degrees warmer than ice cream). The two ideas should not be separated by a comma within the clause. The entire clause “which enhances the texture and flavor of the gelato and allow it to melt more quickly” should be separated from the main clause only by the comma after “cream” because the entire clause is a nonrestrictive clause. This clause provides additional, but not essential, information about the purpose of serving gelato at a warmer temperature than ice cream. Changing the verb “allow” to “allows” is also necessary to match the use of the singular pronoun “which.”
Question analysis
This editing question gives a four-sentence paragraph comparing Italian gelato with American ice cream and asks which pair of revisions it needs. Students must check subject-verb agreement, what a pronoun refers to and whether each comma or colon belongs, and since every choice bundles two edits in one sentence, a single right-sounding change is not enough.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Subject-verb agreement and commas around added clauses are grade 7 conventions. Eight marked spots across four long sentences make this a fuller check than a one-sentence item, but the demand is still typical of grade 7 editing.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked moderate
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 9, 160 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The paragraph's only real errors sit at the end of its longest sentence, where a plural noun pair just before the faulty verb hides the mismatch. Students who do not hear “allow” as wrong start doubting correct marks instead, such as the colon before an embedded question or the comma after “To start with.” Every wrong pair also changes a verb or pronoun that already agrees, so reading each edit back into its sentence rules those pairs out.
A rule that doesn't sound wrong moderate Working it out
In sentence 4 the plural pair “texture and flavor” sits just before “and allow,” so the verb sounds right, but it belongs to “which,” the warmer serving, and must match “enhances.” (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
Each pair proposes two edits in one sentence, eight in all, and a pair is right only if both of its edits fix real errors, so every edit has to be tried in place. (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
Sentence 4 hangs a which-clause with two verbs onto the main clause, and the comma before “and allow” splits that clause's compound predicate in a way few students hear as wrong. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Before reading the choices, find each verb's true subject and test every marked comma yourself; then look for the choice whose two edits both fix errors you found.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
- Agreement: A verb that does not agree with its subject, or a pronoun that does not agree with the word it stands for.
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
A Agreement (Connors & Lunsford, 1988)
Hears “the two” as the subject and wants “are,” and distrusts a colon before a question, though “the difference” is singular and the colon is correct.
B Punctuation (Connors & Lunsford, 1988)
Believes a short opener like “To start with” needs no comma and accepts “they are,” though the pronoun stands for the singular “butterfat content.”
C Fixes what isn't broken (Connors & Lunsford, 1988)
Picks edits to a sentence that is already correct, unbalancing the commas around the which-clause and giving the singular “mixing process” a plural verb.
Working it out, step by step
Figure out what the question asks
Each choice offers two changes to one sentence. Both changes must fix real mistakes. If even one change breaks something that was right, the choice is wrong. So test every change in its own sentence.
Learn the rule for two verbs
A verb (an action word) must match its subject (who or what does the action). One thing takes allows. Two or more things take allow.
When one subject does two actions joined by “and,” no comma goes before “and.” Example: The sun warms the air and dries the grass. Both verbs end in s, because one sun does both.
Find the mistakes in sentence 4
Sentence 4 says gelato is served warmer than ice cream, “which enhances the texture and flavor of the gelato, and allow it to melt more quickly.”
“Which” stands for one thing: serving gelato warmer. That one thing does two actions. It “enhances” (improves) the texture and flavor. It also lets the gelato melt faster. So “allow” should be “allows,” to match “enhances.” And the comma before “and” must go.
Check each choice
- A is wrong. The colon (:) after “wonder” correctly leads into the question. And “is” matches “the difference,” which is one thing.
- B is wrong. The comma after “To start with” sets off an opening phrase. And “it is” stands for “the butterfat content,” which is one thing.
- C is wrong. The commas around “which adds less air to the frozen treat” come in a pair. And “makes” matches “the mixing process,” one thing.
- D is right. Both changes fix real mistakes.
Watch out: “The texture and flavor” comes right before “allow.” Those two things make “allow” sound right. But the subject is “which,” not “texture and flavor.”
Choose the answer
The fixed sentence ends: which enhances the texture and flavor of the gelato and allows it to melt more quickly. So the answer is D.
Why this answer and not the closest wrong one
A is the closest wrong answer. “The two” sits near “is,” so “are” can sound right. But the question asks what “the difference” is. A difference is one thing, so “is” is correct. A would add a mistake. In D, both changes fix mistakes that are really there.
More questions like this
The original DOE question
Question 37 of 94
2024 Test A English, question 10Passage Excerpt from “Impressions of an Indian Childhood”
Excerpt from “Impressions of an Indian Childhood”
by Zitkala-Sa
Zitkala-Sa (Gertrude Simmons Bonnin) was a Native American writer, musician, teacher, and political activist who was raised on the Yankton Sioux Reservation in South Dakota. In 1900 she published “Impressions of an Indian Childhood” (the term Indian was commonly used at the time to refer to Native American people) to expose readers to what life is like on a reservation.
Soon after breakfast Mother sometimes began her beadwork. On a bright, clear day, she pulled out the wooden pegs that pinned the skirt of our wigwam1 to the ground, and rolled the canvas part way up on its frame of slender poles. Then the cool morning breezes swept freely through our dwelling, now and then wafting the perfume of sweet grasses from newly burnt prairie.
Untying the long tasseled strings that bound a small brown buckskin2 bag, my mother spread upon a mat beside her bunches of colored beads, just as an artist arranges the paints upon his palette. On a lapboard she smoothed out a double sheet of soft white buckskin; and drawing from a beaded case that hung on the left of her wide belt a long, narrow blade, she trimmed the buckskin into shape. Often she worked upon small moccasins for her small daughter. Then I became intensely interested in her designing. With a proud, beaming face, I watched her work. In [my] imagination, I saw myself walking in a new pair of snugly fitting moccasins. I felt the envious eyes of my playmates upon the pretty red beads decorating my feet.
Close beside my mother I sat on a rug, with a scrap of buckskin in one hand and an awl in the other. This was the beginning of my practical observation lessons in the art of beadwork. From a skein3 of finely twisted threads of silvery sinews my mother pulled out a single one. With an awl she pierced the buckskin, and skillfully threaded it with the white sinew. Picking up the tiny beads one by one, she strung them with the point of her thread, always twisting it carefully after every stitch.
It took many trials before I learned how to knot my sinew thread on the point of my finger, as I saw her do. Then the next difficulty was in keeping my thread stiffly twisted, so that I could easily string my beads upon it. My mother required of me original designs for my lessons in beading. At first I frequently ensnared many a sunny hour into working a long design. Soon I learned from self-inflicted punishment to refrain from drawing complex patterns, for I had to finish whatever I began.
After some experience I usually drew easy and simple crosses and squares. These were some of the set forms. My original designs were not always symmetrical nor sufficiently characteristic, two faults with which my mother had little patience. The quietness of her oversight made me feel strongly responsible and dependent upon my own judgment. She treated me as a dignified little individual as long as I was on my good behavior; and how humiliated I was when some boldness of mine drew forth a rebuke from her!
In the choice of colors she left me to my own taste. I was pleased with an outline of yellow upon a background of dark blue, or a combination of red and myrtle-green. There was another of red with a bluish-gray that was more conventionally used. When I became a little familiar with designing and the various pleasing combinations of color, a harder lesson was given me. It was the sewing on, instead of beads, some tinted porcupine quills, moistened and flattened between the nails of the thumb and forefinger. My mother cut off the prickly ends and burned them at once in the centre fire. These sharp points were poisonous, and worked into the flesh wherever they lodged. For this reason, my mother said, I should not do much alone in quills until I was as tall as my cousin Warca-Ziwin.
Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose in the open again. Many a summer afternoon a party of four or five of my playmates roamed over the hills with me. We each carried a light sharpened rod about four feet long, with which we pried up certain sweet roots. When we had eaten all the choice roots we chanced upon, we shouldered our rods and strayed off into patches of a stalky plant under whose yellow blossoms we found little crystal drops of gum. Drop by drop we gathered this nature’s rock-candy, until each of us could boast of a lump the size of a small bird’s egg. Soon satiated with its woody flavor, we tossed away our gum, to return again to the sweet roots.
From “Impressions of an Indian Childhood” by Zitkala-Sa—Public Domain
A BRIEF HISTORY OF BEADWORK IN SOUTH DAKOTA
| Date | Event |
|---|---|
| 1500s | The Dakota use beads made from bones, shells, stones, and animal teeth. European traders bring glass beads to North America. |
| Late 1600s | The Dakota begin trading with the French in Minnesota. |
| 1830s | The Dakota begin using glass beads in clothing, artwork, and decorations in place of Native-made beads. |
| 1862–1865 | The Dakota are expelled from their homelands in Minnesota as a result of the U.S.-Dakota War. |
| 1900s–1920s | The Dakota create items to sell outside their community. |
Source: MNopedia
1wigwam: hut with an arched framework of poles covered with bark, mats, or animal hides
2buckskin: leather made from the skin of a male deer
3skein: coiled length of yarn or other thread loosely wound on a reel
Question
In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt by suggesting
- Athe sadness that the author feels reflecting upon her former way of life.
- Bthe enthusiasm with which the author approached her work indoors.
- Cthe fond feelings that the author has toward her childhood experiences.
- Dthe mix of emotions that the author feels toward her work and her mother.
Show the answer
Correct answer: C
The question asks how the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt.
A. Incorrect. Although the author describes in paragraph 1 the setting of her childhood experiences, the positive wording of the phrases the author uses in the paragraph (“swept freely” and “perfume of sweet grasses”) does not suggest a tone of sadness the author feels when she reflects on her former way of life.
B. Incorrect. Although the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” used in paragraph 1 create a positive tone, the phrases do not suggest an enthusiasm for the author’s work but rather suggest an appreciation of the peaceful beauty of her childhood.
C. CORRECT. In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” are used to describe where the author’s childhood experiences took place. The phrases create a tone of fondness and evoke a feeling of happiness through their lyrical sensory detail: “swept freely” suggests a sense of joyful possibility, while “perfume,” “sweet,” and “cool” convey delight.
D. Incorrect. Although the author describes her mother’s beadwork lessons as “confining” in paragraph 7, the phrases in paragraph 1 do not suggest that the author feels conflicting or mixed emotions toward her work and her mother. Instead, the phrases convey a positive tone by affectionately describing the author’s childhood home.
Question analysis
This reading question asks how two sensory phrases about cool morning breezes and the scent of sweet grasses shape the tone of Zitkala-Sa's 1900 memoir of life on a Sioux reservation. Students must read the feeling behind descriptive language and decide what that feeling is directed at, since the choices pair different emotions with different subjects.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Judging how sensory words shape tone is grade 7 reading work. Both phrases are quoted in the question, so little searching is needed, but the 1900 prose keeps the demand at a typical grade 7 level.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 946 words; question and choices: about grade 7, 72 words.
- Corrected from the DOE handbook
- A misstatement of the question in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrases are so clearly pleasant that the real decision is what the pleasant feeling is about. They describe the wigwam on a clear morning, so the warmth belongs to the author's memory of her childhood, not to the beadwork the rest of the excerpt follows. Students who know the excerpt is about lessons tend to attach the mood to the work, and a few read sadness into any memoir.
Figurative or literary language moderate Understanding the question
The tone comes from sensory images, breezes that “swept freely” and “the perfume of sweet grasses,” which describe air and scent and leave the author's feeling to be read from them. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
The phrases describe the dwelling, not the author, so her fondness for her childhood has to be inferred from how lovingly she remembers the setting. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
“Wafting” and “perfume,” used for the smell of grasses from newly burnt prairie, are unusual words that must be understood before the tone they create can be judged. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Decide what feeling the quoted words create on their own, then check what they describe: the right choice must match both the feeling and what it is about.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Assumes an adult remembering a lost way of life must sound sad, but breezes that sweep freely and the perfume of sweet grasses carry delight, not grief.
B Wrong part of the text (Kirsch & Mosenthal, 1990)
Senses the positive mood but ties it to the beadwork, borrowing the interest the girl shows in paragraph 2, though these phrases describe breezes and scent, not work.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in the “confining” lessons of paragraph 7 and the rebuke of paragraph 5, feelings that the two morning images of paragraph 1 do not touch.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation begins by saying the question asks how the two phrases “affect the tone of paragraph 1 in the excerpt.” The phrases are in paragraph 1, but the question asks how they affect the tone of the excerpt, and the answer is about the author’s feelings toward her childhood as a whole. The explanation now reads “affect the tone of the excerpt.”
Working it out, step by step
Figure out what the question asks
This asks about tone. Tone is the feeling or attitude that a writer’s words show. You need the feeling that two phrases from paragraph 1 give the whole excerpt. An excerpt is a part taken from a longer piece.
Find the phrases in paragraph 1
Paragraph 1 describes a clear morning at home. The mother rolls up the side of the wigwam (a hut made of poles and covers). “Then the cool morning breezes swept freely through our dwelling.” A dwelling is a home. The breezes were “now and then wafting the perfume of sweet grasses.”
Work out the feeling
“Wafting” means gently carrying through the air. “Perfume” is a sweet smell. Cool air, sweet smells and breezes moving freely are all pleasant. The author is remembering her childhood home with love. That feeling is fondness, a warm liking for something.
Check each choice
- A is wrong. Nothing in these words is sad. They are bright and pleasant.
- B is wrong. The phrases describe air and smells, not her work.
- C is right. The loving details show warm feelings about her childhood.
- D is wrong. Mixed feelings, like the “confining” lessons, come later, in paragraph 7. These phrases have nothing negative in them.
Watch out: B is tempting, since the excerpt is mostly about beadwork lessons. But these two phrases describe the morning, not the work.
Choose the answer
The phrases make her childhood home feel cool, sweet and free. So the answer is C.
Why this answer and not the closest wrong one
B is the closest wrong answer, because the phrases do sound happy. But a choice must match both the feeling and what the feeling is about. These phrases describe breezes and the smell of grass at her home. That shows fond memories of her childhood, not eagerness to work.
More questions like this
The original DOE question
The passage “Excerpt from “Impressions of an Indian Childhood”” as printed (pages 42–43)
Question 38 of 94
2024 Test A English, question 12Uses the passage above: “Excerpt from “Impressions of an Indian Childhood””.
Question
The phrase “just as an artist arranges the paints upon his palette” in paragraph 2 suggests that
- Abeadwork is a true form of art.
- Bcolor is a source of artistic inspiration.
- Call artistic activities begin with a series of steps.
- Dthe beadworker tries to imitate art.
Show the answer
Correct answer: A
The question asks what the phrase “just as an artist arranges the paints upon his palette” in paragraph 2 suggests in the excerpt.
A. CORRECT. In paragraph 2, by comparing the way her mother arranges the beads to the way a painter “arranges the paints upon his palette,” the author emphasizes that her mother approaches her craft just as a painter does, thus suggesting that beadwork is a true form of art.
B. Incorrect. Although the author mentions “bunches of colored beads” in paragraph 2, this detail does not provide enough evidence for the idea that color inspires beadworkers. The phrase “just as an artist arranges the paints upon his palette” indicates the connection of beadwork to other forms of art in general, not necessarily to the specifics of color as a source of inspiration.
C. Incorrect. In paragraph 2, the author describes her mother “untying the long tasseled strings” and then spreading “upon a mat beside her bunches of colored beads.” However, the phrase “just as an artist arranges the paints upon his palette” does not suggest that all artistic activities begin with a series of steps. There is no mention in the passage of any other artistic activities involving multiple initial steps.
D. Incorrect. In paragraph 2, the author describes how her mother “spread upon a mat beside her bunches of colored beads” as the first step in the artistic process described in the passage. Therefore, the comparison between the mother’s process and a painter arranging paints on a palette suggests that the mother is creating art, not imitating it. There is no indication that the mother is copying a technique she has seen in other art forms.
Question analysis
This reading question asks what the comparison between Zitkala-Sa's mother laying out her colored beads and an artist arranging paints on a palette suggests. It tests reading a simile in context, and the choices include readings that fix on a single word or go further than the comparison itself.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Interpreting a simile is taught by grade 6. The phrase is short and quoted in the question, and one step of interpretation is enough, so this asks less than typical grade 7 work on figurative language.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 8, 946 words; question and choices: about grade 6, 45 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The comparison is quoted in the stem and makes one point: the mother lays out her beads the way a painter lays out paints, so her craft counts as art. Wrong answers fix on the word “paints,” stretch one comparison into a rule about all art, or read the comparison as copying. Asking what the two things being compared have in common settles it.
Figurative or literary language minor Understanding the question
The simile sets the mother laying out bunches of colored beads beside a painter arranging paints, and students must see what that comparison says about beadwork itself. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Name the two things being compared and what they share, then choose the idea that comparison supports without adding anything the sentence does not say.
Traps
- Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
B Word match (Freedle & Kostin, 1993)
Links “paints” with the “bunches of colored beads” and decides color is the point, though the simile compares how materials are arranged, not what inspires the artist.
C Too broad or too strong (King et al., 2004)
Turns one comparison about laying out beads into a rule about all artistic activities, a generalization the sentence does not make.
D Twists what the text says (King et al., 2004)
Sees that the simile links beadwork with painting but twists its point, reading it as the mother imitating art rather than practicing it.
Working it out, step by step
Figure out what the question asks
The phrase is a simile. A simile compares two things using “like” or “as.” You need to know what this comparison suggests about the mother’s beadwork.
Read the phrase in paragraph 2
The mother “spread upon a mat beside her bunches of colored beads, just as an artist arranges the paints upon his palette.” The word order is old-fashioned. It means she spread her bunches of colored beads on a mat beside her. A palette is the board a painter uses to hold and mix paints.
Work out what the comparison means
The two things being compared are the mother and a painter. Both lay out their colors before they start to make something. So the author treats her mother like a painter. That means beadwork is real art, just like painting.
Check each choice
- A is right. Comparing the mother to a painter shows that beadwork is a true art.
- B is wrong. The simile is about laying out materials, not about what gives an artist ideas.
- C is wrong. One comparison can’t prove a rule about all art.
- D is wrong. The mother is not copying art. She works the way an artist does, so she is making art.
Watch out: B is tempting because paints and colored beads both bring color to mind. But the simile is about how she arranges them.
Choose the answer
The simile puts the beadworker side by side with a painter. So the answer is A.
Why this answer and not the closest wrong one
B is the closest wrong answer. Paints and colored beads do share color. But the simile compares what the two people do: both arrange their materials before they create. Nothing is said about inspiration, which means where ideas come from. A matches the point that the mother works as an artist does.
More questions like this
The original DOE question
Question 39 of 94
2024 Test A English, question 22Passage At Dusk
At Dusk
by Natasha Trethewey
At first I think she is calling a child,
my neighbor, leaning through her doorway
at dusk, street lamps just starting to hum
the backdrop of evening. Then I hear
the high-pitched wheedling1 we send out
to animals who know only sound, not
the meanings of our words—here here—
nor how they sometimes fall short.
In another yard, beyond my neighbor’s
sight, the cat lifts her ears, turns first
toward the voice, then back
to the constellation of fireflies flickering
near her head. It’s as if she can’t decide
whether to leap over the low hedge,
the neat row of flowers, and bound
onto the porch, into the steady circle
of light, or stay where she is: luminous
possibility—all that would keep her
away from home—flitting before her.
I listen as my neighbor’s voice trails off.
She’s given up calling for now, left me
to imagine her inside the house waiting,
perhaps in a chair in front of the TV,
or walking around, doing small tasks;
left me to wonder that I too might lift
my voice, sure of someone out there,
send it over the lines stitching here
to there, certain the sounds I make
are enough to call someone home.
“At Dusk” from NATIVE GUARD by Natasha Trethewey, published by Houghton Mifflin Company. Copyright © 2006 by Natasha Trethewey. All rights reserved.
1wheedling: speaking in a flattering manner
Question
The phrases “luminous possibility” and “all that would keep her / away from home” (lines 17–19) affect the poem by
- Ahighlighting the cat’s lack of concern for the neighbor.
- Bimplying that the speaker finds the cat’s current situation interesting.
- Csuggesting that the cat is compelled by its sense of wonder to remain outdoors.
- Dindicating that the speaker supports the cat’s decision to ignore the neighbor.
Show the answer
Correct answer: C
The question asks how the phrases “luminous possibility” and “all that would keep her / away from home” (lines 17–19) affect the poem.
A. Incorrect. In lines 20–21, the neighbor’s voice “trails off,” and the speaker states that “she’s given up calling for now,” which could be interpreted as a lack of concern. However, these lines describe the neighbor rather than the cat. The phrases from lines 17–19 are used to explain that what keeps the cat from returning home is the allure of “luminous possibility.” The use of the phrase “all that would keep her” suggests that the cat would likely return home to the security of “the steady circle / of light” (lines 16–17) if not for the possibilities offered by the night, implying that the cat usually prefers to be at home with the neighbor. The phrases do not highlight a lack of concern for the neighbor on the part of the cat.
B. Incorrect. While the phrase “luminous possibility” does convey a high degree of interest, it is used to describe why being outside at night appeals to the cat. It does not describe the speaker’s interest in the cat. The speaker observes the cat as it tries to decide between returning home and staying out and then concludes that it is only “luminous / possibility . . . that would keep [the cat] / away from home.”
C. CORRECT. The phrases are used to explain that the cat, though tempted to return home, is also tempted or compelled by “luminous possibility” to remain outdoors. The phrases convey a sense of wonder about what the night may offer, and it is the powerful effect of this sense of wonder (“all that would keep her / away from home”) that ultimately tempts the cat to remain outdoors rather than return to the comforts of home.
D. Incorrect. Lines 17–19 present the speaker’s observations about the cat as it tries to decide whether to stay where it is or return home. The speaker explains that it is only “luminous possibility” that can convince the cat to stay rather than return to the comforts of home. While the speaker then imagines the neighbor indoors, there is no indication that the speaker supports the cat’s decision. The speaker merely notes that the neighbor stops calling to the cat “for now” (line 21), and then the speaker reflects on the possible results of calling someone home.
Question analysis
This reading question asks how the phrases luminous possibility and all that would keep her away from home, which describe what surrounds a cat in a nearby yard, affect the poem At Dusk. Students must interpret abstract, figurative wording and work out whose feelings it conveys: the cat's, the neighbor's or the speaker's.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- At grade 7 Explaining how word choice affects a poem is grade 7 work. These phrases are abstract and broken across lines, which adds some challenge, but the lines around them are concrete, so the task stays within typical grade 7 demand.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 236 words (a poem; reading level not measured); question and choices: about grade 8, 63 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrases belong to the speaker but describe what tempts the cat, and the choices exploit that by offering the speaker's interest or approval, or the cat's indifference to its owner. The words “all that would keep her / away from home” imply that home still pulls at the cat, so only an attraction strong enough to hold her outside fits. Students who first settle whose experience the phrases describe can rule out most choices at once.
Figurative or literary language moderate Understanding the question
“Luminous possibility” is abstract, an unnamed promise glowing in the dusk, and students must see it as what draws the cat, the counterweight to “the steady circle / of light” at home. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
The phrases are the speaker's words about the cat, so students must work out that they convey the cat's pull, not the speaker's opinion or the neighbor's feelings. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
The phrases are broken across lines 17–19 and set off by dashes, so “flitting before her” is separated from “possibility” by the inserted “all that would keep her / away from home.” (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Decide first who or what the phrases describe, then keep only choices about that same subject and check that the phrases themselves show what each one claims.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the cat's staying out as indifference to its owner, though “all that would keep her / away from home” implies home would win without the night's attractions.
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Notices that “luminous possibility” is the speaker's lyrical phrase and takes it as the speaker's own interest, when it describes the wonder drawing the cat.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Assumes that describing the night so warmly means the speaker approves of the cat ignoring the neighbor, an opinion the poem never states.
Working it out, step by step
Figure out what the question asks
You need to know what two phrases do in the poem. First decide who they describe. Here they describe the cat and what pulls at her.
Find the phrases in lines 17–19
The cat could go home, “or stay where she is: luminous / possibility—all that would keep her / away from home—flitting before her.”
Work out what the words mean
“Luminous” means glowing with light. “Possibility” means what might happen. “Flitting” means darting quickly about, like the fireflies near her head. So the glowing night is full of exciting chances. It is everything that “would keep her / away from home.” That sense of wonder is what holds the cat outside.
Check each choice
- A is wrong. “All that would keep her / away from home” means home pulls at her too. She isn’t uncaring.
- B is wrong. The phrases describe what draws the cat, not how the speaker feels.
- C is right. The night’s glow and wonder tempt the cat to stay out. “Compelled” means strongly pulled.
- D is wrong. The speaker never says the cat is right to stay out.
Watch out: B is tempting because “luminous possibility” is the speaker’s own beautiful wording. But the speaker uses it to show what the cat sees.
Choose the answer
The phrases show a wonder strong enough to hold the cat outdoors. So the answer is C.
Why this answer and not the closest wrong one
B is the closest wrong answer. The speaker does choose these glowing words. But they describe the night that is “flitting before her,” the cat. They explain what keeps her “away from home.” C fits, because the phrases show the cat drawn by wonder to stay outside.
More questions like this
The original DOE question
The passage “At Dusk” as printed (page 48)
Question 40 of 94
2024 Test A English, question 23Uses the passage above: “At Dusk”.
Question
Read lines 11–13 from the poem.
toward the voice, then back
to the constellation of fireflies flickering
near her head
Which idea from the poem does the imagery in these lines help convey?
- AThe cat lacks a preference for going in or staying out.
- BThe cat is eager to see what will happen next.
- CThe cat wants to understand the unpredictable behavior of the fireflies.
- DThe cat is fascinated by the natural world and finds the indoors unremarkable.
Show the answer
Correct answer: D
The question asks which idea the imagery in lines 11–13 helps convey.
A. Incorrect. Line 13 includes the speaker’s observation that the cat seems “as if she can’t decide” whether to stay outside or go to the neighbor. However, the imagery of the “constellation of fireflies flickering” in line 12 suggests that the cat does have a preference for exploring the more exciting “luminous / possibility” (lines 17–18) of the outdoors.
B. Incorrect. The imagery in lines 10–11 of the cat turning “first / toward the voice, then back” might seem to suggest that the cat is eagerly watching both the neighbor and the fireflies to see what will happen next. However, line 13, in which the cat seems “as if she can’t decide,” indicates that what will happen next is actually under the cat’s control.
C. Incorrect. The imagery in lines 12–13 of the “fireflies flickering / near her head” does indicate the fireflies’ unpredictable behavior. However, the imagery in lines 10–11 of the cat turning “first / toward the voice, then back” establishes that the cat’s attention is split between the fireflies and the “high-pitched wheedling” (line 5) of the neighbor’s voice, rather than being fully captured by wanting to understand the fireflies.
D. CORRECT. The imagery in line 12 of “the constellation of fireflies flickering” suggests that the outdoors holds fascinating attractions, an idea supported by the description in lines 17–18 of the cat’s current location outdoors as one filled with “luminous / possibility.” The imagery in lines 10–11 of the cat turning “first / toward the voice, then back” indicates that the cat has considered but rejected the option of returning indoors, and the description in lines 16–17 of the indoors as offering only a “steady circle / of light” suggests that the indoors seems unremarkable to the cat in comparison to the outdoors.
Question analysis
This reading question quotes three lines from At Dusk in which a cat turns from a calling voice back to fireflies flickering near her head, and asks which idea the imagery helps convey. Students must interpret a visual image in light of the lines around it and judge how far the poem supports each reading of the cat's attention.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students explain what imagery conveys, but this image is brief and the four ideas offered for it differ in subtle ways, so ruling them out takes closer reading than typical grade 7 work.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- Reading between the lines major
- Figurative or literary language moderate
- Evidence in several places minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 236 words (a poem; reading level not measured); question and choices: about grade 6, 77 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The answer is the best available rather than a perfect one: its first half is plain in the image of the cat turning back to the fireflies, while its second half rests on the comparison with a steady porch light. Meanwhile the very next words say she “can't decide,” which makes indifference look like the safe reading. The question rewards seeing that being torn is not the same as having no preference, since the image shows which way she turns.
Reading between the lines major Working it out
The quoted lines never mention the indoors, so the claim that the cat finds it unremarkable has to be drawn from the contrast with “the steady circle / of light” in lines 16–17. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Figurative or literary language moderate Understanding the question
“The constellation of fireflies flickering” turns insects into a field of stars beside the cat's head, and that image of wonder is what students are asked to interpret. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places minor Working it out
The words right after the quotation say “It's as if she can't decide,” and the evidence that tips the balance sits in lines 16–19, outside the three lines quoted. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Picture the cat's movements in these three lines, then test each choice against the words of lines 10–19 and drop any idea the image does not actually show.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
The wrong answers, classified
A Twists what the text says (King et al., 2004)
Takes “as if she can't decide” in line 13 to mean the cat has no preference, but being torn means feeling two pulls, and these lines show her turning back to the fireflies.
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the cat's turning back and forth as eager waiting for what will happen, though the lines show attention divided between two pulls, not suspense.
C Word match (Freedle & Kostin, 1993)
Repeats the fireflies' flickering from the image and invents a wish to understand their behavior, when the lines show fascination with the lights, not curiosity about insects.
Working it out, step by step
Figure out what the question asks
Imagery is language that helps you see, hear or feel a scene. You need the idea that the images in lines 11–13 help show.
Picture lines 10–13
The cat “turns first / toward the voice, then back / to the constellation of fireflies flickering / near her head.” A constellation is a group of stars that forms a picture. So the fireflies are like little stars blinking around her. She hears the call, but she turns back to them.
Compare outdoors and indoors
Outside, the night sparkles like stars. Lines 17–18 call it “luminous / possibility,” full of glowing chances. Home is “the steady circle / of light” on the porch (lines 16–17). Steady means it does not change. Next to the flickering stars, that light is plain. Unremarkable means not special.
Check each choice
- A is wrong. The cat “can’t decide,” but that means she feels two pulls. The image shows her turning back to the fireflies.
- B is wrong. She is not waiting for something to happen. Her attention is split between two pulls.
- C is wrong. She is drawn to the fireflies’ glow, not trying to figure out how they act.
- D is right. She is fascinated by the night, and the porch light is plain next to it.
Watch out: A is tempting because of line 13. But being torn is not the same as having no preference.
Choose the answer
The poem never says the cat has made up her mind. But the images make the night magical and home ordinary. That fits D best. So the answer is D.
Why this answer and not the closest wrong one
A is the closest wrong answer, since the next words say “It’s as if she can’t decide.” But a cat with no preference would not care either way. This cat turns back to the fireflies, which shows a strong pull. D fits that pull, and the plain “steady circle / of light” shows why home seems less special.
More questions like this
The original DOE question
Question 41 of 94
2024 Test A English, question 27Passage Champion of the Channel
Champion of the Channel
In 1926 an editor at the London Daily News predicted that Gertrude Ederle, an American swimmer with eighteen world records and three Olympic medals, would fail in her attempt to swim across the English Channel. He claimed that “even the most uncompromising champion of the rights and capacities of women must admit that in contests of physical skill, speed and endurance they must remain forever the weaker sex.” Yet, at only nineteen years old, Ederle not only became the first woman to accomplish this feat, she also broke the men’s record by two hours. Gertrude Ederle’s triumphant swim across the English Channel was a testimony to her determination, innovative spirit, and passion for swimming.
Crossing the English Channel is a daunting task for any swimmer. At its narrowest point, the channel measures twenty-one miles across. Its icy waters hover around sixty degrees Fahrenheit, and its unruly tides and currents toss swimmers about like bobbing corks. Stinging jellyfish, seaweed, and floating debris from shipwrecks and lost cargoes present added hazards.
For decades the channel’s perils have defeated countless swimmers. Ederle, too, failed in her first attempt to cross the channel in 1925. Just six miles short of finishing, she became ill, and her coach had to haul her out of the water. Undeterred, Ederle decided to try again. Ederle knew that if she did not complete the challenge this time, she might never get the opportunity to set this record, because a rival female swimmer was preparing to make her second attempt at the crossing as well.
To prepare for the marathon swim, Ederle found ways to improve her equipment. She and her sister Meg discovered that melted candle wax perfectly sealed goggle edges, effectively waterproofing Ederle’s goggles against hammering waves. The sisters also designed a two-piece silk swimsuit for Ederle. During her first channel-crossing attempt she had worn a standard one-piece swimsuit that, after the lengthy hours of swimming across the channel, had stretched out, filling with water and creating drag, making an already challenging task almost insurmountable. Unlike the cumbersome typical bathing suit, this silk invention weighed little and allowed for easy movement.
On August 6, 1926, Ederle waded into the channel near Cape Gris-Nez, France. At first she shivered in the bone-chilling water even though she had covered her body in eight layers of grease for insulation. Her limbs felt stiff. Her strokes were irregular. Driving forward, she fought to clear her mind and find what she called her “sphere,” a place where the sea became her only companion and the shrieks of gulls and the humming of boat engines faded away. Using a new overhand stroke called the American crawl, Ederle eventually settled into a steady pace, briskly breaking through waves.
Throughout Ederle’s swim, two tugboats accompanied her. One carried newspaper reporters who wired dispatches of her progress to shore. The other, displaying a sign that read “This way, ole kid!” with an arrow pointing forward, transported her coach, family, and friends. Her coach played songs, such as “Yes, We Have No Bananas,” on a phonograph so that Ederle could time her strokes to the rhythm. Using a net, her coach also passed her baby bottles of broth for nourishment.
For hours Ederle swam, dodging debris with an amused smile. However, as she neared the English shore, a sudden fierce storm erupted. The tides and waves forced Ederle backward, and she fought the stubborn swells for several hours. The salty water caused her tongue to swell and inflamed her ears. Yet Ederle felt indescribably happy as she churned through the sea. Finally, as she neared the English shore, the storm abated, and the tide turned. No longer fighting against her, the sea pushed her toward the shore and victory.
After fourteen hours and thirty-one minutes, Ederle, on wobbly legs, stepped onto the English shore. The waiting crowd roared, honked their automobile horns, blasted their tugboat whistles, and set off flares that flashed in the sky. Ederle had swum into history.
When Ederle returned to New York, she received a parade, where thousands of people shouted “Trudy!” Not only were everyday American citizens proud of Ederle, but she also inspired them to be more active. Over the next few years, more than 60,000 people credited her with motivating them to earn their American Red Cross swimming certificates. Gertrude Ederle’s accomplishment proved to the world that with determination and passion, it was possible for a person to achieve his or her goals.
SOLO SWIMS ACROSS THE ENGLISH CHANNEL
|
Earliest Speed Records |
||
| Year | Swimmer | Time |
| 1875 | Matthew Webb (M) | 21 hours, 45 minutes |
| 1923 | Enrico Tiraboschi (M) | 16 hours, 33 minutes |
| 1926 | Gertrude Ederle (F) | 14 hours, 31 minutes |
| 1926 | Arnst Vierkotter (M) | 12 hours, 38 minutes |
| Current Speed Records | ||
| Year | Swimmer | Time |
| 2012 | Trent Grimsey (M) | 6 hours, 55 minutes |
| 2006 | Yvetta Hlavacova (F) | 7 hours, 25 minutes |
Question
Read this sentence from paragraph 4.
During her first channel-crossing attempt she had worn a standard one-piece swimsuit that, after the lengthy hours of swimming across the channel, had stretched out, filling with water and creating drag, making an already challenging task almost insurmountable.
The word “insurmountable” is used to highlight
- Ahow the bathing suit made it impossible for Ederle to make it across the channel.
- Bhow Ederle and her sister decided to improve Ederle’s swimming equipment in a creative way.
- Cthat the flaws in Ederle’s bathing suit made a difficult task even more complicated.
- Dthat the swimming equipment Ederle used needed to be custom made for her attempt.
Show the answer
Correct answer: C
The question asks about the effect of the word “insurmountable,” which means “incapable of being overcome,” in paragraph 4.
A. Incorrect. Ederle did not complete her first swim because she became ill (“Just six miles short of finishing, she became ill, and her coach had to haul her out of the water.” [paragraph 3]), not because the suit made it impossible for Ederle to complete her swim.
B. Incorrect. The author uses the word “insurmountable” to draw attention to the increased difficulty caused by the suit, not to draw attention to the sisters’ creativity in solving the problem.
C. CORRECT. The suit Ederle wore during her first attempt to swim the channel “stretched out, filling with water and creating drag” (paragraph 4), which likely contributed to her failed attempt to swim across the channel.
D. Incorrect. The passage does not address whether the original suit was custom made, simply that the suit created additional difficulties for Ederle in a situation that was already difficult.
Question analysis
This vocabulary-in-context question quotes a sentence about the stretched-out swimsuit Gertrude Ederle wore on her first attempt to swim the English Channel and asks what the word insurmountable is used to highlight. Students must decide what point the word stresses in this sentence rather than simply define it, and the choices range from the old suit's effects to the sisters' new equipment.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining what a strong word emphasizes in context is standard grade 7 vocabulary work. The sentence is printed in the question, which saves a search, but it is long, with several phrases stacked between the swimsuit and the key word.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Hard words moderate
- A very close wrong answer moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 9, 790 words; question and choices: about grade 10, 108 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrase to weigh is “an already challenging task almost insurmountable”, and two small words carry it: “already” says the swim was hard to begin with, and “almost” stops short of impossible. Students who know only the dictionary meaning blame the suit for a failure that paragraph 3 pins on illness. Those who look past the sentence to the sisters' new gear answer a different question, about the fix rather than the problem the word stresses.
Hard words moderate Understanding the question
The question hinges on “insurmountable”, impossible to overcome, which is softened by the “almost” in front of it and set against the “already challenging task” it describes. (Perfetti, 2007; Freedle & Kostin, 1993)
A very close wrong answer moderate Choosing the answer
The right choice and the one saying the suit made the crossing impossible both blame the old suit; they differ only in degree, which is exactly what “almost” decides. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Complex sentences minor Understanding the question
The stem prints all 38 words of the sentence, but between the swimsuit and “insurmountable” come an inserted time phrase, the verb “had stretched out” and two “-ing” phrases, so the link is easy to lose. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Say in your own words what the quoted sentence claims about the old swimsuit, then choose the statement that restates that claim, checking each choice against the sentence word by word.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Gives “insurmountable” its full dictionary force and drops “almost”, so the suit seems to have made the crossing impossible, though paragraph 3 says she stopped in 1925 because she became ill.
B Wrong purpose or structure (Anderson & Krathwohl, 2001)
Describes what the paragraph goes on to do, the sisters' creative silk suit and waxed goggles, when the quoted sentence and its key word dwell on the old suit's flaws.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Reasons that because a standard suit failed, her gear had to be custom made, a conclusion the passage never draws and the word does not point toward.
Working it out, step by step
Figure out the word’s job
This question asks why the author chose one word, “insurmountable,” in paragraph 4. First you need to know what the word means. Then you can see which idea it helps the sentence stress.
Break the word into parts
To surmount something is to get over it or on top of it, the way a climber gets to the top of a cliff. The start in- means not, and the end -able means can be. So something insurmountable cannot be gotten over. It is too hard to beat.
Read the words around it
The old suit “had stretched out, filling with water and creating drag.” Drag is a force that pulls back on you and slows you down. This made “an already challenging task almost insurmountable.” Two small words matter a lot. Already tells you the swim was hard even before the suit caused trouble. Almost tells you it came close to impossible, but not all the way.
Decide what the word stresses
Put together, the phrase stresses how much worse the old suit made things. A task that was hard to begin with became even harder. The word does not say the suit by itself made the swim impossible.
Check each choice
- C fits: the suit’s flaws made “a difficult task even more complicated,” just like “already challenging” plus “almost insurmountable.”
- A is wrong because it drops “almost,” and paragraph 3 says her first try ended when she “became ill.”
- B is wrong because the sisters’ clever new gear comes in other sentences, while this word is about the problem.
- D is wrong because the passage never says her gear had to be custom made.
Watch out: A uses the word’s dictionary meaning. Always read the small words around a key word.
Choose the answer
The word shows how the old suit turned a hard swim into a nearly hopeless one. So the answer is C.
Why this answer and not the closest wrong one
A comes closest, since “insurmountable” alone does mean impossible. But the author wrote “almost” in front of it. And paragraph 3 says illness, not the suit, ended her first try. C keeps the exact amount the sentence gives: a hard task made even harder.
More questions like this
The original DOE question
The passage “Champion of the Channel” as printed (pages 56–57)
Question 42 of 94
2024 Test A English, question 43Passage Excerpt from The Highest Tide
Excerpt from The Highest Tide
by Jim Lynch
The narrator’s summer job is collecting marine specimens in Puget Sound, Washington. In this excerpt, he is looking for specimens in the mudflats before daybreak. Mudflats, or flats, are coastal landforms created when sediment and silt from tides are deposited as the tides recede.
I rounded the oyster beds, to the far side. . . . It was low tide by then, and I saw the water hesitating at its apex, neither leaving nor returning, patiently waiting for the gravitational gears to shift. Dozens of anxious clams started squirting in unison like they did whenever vibrating grains of sand warned them predators were approaching. I stopped and waited with them, to actually see the moment when the tide started returning with its invisible buffet of plankton for the clams, oysters, mussels and other filter feeders. It was right then, ankle deep in the Sound, feet numbing, eyes relaxed, that I saw the nudibranch.1
In all my time on the flats I’d never seen one before. I’d read about them, sure. I’d handled them at aquariums but never in the wild, and I’d never even seen a photo of one this stunning. It was just three inches long but with dozens of fluorescent, orange-tipped hornlike plumes jutting from the back of its see-through body that appeared to be lit from within.
Nudibranchs are often called the butterflies of the sea, but even that understates their dazzle. Almost everything else in the northern Pacific is dressed to blend with pale surroundings. Nudibranchs don’t bother, in part because they taste so lousy they don’t need camouflage to survive. But also, I decided right then, because their beauty is so startling it earns them a free pass, the same way everyday life brakes for peacocks, parade floats. . . .
The dark mudflats loomed like wet, flattened dunes stretching deep into Skookumchuck Bay in front of our house. From a distance, they looked too barren to support sea life. Up close, they still did, unless you knew where to find the hearty clams, worms and tiny creatures that flourish in mud. . . . I’m not sure why I decided to take a look. It was still an hour before sunrise, and I knew exactly what the bars2 looked like in the moonlight, but for some reason, I couldn’t resist.
I heard it long before I saw it. It was an exhale, a release of sorts, and I instantly wondered if a whale was stranded again. We had a young minke3 stuck out there two summers prior, and it made similar noises until the tide rose high enough for rescuers to help free it. . . . I looked for a hulking silhouette but couldn’t find one. I waited, but there were no more sounds. Still, I went toward what I thought I’d heard, avoiding stepping into the mud until I had to. I knew the flats well enough to know I could get stuck just about anywhere. The general rule was you didn’t venture out past the shells and gravel with an incoming tide. I sank up to my knees twice, and numbing water filled my boots.
. . . I kept stepping toward the one sound I’d heard, a growing part of me hoping I’d find nothing at all. When I stopped to rest and yank up my socks, my headlamp crossed it. My first thought? A giant octopus.
Puget Sound has some of the biggest octopi in the world. They often balloon to a hundred pounds. Even the great Jacques Cousteau4 himself came to study them. But when I saw the long tubular shape of its upper body and the tangle of tentacles below it, I knew it was more than an octopus. I came closer, within fifty feet, close enough to see its large cylindrical siphon5 quiver. I couldn’t tell if it was making any sounds at that point, because it was impossible to hear anything over the blood in my ears. . . .
The creature’s body came to a triangular point above narrow fins that lay flat on the mud like wings, but it was hard to be sure exactly where it all began or ended, or how long its tentacles truly were, because I was afraid to pry my eyes off its jumble of arms for more than half a second. I didn’t know whether I was within reach, and its arms were as big around as my ankle and lined with suckers the size of half-dollars. If they even twitched I would have run. So, I was looking at it and not looking at it while my heart spangled my vision. I saw fragments, pieces, and tried to fuse them in my mind but couldn’t be certain of the whole. I knew what it had to be, but I wouldn’t allow myself to even think the two words. Then I gradually realized the dark shiny disc in the middle of the rubbery mass was too perfectly round to be mud or a reflection.
It was too late to smother my scream. Its eye was the size of a hubcap.6
From THE HIGHEST TIDE by Jim Lynch. Copyright © 2005 by Jim Lynch. Used by permission of Bloomsbury USA. All rights reserved.
1nudibranch: type of sea slug
2bars: sandbars
3minke: species of small whale
4Jacques Cousteau: renowned French oceanographer
5siphon: tube-like organ that is used for drawing in or removing fluids
6hubcap: removable cap over the end of a wheel axle
Question
In paragraph 3, the phrase “the butterflies of the sea” conveys the idea that
- Anudibranchs do not have to work as hard as other animals to survive in the ocean.
- Bnudibranchs have colorful features that make them stand out.
- Cnudibranchs are delicate and have trouble adapting to their environment.
- Dnudibranchs are rare and difficult to find in the ocean.
Show the answer
Correct answer: B
The question asks what idea the phrase “the butterflies of the sea” in paragraph 3 conveys.
A. Incorrect. While the narrator does say that they “taste so lousy they don’t need camouflage to survive” (paragraph 3), the phrase explains that their bright appearance poses no threat to their lives.
B. CORRECT. The narrator describes the vibrant colors of the nudibranch in paragraph 2. Then in paragraph 3, the narrator says that “their beauty is so startling.” The nudibranchs are colorful and unique, just as many butterflies are.
C. Incorrect. The narrator describes the distinct appearance of the nudibranch but does not suggest that nudibranchs struggle to adapt to their environment because of this trait.
D. Incorrect. In paragraph 2, the narrator states, “I’d handled them at aquariums but never in the wild, and I’d never even seen a photo of one this stunning.” Although this suggests that the narrator has rarely encountered a nudibranch in the wild, it does not suggest that they are rare in the wild in general.
Question analysis
This figurative-language question asks what the phrase “the butterflies of the sea” conveys about nudibranchs, the sea slugs the narrator spots on a Puget Sound mudflat in an excerpt from the novel The Highest Tide. Students must use the description around the phrase to decide which quality of butterflies the comparison points to.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a figurative comparison from context is standard grade 7 language work. The description around the phrase is vivid and close at hand, so the demand is typical, even though the creature itself may be unfamiliar.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- An unfamiliar subject minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 6, 902 words; question and choices: about grade 7, 58 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The nickname is explained in the same sentence, where the narrator says even it “understates their dazzle”, so the question is mostly a matter of reading on a few words. The trap is reading on too far: the next sentences explain why nudibranchs can afford to be showy, a different point. Students who bring their own idea of butterflies as fragile, or who turn the narrator's first sighting into rarity, drift away from what he stresses.
Figurative or literary language moderate Understanding the question
The comparison's point is supplied by the clause right after it, “even that understates their dazzle”, and by paragraph 2's fluorescent, orange-tipped plumes, not by anything butterflies are usually known for. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
An unfamiliar subject minor Understanding the question
Few students have seen a nudibranch, footnoted only as a type of sea slug, so the picture of it must be built entirely from paragraph 2's description. (Recht & Leslie, 1988; Kintsch, 1998)
Strategy: Read the phrase with the sentence it sits in and the description of the nudibranch just before it, then decide which quality of butterflies the comparison is pointing to.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Draws on the next sentences, which say nudibranchs taste too lousy to need camouflage, a real point about their survival but not what the butterfly comparison conveys.
C Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Brings in the familiar idea that butterflies are delicate, which the passage never uses; nothing suggests nudibranchs struggle to adapt, and the comparison is about their dazzle.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Turns the narrator never having seen one in the wild into a claim that nudibranchs are rare, which reflects his experience, not the meaning of the nickname.
Working it out, step by step
Spot the comparison
This asks about figurative language, words that compare two things to make a point. In paragraph 3, nudibranchs are called “the butterflies of the sea.” You need to decide which quality of butterflies the comparison points to.
Read the rest of the sentence
The sentence goes on: “but even that understates their dazzle.” To understate means to say less than the full truth. Dazzle means bright, eye-catching beauty. So the narrator means nudibranchs are even more dazzling than butterflies.
Look back at paragraph 2
Paragraph 2 describes the one he found. It had “dozens of fluorescent, orange-tipped hornlike plumes.” Fluorescent means glowing with bright color. Plumes are feathery tufts. Its body even seemed “to be lit from within.” Like a butterfly, it is bright and colorful, and it stands out.
Check each choice
- B fits: “colorful features that make them stand out” matches the glowing plumes and the dazzle.
- A is wrong because their bad taste explains how they survive, not what the butterfly phrase means.
- C is wrong because the passage never says nudibranchs are delicate or struggle to fit in.
- D is wrong because the narrator never seeing one in the wild is his own experience, not proof they are rare.
Watch out: A uses real details from the same paragraph. But they answer a different question: why nudibranchs can afford to be showy.
Choose the answer
The butterfly comparison points to the nudibranch’s bright, eye-catching colors. So the answer is B.
Why this answer and not the closest wrong one
A comes closest, since the same paragraph says nudibranchs “don’t need camouflage to survive.” But that explains why they can afford to be bright. The butterfly phrase itself is about their beauty, which even the nickname “understates.” B names that beauty: colorful features that stand out.
More questions like this
The original DOE question
The passage “Excerpt from The Highest Tide” as printed (pages 64–65)
Question 43 of 94
2024 Test A English, question 49Uses the passage above: “Excerpt from The Highest Tide”.
Question
Read these sentences from paragraph 8.
So, I was looking at it and not looking at it while my heart spangled my vision. I saw fragments, pieces, and tried to fuse them in my mind but couldn’t be certain of the whole.
The sensory language “spangled my vision,” “I saw fragments, pieces,” and “tried to fuse them in my mind” conveys the narrator’s
- Aextreme excitement about making a great discovery.
- Breluctant acceptance that he needs to leave the mudflats.
- Cterrified confusion about the creature in the mudflats.
- Dsudden concern about his personal safety.
Show the answer
Correct answer: C
The question asks what the sensory language in the sentences from paragraph 8 conveys about the narrator.
A. Incorrect. While the narrator does not leave the mudflats and is curious about what has been found, the main emotions described in paragraph 8 are fear and confusion as the narrator tries to comprehend the size of the animal.
B. Incorrect. The language focuses on the narrator’s inability to organize what he sees into useful thoughts and conclusions, and while the narrator feels fear in paragraph 8—“I was afraid” and “I would have run”—the narrator refuses to leave the mudflats out of curiosity.
C. CORRECT. The phrase “spangled my vision” illustrates that the narrator cannot fully recognize what has appeared on the mudflats. The sight is so amazing, the narrator is trying to “fuse” together “fragments” and “pieces” because seeing the creature has created so much emotion in the narrator that he feels confused.
D. Incorrect. While the narrator is feeling some fear, as expressed in paragraph 8, the phrases actually indicate that the narrator’s amazement causes him to struggle to take in the view of the creature before him.
Question analysis
This question about sensory language asks what three phrases, including “spangled my vision,” convey about the narrator as he stares at a huge creature in the mud in an excerpt from The Highest Tide. Students must interpret unusual imagery and choose among emotions that all seem possible at such a startling moment.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Interpreting sensory language for a character's state of mind is grade 7 work, but spangled is an unusual verb, and the paragraph partly supports several of the emotions offered, so the choice must be matched precisely to the quoted phrases.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language major
- A very close wrong answer moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 6, 902 words; question and choices: about grade 7, 92 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The quoted phrases are about perception, not feeling: the narrator sees fragments and cannot assemble them, while his heart pounds hard enough to blur his sight. The fear is clear from the surrounding sentences, where he is afraid to look away and ready to run, and that context makes the choice about personal safety very tempting. The answer must cover both the terror and the confusion, and the word “spangled” can mislead readers into hearing excitement.
Figurative or literary language major Understanding the question
The phrases describe seeing in pieces, “looking at it and not looking at it”, a heart that “spangled” his vision, “fragments” he cannot “fuse”, and the emotion has to be read from that broken sight. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer moderate Choosing the answer
The right choice and the one about concern for his safety both name fear; they part on what the quoted phrases show, a mind unable to piece the creature together or a worry about its reach. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Hard words minor Understanding the question
“Spangled”, to scatter with glittering spots, is a rare word, and its sparkle can suggest delight, which opens a reading of excitement to students who miss the fear around it. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Ask what the three quoted phrases together say about how the narrator is seeing and thinking at this moment, then choose the emotion that accounts for all three, not just one.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Reads the pounding heart and glittering vision as the thrill of a great find, missing that he is afraid to take his eyes off the creature and cannot make sense of it.
B Twists what the text says (King et al., 2004)
Turns “If they even twitched I would have run”, a possibility, into an accepted need to leave, though the narrator stays and the phrases describe how he sees.
D True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Matches the fear in paragraph 8, where he wonders whether he is within reach, but the quoted phrases describe broken seeing and puzzling, and his fear has been building, not sudden.
Working it out, step by step
Know what the question asks
Sensory language describes what a character sees, hears or feels. This asks what feeling the three quoted phrases show. Your answer must explain all three phrases, not just one.
Explain the hard words
To spangle means to cover with glittering spots. His heart pounds so hard that his sight seems to sparkle and blur. Fragments are small broken pieces. To fuse means to join together.
Put the phrases together
He sees only “fragments, pieces.” He tries “to fuse them in my mind” but “couldn’t be certain of the whole.” So he is confused, unable to tell what the creature really is. The sentences around them show he is also terrified. He is “afraid to pry my eyes off” its arms, and his heart is racing.
Check each choice
- C fits: “terrified confusion” covers both his fear and his broken, puzzled seeing.
- A is wrong because “spangled” may sound happy, but he is frightened, not thrilled.
- B is wrong because he never decides to leave, and he would run only if the arms moved.
- D is wrong because the phrases show confused seeing, and his fear has been growing since paragraph 6.
Watch out: D is close, since he is afraid. But it leaves out the confusion the phrases show.
Choose the answer
The phrases show a frightened narrator who cannot piece together what he sees. So the answer is C.
Why this answer and not the closest wrong one
D comes closest, because the narrator truly fears for his safety. But the quoted phrases are about how he sees: in pieces he can’t join. That is confusion. C names both the fear and the confusion, so it fits all three phrases.
More questions like this
The original DOE question
Question 44 of 94
2024 Test B English, question 1Question
What is the best way to combine these sentences to clarify the relationship between ideas?
(1) The International Space Station has been inhabited by crew members since 2000.
(2) Tourists will soon be allowed to pay for visits to the space station.
(3) Because the cost is $52–$58 million round trip, few people will be able to take advantage of the opportunity to have a vacation in outer space.
- AThe International Space Station has been inhabited by crew members since 2000, but tourists will soon be allowed to pay for visits to the space station, which cost $52–$58 million round trip, so few people will be able to take advantage of the opportunity to have a vacation in outer space.
- BThe International Space Station has been inhabited by crew members since 2000 and will soon allow tourists to pay for visits, but because the cost is $52–$58 million round trip, few people will be able to take advantage of the opportunity to have a vacation in outer space.
- CThe International Space Station has been inhabited by crew members since 2000, but tourists will soon be allowed to pay for visits to the space station, though the cost is $52–$58 million round trip, so few people will be able to take advantage of the opportunity to have a vacation in outer space.
- DThe International Space Station has been inhabited by crew members since 2000, and tourists will soon be allowed to pay for visits to the space station because the cost is $52–$58 million round trip, therefore few people will be able to take advantage of the opportunity to have a vacation in outer space.
Show the answer
Correct answer: B
The question asks for the best way to combine the sentences.
A. Incorrect. Although the option combines the sentences in a way that accurately reflects the meaning of each individual sentence, the combined sentence is a string of clauses that do not effectively cohere. Because it is poorly structured, the combined sentence does not clarify the relationship of ideas as effectively as the correct response does. The sentence incorrectly uses “but tourists,” and “which cost” modifies “the space station” but does not modify the trip. Compared with the correct response, the combined sentence in this option is also imprecise and unnecessarily wordy.
B. CORRECT. The option uses a complex sentence to present ideas clearly and precisely, and it shows the relationship between the ideas in the original sentences. In the first part of the sentence, the conjunction “and” correctly joins the first and second sentences by indicating a relationship, rather than a contrast, between the two. In the second part of the sentence, the conjunction “but” adds additional emphasis to the fact that while tourists will be allowed to visit the space station, the cost of the trip will likely prohibit most people from visiting.
C. Incorrect. Although the option combines the sentences in a way that accurately reflects the meaning of each individual sentence, the combined sentence is a string of clauses that do not effectively cohere. Because it is so poorly structured, the combined sentence does not clarify the relationship of ideas as effectively as the correct response does. Compared with the correct response, the combined sentence in this option is also imprecise and unnecessarily wordy.
D. Incorrect. The combination of the sentences contains an illogical relationship between ideas with the statement that tourists will be allowed to pay for visits to the space station because the cost is $52–$58 million round trip. The connection between the idea that “tourists will soon be allowed to pay for visits” and the subsequent “therefore few people will be able to take advantage of the opportunity” is also illogical.
Question analysis
This sentence-combining question gives three sentences about the International Space Station, its crew and the high price of a tourist trip, and asks for the best way to join them into one. Every version keeps the same facts, so students must judge which connecting words show how the ideas relate while the sentences stay long and nearly identical.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students practice joining two short sentences with a fitting conjunction. Here three sentences become one long sentence in four nearly identical versions, so students must weigh every connecting word and clause rather than spot one error.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- How sentences fit together major
- Complex sentences moderate
- Every choice must be checked moderate
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 15, 261 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
None of the wrong versions drops a fact, and two of them are loose rather than plainly ungrammatical, so the ear is little help. Students lose the point by accepting the smoothest chain of clauses without asking what each connector claims: whether the crew and the tourists really contrast, what the price belongs to, and what the price explains. The question rewards deciding the three links before reading the versions, then checking them one connector at a time.
How sentences fit together major Working it out
Sentence 2 simply adds to sentence 1, while sentence 3’s price works against the tourist plan and explains why few will go, so every “but,” “though,” “because” or “so” in a version must fit one of those links. (Halliday & Hasan, 1976)
Complex sentences moderate Understanding the question
Each version is one sentence of 48 to 53 words with four clauses, and at that length a “which cost” hanging on the wrong noun or a comma before “therefore” is easy to read past. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Every choice must be checked moderate Choosing the answer
All four versions keep the same facts in the same order and share most of their words, so none can be ruled out by content; each connecting word has to be tested in turn. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, decide how each sentence relates to the next: added fact, contrast, or cause and result. Then check every connecting word in each version against those links.
Traps
- Misplaced modifier: A describing word or phrase that attaches to the wrong word, or to nothing in the sentence.
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
The wrong answers, classified
A Misplaced modifier (Connors & Lunsford, 1988)
Keeps the price as the reason few can go, marked by “so,” but misses that “which cost” hangs on “the space station” and that “but” sets crew against tourists.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Keeps every fact in order, but stacking “but,” “though” and “so” in one sentence turns the price into an aside instead of plainly the reason few people will go.
D Wrong transition (Halliday & Hasan, 1976)
Keeps sentence 3’s “because the cost is” word for word, but here it explains why tourists are allowed, and “therefore” after a comma splices on the result.
Working it out, step by step
Figure out what the question asks
You need to join three sentences into one. The best version shows clearly how the ideas connect. Joining words do that job. A conjunction is a joining word, like and, but, so or because. Each one tells the reader something. And adds a fact. But shows a contrast (two ideas that pull against each other). Because and so show a cause and its result.
Decide how the three sentences connect
Sentence 1 says crews have lived on the station since 2000. Sentence 2 adds a new fact: tourists will soon be able to visit. That is not a contrast, so it needs and. Sentence 3 works against sentence 2. The trip costs “$52–$58 million round trip.” That price is also the reason few people will go. So you need a contrast and a reason. Example: The pool is open to all, but because it costs $90, few kids swim there.
Test each choice
- B uses “and will soon allow tourists” to add the new fact. Then “but because the cost is” shows the contrast and the reason. Every link is right.
- A joins sentence 2 with “but tourists,” as if crews and tourists were opposites. Also, “which cost” comes right after “the space station.” So it sounds like the station costs that much, not the trip.
- C stacks “but,” “though” and “so” in one long chain. The price turns into a side note instead of the clear reason.
- D says tourists may visit “because the cost is” so high. That makes no sense. And “therefore” after a comma joins two sentences the wrong way.
Pick the answer
Watch out: A is the most tempting. It keeps the price as the reason, with “so.” But its “but” and its “which” send the reader the wrong way. Only one choice links every idea correctly. So the answer is B.
Why this answer and not the closest wrong one
A is the closest wrong answer. Like B, it says the price keeps most people away. But A sets crews against tourists with “but tourists.” Its “which cost” also seems to give the price of the station. B uses and for the added fact and but because for the price, so each link is clear.
More questions like this
The original DOE question
Question 45 of 94
2024 Test B English, question 2Question
Which sentence contains an error in its construction and should be revised?
(1) In 1976, the National Basketball Association (NBA) absorbed several teams of the American Basketball Association (ABA), including the New York Nets, who played in the Long Island area at the time. (2) The owner of the Nets decided to take the team to New Jersey after the team had financial troubles, where the team played for thirty-five seasons. (3) The New Jersey Nets had sixteen playoff appearances, including two appearances in the NBA finals. (4) In 2012, the team changed ownership and returned to New York, where the team now plays under the name the Brooklyn Nets.
- Asentence 1
- Bsentence 2
- Csentence 3
- Dsentence 4
Show the answer
Correct answer: B
The question asks for the identification of the sentence that has an error in its construction and should be revised.
A. Incorrect. There are no errors in the structure of sentence 1. The clause “who played in the Long Island area at the time” correctly modifies the noun “New York Nets.” “Who” is the correct relative pronoun to serve as the subject of the modifying clause because it refers to people rather than objects or things.
B. CORRECT. Sentence 2 contains a structural error. The current placement of the clause “where the team played for thirty-five seasons” suggests that the clause is modifying the term “financial troubles,” which is illogical. The clause “where the team played for thirty-five seasons” should immediately follow the location, “New Jersey.” A revised version of the sentence might read, “After the team had financial troubles, the owner of the Nets decided to take the team to New Jersey, where the team played for thirty-five seasons.”
C. Incorrect. There are no errors in the structure of sentence 3. The phrase “including two appearances in the NBA finals” is a nonrestrictive phrase that provides further detail about the team’s “sixteen playoff appearances.” The phrase is set off by a comma because it is not essential to understanding the meaning of the sentence.
D. Incorrect. There are no errors in the structure of sentence 4. The clause “where the team now plays under the name the Brooklyn Nets” is a nonrestrictive clause that provides further detail about the team after its move back to New York in 2012. The clause is set off by a comma because it is not essential to understanding the meaning of the sentence.
Question analysis
This editing question gives a four-sentence paragraph tracing the Nets basketball team from Long Island to New Jersey and back to Brooklyn, and asks which sentence is built incorrectly. The sentences are long, with commas, parentheses and describing clauses, so students must check what each clause actually describes instead of trusting how smoothly it reads.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Placing clauses so they describe the right word is a grade 7 grammar standard. The paragraph is short and plain, but the correct sentences also carry commas and describing clauses, which matches a careful grade 7 editing task.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked minor
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 7, 108 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The faulty sentence is easy to understand, because the reader supplies the link between New Jersey and the thirty-five seasons without noticing the clause is in the wrong place. Students who go by sound skip it and suspect a busier sentence instead, most often the first, with its parentheses and a “who” that refers to a team. The question rewards asking, for each describing clause, which word it actually sits beside.
A rule that doesn't sound wrong moderate Working it out
Sentence 2’s “where the team played for thirty-five seasons” follows “financial troubles,” not “New Jersey,” but readers silently attach it to the state, so the misplaced clause does not sound wrong. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
The stem names no kind of error, and every sentence carries a describing clause or phrase, from “who played” to “including two appearances” to a second “where” clause, so all four must be tested. (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
Sentence 1 runs 31 words with two abbreviations in parentheses and a “who” clause, which makes a correct sentence look like the likeliest home for an error. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: In each sentence, find every describing clause or phrase and the word just before it. Ask whether the clause can logically describe that word; a mismatch marks the sentence to revise.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Believes “who” cannot refer to a team, or distrusts the long sentence with two abbreviations, though “who played in the Long Island area” correctly describes the New York Nets.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Takes “including two appearances in the NBA finals” for a fragment tacked on with a comma, though the phrase correctly adds detail to “sixteen playoff appearances.”
D Fixes what isn't broken (Connors & Lunsford, 1988)
Hears the shift from “returned” to “now plays” as a tense error, though “now” marks the present, and this “where” clause sits right after New York, the place it describes.
Working it out, step by step
Figure out what the question asks
This asks which sentence is built wrong. The facts may all be true. The problem is how the parts of a sentence fit together. The question doesn’t say what kind of error to look for. So you need to test all four sentences.
Learn the rule about describing clauses
A clause is a group of words with a subject and a verb. Some clauses describe a word. They often start with who or where. A describing clause must sit right next to the word it describes. If it lands next to the wrong word, the sentence says something silly. Example: We went to the beach after the storm, where we swam all day. That says we swam in the storm! Fix: After the storm, we went to the beach, where we swam all day.
Test sentence 2
Sentence 2 ends “after the team had financial troubles, where the team played for thirty-five seasons.” The clause starting with “where” sits right after “financial troubles.” So the sentence says the team played inside its money problems. The clause should describe New Jersey, the place. Fix: After the team had financial troubles, the owner of the Nets decided to take the team to New Jersey, where the team played for thirty-five seasons.
Test sentences 1, 3 and 4
- Sentence 1: “who played in the Long Island area at the time” comes right after “the New York Nets.” A team is a group of people, so who works.
- Sentence 3: “including two appearances in the NBA finals” comes right after “sixteen playoff appearances.” It adds a detail about them, so it fits.
- Sentence 4: “where the team now plays” comes right after “New York,” a place. The word “now” makes the present tense right.
Watch out: Sentence 1 looks busy, with two names in parentheses. That makes choice A tempting. But long is not the same as wrong.
Pick the answer
Only sentence 2 puts a describing clause next to the wrong words. So the answer is B, sentence 2.
Why this answer and not the closest wrong one
Sentence 1 is the closest wrong answer, because it is long and uses who for a team. But its clause sits right next to the Nets, the team it describes. In sentence 2, the “where” clause sits next to “financial troubles,” not New Jersey. That is why B is right.
More questions like this
The original DOE question
Question 46 of 94
2024 Test B English, question 3Question
Read this sentence.
The Appalachian Trail is a really long trail that a lot of people do each year.
Which revision of the sentence uses the most precise language?
- AThe Appalachian Trail is an extremely long trail that millions of people do each year.
- BThe Appalachian Trail is a 2,200-mile trail that more than a million people hike each year.
- CThe Appalachian Trail is a 2,200-mile trail that two million people hike each year.
- DThe Appalachian Trail is a lengthy trail that a couple million people do each year.
Show the answer
Correct answer: C
The question asks for the revision of the sentence that uses the most precise language.
A. Incorrect. The word “extremely” does not specify the precise length of the trail (2,200 miles); “millions” is less precise than the specific number of people who hike the trail each year (two million); and the verb “do” imprecisely describes the purpose of visiting the trail (hiking).
B. Incorrect. While the revision specifies the precise length of the trail and the verb “hike” precisely describes the purpose of visiting the trail, “more than a million” is less precise than the specific number of people who hike the trail each year (two million).
C. CORRECT. The length of the trail (2,200 miles), the specific number of people who hike the trail each year (two million), and the action of the visitors (hiking) are clear and precise in this revision of the sentence.
D. Incorrect. The word “lengthy” is less precise than specifying the actual length of the trail (2,200 miles); “a couple million” is less precise than the specific number of people who hike the trail each year (two million); and the verb “do” imprecisely describes the purpose of visiting the trail (hiking).
Question analysis
This precise-language question gives a casual sentence saying the Appalachian Trail is “a really long trail that a lot of people do each year” and asks which revision is most precise. Several revisions swap in more specific words or numbers, so students must check every part of each sentence, not just the first improvement they notice.
- NYS standards
- 7L3a precise and concise language
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Choosing precise wording is grade 7 language work, but this item is one short sentence in everyday words. Typical grade 7 revision sets the same choice inside a paragraph, with more wording to weigh.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 6, 89 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The question is quick once each revision is tested on three points: how long the trail is, how many people hike it, and what they do there. The near miss catches students who stop checking once they see the mileage and the verb “hike,” though its count of hikers is still a range. Words such as “extremely” and “lengthy” are the other snare, since they sound sharper without saying any more.
A very close wrong answer moderate Choosing the answer
The right revision and the one with “more than a million” share the 2,200-mile length and the verb “hike,” and differ only in the hiker count: an exact two million or an open-ended floor. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Every choice must be checked minor Choosing the answer
Each revision repairs a different part of “a really long trail that a lot of people do,” so all four have to be checked for the length, the count and the verb. (Embretson & Wetzel, 1987)
Strategy: Check each revision on three points: how long the trail is, how many people visit, and what they do there. Keep only a version that is exact on all three.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Treats “extremely long” and “millions” as upgrades, though neither gives a length or a count, and the vague verb “do” is still there.
B Wordy, vague or informal (Connors & Lunsford, 1988)
Sees the exact length and the verb “hike” and stops checking, missing that “more than a million” is looser than a specific number of hikers.
D Wordy, vague or informal (Connors & Lunsford, 1988)
Takes the fancier “lengthy” and the casual “a couple million” for sharper wording, though neither is exact and “do” still does not say what visitors do.
Working it out, step by step
Figure out what the question asks
You need the revision with the most precise language. Precise means exact. A precise word tells the reader exactly what or how much. For example, a lot of homework is vague, but three pages of math homework is precise. The sentence has three vague parts: “a really long trail,” “a lot of people,” and the verb “do.”
Make a three-part test
The most precise revision must fix all three parts.
- How long is the trail? Look for an exact length.
- How many people go? Look for an exact number.
- What do they do there? Do is vague. People hike a trail.
A choice that fixes only one or two parts is not the most precise.
Check each choice
- C gives “a 2,200-mile trail,” “two million people,” and “hike.” It passes all three tests.
- B gives the length and “hike.” But “more than a million” is not exact. It could mean 1.1 million or 5 million.
- A says “extremely long” and “millions.” Neither is exact, and it keeps “do.”
- D says “lengthy” and “a couple million.” These sound fancier but say no more. It also keeps “do.”
Pick the answer
Watch out: B is very close. It has the length and the right verb, so many students stop there. But its count of people is still loose. Only C is exact on all three parts. So the answer is C.
Why this answer and not the closest wrong one
B is the closest wrong answer. It matches C on the length, 2,200 miles, and on the verb “hike.” The only difference is the number of hikers. “More than a million” sets a low limit but gives no exact count. “Two million” tells the reader exactly how many, so C is more precise.
More questions like this
The original DOE question
Question 47 of 94
2024 Test B English, question 5Passage Find Time to Volunteer
Find Time to Volunteer
(1) Many people believe that they gain a greater sense of purpose by giving their time to serve others. (2) These are the people who spend their free time volunteering at various places within the community. (3) Those who are served benefit from the work of these volunteers. (4) However, research shows that those who volunteer also receive benefits.
(5) For many students, this proposition may sound impossible. (6) Schoolwork can require hours of study each week. (7) Volunteering at a retirement center or homeless shelter requires both time and energy. (8) Extracurricular activities fill up after-school time. (9) Family obligations and part-time jobs often have to be worked into the schedule, too. (10) However, if students can find time to volunteer, even for a few hours a month, they may find that the benefits outweigh the scheduling difficulties.
(11) To begin with, students who engage in volunteer activities acquire valuable skills and experience, which can help them focus on potential fields of study and career options. (12) Furthermore, when students list volunteer work on college applications, admissions counselors see applicants who care about making their community and college campus a better place.
(13) Volunteerism benefits more than students applying to college. (14) This type of experience is equally important for students moving directly into the workforce after high school. (15) Volunteering demonstrates initiative, dedication, and a strong work ethic, qualities that companies value in a potential employee. (16) In a CareerBuilder study, 60 percent of managers regarded volunteerism as a significant asset when considering applicants.
(17) Students who volunteer undoubtedly make a positive investment in their future, but they also affect their present quality of life. (18) Studies have shown that volunteering is good for both the mind and the body. (19) Volunteering can boost mood levels and reduce anxiety. (20) According to the Mayo Clinic,1 the feeling of doing something meaningful and the appreciation received from that action can reduce stress.
(21) Even the busiest of students can find a way to donate some time to a worthy cause. (22) Though managing different commitments may seem overwhelming at times, students are sure to feel a sense of fulfillment in volunteerism.
1Mayo Clinic: a nonprofit medical organization dedicated to treatment and research
Question
Which revision of sentence 2 uses the most precise language?
- AThese are the people who spend their free time volunteering at animal shelters, helping with activities in community centers, or cleaning up parks.
- BThese are the people who spend their free time helping others in numerous ways at a variety of places, events, or organizations that need support.
- CThese are the people who spend their free time working at local establishments that help people, animals, or other groups in need of assistance.
- DThese are the people who spend a lot of time volunteering at places where they can help people in many ways.
Show the answer
Correct answer: A
The question asks which revision of sentence 2 uses the most precise language.
A. CORRECT. In sentence 2, the author states that people who volunteer in their free time do so “at various places.” The revision to sentence 2 provides the most precise language because it references three specific places (animal shelters, community centers, and parks) where people often volunteer.
B. Incorrect. Although this sentence mentions “a variety of places, events, or organizations” at which people volunteer, the revision does not use the most precise language, because it does not list specific places, events, or organizations.
C. Incorrect. Although this sentence mentions “local establishments that help people, animals, or other groups,” the revision does not use the most precise language, because it does not name the specific types of establishments at which people can volunteer.
D. Incorrect. Although this sentence mentions “places where [volunteers] can help people in many ways,” the revision does not use the most precise language, because it does not provide specific examples of where people can volunteer.
Question analysis
This revising question uses a persuasive essay urging high school students to find time to volunteer. It asks which rewrite of the second sentence, about the people who spend free time volunteering at various places, uses the most precise language. The trap is that longer, list-like wording can look more specific than it really is.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Grade 7 writers learn to replace vague wording with precise language. Here that skill is applied to one sentence of a plain persuasive essay, with no grammar to fix, which makes it lighter than typical grade 7 revision work.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 354 words; question and choices: about grade 10, 102 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Sentence 2’s vague phrase is “various places,” and only one revision replaces it with places a reader can picture: animal shelters, community centers and parks. The wrong revisions grow longer or list the kinds of people helped, which can pass for precision on a quick read. Asking whether a revision names a real place settles it.
Every choice must be checked minor Choosing the answer
Every revision is longer than sentence 2 and sounds more detailed, so each has to be checked for whether it names actual places or only adds general words such as “organizations” and “establishments.” (Embretson & Wetzel, 1987)
Strategy: Find the vague phrase in sentence 2, then ask of each revision whether it tells the reader something more definite or simply uses more words to say the same thing.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
B Wordy, vague or informal (Connors & Lunsford, 1988)
Mistakes a longer string of general categories, “places, events, or organizations,” for precision, though none is named and the sentence only grows wordier.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Is drawn by the three-part list of people, animals and other groups, but “local establishments” still leaves the actual places unnamed.
D Wordy, vague or informal (Connors & Lunsford, 1988)
Accepts “a lot of time” and “many ways,” which keep the original’s vagueness and even drop the point that volunteers give their free time.
Working it out, step by step
Figure out what the question asks
You need to rewrite sentence 2 with more precise language. Precise means exact. Precise words help the reader picture something real. Sentence 2 says: “These are the people who spend their free time volunteering at various places within the community.” Look for the part that is vague.
Find the vague phrase
The vague phrase is “at various places.” Various means different kinds. But the sentence never says which places. You can’t picture them. A better sentence would name real places. Example: I help out at different spots is vague. I help out at the library and the food bank is precise.
Check each choice
- A names three real places: “animal shelters,” “community centers,” and “parks.” You can picture each one.
- B says “a variety of places, events, or organizations.” That is a longer list of general words. It still names nothing real.
- C says “local establishments.” An establishment is a business or group. It still doesn’t say which ones.
- D says “a lot of time” and “many ways.” Those words are vague too. D even drops the idea of free time.
Pick the answer
Watch out: C has a list, “people, animals, or other groups,” so it looks detailed. But that list tells who gets help, not where volunteers go. Only one choice names the places. So the answer is A.
Why this answer and not the closest wrong one
C is the closest wrong answer. Its list of people, animals and other groups sounds specific. But “local establishments” could be any place at all. A replaces “various places” with three places a reader can picture: animal shelters, community centers and parks. That makes A the most precise.
More questions like this
The original DOE question
The passage “Find Time to Volunteer” as printed (page 163)
Question 48 of 94
2024 Test B English, question 28Passage Excerpt from Do Them No Harm!
Excerpt from Do Them No Harm!
by Zoa L. Swayne
This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing for a gathering before the coming winter.
In the moon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation gathered in the Oyaip Prairie for the work and festivities of their annual camas1 harvest.
From far and near The People came. . . .
Should a stranger enter their homeland and ask, “Where are you from?” the reply was always, “We are Nee-mee-poo, The People who live here in this place.”
It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for this last chance to enjoy being together before the Cold Moons kept them close to their fires. The visiting and trading, the foot racing and horse racing, and the gambling and stick games would be remembered and talked about long after they had forgotten the drudgery of digging and roasting camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be friends together.
As was their custom since wahk-kee-ma, a time far back beyond the memory of man, they set up their camps in the same locations their parents and grandparents had occupied before them. Red Bear’s people, from Kamiah, made their camp near the trail that came out of the mountains. Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across the wide meadow, by the great roasting pits, the camps of the Te-wap-poo and Ask-kah-poo were located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed areas in and among the pines in such numbers that they encircled the entire meadow land.
Red Bear’s people had traveled all summer with neighboring bands, gathering and preparing roots, picking and drying berries, drying and smoking meat and fish for their winter food supply. Now they were at the Oyaip camp. The women worked hard to dig and cure as many bags of roots as they could during the warm, sunny days, for the sharp night air brought warnings that WARM was going and COLD was coming.
Everyone helped in some way. Most of the men fished or hunted for meat. While many of the women dug and roasted camas, other women and older children picked and dried berries.
And the younger children played. They played at hunting. They played with the babies. They played with their horses and puppies. They learned how to live through their play.
This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily tasks, until sudden cries came from the children playing by the trail.
“People coming! People coming! People coming on the trail from the high mountains!” they called as they ran to their elders, who looked sharply at the figures of approaching horsemen.
Were they friends or enemies? Did they bring good news or bad?
“Who can it be? What brings them here?” were the questions in every mind.
“Could they be the four hunters who had gone to Buffalo Country two summers past? Would they have news of the families who had gone long ago to Buffalo Country and never returned?”
It was customary for a hunting party to be gone for more than one season.
“Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe our four hunters. [They have] been gone many moons.”
“Looks like five people—not four,” others observed.
Excitement grew as the riders came close enough to be recognized.
“A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.
“Looks like a woman. Who is she?”
The hunters rode up to the welcoming crowd, proud to show off the loads of meat, hides, and other trophies of their hunt. They paraded around the encampment for all to see how strong their Hunting Power had been—what great hunters they, themselves, were.
Red Bear’s people rejoiced at their hunters’ success. Good hunters brought good to everybody. The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity. Who was she? Where had she come from? . . .
“Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and unloaded their packs. . . .
Now they could see! She was the daughter of the family gone so long ago! The girl-child who had left came back now—a grown woman.
“Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And Wat-ku-ese was her name from that time on.
Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and made a place for her to rest. For many suns they cared for her until she became stronger.
One evening Wat-ku-ese told her story for all to hear.
From DO THEM NO HARM!: Lewis and Clark Among the Nez Perce by Zoa L. Swayne. Published by Caxton Press. Copyright © 1990 by Zoa L. Swayne. Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All rights reserved.
1camas: a wild, edible plant
Question
In paragraph 20, the phrases “trophies of their hunt” and “paraded around” affect the paragraph by
- Asuggesting that the hunters are rewarded for their leadership.
- Bemphasizing that The People are dependent on the hunters for food.
- Crevealing that the hunters are pleased with their success.
- Dindicating that The People have gathered specifically to welcome the hunters.
Show the answer
Correct answer: C
The question asks how the phrases “trophies of their hunt” and “paraded around” affect paragraph 20.
A. Incorrect. The phrase “trophies of their hunt” describes the animals that the hunters have successfully found. They have already received their rewards (the animals) and are showing them to The People.
B. Incorrect. The excerpt describes many ways that The People find and prepare their own food. While they appreciate the extra food, they are not dependent on the hunters.
C. CORRECT. The hunters “paraded around” because they were proud of the animals they had been able to get while hunting. Since a trophy is a recognition of success, they consider these animals their trophies.
D. Incorrect. The phrases show the pride the hunters feel. As paragraph 20 says, the hunters want “all to see how strong their Hunting Power had been.” The phrases are focused on the hunters rather than on those who have gathered around them.
Question analysis
This word-meaning question looks at the phrases “trophies of their hunt” and “paraded around” in the scene where four Nez Perce hunters ride back into camp, and asks what the phrases add to the paragraph. Students must work out what the words suggest in this context, not just their dictionary meanings, and weigh four plausible effects on the paragraph.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Grade 7 students analyze the connotations of words in context. These two phrases are familiar and sit in one short paragraph with helpful context nearby, so this is lighter than typical grade 7 word-choice work.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 5, 885 words; question and choices: about grade 8, 55 words.
- Corrected from the DOE handbook
- A quotation in the explanation was corrected to match the passage.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Paragraph 20 nearly states the answer: the hunters are “proud to show off” their loads and parade “for all to see how strong their Hunting Power had been.” Errors come from neighboring details instead: the welcoming crowd in the same paragraph, the food for everyone in the next, or the everyday sense of a trophy as an award. Reading the phrases inside their own sentences settles it.
Figurative or literary language minor Understanding the question
“Trophies of their hunt” turns meat and hides into prizes and “paraded around” suggests a show, and students must read both as signs of pride rather than of awards or ceremony. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
The right answer is reworded minor Choosing the answer
The right choice recasts “proud to show off” in new words, while one wrong choice echoes the “welcoming crowd” and another the “plenty of food” of paragraph 21. (Freedle & Kostin, 1993; Kirsch & Mosenthal, 1990)
Strategy: Think about what each phrase usually suggests, then reread the whole of paragraph 20 to check that meaning against the context before looking at the choices.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “trophies” as prizes handed out for an achievement and adds leadership, but the trophies are the meat and hides, and nothing mentions leading.
B Too broad or too strong (King et al., 2004)
Borrows paragraph 21’s point that good hunters bring food for all and inflates it into dependence, though The People gather much of their own food.
D Twists what the text says (King et al., 2004)
Is drawn by the “welcoming crowd” in the same paragraph, but The People came to Oyaip for the camas harvest and simply greet the hunters who arrive.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation of Option C says the hunters “parade around.” Paragraph 20, and the question itself, say they “paraded around the encampment,” so the site now quotes “paraded around” and puts the rest of that sentence in the past tense to match.
Working it out, step by step
Figure out what the question asks
This asks what two phrases add to paragraph 20: “trophies of their hunt” and “paraded around.” Think about what each phrase suggests. Then check it against the whole paragraph.
Think about each phrase
A trophy is something you show off to prove you won, like a cup for a winning team. Here the trophies are the meat and hides from the hunt. To parade is to march around so people can watch, like in a parade. Both phrases suggest showing off something you are proud of.
Check the whole paragraph
Paragraph 20 says the hunters were “proud to show off the loads of meat, hides, and other trophies of their hunt.” Then “They paraded around the encampment for all to see how strong their Hunting Power had been.” An encampment is a camp. The paragraph ends “what great hunters they, themselves, were.” So the hunters are proud of how well they did.
Check each choice
- C fits. The hunters are pleased with their success.
- A: no one gives the hunters a prize. The trophies are what they caught, and nothing mentions leading.
- B: The People get much of their own food. They dig roots, pick berries and fish. They don’t depend on the hunters to eat.
- D: The People came for the camas harvest. They greet the hunters when they arrive. They did not gather just for them.
Watch out: D is tempting because the paragraph mentions a “welcoming crowd.” But the two phrases describe the hunters, not the crowd.
Pick the answer
Both phrases show the hunters proudly showing off the results of a good hunt. So the answer is C: the hunters are pleased with their success.
Why this answer and not the closest wrong one
D and B are the closest wrong answers, because they use nearby details: the “welcoming crowd” and the food the hunters bring. But the two phrases are about the hunters themselves. They are “proud to show off” what they caught. That pride is C.
More questions like this
The original DOE question
The passage “Excerpt from Do Them No Harm!” as printed (pages 177–178)
Question 49 of 94
2024 Test B English, question 36Passage Invention of the Telegraph
Samuel Morse, an American inventor, is credited with creating the electronic telegraph, a communication device that allows users to send messages using a system of short and long pulses that represent letters, numbers, and punctuation. In 1843 the United States Congress passed the Telegraph Bill, which provided Morse with the funds to build an electric telegraph system.
Invention of the Telegraph
Earlier Signal Systems
Long before Samuel F. B. Morse electrically transmitted his famous message “What hath God wrought?” from Washington to Baltimore on May 24, 1844, there were signaling systems that enabled people to communicate over distances. Most were visual or “semaphore” systems using flags or lights. In the eighteenth century, such systems used an observer who would decipher a signal from a high tower on a distant hill and then send it on to the next station. The young American republic wanted just such a system along its entire Atlantic coast and offered a prize of $30,000 for a workable proposal. The framers of this legislation had no way of knowing that when they used the word “telegraph” to refer to this visual semaphore system, they would be offered an entirely new and revolutionary means of communication—electricity.
The Growth of an Idea
The idea of using electricity to communicate over distance is said to have occurred to Morse during a conversation aboard ship when he was returning from Europe in 1832. Michael Faraday’s recently invented electromagnet was much discussed by the ship’s passengers, and when Morse came to understand how it worked, he speculated that it might be possible to send a coded message over a wire. While a student at Yale College years before, he had written his parents a letter about how interesting he found the lectures on electricity. Despite what he had learned at Yale, Morse found when he began to develop his idea that he had little real understanding of the nature of electricity, and after sporadic attempts to work with batteries, magnets, and wires, he finally turned for help to a colleague at the University of the City of New York, Leonard D. Gale.
Gale was a professor of chemistry and familiar with the electrical work of Princeton’s Joseph Henry, a true pioneer in the new field. Well before Morse had his shipboard idea about a telegraph, Henry rang a bell at a distance by opening and closing an electric circuit. In 1831, he had published an article, of which Morse was unaware, that contained details suggesting the idea of an electric telegraph. Gale’s help and his knowledge of this article proved crucial to Morse’s telegraph system because Gale not only pointed out flaws in the system but showed Morse how he could regularly boost the strength of a signal and overcome the distance problems he had encountered by using a relay system Henry had invented. Henry’s experiments, Gale’s assistance, and, soon after, hiring the young technician Alfred Vail were keys to Morse’s success.
Obstacles and Opportunities
By December 1837, Morse had enough confidence in his new system to apply for the federal government’s appropriation, and during the next year he conducted demonstrations of his telegraph both in New York and Washington.
However, when the economic disaster known as the Panic of 1837 took hold of the nation and caused a long depression, Morse was forced to wait for better times. It was during this period that Morse visited Europe again and tried not only to secure patent protection overseas but to examine competing telegraph systems in England. . . .
By 1843, the country was beginning to recover economically, and Morse again asked Congress for the $30,000 that would allow him to build a telegraph line from Washington to Baltimore, forty miles away. The House of Representatives eventually passed the bill containing the Morse appropriation, and the Senate approved it in the final hours of that Congress’s last session. With President Tyler’s signature, Morse received the cash he needed and began to carry out plans for an underground telegraph line.
Realizing a Great Invention
Morse had hired the ingenious construction engineer Ezra Cornell to lay the pipe carrying the wire, and although Cornell did his job superbly, one of Morse’s partners, Congressman F. O. J. Smith, had purchased wire with defective insulation. Too much time had been wasted laying bad wire, and with the project on a rigid deadline, something had to be done quickly. Cornell suggested that the fastest and cheapest way of connecting Washington and Baltimore was to string wires overhead on trees and poles. The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.
Soon, as overhead wires connected cities up and down the Atlantic coast, the dots-and-dashes method that recorded messages on a long moving strip of paper was replaced by the operator’s ability to interpret the code in real time. . . . Telegraph lines soon extended westward, and within Morse’s own lifetime they connected the continents of Europe and America.
“Invention of the Telegraph”—Public Domain/Library of Congress
legislation: Telegraph Bill
dots-and-dashes method: the short and long pulses of Morse code that are sent and received by telegraph operators
The first transatlantic electric telegraph message was sent in 1858, and by 1902 the British All-Red Line connected most of the world.
Source: U.S. Bureau of the Census. Historical Statistics of the United States, Colonial Times to 1970, Bicentennial Edition, Part 2. Washington, D.C., 1975.
Question
Read this sentence from paragraph 7.
The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.
The words “dramatic” and “spectacularly” in the sentence convey a
- Asense of relief and fulfillment that the line was finished.
- Bsense of wonder and celebration that the telegraph line was accomplished.
- Cfeeling of excitement about the future possibilities of the telegraph.
- Dfeeling of confidence about being able to continue the work.
Show the answer
Correct answer: B
The question asks what the words “dramatic” and “spectacularly” convey in the sentence from paragraph 7.
A. Incorrect. While there may have been some feelings of relief and fulfillment when the lines were finished, the passage instead focuses on the wonder and joy that Morse and Cornell felt after overcoming setbacks and completing the construction of the telegraph system.
B. CORRECT. Morse and Cornell rushed to post the wires overhead, and the “rigid deadline” (paragraph 7) was successfully met. The words have a positive and victorious tone that is consistent with the feeling of wonder that it worked and of celebration that the construction was completed.
C. Incorrect. The passage does not share whether Morse or Cornell considered the future possibilities of the telegraph; it shares only that the finished product was “dramatic,” implying it was amazing to see.
D. Incorrect. While the passage later discusses the expansion of overhead wires “up and down the Atlantic coast” and how they “connected the continents of Europe and America” (paragraph 8), there is no evidence shared in the passage that Morse planned to continue his work with electricity.
Question analysis
Students judge the connotation of two words, “dramatic” and “spectacularly,” in the sentence from “Invention of the Telegraph” that describes the completion of Samuel Morse’s first telegraph link from Washington to Baltimore. Because the same sentence calls Morse “desperate” and says the line was finished just in time, several feelings seem to fit the moment, and the choices name four of them.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Judging what two adjectives convey is standard grade 7 word-choice work, and the sentence is printed with the question. The challenge is that all four choices name believable feelings, so students must separate the words’ own connotations from the situation around them.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- A very close wrong answer moderate
- Reading between the lines moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 910 words; question and choices: about grade 10, 91 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The quoted sentence offers two tempting sources for the answer besides the two words the stem names: Morse is “desperate,” and the line is finished “in time.” Students who read the situation rather than the words choose relief, and those who think ahead to paragraph 8’s spreading wires choose excitement about the future. The question rewards asking what “dramatic” and “spectacularly” say about the link itself, an event that impressed and was celebrated.
A very close wrong answer moderate Choosing the answer
The relief choice is built like the key, a pair of feelings about the finished line; only the feelings differ, and “dramatic” and “spectacularly” point to wonder at a public success, not release from worry. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
Neither word names an emotion: “dramatic” and “spectacularly” describe the link itself, so the feeling they carry has to be inferred from their sense of an impressive public show. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Every choice must be checked minor Choosing the answer
All four choices name a positive feeling that suits a race against a “rigid deadline,” so tone alone rules none of them out. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, picture something you would call dramatic and spectacularly successful, and name the feeling those words give it; then find the choice closest to that feeling.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Takes what Morse probably felt, relief after a “desperate” scramble to beat the deadline, for what the author’s two words convey, which is admiration for a striking success.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in paragraph 8, where wires spread along the coast and across the ocean, but this sentence is about the first finished link and says nothing of what might follow.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Assumes success would leave Morse confident about pressing on, but the sentence never looks past the finished line, and the two words describe the event, not his plans.
Working it out, step by step
Figure out what the question asks
This question is about connotation, the feeling a word carries beyond its dictionary meaning. It names two words, “dramatic” and “spectacularly.” Your job is to name the feeling those two words give the sentence. Other words in the sentence should not decide your answer.
See what is happening in paragraph 7
Just before this sentence, Morse’s team lost time laying wire that turned out to be faulty. The job was also “on a rigid deadline” with no time to spare. Cornell had a quick fix: to “string wires overhead on trees and poles” instead. Morse agreed, and the line was done in time. The sentence describes the moment the first link worked, from the Capitol in Washington to the train station in Baltimore.
Work out what the two words suggest
A dramatic event grabs your attention, the way the high point of a movie does. Spectacularly comes from spectacle, a grand sight that makes people stop and stare. So the author is saying the link was more than finished. It was a thrilling public success. Words like these make a reader marvel at what was done and want to cheer.
Check each choice
- A does not fit. Morse was “desperate,” so he may have felt relief. But that feeling comes from the word “desperate,” not from the two words the question asks about.
- B fits. Wonder matches an amazing sight, and celebration matches a great success.
- C does not fit. This sentence is only about the finished link. Wires spreading to other places come later, in paragraph 8.
- D does not fit. The two words describe the event itself. They tell nothing about Morse’s plans for more work.
Choose the answer
The words “dramatic” and “spectacularly” make the first telegraph link sound like a thrilling show. So the answer is B, a “sense of wonder and celebration that the telegraph line was accomplished.”
Why this answer and not the closest wrong one
A is the closest trap, since it also names two good feelings about the finished line. But relief is the quiet feeling you get when worry ends. The words “dramatic” and “spectacularly” are loud and showy. They make the link sound like something to gasp at and cheer for, and that is wonder and celebration.
More questions like this
The original DOE question
The passage “Invention of the Telegraph” as printed (pages 146–148)
Question 50 of 94
2024 Test B English, question 49Passage Snowy Mountains
Snowy Mountains
by John Gould Fletcher
Higher and still more high,
Palaces made for cloud,
Above the dingy city-roofs
Blue-white like angels with broad wings,
Pillars of the sky at rest
The mountains from the great plateau
Uprise.
But the world heeds them not;
They have been here now for too long a time.
The world makes war on them,
Tunnels their granite cliffs,
Splits down their shining sides,
Plasters their cliffs with soap-advertisements,
Destroys the lonely fragments of their peace.
Vaster and still more vast,
Peak after peak, pile after pile,
Wilderness still untamed,
To which the future is as was the past,
Barrier spread by Gods,
Sunning their shining foreheads,
Barrier broken down by those who do not need
The joy of time-resisting storm-worn stone,
The mountains swing along
The south horizon of the sky;
Welcoming with wide floors of blue-green ice
The mists that dance and drive before the sun.
“Snowy Mountains” by John Gould Fletcher—Public Domain
Question
Read lines 23–26 from the poem.
The mountains swing along
The south horizon of the sky;
Welcoming with wide floors of blue-green ice
The mists that dance and drive before the sun.
The personification in these concluding lines of the poem suggests that the mountains are
- Agracious hosts who are untroubled by the actions of people.
- Bunaware of their coming destruction.
- Clively entertainers who are amused by the everyday concerns of people.
- Dtoo proud to reveal their pain.
Show the answer
Correct answer: A
The question asks what the personification in the concluding lines of the poem suggests about the mountains.
A. CORRECT. Line 25’s use of the word “Welcoming” suggests that the mountains are kind hosts. Lines 23 and 26, with language such as “The mountains swing along” and “The mists that dance and drive before the sun,” imply the carefree nature of the mountains as they resist the destructive work of humanity.
B. Incorrect. The personification in the lines conveys a sense of optimism and endurance, with no language to suggest coming destruction.
C. Incorrect. Although the lines mention that “the mountains swing along” (line 23) and “the mists . . . dance” (line 26), the personification is used to describe the mountains’ perseverance, rather than to suggest that the mountains are amused by the concerns of others.
D. Incorrect. Although the second stanza develops the idea that the mountains have been mistreated by humans, which might be a source of pain, the concluding lines emphasize the joy and perseverance of the mountains as they “swing along” (line 23) despite significant adversity.
Question analysis
Students interpret the personification in the closing lines of “Snowy Mountains,” lines 23–26, and decide what it suggests about the mountains on the south horizon. They need to see which human actions the poet gives the mountains and what kind of character those actions create, and then choose among four quite different personalities.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Grade 7 readers routinely interpret personification, and here the four lines are printed with the question. The images are concrete and the choices give the mountains clearly different roles and moods, so careful matching settles it.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 161 words (a poem; reading level not measured); question and choices: about grade 6, 77 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The closing lines are calm and generous, and the task is to turn their personification into a character. Students who give the mists’ dancing to the mountains see performers, but the performer choice also has the mountains amused by people’s concerns, which nothing here supports, so a careful reader rejects it. The remaining losses come from carrying the second stanza’s damage into lines that show only ease and welcome.
Figurative or literary language moderate Understanding the question
The human traits must be sorted by who has them: the mountains “swing along” and are “Welcoming,” while the mists are the ones that “dance and drive before the sun.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
In “Welcoming with wide floors of blue-green ice / The mists,” the object of “Welcoming” comes after a long phrase and a line break, so who welcomes whom is easy to lose. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Underline each verb or describing word in lines 23–26 that gives the mountains a human trait, then check every choice against all of them.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Takes the mountains’ carefree swinging as ignorance and adds the earlier stanzas’ damage to it, but these four lines are serene and hint at no destruction to come.
C Twists what the text says (King et al., 2004)
Gives the mists’ dancing to the mountains and so makes them performers, then adds amusement at people’s concerns, though here the mountains only swing along and welcome the mists.
D Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Imagines a brave face hiding the wounds of the second stanza, but the lines show the mountains at ease and welcoming, with no sign of pride or pain.
Working it out, step by step
Figure out what the question asks
This asks about personification. That is when a writer describes a thing as if it were a person, with human actions or moods. You need to decide what kind of character the mountains seem to be in lines 23 to 26.
Find who does each action
The four lines are one sentence. In line 23, “The mountains swing along” the edge of the sky. Line 25 shows them “Welcoming with wide floors of blue-green ice.” The guests arrive in line 26: “The mists that dance and drive before the sun.” The mountains do two things here, swing along and welcome. The dancing belongs to the mists.
Decide what the actions suggest
Welcoming guests is what a host does. A host invites others in and makes them comfortable. Gracious means warm and polite. To swing along is to move in a relaxed, easy way. The second stanza was full of harm, yet here the mountains seem calm. They are untroubled, or not worried or upset.
Check each choice
- A fits. The mountains welcome the mists like gracious hosts, and they move at ease.
- B does not fit. Nothing in these lines hints at harm to come. The mood is calm and bright.
- C does not fit. Line 26 gives the dancing to the mists. And nothing shows the mountains laughing at people’s daily worries.
- D does not fit. There is no sign of pride or hidden pain. The mountains seem relaxed and open.
Choose the answer
Like kind hosts, the mountains greet their guests and stay calm. So the answer is A.
Why this answer and not the closest wrong one
C may tempt you, because swinging and dancing both sound lively. But check who dances: line 26 gives the dancing to the mists. The mountains are the ones “Welcoming” them, so they are hosts, not entertainers. C also says the mountains are amused by people, and these lines never show that.
More questions like this
The original DOE question
The passage “Snowy Mountains” as printed (page 142)
Question 51 of 94
2024 Test B English, question 50Passage Excerpt from “The Past and the Future of the Earth’s Oldest Trees”
Excerpt from “The Past and the Future of the Earth’s Oldest Trees”
by Alex Ross
About forty-five hundred years ago, not long after the completion of the Great Pyramid at Giza, a seed of Pinus longaeva, the Great Basin bristlecone pine, landed on a steep slope in what are now known as the White Mountains, in eastern California. The seed may have travelled there on a gust of wind, its flight aided by a winglike attachment to the nut. Or it could have been planted by a bird known as the Clark’s nutcracker, which likes to hide pine seeds in caches; nutcrackers have phenomenal spatial1 memory and can recall thousands of such caches. This seed, however, lay undisturbed. On a moist day in fall, or in the wake of melting snows in spring, a seedling appeared above ground—a stubby one-inch stem with a tuft of bright-green shoots.
Most seedlings die within a year; the mortality rate is more than ninety-nine percent. The survivors are sometimes seen growing in the shadow of a fallen tree. The landscape of the Ancient Bristlecone Pine Forest, as this area of the White Mountains is called, is littered with fragments of dead trees—trunks, limbs, roots, and smaller chunks. Pinus longaeva grows exclusively in subalpine regions of the Great Basin, which stretches from the eastern slopes of the Sierra Nevada to the Wasatch Range, in Utah. Conditions are generally too arid for the dead wood to rot; instead, it erodes, sanded down like rock. The remnants may harbor nutrients and fungi that help new trees grow. Bristlecones rise from the bones of their ancestors—a city within a cemetery.
Coast redwoods and giant sequoias, California’s gargantuan world-record-holding trees, can grow fifty feet or more in their first twenty years. Bristlecones rise agonizingly slowly. After four or five years, the seedling on the steep slope would have been just a few inches higher, sprouting needles in place of the embryonic shoots. The needles are a deep green, tough, resinous, and closely bunched in groups of five. On a mature tree, they live for fifty years or more. Decades may have passed before the tree was human height, and decades more before it resembled a conventional pine. Bristlecone saplings grow straight up, with relatively sparse foliage, looking like undernourished Christmas trees. After a few hundred years—by which time the Old Kingdom of Egypt had fallen—it was probably forty or fifty feet in height.
Many tree species live for hundreds of years. A smaller but not inconsiderable number, including the sequoias and certain yews, oaks, cypresses, and junipers, survive for thousands. Once a bristlecone has established itself in the unforgiving conditions of the White Mountains, it can last almost indefinitely. The trees tend to grow some distance from one another, so fires almost never destroy an entire stand. Because only a few other plant species can handle the dry, cold climate, the bristlecones face little competition. Unlike most plants, they tolerate dolomite soil, which is composed of a chalky type of limestone that is heavily alkaline and low in nutrients. As for insect threats, bristlecone wood is so dense that mountain-pine beetles and other pests can rarely burrow their way into it.
Empires rose and fell; wars raged; . . . and the tree from 2500 B.C. continued its implacable slow-motion existence, adding about two-hundredths of an inch to the diameter of its trunk each year. Minute changes in the tree-ring record make bristlecones an exceptionally useful source of data about changing conditions on Earth. When rains are heavier than normal, the rings widen. When volcanic eruptions cause global cooling, frost rings make the anomaly2 visible. . . .
As the millennia go by, bristlecones become contorted and wraithlike.3 The main stem, or leader, dies back. Entire branches, even the trunk itself, become fossils. At first glance, the tree may look dead. Such is the case of the forty-five-hundred-year-old tree that clings to life near the tourist path that now runs through the Ancient Bristlecone Pine Forest. Spears of dead wood jut into the air. The trunk is a marbled hulk stripped of bark, like driftwood thrown from a vanished ocean. A ribbon of live bark runs up one side, funneling water and nutrients to clumps of green needles high above. All told, the tree is an unprepossessing specimen; most people march past it without giving it a second glance. . . .
. . . No two super-elderly trees look alike, to the point where they have acquired the characteristics of individuals. Trees are prone to anthropomorphism; we project our dreams and our anxieties onto them. Bristlecones have been called elders, sentinels, sages. The possibility that climate change will cause their extinction has inspired a spate4 of alarmed news stories, although tree scientists tend to discount the idea that the bristlecones are in immediate danger. They have survived any number of catastrophes in the past; they may survive humanity.
From “The Past and the Future of the Earth’s Oldest Trees” by Alex Ross from THE NEW YORKER, January 20, 2020. Copyright © 2020 by Condé Nast. All rights reserved.
1spatial: relating to physical space
2anomaly: oddity
3wraithlike: ghostly
4spate: sudden abundance
Question
What is the effect of comparing groups of bristlecone pines to “a city within a cemetery” (paragraph 2)?
- AIt illustrates that the new tree’s appearance is markedly different from that of mature bristlecone pines.
- BIt emphasizes the new tree’s ability to use resources left by prior generations of bristlecone pines.
- CIt highlights the tree’s capacity for a long life if it is able to survive to maturity.
- DIt reveals that the tree’s dense growth patterns are unusual in arid conditions.
Show the answer
Correct answer: B
The question asks what the effect is of comparing groups of bristlecone pines to “a city within a cemetery” (paragraph 2).
A. Incorrect. The reference to “a city within a cemetery” describes how new trees use the remnants of their “ancestors” (paragraph 2) and makes no comment on the appearance of young versus mature trees.
B. CORRECT. The “cemetery” contains “the bones of their ancestors” (paragraph 2)—“ancestors” being earlier generations of bristlecone pines—which provide some of the nutrients that the new trees need.
C. Incorrect. The reference to “a cemetery” is not a comment on how long bristlecone pines can live; rather, it illustrates that the new pines are using remnants of their “ancestors” (paragraph 2) to grow.
D. Incorrect. Although the climate is mentioned in paragraph 2, it is not the reason for the comparison to “a city within a cemetery.” The comment is intended to illustrate how the new trees use nutrients left behind by the old ones.
Question analysis
This figurative language question on Alex Ross’s article about the bristlecone pine, one of the Earth’s oldest trees, asks what effect the author creates by comparing groups of these trees to “a city within a cemetery.” Students must interpret a metaphor in context, and the choices raise ideas the excerpt discusses elsewhere, so they must stay with what this comparison itself conveys.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a metaphor from nearby context is standard grade 7 work. The phrase closes a paragraph whose earlier sentences give the needed context, so the demand is typical, though the excerpt’s rich vocabulary adds some reading load.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 851 words; question and choices: about grade 10, 79 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The comparison closes paragraph 2, and the sentence just before it explains it: the dead wood may hold nutrients and fungi that help seedlings grow. Students who read the image on its own reach for ideas from elsewhere in the excerpt, such as the trees’ great age, the look of young and old trees, or the dry climate. The question rewards reading the metaphor against its neighbors, which makes it fairly quick.
Figurative or literary language moderate Understanding the question
Both halves of the metaphor need decoding: the “city” is the living bristlecones, and the “cemetery” is the dead trunks, limbs and roots littering the slope, “the bones of their ancestors.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
The sentence that explains the image, “The remnants may harbor nutrients and fungi that help new trees grow,” depends on “remnants” and on “harbor” in its less familiar sense of hold. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Work out what the “city” and the “cemetery” each stand for by rereading the sentences just before the phrase, then choose the effect that both halves of the comparison support.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong part of the text (Kirsch & Mosenthal, 1990)
Reads the city and the cemetery as young and old trees that look different, a contrast drawn between paragraphs 3 and 6, though here the cemetery is dead wood.
C True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Applies the excerpt’s main idea, the trees’ great age, to this phrase, but a city in a cemetery shows living trees rising from dead ones, not how long they last.
D Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Takes “city” at face value as crowded growth and pairs it with the paragraph’s “arid” conditions, though paragraph 4 says bristlecones grow some distance apart.
Working it out, step by step
Figure out what the question asks
This asks about a comparison. In paragraph 2, the author calls groups of bristlecones “a city within a cemetery.” You need to figure out what this picture helps the reader understand about the trees.
Read the sentences around it
Paragraph 2 says the forest floor is “littered with fragments of dead trees—trunks, limbs, roots, and smaller chunks.” Next it says, “The remnants may harbor nutrients and fungi that help new trees grow.” Then comes the comparison: “Bristlecones rise from the bones of their ancestors—a city within a cemetery.”
Decode the two halves of the picture
Remnants are leftover pieces. To harbor something here means to hold it. Fungi are living things such as mushrooms and molds. A cemetery is a place for the dead, so it stands for the dead wood. A city is full of life, so it stands for the living trees. Their ancestors are the trees that lived and died before them. So new trees grow out of the old ones’ remains and use what those remains hold.
Check each choice
- A does not fit. The image is about living trees and dead wood. It says nothing about how young and old trees look.
- B fits. New trees use the nutrients and fungi left behind by earlier generations.
- C does not fit. The excerpt does show that bristlecones live long, but this image is about growing from dead wood.
- D does not fit. A city may sound crowded, but paragraph 4 says the trees “grow some distance from one another.”
Choose the answer
The comparison shows living trees rising from, and feeding on, the remains of their ancestors. So the answer is B.
Why this answer and not the closest wrong one
C is tempting, because long life is what the whole excerpt is about. But the sentence just before the comparison explains it: the dead wood may hold nutrients that help new trees grow. The picture is about the living drawing on the dead, which is what B says.
More questions like this
The original DOE question
The passage “Excerpt from “The Past and the Future of the Earth’s Oldest Trees”” as printed (pages 193–194)
Question 52 of 94
2024 Test B English, question 54Uses the passage above: “Excerpt from “The Past and the Future of the Earth’s Oldest Trees””.
Question
The phrases “clings to life” and “stripped of bark” in paragraph 6 are used to highlight
- Athat the tree is fragile and needs help to avoid becoming extinct.
- Bhow the tree can be misunderstood because of its appearance.
- Chow the tree interests observers with its unusual appearance.
- Dthat the tree manages to survive even when partially fossilized.
Show the answer
Correct answer: D
The question asks what the phrases “clings to life” and “stripped of bark” in paragraph 6 are used to emphasize.
A. Incorrect. While these two phrases are suggestive of the tree’s fragility, nothing in this paragraph suggests that the tree needs help to avoid extinction.
B. Incorrect. While the tree may be misunderstood to be dead because it is “stripped of bark,” the phrase “clings to life” emphasizes the fact that the tree is not dead but manages to survive.
C. Incorrect. The paragraph says that far from being interested in the tree’s unusual appearance, “most people march past it without giving it a second glance” (paragraph 6).
D. CORRECT. The phrase “clings to life” emphasizes that the tree is still surviving even though it is partially fossilized, as shown by its “marbled hulk stripped of bark” (paragraph 6).
Question analysis
This word meaning question asks what the phrases “clings to life” and “stripped of bark” highlight in paragraph 6 of an article about a forty-five-hundred-year-old bristlecone pine. Students must interpret figurative and descriptive language in context, read the phrases against the rest of the paragraph, and find the idea the author uses them to stress.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining what figurative phrases emphasize is everyday grade 7 work. Both phrases sit in one short paragraph of concrete description and the choices are brief, so the demand is typical, though vocabulary such as “unprepossessing” adds some load.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 851 words; question and choices: about grade 7, 56 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
One phrase points to death and the other to life, and the question asks what the pair stresses together. The strongest lure explains only the bark phrase: paragraph 6 does say the tree may look dead, so a choice about being misunderstood seems well grounded. Students who give “clings to life” equal weight see a tree that survives even as its trunk turns to fossil.
Figurative or literary language moderate Understanding the question
“Clings to life” personifies the tree as holding on by a thread, and “stripped of bark” belongs to the image of a “marbled hulk” like driftwood, so the pair sets death beside survival. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines minor Working it out
The key’s “partially fossilized” is never said of this tree; it comes from linking “stripped of bark” to the paragraph’s earlier statement that “Entire branches, even the trunk itself, become fossils.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Decide what each phrase suggests by itself, then what the two say when read together within paragraph 6, and choose the idea that both phrases support.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Half right: One half of a two-part choice is right and the other is not.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Hears fragility in “clings to life,” which the phrase does suggest, but adds a need for help against extinction that paragraph 6 never mentions and paragraph 7 plays down.
B True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Rests on a real point of paragraph 6, that the tree “may look dead” at first glance, but “clings to life” stresses its survival, not how people misjudge it.
C Twists what the text says (King et al., 2004)
Assumes an odd-looking tree draws attention, reversing the paragraph, which says “most people march past it without giving it a second glance.”
Working it out, step by step
Figure out what the question asks
This asks about two phrases in paragraph 6, “clings to life” and “stripped of bark.” You need to see what they point out when you read them together. Look for the idea that both phrases support.
Find the phrases in paragraph 6
In very old bristlecones, “Entire branches, even the trunk itself, become fossils” (paragraph 6). Next the author describes one 4,500-year-old tree “that clings to life near the tourist path” (paragraph 6). Its “trunk is a marbled hulk stripped of bark,” like driftwood. Still, “A ribbon of live bark runs up one side,” carrying water and nutrients to green needles high above.
Work out what each phrase means
To cling to life is to hold on to it hard, like gripping a rope. A fossil here is wood so old and dead that it has hardened, almost like stone. A hulk is a big, empty shell. Stripped of bark means the bark is gone. So one phrase shows a bare, fossil-like trunk, and the other shows a tree that is still alive. Together they show a tree that survives even though much of it has turned to fossil.
Check each choice
- A does not fit. The phrase “clings to life” does hint that the tree is fragile. But nothing in paragraph 6 says it needs help to avoid dying out.
- B does not fit. The paragraph says the tree “may look dead.” But “clings to life” stresses that it survives, not that people misjudge it.
- C does not fit. Paragraph 6 says the opposite: “most people march past it without giving it a second glance.”
- D fits. The bare, fossil-like trunk and the tree’s grip on life together show survival.
Choose the answer
The two phrases set a dead-looking trunk beside a tree that refuses to die. So the answer is D.
Why this answer and not the closest wrong one
B is the closest trap, because the tree really can look dead. But B explains only the bark phrase. The phrase “clings to life” tells you the tree is still living. D uses both phrases: a trunk that has turned to fossil, and a tree that survives anyway.
More questions like this
The original DOE question
Question 53 of 94
2023 Test A English, question 1Question
Which edit should be made in the sentence?
On May 8, 2018, Boston University student Zach Prescott ran a mile in 4 minutes 43.2 seconds while juggling three lacrosse balls, breaking the 32-year-old world record in joggling a sport that combines jogging and juggling.
- ADelete the comma after 2018.
- BInsert a comma after student.
- CDelete the comma after lacrosse balls.
- DInsert a comma after joggling.
Show the answer
Correct answer: D
The question asks which edit should be made to correct the sentence.
A. Incorrect. This edit incorrectly deletes the comma that is necessary to set off the year in a date from the remainder of the sentence.
B. Incorrect. This edit introduces an unnecessary comma into the sentence by needlessly separating the adjective phrase “Boston University student” from the noun it modifies, “Zach Prescott.”
C. Incorrect. This edit would delete the comma needed to separate the participle phrase “breaking the 32-year-old world record in joggling” and its companion appositive “a sport that combines jogging and juggling” from the rest of the sentence. This complete element is nonessential, which means it requires separation from the rest of the sentence with a comma because its removal would not fundamentally change the meaning of the sentence.
D. CORRECT. The appositive “a sport that combines jogging and juggling” further describes the word “joggling.” An appositive requires separation with a comma because it is nonessential, meaning that its removal would not change the overall meaning of the sentence.
Question analysis
This punctuation question gives one long sentence about a Boston University student who ran a mile while juggling and broke a world record, and asks which comma edit it needs. Students weigh four marked spots, at a date, between a title and a name, and at two places near the end, deciding at each whether a comma belongs.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Commas with dates and with extra information added to a sentence are grade 6 punctuation rules. This item tests them in a single 36-word sentence with one edit to choose, lighter than grade 7 work on phrases, clauses and modifiers.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Hard words minor
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 60 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The one missing comma sits at the end of a long sentence, right after an unfamiliar word, and the sentence still sounds acceptable without it. The strongest pull applies the appositive rule one spot too early, between a descriptive title and the name it introduces, while the other two wrong edits remove commas that the date and the added phrase about the record both need. Bracketing each piece of added information, from where it starts to where it ends, exposes the gap after the sport’s name.
A rule that doesn't sound wrong moderate Working it out
Two quiet rules decide the question: the closing appositive “a sport that combines jogging and juggling” must be set off from “joggling,” while a title placed straight before a name, as in “Boston University student Zach Prescott,” takes no comma. (Connors & Lunsford, 1988)
Hard words minor Understanding the question
“Joggling” is a word few students have met, and without the comma “in joggling a sport” can read like a verb and its object rather than the name of a sport followed by its definition. (Perfetti, 2007; Freedle & Kostin, 1993)
Complex sentences minor Understanding the question
The 36-word sentence strings together a date, a title and name, a “while” phrase, the phrase “breaking the 32-year-old world record” and a closing appositive, so every comma has to be judged against where these parts begin and end. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Find the main subject and verb, then take the four underlined spots in order and ask what the words on each side are doing and whether a comma belongs between them.
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
A Punctuation (Connors & Lunsford, 1988)
Treats the comma after “2018” as extra, not knowing that a full date takes a comma after the year as well as between the day and the year.
B Punctuation (Connors & Lunsford, 1988)
Applies the appositive rule to “student Zach Prescott,” but a title placed directly before a name is not set off, and a lone comma there would cut the title off from the name.
C Punctuation (Connors & Lunsford, 1988)
Deletes the comma before “breaking the 32-year-old world record” as if the phrase belonged to the juggling, though without it the lacrosse balls seem to break the record instead of Prescott.
Working it out, step by step
Figure out what the question asks
This is a punctuation question. Punctuation means marks like commas and periods. The sentence has four underlined spots. Each choice adds or takes away one comma. Only one edit fixes the sentence. To find it, ask what each group of words is doing.
Learn the rule for renaming words
Sometimes a sentence names a thing and then tells you what it is. The words that rename it are called an appositive. An appositive gets a comma to set it off from the rest of the sentence.
Example: My uncle plays the tuba, a big brass horn. The words a big brass horn tell you what a tuba is, so a comma comes before them.
Find where a comma is missing
Look at the end of the sentence: “breaking the 32-year-old world record in joggling a sport that combines jogging and juggling.” Joggling is the name of a sport. The words “a sport that combines jogging and juggling” tell you what joggling is. So they are an appositive. But nothing sets them off from “joggling.” A comma belongs right after “joggling.”
Check each choice
- A is wrong. When more of the sentence follows a full date, the year needs a comma after it too. Example: On June 2, 2020, we moved.
- B is wrong. A title that comes right before a name takes no comma. You write Coach Rivera with no comma. In the same way, “Boston University student” is a title for Zach Prescott.
- C is wrong. The comma before “breaking” sets off the part about the record. Without it, the lacrosse balls seem to break the record, not Zach.
- D is right. It adds the comma that sets off the appositive.
Watch out: B is tempting, because “student” does describe Zach. But a title placed right before a name stays joined to it.
Choose the answer
With the new comma, the end reads: breaking the 32-year-old world record in joggling, a sport that combines jogging and juggling. So the answer is D: insert a comma after joggling.
Why this answer and not the closest wrong one
B is the closest wrong answer. It puts one comma between a title and a name. That comma would cut “Boston University student” off from “Zach Prescott.” D fixes a real gap. It puts a comma before “a sport that combines jogging and juggling,” the words that tell what joggling is.
More questions like this
The original DOE question
Question 54 of 94
2023 Test A English, question 3Question
How should this sentence be revised?
To promote their club, a bake sale will be sponsored by members of the debate team on Wednesday.
- ATo promote their club, on Wednesday a bake sale will be sponsored by members of the debate team.
- BOn Wednesday, to promote their club, a bake sale will be sponsored by members of the debate team.
- CTo promote their club, members of the debate team will sponsor a bake sale on Wednesday.
- DMembers of the debate team, on Wednesday to promote their club, will sponsor a bake sale.
Show the answer
Correct answer: C
The question asks for the correct revision of the sentence in the box.
A. Incorrect. The revisions do not fix the error that “to promote their club” modifies “a bake sale.”
B. Incorrect. The revisions do not fix the error that “to promote their club” modifies “a bake sale.”
C. CORRECT. The revision is correct because it includes the phrase “to promote their club” clearly modifying “members of the debate team.”
D. Incorrect. While the revision clarifies that “to promote their club” relates to the “members of the debate team,” the rest of the sentence is poorly written because the insertion of “on Wednesday to promote their club” in the middle of the sentence interrupts the main clause, “Members of the debate team will sponsor a bake sale.”
Question analysis
This sentence-structure question gives one sentence about a debate team’s bake sale, planned for Wednesday to promote their club, and asks how it should be revised. The four rewrites shuffle the same three phrases into different orders, so students must check which word each phrase modifies and whether the whole sentence still reads naturally.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Placing a phrase so that it describes the right word is part of the grade 7 language standards, and this one-sentence item is a classic case. Choosing the rewrite that is both logical and smooth is typical grade 7 editing.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Every choice must be checked minor
- A very close wrong answer minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 92 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The sentence makes sense on a first reading, which is exactly why its error slips past students who edit by ear. Asking who is promoting the club exposes it and removes both rewrites that keep the bake sale as the subject, however neatly they are punctuated. What is left is a judgment of style, and the smoother rewrite keeps the subject and verb together instead of interrupting them with two phrases.
A rule that doesn't sound wrong moderate Working it out
“To promote their club” has to describe whatever comes right after its comma, and that is “a bake sale”; the meaning is so plain that few students notice the sale doing the promoting. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The original is passive, “a bake sale will be sponsored by members of the debate team,” which places the people who act after the verb, far from the phrase that should describe them. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Every choice must be checked minor Choosing the answer
Each rewrite rearranges the opening phrase, the time phrase and the main clause, so each has to be read through to see what follows “To promote their club” and whether anything splits a subject from its verb. (Embretson & Wetzel, 1987)
A very close wrong answer minor Choosing the answer
Two rewrites make the team members the subject of “will sponsor” with identical words; they part only on where the two phrases go, at the edges of the sentence or wedged between subject and verb. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Ask who is really doing the promoting, then read each rewrite aloud in full, checking which words follow the opening phrase and whether the sentence reads smoothly from start to finish.
Traps
- Misplaced modifier: A describing word or phrase that attaches to the wrong word, or to nothing in the sentence.
The wrong answers, classified
A Misplaced modifier (Connors & Lunsford, 1988)
Moves “on Wednesday” ahead of the bake sale as if the time phrase were the misplaced part, but the sentence stays passive and the sale is still what “To promote their club” describes.
B Misplaced modifier (Connors & Lunsford, 1988)
Is drawn by the tidy commas around both fronted phrases, yet “a bake sale” still comes straight after them, so the sale remains the thing promoting the club.
D Misplaced modifier (Connors & Lunsford, 1988)
Rightly makes “Members of the debate team” the subject but parks “on Wednesday to promote their club” between it and “will sponsor,” a clumsy break the smoother rewrite avoids.
Working it out, step by step
Figure out what the question asks
You need the best way to rewrite the sentence. This is about a modifier. A modifier is a group of words that describes something else in the sentence. Here the opening words, “To promote their club,” are the modifier. Your job is to check what they describe.
Learn the rule for opening phrases
A sentence may start with a describing phrase and a comma. Then the phrase describes whatever comes right after the comma. So the one doing the action should come next.
Wrong: To get good seats, the line was joined early by Ana. A line can’t want good seats.
Right: To get good seats, Ana joined the line early.Find the problem in the sentence
To promote a club means to get people interested in it. In the sentence, the words right after the comma are “a bake sale.” So the sentence seems to say the bake sale is promoting the club. But a bake sale doesn’t have a club. The club belongs to the “members of the debate team.” They should come right after the comma, and they should do the action: they “will sponsor a bake sale.”
Check each choice
- A is wrong. It moves “on Wednesday” forward. But the bake sale is still what the opening phrase describes.
- B is wrong. It puts “On Wednesday,” at the front. The commas look neat, but “a bake sale” still follows “to promote their club.”
- C is right. “Members of the debate team” comes right after the comma. They are the ones promoting their club.
- D is wrong. The members come first. But “on Wednesday to promote their club” is stuck between the subject (who does the action) and the verb (the action word).
Watch out: D is tempting, since the members do the promoting. But its long middle part breaks up the main idea.
Choose the answer
C fixes the modifier and reads smoothly: To promote their club, members of the debate team will sponsor a bake sale on Wednesday. So the answer is C.
Why this answer and not the closest wrong one
D is the closest wrong answer. Like C, it makes the members the ones who promote the club. But D pushes a long phrase between “Members of the debate team” and “will sponsor.” C keeps the subject and the verb side by side, so it is easier to read.
More questions like this
The original DOE question
Question 55 of 94
2023 Test B English, question 1Question
Which revision should be made to correct the sentence?
To surprise her dad for his birthday on Friday, Yolanda ordered tempting savory sandwiches from a deli in her neighborhood, prepared his favorite chocolate cake, and invited his best friends over for the evening.
- ADelete the comma after Friday.
- BInsert a comma after tempting.
- CInsert a comma after deli.
- DDelete the comma after neighborhood.
Show the answer
Correct answer: B
The question asks which edit should be made to correct the sentence.
A. Incorrect. A comma is needed to separate the introductory infinitive phrase “to surprise her dad for his birthday on Friday,” which modifies Yolanda’s action, from the remainder of the sentence.
B. CORRECT. A comma is needed between two adjectives of equal importance preceding a noun. In this case, the adjectives “tempting” and “savory” are of equal importance, modifying the noun “sandwiches.” Their equal importance can be determined by inserting the word “and” between them (“tempting and savory sandwiches”).
C. Incorrect. This edit would introduce an error into the sentence by needlessly breaking up the two prepositional phrases “from a deli” and “in her neighborhood” with a comma. No comma is needed when prepositional phrases are joined together in this way to indicate a singular idea. In this sentence, these two phrases work together to show where the sandwiches are from.
D. Incorrect. Deleting this comma would introduce an error into the sentence. A comma is needed to separate the first and second items in the series of three actions Yolanda undertook: “ordered tempting savory sandwiches from a deli in her neighborhood,” “prepared his favorite chocolate cake,” and “invited his best friends over for the evening.”
Question analysis
This punctuation question gives one long sentence about Yolanda’s birthday surprise for her dad, with sandwiches from a neighborhood deli, his favorite chocolate cake and his best friends invited over, and asks which comma revision corrects it. Two choices delete a comma and two insert one, so students must decide what each comma does, or would do, in the sentence.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Comma rules are taught across grades 6 and 7, and one sentence with four marked spots is a typical grade 7 editing task. The sentence reads smoothly as printed, so the needed change has to be found by rule rather than by ear.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 8, 63 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every marked spot but one already follows a rule, and the sentence reads smoothly as printed, so students who edit by ear go hunting for a pause to add or a comma to remove. The strongest pull inserts a comma between “from a deli” and “in her neighborhood,” two phrases that work as one, and another deletes the series comma because it sits right before a verb. Testing the two adjectives with “and” settles the question in seconds.
A rule that doesn't sound wrong moderate Working it out
“Tempting savory sandwiches” sounds complete without a comma, so the error is invisible to the ear; only putting “and” between the two adjectives, or swapping them, shows that they are coordinate and need one. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The 34-word sentence opens with a nine-word infinitive phrase and then lists three actions, the first running ten words to “neighborhood,” so each marked comma must be judged against where these parts begin and end. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Take the four marked spots one at a time and name the comma rule that applies there; change only the spot where the sentence breaks a rule, not one that already follows it.
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
A Punctuation (Connors & Lunsford, 1988)
Treats the comma after “Friday” as an interruption, though the nine-word opening phrase “To surprise her dad for his birthday on Friday” has to be set off from “Yolanda.”
C Punctuation (Connors & Lunsford, 1988)
Treats “in her neighborhood” as extra information to set off, but the phrase identifies the deli and works with “from a deli” as one unit, so no comma goes between them.
D Punctuation (Connors & Lunsford, 1988)
Stretches the rule against separating a subject from its verb to the comma before “prepared,” though that comma ends the first of Yolanda’s three actions in a series.
Working it out, step by step
Figure out what the question asks
This is a punctuation question. The sentence has four underlined spots. Two choices take a comma away, and two add one. Only one change fixes a real mistake. So go spot by spot. Ask what job a comma does there, or would do.
Learn the rule for paired describing words
An adjective is a describing word, like red or soft. Sometimes two adjectives describe the same noun (a naming word) equally. Then a comma goes between them. Here is a test: put and between the two words. If it still sounds right, use a comma.
Example: a long, boring movie. You could say a long and boring movie, so the comma belongs.
Find the spot that breaks the rule
Look at “tempting savory sandwiches.” Tempting means making you want it. Savory means salty or spicy, not sweet. Both words describe the sandwiches. Try the test: tempting and savory sandwiches. That sounds fine. You could even swap them: savory, tempting sandwiches. So a comma is missing. The sentence should say tempting, savory sandwiches.
Check each choice
- A is wrong. The sentence opens with a long phrase: “To surprise her dad for his birthday on Friday.” A comma must separate it from the main part, “Yolanda ordered.” So that comma stays.
- B is right. It adds the missing comma between the two adjectives.
- C is wrong. The words “in her neighborhood” tell which deli. They work as a team with “from a deli,” so no comma goes between them.
- D is wrong. Yolanda does three things: she ordered sandwiches, made a cake and invited friends. The comma after neighborhood ends the first item in that list. It must stay.
Watch out: C is tempting because a pause after deli may sound natural. But a pause is not a rule, and no rule puts a comma there.
Choose the answer
With the fix, Yolanda orders tempting, savory sandwiches, and every other comma stays as it is. So the answer is B: insert a comma after tempting.
Why this answer and not the closest wrong one
C is the closest wrong answer. It adds a comma too, but it splits two phrases that together tell where the deli is. B adds a comma where a rule needs one. The and test proves it: “tempting” and “savory” each describe the sandwiches in the same way.
More questions like this
The original DOE question
Question 56 of 94
2023 Test B English, question 10Passage Excerpt from “The Food Business Incubator”
Excerpt from “The Food Business Incubator”
by Mandalit Del Barco
“La Cocina” means “the kitchen” in Spanish. It’s also the name of a business incubator1 based in San Francisco’s Mission District. Since it began in 2005, it’s been helping local food entrepreneurs, many of whom are low-income immigrant women, develop their small businesses.
Over the years, many of its alumni have found success: more than 50 chefs in its program have become self-sufficient business owners, and many of them have opened their own brick-and-mortar restaurants. Two alumnae of its culinary program . . . were even recognized as semi-finalists for prestigious James Beard awards.2
A new cookbook, We Are La Cocina: Recipes in Pursuit of the American Dream, tells some of their stories.
Executive director Caleb Zigas says the nonprofit La Cocina grew out of two grassroots economic development organizations3 who found many people cooking at their homes and selling food on the streets. The vendors needed an affordable commercial kitchen space and technical assistance in order for their businesses to be legally viable. La Cocina provided just such a space, in addition to helping them develop business plans, pull city permits and more.
Zigas says as many as eight businesses can work in the kitchen space at La Cocina at any one time. Some can prep for a farmers’ market sale, corporate catering gigs or weddings, while others might be making and packaging their food products.
“It’s just an incredible and exciting range of techniques, flavors, perspectives, age, language. And that’s a really beautiful thing,” he says. . . .
Twice a year, La Cocina hosts “F&B: Voices from the Kitchen,” a storytelling project where their chefs can tell their own stories, as they do in the new cookbook. Some of the chefs will be on tour to promote the book, whose proceeds will go to support La Cocina entrepreneurs.
NPR4 caught up with . . . La Cocina chefs, who shared their stories:
Mariko Grady, Aedan Fermented Foods
At La Cocina, you can often hear Mariko Grady singing or humming as she prepares miso, koji, and amasake. Her fermented products come in four different flavors, including mushroom and chicken, to be used in soups and sauces. She originally brought the fermenting rice and barley koji seeds from Japan, where she had a 30-year career as a singer and dancer with the prestigious modern theatrical dance group she founded, Pappa Tarahumara. They performed around the world, and 16 years ago, had a one-night show in San Francisco. The man who would become her husband was in the audience. She soon joined him in San Francisco, often returning to Tokyo to rehearse. But after the earthquake and tsunami hit Japan in 2011, her company disbanded. . . . Grady focused on nourishing her family and creating a line of fermented products that she sells online, at local Bay Area stores and at the Ferry Plaza Farmers Market. She began at La Cocina in 2012 and named her business after her son, Aedan. (Written in Kanji characters, the name means “wisdom” and “handed down from generation to generation.”) . . . Her fermented products are “also full of wisdom about how to relate to nature and how to create a healthy life,” she says. . . .
Shani Jones, Peaches Patties
Shani Jones is a native San Franciscan. Her father was born in New Orleans, her mother, in Jamaica. She says their home was always filled with a variety of spices and dishes like jerk chicken and Jamaican patties—savory pastries filled with beef or chicken. Jones says she learned to cook from her mother, whose nickname was Peaches. After returning from college in Atlanta, Jones worked on her doctorate in organizational leadership and management while driving a Lyft5 car. She often told passengers about her idea of opening a catering company with her mom’s recipes. They steered her to La Cocina, where she developed her own business, named after her mother. Five years later, she caters and runs a kiosk6 at a small food cooperative in Bernal Heights, where some of her handmade patties have an Ethiopian twist, “because my husband is Ethiopian.” Jones has big aspirations for Peaches Patties: “The ultimate goal,” she says, “is to be the patty kingpin7 of the West Coast.”
From “The Food Business Incubator That Helps Immigrant Women Pursue The American Dream” by Mandalit Del Barco from WEEKEND EDITION SUNDAY, June 19, 2019. Copyright © 2019 NPR.
QUALIFICATIONS FOR LA COCINA APPLICANTS
| Level of Income | La Cocina considers assets and access to opportunity when screening applicants. La Cocina’s mission is to support entrepreneurs who face barriers to becoming successful in the food industry. Applicants must be classified as low- or very-low-income earners according to the Housing and Urban Development (HUD) Guidelines for San Francisco. |
|---|---|
| Business Plan | Applicants must have a business plan that is ready to be put into action. La Cocina will help applicants refine an existing business plan. Applicants without a business plan should contact one of La Cocina’s partner organizations for guidance in developing one. |
| Viable Product | The applicant’s food must not only be delicious but also stand out. For a business to make a profit, there also has to be a market for the food. |
| Entrepreneurial Work Ethic | La Cocina is excited to work with entrepreneurs who are motivated and passionate about growing their business. Succeeding in the food industry requires a lot of heart and hard work. |
| Community Spirit | The 30+ entrepreneurs who share La Cocina’s kitchen are from many different backgrounds. La Cocina values the community it has created and expects each entrepreneur to be active in bringing the spirit of La Cocina to the wider world. In order to succeed in the La Cocina kitchen, accepted applicants must be flexible and willing to work closely with others. |
Source: La Cocina
1business incubator: company that helps new and startup companies develop by providing services such as management training and office space
2James Beard awards: an award named after American cook and author James Beard, considered one of the highest honors in the culinary industry
3economic development organizations: organizations whose mission is to promote economic improvement within a specific geographical area
4NPR: National Public Radio, a nonprofit media organization that produces and distributes news and cultural programming
5Lyft: ride-sharing company where people use their own cars to provide rides to customers
6kiosk: cart or small structure with one or more open sides that is used to vend merchandise or services
7kingpin: the leader in a group or undertaking
Question
Read this sentence from paragraph 2.
Two alumnae of its culinary program . . . were even recognized as semi-finalists for prestigious James Beard awards.
The words “recognized” and “prestigious” in the sentence convey that La Cocina
- Amakes an effort to identify chefs who have a strong entrepreneurial work ethic.
- Bhas the ability to mentor chefs to reach the highest levels of achievement in their craft.
- Cis focused on establishing local food entrepreneurs as celebrated professionals in their industry.
- Dis dedicated to assisting chefs in developing new and innovative products.
Show the answer
Correct answer: B
The question asks what the words “recognized” and “prestigious” convey about La Cocina.
A. Incorrect. While later information indicates that La Cocina bases its choices on the work ethic of entrepreneurs as well as their financial needs, the use of the words “recognized” and “prestigious” in the context of the sentence is not related to the work ethic of the chefs.
B. CORRECT. The fact that alumni of the La Cocina program have received recognition as semi-finalists for prestigious awards shows that La Cocina has helped members of its program achieve at the highest level.
C. Incorrect. As paragraph 1 indicates, La Cocina focuses on helping local food entrepreneurs develop their small businesses. While some participants in the program have earned official recognition, La Cocina is not primarily focused on establishing entrepreneurs as celebrated professionals.
D. Incorrect. La Cocina assists chefs with the development of their small businesses, not necessarily with their development of specific products.
Question analysis
This word-choice question quotes a sentence from paragraph 2 of “The Food Business Incubator,” an NPR article about La Cocina, a San Francisco program for food entrepreneurs: two alumnae of its culinary program were recognized as semi-finalists for prestigious James Beard awards. Students decide what the words “recognized” and “prestigious” convey about La Cocina itself, and several choices sound like fair praise for any cooking program.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- Above grade 7 Judging the connotation of two words is regular grade 7 work, and the sentence is printed with the question. Here students must then turn the words’ praise of two chefs into a claim about the organization, choosing between close statements, which goes beyond typical demand.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Reading between the lines moderate
- A very close wrong answer moderate
- The right answer is reworded minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 10, 1057 words; question and choices: about grade 10, 86 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The two words are plainly positive, so the challenge is not their tone but what they say about the organization rather than the two chefs. Students must decide whether an honor reached by alumnae shows a capability of La Cocina or a goal it pursues, and the excerpt’s own statement of its focus, helping entrepreneurs develop small businesses, rules out the goal. The other choices attach the words to the table’s work-ethic and product rows, which the sentence never touches.
Reading between the lines moderate Working it out
The sentence praises two alumnae, not La Cocina; students must reason that if former members became semi-finalists for “prestigious” awards, the program that trained them can bring chefs to the top of their field. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer moderate Choosing the answer
The choice about celebrated professionals and the right one both read the awards as chefs reaching the top; they differ in whether that shows what La Cocina can do or what it is focused on. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
The right answer is reworded minor Choosing the answer
The right choice uses words the excerpt never does, “mentor” and “highest levels of achievement,” while wrong ones borrow its own: the table’s “entrepreneurial work ethic,” paragraph 1’s “local food entrepreneurs,” paragraph 5’s “food products.” (Freedle & Kostin, 1993; Kirsch & Mosenthal, 1990)
Strategy: Say what the two words add to the plain fact that two former members reached an awards list, then test each choice against paragraph 1’s account of what La Cocina actually sets out to do.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “recognized” in its everyday sense of “identified” and links it to the table’s work-ethic row, but here it means honored, and the James Beard awards did the honoring.
C Reads too much in (Graesser, Singer & Trabasso, 1994)
Sees the awards as fame and concludes that making chefs celebrated is La Cocina’s aim, but paragraph 1 says its focus is helping entrepreneurs develop their small businesses.
D Twists what the text says (King et al., 2004)
Keeps the idea that La Cocina assists chefs but shifts the help to inventing products, recalling the table’s food that must “stand out,” though the sentence is about honors, not products.
Working it out, step by step
Figure out what the question asks
This question is about word choice. Two words, “recognized” and “prestigious,” add meaning to a sentence. You must decide what they show about La Cocina, the program itself, not just about two of its chefs.
Look at the sentence in paragraph 2
Paragraph 2 says that two alumnae of the program “were even recognized as semi-finalists for prestigious James Beard awards.” Alumnae are women who once took part in a program. Here, recognized means honored. Prestigious means highly respected. Footnote 2 says these awards are “considered one of the highest honors in the culinary industry.” Culinary means having to do with cooking.
Work out what the words show
Two women trained by La Cocina came close to one of the top prizes in cooking. That says something about the program that taught them. It can bring its chefs near the very top of their field. The small word “even” adds pride. It tells you this honor is something special.
Check each choice
- A is wrong. Here “recognized” does not mean picked out by La Cocina. The award judges did the honoring. Work ethic never comes up.
- B is right. To mentor means to guide and teach. A craft is a skill, like cooking. The honors show La Cocina can guide chefs to great heights in their craft.
- C is wrong. Fame is not what La Cocina aims for. Paragraph 1 says it helps cooks “develop their small businesses.”
- D is wrong. The sentence is about honors for chefs. It says nothing about inventing new products.
Watch out: C is tempting, since awards do make chefs celebrated, or famous. But C claims fame is La Cocina’s focus, and the excerpt never says so.
Choose the answer
The two words show that La Cocina can help the chefs it trains rise near the top of their craft. So the answer is B.
Why this answer and not the closest wrong one
C comes nearest to being right. It reads the honor as La Cocina’s main goal. B reads it as proof of what La Cocina can do. Paragraph 1 names the real goal, building small businesses. So the award shows a strength of the program, not its purpose.
More questions like this
The original DOE question
The passage “Excerpt from “The Food Business Incubator”” as printed (pages 158–160)
Question 57 of 94
2023 Test B English, question 33Passage Excerpt from “How We Made the First Flight”
Excerpt from “How We Made the First Flight”
by Orville Wright
In 1903 brothers Wilbur and Orville Wright conducted experiments related to flying machines. These experiments would eventually lead to air travel becoming a reliable form of transportation.
During the night of December 16, 1903, a strong cold wind blew from the north. When we arose on the morning of the 17th, the puddles of water, which had been standing about camp since the recent rains, were covered with ice. The wind had a velocity of 10 to 12 meters per second (22 to 27 miles an hour). We thought it would die down before long, and so remained indoors the early part of the morning. But when ten o’clock arrived, and the wind was as brisk as ever, we decided that we had better get the machine out and attempt a flight. We hung out the signal for the men of the Life Saving Station.1 We thought that by facing the flyer into a strong wind, there ought to be no trouble in launching it from the level ground about camp. We realized the difficulties of flying in so high a wind, but estimated that the added dangers in flight would be partly compensated for by the slower speed in landing.
Final Preparations
We laid the track on a smooth stretch of ground about one hundred feet north of the new building. The biting cold wind made work difficult, and we had to warm up frequently in our living room, where we had a good fire in an improvised stove made of a large carbide2 can. By the time all was ready, J. T. Daniels, W. S. Dough and A. D. Etheridge, members of the Kill Devil3 Life Saving Station; W. C. Brinkley of Manteo, and Johnny Moore, a boy from Nags Head,4 had arrived.
We had a “Richard” hand anemometer with which we measured the velocity of the wind. Measurements made just before starting the first flight showed velocities of 11 to 12 meters per second, or 24 to 27 miles per hour. . . .
Audacity—and Calculation
Wilbur having used his turn in the unsuccessful attempt on the 14th, the right to the first trial now belonged to me. After running the motor a few minutes to heat it up, I released the wire that held the machine to the track, and the machine started forward in the wind. Wilbur ran at the side of the machine, holding the wing to balance it on the track. Unlike the start on the 14th, made in a calm, the machine, facing a 27-mile wind, started very slowly. Wilbur was able to stay with it till it lifted from the track after a forty-foot run. One of the Life Saving men snapped the camera for us, taking a picture just as the machine had reached the end of the track and had risen to a height of about two feet. The slow forward speed of the machine over the ground is clearly shown in the picture by Wilbur’s attitude. He stayed along beside the machine without any effort.
Flight
The course of the flight up and down was exceedingly erratic, partly due to the irregularity of the air, and partly to lack of experience in handling this machine. The control of the front rudder was difficult on account of its being balanced too near the center. This gave it a tendency to turn itself when started; so that it turned too far on one side and then too far on the other. As a result the machine would rise suddenly to about ten feet, and then as suddenly dart for the ground. A sudden dart when a little over a hundred feet from the end of the track, or a little over 120 feet from the point at which it rose into the air, ended the flight. As the velocity of the wind was over 35 feet per second and the speed of the machine over the ground against this wind ten feet per second, the speed of the machine relative to the air was over 45 feet per second, and the length of the flight was equivalent to a flight of 540 feet made in calm air. This flight lasted only 12 seconds, but it was nevertheless the first in the history of the world in which a machine carrying a man had raised itself by its own power into the air in full flight, had sailed forward without reduction of speed and had finally landed at a point as high as that from which it started.
From “How We Made the First Flight” by Orville Wright—Public Domain/Federal Aviation Administration
1Life Saving Station: one of the rescue stations along the Atlantic coastline that provided assistance to mariners in distress
2carbide: a very hard material composed of carbon and other heavy metals
3Kill Devil: the town of Kill Devil Hills in eastern North Carolina
4Nags Head: a town in eastern North Carolina
Question
Read this sentence from paragraph 5.
This flight lasted only 12 seconds, but it was nevertheless the first in the history of the world in which a machine carrying a man had raised itself by its own power into the air in full flight, had sailed forward without reduction of speed and had finally landed at a point as high as that from which it started.
The words “only,” “nevertheless,” and “finally” most clearly convey the idea that
- Aeven a flight of such minor duration had taken a long time to achieve.
- Bthe short flight gave the Wright brothers hope for longer ones in the future.
- Cthe flight proved that the machine was, at last, capable of becoming airborne.
- Dalthough it was brief, the flight was a remarkable accomplishment.
Show the answer
Correct answer: D
The question asks what idea is most clearly conveyed by the words “only,” “nevertheless,” and “finally” in the sentence from paragraph 5.
A. Incorrect. Although the duration of the flight was short and a successful flight had taken a long time to achieve, the words in the sentence from paragraph 5 are used to emphasize the remarkable nature of the flight, not the length of time it had taken the Wright brothers to be successful.
B. Incorrect. While it is easy to imagine that the Wright brothers had hope for longer flights, the words in the sentence from paragraph 5 do not relate directly to this sentiment; instead, they describe the groundbreaking success of their flight.
C. Incorrect. While the capabilities of the aircraft were demonstrated during the flight, the words in the sentence from paragraph 5 apply not only to the machine but also to the efforts of the people who designed it, built it, and actually made it fly.
D. CORRECT. The words in the sentence from paragraph 5 suggest that, though the first flight may not have lasted very long or taken the pilot very far, the Wright brothers accomplished something no one had been able to do before: successfully pilot an airplane in flight.
Question analysis
This word-choice question quotes the 60-word closing sentence of Orville Wright’s account of the first airplane flight, the sentence that begins by saying the flight lasted only 12 seconds. Students must decide what idea the words “only,” “nevertheless” and “finally,” spread across the sentence, most clearly convey, and the choices offer four readings of the flight’s significance.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- At grade 7 Explaining how word choice shapes meaning is grade 7 work, and these three words are familiar. The demand comes from the 60-word, old-fashioned sentence around them and from reading each word as it is used here, a typical grade 7 challenge.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer moderate
- Reading between the lines minor
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 7, 816 words; question and choices: about grade 8, 127 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
“Only” and “nevertheless” work as a pair, a concession followed by a claim of importance, and seeing that pair is most of the question. The trap is “finally,” which most students know as “at last,” a sense that suggests years of trying or a machine that at last left the ground. Here it simply means the flight ended with a level landing, so the choices built on the everyday meaning fall away for students who read it in its place.
A very close wrong answer moderate Choosing the answer
The “minor duration” choice and the right one both open by granting that the flight was brief; they part on the second half, a long road to success or a remarkable accomplishment. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines minor Working it out
“Finally” here marks the last stage of the flight, the landing “at a point as high as that from which it started,” and students must infer that from its place after “raised itself” and “sailed forward.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
The 60-word sentence places “only” fourth, “nevertheless” tenth and “finally” 48th, inside a chain of three “had” clauses, so the three words must be gathered from across it before their combined idea appears. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Read the sentence with each of the three words left out in turn and notice what changes; then choose the idea the three create together, not one that a single word suggests alone.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “only” correctly as stressing the short flight but takes “finally” as “after a long wait,” so it concludes that even 12 seconds in the air took a long time to achieve.
B Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Supplies a natural next chapter, the brothers hoping for longer flights, which is easy to imagine, but none of the three words looks beyond this flight to future ones.
C Dictionary meaning, not meaning here (Perfetti, 2007)
Matches “finally” with “at last” and fixes on the machine leaving the ground, ignoring how “only” and “nevertheless” set the flight’s brevity against its importance.
Working it out, step by step
Figure out what the question asks
Here the question is about the author’s word choice. Three words, “only,” “nevertheless” and “finally,” are spread across one long sentence. You need the idea they create together. Look at what each word means right where it sits.
Look at only and nevertheless
The sentence begins, “This flight lasted only 12 seconds.” The word “only” stresses how short that is. Next comes “but it was nevertheless the first in the history of the world.” Nevertheless means even so, or in spite of that. Together these two words say: yes, it was short, but it still mattered greatly.
Look at finally
The sentence lists three things the machine did. It “had raised itself by its own power into the air,” then “had sailed forward without reduction of speed.” Last, it “had finally landed at a point as high as that from which it started.” Here, finally means as the last step. It does not mean after a long wait. It shows the flight was complete from start to finish.
Check each choice
- A is wrong. It reads “finally” as meaning after years of trying. The sentence says nothing about how long the brothers worked.
- B is wrong. None of the three words looks ahead to future flights.
- C is wrong. It leans on one word, “finally.” It skips how “only” and “nevertheless” work as a pair.
- D is right. Brief matches “only.” Remarkable, or amazing, matches “nevertheless the first in the history of the world.”
Watch out: A is tempting because most people know finally as “at last.” Always check what a word means in its own sentence.
Choose the answer
Together the three words say the flight was short but still a historic first. So the answer is D.
Why this answer and not the closest wrong one
A is the closest wrong answer. Like D, it starts by saying the flight was brief. But A then claims the flight took a long time to achieve, which needs “finally” to mean “at last.” Here it marks the landing, the last step. D keeps the real idea: short, yet a world first.
More questions like this
The original DOE question
The passage “Excerpt from “How We Made the First Flight”” as printed (pages 13–14)
Question 58 of 94
2023 Test B English, question 38Passage Cross-Purposes
Cross-Purposes
What I am is built: concrete and steel.
I defy gravity. I am what every athlete
wants: to remain at the apex of the leap,
up in the air. And yet I am useful, too:
cars, trucks, people, even trains
make their way across my broad back.
Swallows and ospreys nest in my trusses.
What I am is motion. I am water, and I am older
than anything else you know. No human
built me. I am gravity’s best friend; I pool
and flow wherever gravity takes me.
I am the blood flowing in the runner’s chest,
and I catch everything: from the hills,
the mountains. It all washes down through me.
What you are is an accident,
what happens to rain when rain gives in
to Earth’s gravitational pull.
You are some tears dribbling from a mountain’s
eye, running down the pavements
of small towns, into the cities, to the sea.
You are the path of least resistance.
What I am is power. You, of course,
have none: you are a static lump, an artifact
slowly decaying. But my regal flow
nourishes grasses, permits empires to rise.
Those who made you will break you,
in time, replacing you with yet another
clumsy structure. I have seen. I know.
“Clumsy”? Being rebuilt makes me
a friend of time, does it not? And it means
that I have siblings—those “clumsy” structures,
my sisters and brothers.
We stitch across the rip you make.
We are steel thread to the human needle.
We bind you up. We sew you.
And I sow into you; in every cranny
of your superstructure my vapors cling.
They bring out your softness, your rust.
Boast your best, and boast better yet.
I am listening to the bright hum
of the wind in your wires. Because I am,
above all else, patient. I will wait for you.
ospreys: large birds
Question
The use of the words “siblings” and “my sisters and brothers” in lines 31–32 conveys the idea that the
- Aforms water can take are less diverse than the types of structures that exist.
- Bnumber of human-made structures is rapidly increasing.
- Cwater passes under many similar-looking structures as it flows.
- Dstructure is powerful because it is one of many.
Show the answer
Correct answer: D
The question asks which idea the use of the words “siblings” and “my sisters and brothers” in lines 31–32 conveys in the poem.
A. Incorrect. Although in line 29 the structure refers to itself as “being rebuilt” or taking on new forms, this idea is expressed to reinforce the idea that the structure’s presence is eternal (“a friend of time,” line 30). The use of the words “siblings” and “my sisters and brothers” in lines 31–32 does suggest that a variety of structures exist, but no comparison is drawn to suggest that the varieties of structures are more diverse than the forms of water.
B. Incorrect. While the use of the words “siblings” and “my sisters and brothers” in lines 31–32 conveys the idea that structures can be replicated by being built, it does not convey the idea that the number of human-made structures is rapidly increasing.
C. Incorrect. Although in line 33 the structure states, “We stitch across the rip you make,” suggesting that water passes under structures, the use of the words “siblings” and “my sisters and brothers” in lines 31–32 does not convey the idea that the structures that the water passes under are similar-looking.
D. CORRECT. The use of the words “siblings” and “my sisters and brothers” in lines 31–32 conveys the idea that the structure is powerful because it is one of many and because these structures “stitch across the rip” (line 33) that water makes.
Question analysis
This figurative-language question asks what idea the structure in “Cross-Purposes” conveys when it calls other structures its “siblings” and “my sisters and brothers” in lines 31–32. The words come in the fifth stanza, where the structure takes up the water’s word “clumsy,” so students must decide what this family language adds to the structure’s side of the exchange.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a metaphor in a poem is standard grade 7 work, and the family words themselves are simple. Students must still decide what the comparison means coming from a personified structure in the middle of an argument, a typical grade 7 step.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Reading between the lines moderate
- A very close wrong answer minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 316 words (a poem; reading level not measured); question and choices: about grade 7, 57 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The family words answer the water’s taunt in the stanza before, that the structure’s makers will replace it with “yet another clumsy structure,” and the structure turns replacement into kinship. Students who read lines 31–32 alone may stop at the picture of a family, and the strongest wrong choice reads that family as look-alikes. The point arrives only in the next lines, where the structures act as one to bind the water, which makes their number a source of strength.
Figurative or literary language moderate Understanding the question
The structure calls other structures “siblings” and “my sisters and brothers,” a family metaphor followed at once by a sewing one, “We stitch across the rip you make,” so two figures must be read together. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines moderate Working it out
Nothing in lines 31–32 says the structure is powerful; students must infer it from the switch to “We” in the lines that follow, where the many structures together “bind” and “sew” the water. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer minor Choosing the answer
The choice about similar-looking structures shares the right one’s idea of many structures; it differs in what their number means, a matter of looks rather than strength. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Reread the whole fifth stanza, not just lines 31–32, and say what the structure is arguing there; then choose the idea that the family words add to that argument.
Traps
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Notes that rebuilding and siblings imply many kinds of structures but adds a comparison with the forms water takes, which the fifth stanza never draws.
B Twists what the text says (King et al., 2004)
Takes rebuilding and a whole family of siblings as a sign that structures are multiplying fast, though rebuilding replaces one structure with another over time and adds none.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Reads “siblings” as structures that resemble one another, as real siblings might, and adds the water flowing under them from line 33, but the family words stress kinship and number, not looks.
Working it out, step by step
Figure out what the question asks
This asks about figurative language, words that mean more than their plain meaning. In lines 31–32 the structure calls other structures “siblings” and “my sisters and brothers.” You need to decide what idea those family words give.
Read what the water said first
The family words answer an insult. In lines 26–28 the water says, “Those who made you will break you, / in time, replacing you with yet another / clumsy structure.” Clumsy means awkward and poorly made. The water means the structure won’t last.
Read the structure’s reply
In lines 29–32, the structure turns the insult around. Being rebuilt makes it “a friend of time.” It has “siblings,” other structures, which it calls “my sisters and brothers.” Then, in lines 33–35, it switches from “I” to “We.” It says, “We stitch across the rip you make.” It adds, “We bind you up. We sew you.” To stitch is to sew. The rip is the gap water cuts through the land.
Work out the idea
A family is a group that sticks together. Working as one, the many structures “bind” the water, like thread holding cloth. One bridge may be replaced, but the family goes on. So being one of many is what makes the structure strong.
Check each choice
- A is wrong. The lines never compare kinds of structures with forms of water.
- B is wrong. Being rebuilt swaps one structure for another. It doesn’t mean their number is growing fast.
- C is wrong. Real siblings may look alike, but that isn’t the point here. The family words show the structures are many and connected.
- D is right. The “We” lines show the many structures acting together, which gives them power.
Watch out: C is tempting if you picture siblings who look alike. Read on to line 35 to see what the family does.
Choose the answer
The family words show the structure gets its strength from being one of many. So the answer is D.
Why this answer and not the closest wrong one
C is the closest wrong answer. It also sees many structures, and in line 33 they do cross the water. But C makes the family words about looks. Lines 33–35 make them about strength: “We bind you up.” That is why D fits better.
More questions like this
The original DOE question
The passage “Cross-Purposes” as printed (pages 72–73)
Question 59 of 94
2023 Test B English, question 42Uses the passage above: “Cross-Purposes”.
Question
How does the poet develop the points of view of the structure and the water?
- Aby giving an account of a discussion between them about the future of human civilization
- Bby narrating a debate they have over their impact on the environment
- Cby illustrating the unique power they each possess over nature
- Dby using personification to allow them to debate who is more important
Show the answer
Correct answer: D
The question asks how the poet develops the two points of view.
A. Incorrect. While the poem relates how the water views the structure as “an artifact / slowly decaying” (lines 23–24) and the structure refers to itself as “a friend of time” (line 30), the poet does not give an account of a discussion about the future of human civilization.
B. Incorrect. While the speakers do discuss their impact on the environment, there is no narrator speaking for them.
C. Incorrect. Although the structure states it is made of “concrete and steel” (line 1) and is a “steel thread to the human needle” (line 34), only the water claims to possess power over nature, stating that “all washes down through me” (line 14) and “what I am is power” (line 22).
D. CORRECT. The poet develops the speakers’ points of view by personifying (giving human characteristics to something nonhuman such as an object or animal) the structure and the water, allowing them to debate by criticizing each other and declaring their own importance.
Question analysis
This point-of-view question asks how the poet of “Cross-Purposes” develops the viewpoints of its two speakers, a human-made structure and a body of water, across six alternating stanzas. Each answer pairs a way of presenting the voices with a subject for their exchange, so students must check both halves against the poem, since a choice can be right about one and wrong about the other.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 This is exactly the grade 7 standard on how a writer develops and contrasts the points of view of different speakers. The choices are short, but each joins a way of presenting the voices to a subject, so two things must be checked at once.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- How, not what moderate
- Something you must already know minor
- Every choice must be checked minor
- Evidence
- Answered from the whole text
- Reading level
- Passage: 316 words (a poem; reading level not measured); question and choices: about grade 9, 64 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The poem is a direct exchange: stanzas alternate between two speakers who address each other as “you,” with no voice outside them. Most students sense the argument, which makes the narrated-debate choice the strongest pull, since its subject, the speakers’ effects on the land, does come up in the poem. The question is decided by the method half of each choice, and only one names a device the poet actually uses, letting the two speak for themselves about which matters more.
How, not what moderate Working it out
The stem asks how the poet develops the two viewpoints, so the right choice must name a method, speakers given voices to argue for themselves, and a choice that only reports what they say falls short. (Anderson & Krathwohl, 2001)
Something you must already know minor Working it out
The right choice relies on the term “personification,” which the poem never names, so students must recognize concrete and water that speak and boast as that device. (Anderson & Krathwohl, 2001)
Every choice must be checked minor Choosing the answer
Each choice pairs a way of presenting the voices, an account, narration, illustration or personification, with a subject, so both halves must be tested against all six stanzas. (Embretson & Wetzel, 1987)
Strategy: Go through the six stanzas noting who is speaking and what each speaker claims, then judge each choice twice: once for how it says the voices are presented, once for what it says they discuss.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
The wrong answers, classified
A Too narrow (King et al., 2004)
Builds the whole exchange on passing references such as “permits empires to rise” and “the human needle,” though the speakers argue about themselves and never discuss where civilization is headed.
B Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Rightly sees a debate, and the speakers do touch on their effects on the land and on each other, but “narrating” adds a narrator, while each speaker talks in its own voice.
C Wrong purpose or structure (Anderson & Krathwohl, 2001)
Lists the powers the speakers boast of, which is what the poem says rather than how the poet builds the viewpoints, and only the water claims power over nature.
Working it out, step by step
Figure out what the question asks
This asks about the poet’s method: how the poet shows what each speaker thinks. Each choice names a method and a topic. The right choice must get both parts right.
Notice who is speaking
The poem has six stanzas, or groups of lines. The structure speaks in stanzas 1, 3 and 5. The water speaks in stanzas 2, 4 and 6. Each one says “I” about itself and “you” to the other. No outside voice tells the story. A voice like that is called a narrator, and this poem has none.
Name the poet’s method
In real life, concrete and water have no voices. The poet lets them speak like people anyway. This is called personification: treating a thing as if it were a person. Then the two argue. The structure calls the water “an accident” (line 15). The water answers, “What I am is power. You, of course, / have none” (lines 22–23).
See what they argue about
Each speaker brags about itself and puts the other down. The structure says it is useful, carrying “cars, trucks, people, even trains” (line 5). The water says it is older and stronger. It ends by saying it will outlast the structure: “I will wait for you” (line 42). Their real fight is over which of them matters more.
Check each choice
- A is wrong. Empires come up only once, in line 25. The speakers argue about themselves, not the future of civilization.
- B is wrong. The speakers do mention their effects on the land. The water says it “nourishes grasses” (line 25). But “narrating” means a narrator tells the debate, and no one does. The two speak for themselves.
- C is wrong. It names what the speakers brag about, not how the poet presents them. Also, only the water claims power over nature: “It all washes down through me” (line 14).
- D is right. Personification lets the two argue about who is more important.
Choose the answer
The poet uses personification so the structure and the water can argue over who matters more. So the answer is D.
Why this answer and not the closest wrong one
B is the closest wrong answer. It is right that there is a debate, and the speakers do talk about their effects on the world around them. But B says the debate is narrated. In the poem, the structure and the water speak in their own voices. D names that method.
More questions like this
The original DOE question
Question 60 of 94
2022 Test A English, question 4Question
Which edit should be made to correct this sentence?
In 1962 the agile athletic Wilt Chamberlain became the first and only professional basketball player in the United States to score 100 points in a single game.
- AInsert a comma after agile.
- BInsert a comma after first.
- CInsert a comma after only.
- DInsert a comma after States.
Show the answer
Correct answer: A
The question asks which edit should be made to correct the sentence.
A. CORRECT. The sentence in the box needs a comma to separate the coordinate adjectives. Coordinate adjectives describe characteristics of the same noun or subject and are connected with a comma or “and.” This option is the only one that places a comma where it is needed, between the coordinate adjectives “agile” and “athletic.”
B. Incorrect. The option incorrectly adds a comma in the middle of the phrase “first and only,” which modifies, or gives additional information about, “professional basketball player.”
C. Incorrect. The option incorrectly adds a comma between two adjectives that are not coordinate adjectives. “Only” is part of the phrase “first and only” and is modifying “professional basketball player.”
D. Incorrect. The option is incorrect because a comma is not needed to set off the phrase “to score 100 points in a single game.”
Question analysis
This punctuation question gives one sentence about Wilt Chamberlain, the basketball player who scored 100 points in a single professional game in 1962, and asks which comma edit corrects it. All four choices add a comma, three after describing words and one after the country’s name, so students must decide which spot a comma rule truly requires.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Deciding where a comma belongs in one sentence is typical grade 7 editing, and the rule tested here is part of the grade 7 language standards. The sentence sounds natural as printed, so the needed comma must be found by rule, not by ear.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 7, 54 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The sentence sounds natural as printed, so a student listening for pauses could put a comma in almost any of the four places. The question rewards knowing the test for coordinate adjectives: when “and” fits between two describing words and their order can be swapped, a comma belongs there. “Agile and athletic” passes that test, while “only and professional” fails, because “first and only” works as one unit that limits the whole phrase “professional basketball player.”
A rule that doesn't sound wrong moderate Working it out
The missing comma falls between “agile” and “athletic,” two adjectives that each describe Chamberlain, and the phrase reads smoothly without it, so the error has to be found by rule rather than by ear. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
All four edits add a comma, and two of the spots come between describing words, after “agile” and after “only,” so each pair must be tested with “and” before one is chosen. (Embretson & Wetzel, 1987)
Strategy: Take the four marked words one at a time, say what the words on either side of each are doing, and add a comma only where a rule calls for one, not wherever you would pause.
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
The wrong answers, classified
B Punctuation (Connors & Lunsford, 1988)
Hears an emphatic pause in “the first and only,” as if writing “the first, and only,” though a single comma there splits a pair that works as one unit.
C Punctuation (Connors & Lunsford, 1988)
Believes any two describing words in a row need a comma and spots “only professional,” though “only” cannot be swapped with “professional” or joined to it by “and.”
D Punctuation (Connors & Lunsford, 1988)
Puts a comma before “to score 100 points in a single game” because the sentence is long, though that phrase tells what made him the first player and takes no comma.
Working it out, step by step
Figure out what the question asks
This is a punctuation question. Punctuation means marks like commas and periods. Each choice adds one comma to the sentence about Wilt Chamberlain. Only one of those commas is needed. Find the spot where a comma rule calls for one. Don’t just go by where you would pause when you read it aloud.
Learn the rule for describing words
An adjective is a describing word. Sometimes two adjectives in a row each describe the same noun (a naming word). They are equal partners, so a comma goes between them.
Two quick tests tell you. Can you put “and” between them? Can you swap their order? If both work, use a comma. Example: a long, boring movie. You could also say a long and boring movie or a boring, long movie.
Test agile and athletic
The sentence begins “In 1962 the agile athletic Wilt Chamberlain.” Agile means quick and light on your feet. Athletic means strong and good at sports. Both words describe Chamberlain. Now try the tests. The agile and athletic Wilt Chamberlain makes sense. So does the athletic, agile Wilt Chamberlain. Both tests pass, so a comma belongs after “agile.”
Check each choice
- A fits. “Agile” and “athletic” are equal describing words, so they need a comma.
- B does not fit. “First and only” is a pair already joined by “and.” One comma does not go inside a pair like that. You write salt and pepper, not salt, and pepper.
- C does not fit. Try the “and” test: only and professional makes no sense. “Only” goes with “first,” not with “professional.”
- D does not fit. The words after “States” tell what he was the first to do. They finish the idea, so no comma goes before them.
Choose the answer
Watch out: C is tempting because “only professional” is also two describing words in a row. But that pair fails the “and” test. The fixed sentence begins In 1962 the agile, athletic Wilt Chamberlain. So the answer is A: insert a comma after agile.
Why this answer and not the closest wrong one
C is the closest wrong answer. Like A, it puts a comma between two describing words. But only A’s pair passes the tests. You can say agile and athletic, but you can’t say only and professional. “Only” belongs with “first.” Together, “first and only” describe the whole phrase “professional basketball player.”
More questions like this
The original DOE question
Question 61 of 94
2022 Test A English, question 5Question
Which revision corrects the error in sentence structure in the paragraph?
In 1967 Kathrine Switzer signed up for the Boston Marathon using her first and middle initials instead of her full name, at that time, only men were permitted to officially register and receive a number for the legendary race. Once officials realized a woman was attempting to run in the race, they made efforts to remove her from the competition. Switzer prevailed and finished in just over four hours, paving the way for the official rule change that allowed for the inclusion of women. In 2017, to mark the fiftieth anniversary of this pioneering event, a seventy-year-old Switzer repeated her run, wearing the number 261, the same number she had worn in that first run in 1967.
- Aname. At
- Brace. They
- Chours. Paving
- D261. The
Show the answer
Correct answer: A
The question asks for the revision that corrects the error in sentence structure in the paragraph.
A. CORRECT. As written, the first sentence (“In 1967 Kathrine Switzer . . . legendary race.”) is a run-on sentence because a comma is used to combine two independent clauses. Independent clauses are complete sentences with a subject and a verb. The clauses—“In 1967 Kathrine Switzer signed up for the Boston Marathon using her first and middle initials instead of her full name” and “at that time, only men were permitted to officially register and receive a number for the legendary race”—should be separated with a period instead. This revision correctly places a period after the word “name” and capitalizes the word “At” to separate the two independent clauses into two sentences.
B. Incorrect. The revision introduces an error into the paragraph and does not revise the run-on in the first sentence. The clause “Once officials realized a woman was attempting to run in the race” is a dependent clause functioning as an adverb of the independent clause that follows it. Changing the comma after the word “race” to a period would incorrectly separate the adverbial dependent clause from the independent clause.
C. Incorrect. The revision introduces an error into the paragraph and does not revise the run-on in the first sentence. The sentence “Switzer prevailed and finished in just over four hours, paving the way for the official rule change that allowed for the inclusion of women” combines an independent clause (“Switzer prevailed and finished in just over four hours”) and a participial phrase (“paving the way for the official rule change that allowed for the inclusion of women”). The phrase “paving the way for the official rule change that allowed for the inclusion of women” is not a complete sentence and must stay connected to the first part of the sentence. Changing the comma after “hours” to a period would incorrectly separate the participial phrase from the independent clause.
D. Incorrect. The revision introduces an error into the paragraph and does not revise the run-on in the first sentence. Changing the comma after “261” to a period would incorrectly separate the appositive phrase “the same number she had worn in that first run in 1967” from the words it describes (“number 261”). Additionally, the phrase “the same number she had worn in that first run in 1967” is not a complete sentence.
Question analysis
This sentence-structure question gives a four-sentence paragraph about Kathrine Switzer, who entered the 1967 Boston Marathon under her initials when only men could register and ran it again at seventy. Students pick the revision that corrects its error in sentence structure, and because every choice turns an underlined comma into a period, each spot needs its own check.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Run-ons and fragments are taught before grade 7, and this item checks that skill at four underlined spots in one short paragraph. The clauses and phrases around the correct commas take some grammar sense, but the core skill is basic.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked minor
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 7, 131 words.
- Corrected from the DOE handbook
- A misspelled name in the paragraph and its explanation was corrected.
- Grammar terms in the explanations of two wrong options were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every choice makes the same kind of change, so the question comes down to telling one real comma splice from three commas doing legitimate work. The most dangerous spot is after “race,” where a subject and verb sit on both sides of the comma, just as at the real error, and only the word “Once” marks the first part as dependent. Students who test each side for a complete thought, not just for a subject and a verb, find the splice in the opening sentence quickly.
A rule that doesn't sound wrong moderate Working it out
The run-on hides behind the short phrase “at that time,” which makes the comma after “name” sound like an ordinary pause; only checking that each side can stand alone exposes the comma splice. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
All four revisions swap a comma for a period, so every underlined spot needs the same test: could the words before it and the words after it each stand as a sentence? (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
The three correct commas guard three different structures, an opening “Once” clause, a participial phrase beginning with “paving” and an appositive after “261,” and each has to be recognized as unable to stand alone. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: At each underlined comma, read the words before it and the words after it as separate pieces and ask whether each could stand alone as a sentence; that shows where a period belongs.
Traps
- Fragment or run-on: Creates or keeps a sentence fragment, a run-on sentence or a comma splice.
The wrong answers, classified
B Fragment or run-on (Connors & Lunsford, 1988)
Finds a subject and verb on both sides of the comma after “race” and calls it a splice, missing that “Once” makes the first part a dependent clause that cannot stand alone.
C Fragment or run-on (Connors & Lunsford, 1988)
Treats the long third sentence as a run-on and ends it after “hours,” leaving “Paving the way for the official rule change” as a fragment with no subject or main verb.
D Fragment or run-on (Connors & Lunsford, 1988)
Spots the subject and verb “she had worn” after the comma following “261,” but they sit inside a phrase that renames the number, so the new sentence would be a fragment.
What was corrected from the DOE handbook, and why
- Stem and explanation: The handbook spells the runner’s name “Katherine Switzer” in the paragraph and twice in the explanation. She is Kathrine Switzer, who entered the 1967 Boston Marathon as “K. V. Switzer,” so the site now spells her name that way, in the question’s title too. No answer depends on the spelling.
- Explanation: The DOE’s explanation of Option C calls “paving the way for the official rule change that allowed for the inclusion of women” a dependent clause, and on that basis calls the sentence a complex sentence. The words have no subject or finite verb of their own: they are a participial phrase, which the site now calls them, and the site no longer calls the sentence complex for that reason. Its explanation of Option D calls “the same number she had worn in that first run in 1967” a modifying clause; it is an appositive phrase, a noun phrase that renames “number 261,” and the site now says so. Neither phrase can stand alone as a sentence, so Options C and D are still wrong, and the answer, Option A, is unchanged.
Working it out, step by step
Figure out what the question asks
This is a sentence structure question. In one spot, two full sentences are joined by only a comma. That mistake is called a run-on. Every choice turns one underlined comma into a period. Only one of those changes fixes a run-on. The other three would break off a piece that can’t stand alone.
Learn the rule for run-ons
An independent clause is a group of words that makes sense alone. It has a subject and a verb. The subject is who or what the sentence is about. The verb tells what the subject does or is. A comma alone can’t join two independent clauses. Use a period instead.
Example: It rained, we stayed inside. Fix: It rained. We stayed inside.
Test the comma after name
Read the words before that comma: “In 1967 Kathrine Switzer signed up for the Boston Marathon using her first and middle initials instead of her full name.” That makes sense alone. Now read the words after it: “at that time, only men were permitted to officially register.” That makes sense alone too. Its subject is “only men,” and its verb is “were permitted.” So two full sentences are joined by a comma. That is the run-on.
Test the other three commas
- B (after “race”): The first part is “Once officials realized a woman was attempting to run in the race.” The word “Once” makes it a dependent clause. That is a group of words with a subject and verb that can’t stand alone.
- C (after “hours”): The words starting “paving the way for the official rule change” are a participial phrase. The phrase starts with an -ing verb form and adds information. It has no subject of its own.
- D (after “261”): “the same number she had worn in that first run in 1967” is an appositive phrase. It renames the noun right before it, the number 261. It can’t stand alone either.
Choose the answer
Watch out: B is the trickiest. It has a subject and a verb on each side of its comma, “officials realized” and “they made.” But “Once” keeps the first part from standing alone. Only the comma after “name” joins two full sentences. A period goes there, and “At” gets a capital letter. So the answer is A: name. At.
Why this answer and not the closest wrong one
B is the closest wrong answer. Like the comma after “name,” its comma has a subject and a verb on each side. But “Once” means the first part needs the words after the comma to finish its thought. At the comma after “name,” both sides already stand alone. So that comma is the real run-on.
More questions like this
The original DOE question
Question 62 of 94
2022 Test A English, question 6Passage Cracking the Code
Cracking the Code
(1) Computer code is part of every electronic interaction, from video games to home thermostats to vehicle GPS systems. (2) Code is a language that computers can interpret, and programmers use it to instruct computers to perform different tasks, such as finding, sorting, or calculating data. (3) People who code have to learn this language. (4) They can construct programs that will perform detailed tasks. (5) The programs can also perform complex tasks.
(6) A coding language uses letters, numbers, and symbols that are arranged in a way that makes sense to a computer. (7) The code that makes up a program tells a computer how to process information. (8) Studying a coding language involves learning the rules for combining phrases and instructions so that they are recognizable to the computer. (9) Once a person understands coding rules, the possibilities for applying them are infinite.
(10) Coding skills are becoming important in many occupational fields. (11) For example, code can be used to create programs to track, analyze, and predict changes in the stock market. (12) Code can also be designed to help doctors track and monitor a patient’s health. (13) Jobs that require coding skills are typically higher paying, offering salaries that are up to as much as $22,000 a year more than jobs that do not require coding knowledge.
(14) People have a variety of opportunities to learn how to code. (15) In some schools, young people can study computer science and coding just as they study foreign languages. (16) Computer science teachers can use websites and apps that employ games designed to help everyone understand how code works. (17) Even high school students who do not take computer science can learn coding by attending coding workshops and online classes or by watching tutorials online. (18) After studying the basics of coding, some students may become interested in learning how to create programs, such as games and apps.
(19) The late Steve Jobs, a pioneer in computer technology, once said, “Everybody in this country should learn how to program a computer . . . because it teaches you how to think.” (20) Learning to code can seem challenging, but one does not need to become an expert programmer to reap the benefits of understanding this language.
Question
What is the best way to combine sentences 3 through 5 to clarify the relationship between ideas?
- APeople who code have to learn this language because they can construct programs that will perform detailed and complex tasks.
- BPeople who code have to learn this language so they can construct programs that will perform detailed or complex tasks.
- CWhen people who code have to learn this language, it is so they can construct programs that will perform detailed and complex tasks.
- DIf people who code have to learn this language, then they can construct programs that will perform detailed as well as complex tasks.
Show the answer
Correct answer: B
The question asks for the best way to combine sentences 3 through 5 to clarify the relationship between ideas.
A. Incorrect. While this sentence shows a relationship between the ideas, it does not clarify the relationship accurately. Learning the language of code does not depend on people’s previous ability to construct programs that will perform detailed and complex tasks. The word “because” incorrectly indicates that people can already construct complex programs prior to learning the coding language that would allow them to do so.
B. CORRECT. This sentence accurately shows the relationship between the ideas of the sentences. Before people can construct programs that will perform detailed and complex tasks, they have to learn a coding language. Knowing that language will, in turn, allow them to build programs that can perform detailed and complex tasks.
C. Incorrect. This sentence does not accurately express the relationship between ideas because the sentence implies that some people who code do not have to learn the language to perform their job functions. The passage clearly states that “computer code is part of every electronic interaction” (sentence 1) and that “programmers use it to instruct computers to perform different tasks” (sentence 2).
D. Incorrect. The conditional (If . . . then) construction of the sentence in Option D does not convey the intended relationship of the ideas in the sentences. The “then” statement (“they can construct programs that will perform detailed as well as complex tasks”) does not follow the condition of the “if” statement (“people who code have to learn this language”).
Question analysis
This sentence-combining question uses the first paragraph of “Cracking the Code,” a passage about computer coding, and asks for the best way to join sentences 3 through 5: coders must learn the language, they can build programs for detailed tasks, and those programs can also handle complex ones. Each version links the ideas with a different word, so students must judge which states the relationship accurately.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Joining short sentences with a word that shows how their ideas relate is typical grade 7 work. Here three sentences become one and every version is grammatical, so the choice rests on whether the joining words state the logic accurately.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- A very close wrong answer moderate
- How sentences fit together moderate
- Every choice must be checked minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 10, 357 words; question and choices: about grade 9, 101 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every version is a correct sentence carrying the same facts, so the question tests logic rather than grammar: what does learning the language make possible? The look-alike joined by “because” is the main danger, since it seems to give a reason for learning. Careful readers may also pause over the key’s “detailed or complex tasks,” looser than sentence 5’s “also,” but the joining word, not that slip, is what separates the best sentence from the rest.
A very close wrong answer moderate Choosing the answer
The version joined by “because” matches the key word for word except for its linking word and “and” in place of “or,” so the decision rests on which way the link between learning and building runs. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
How sentences fit together moderate Working it out
Sentence 3 states a requirement and sentences 4 and 5 state what meeting it allows, so the combined sentence must present learning the language as the means and building programs as the purpose. (Halliday & Hasan, 1976)
Every choice must be checked minor Choosing the answer
All four versions are grammatical and keep the same facts; only the opening or joining words change, “because,” “so,” “When … it is so” and “If … then,” and each must be weighed. (Embretson & Wetzel, 1987)
Strategy: Before reading the choices, decide in your own words how sentence 3 relates to sentences 4 and 5, then check whether each version’s opening or joining word signals that same relationship.
Traps
- Wrong transition: A connecting word or phrase that signals the wrong relationship, such as contrast where the idea continues.
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
A Wrong transition (Halliday & Hasan, 1976)
Hears “because” as giving the reason to learn the language, but it treats the ability to build detailed and complex programs as already there, when that ability comes from learning.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Is drawn by the formal ring of “When … it is so,” which buries the purpose in a clumsy frame and suggests coders must learn the language only on some occasions.
D Wrong transition (Halliday & Hasan, 1976)
Keeps learning before building but frames it with “If … then,” turning a stated requirement into a mere possibility, though having to learn a language does not by itself let anyone build programs.
Working it out, step by step
Figure out what the question asks
This asks you to join three short sentences into one. The new sentence must show how the ideas connect. All four choices are correct sentences with the same facts. What changes is the joining word. So first decide how the ideas connect. Then find the joining word that says so.
Read sentences 3 through 5
Sentence 3 says “People who code have to learn this language.” Sentence 4 says “They can construct programs that will perform detailed tasks.” Sentence 5 adds “The programs can also perform complex tasks.” To construct is to build. Detailed tasks have many small parts. Complex tasks are complicated and hard to do.
Name the link between the ideas
Why do coders have to learn the language? So that they can build programs. Learning comes first. Building programs is the goal it makes possible. A word that shows a goal, or purpose, is “so” (short for “so that”). Example: I practice piano so I can play in the concert. The practice comes first, and the concert is the goal.
Check each choice
- A does not fit. “Because” gives a reason that is already true. It says coders learn the language because they can already build programs. That gets the order backward.
- B fits. “So” shows that building programs is the goal of learning the language. It says “detailed or complex tasks” where sentence 5 means both, a small slip. But its joining word is right.
- C does not fit. “When” suggests coders only sometimes have to learn the language. And “it is so” is wordy.
- D does not fit. “If” makes learning sound like a maybe. The passage says coders “have to learn” it. That is a must.
Choose the answer
Watch out: A is the most tempting. It matches B almost word for word, and “because” sounds like a reason to learn. But it points the wrong way. B shows that learning leads to building. So the answer is B.
Why this answer and not the closest wrong one
A is the closest wrong answer. It uses the same words as B except for the joining word. “Because” makes building programs the reason coders learn the language, as if they could already do it. “So” makes building programs the goal that learning leads to. Learning comes first, so B shows the link correctly.
More questions like this
The original DOE question
The passage “Cracking the Code” as printed (page 40)
Question 63 of 94
2022 Test B English, question 11Passage Excerpt from “The World Has an E-Waste Problem”
Excerpt from “The World Has an E-Waste Problem”
by Alana Semuels
As a tech-hungry nation . . . gets ready to upgrade to the next generation of lightning-fast 5G devices, there is a surprising environmental cost to be reckoned with: a fresh mountain of obsolete1 gadgets. About 6 million pounds of discarded electronics are already processed monthly at recycling giant ERI’s Fresno plant. Pallets2 of once beloved but now outdated devices . . . arrive here daily. Workers with hammers hack at the bulkiest devices, while others remove dangerous components like lithium-ion batteries. The scene is like a twisted . . . movie, with doomed gadgets riding an unrelenting conveyor belt into a machine that shreds them into piles of copper, aluminum and steel.
“In our society, we always have to have the new, best product,” said Aaron Blum, the co-founder and chief operating officer of ERI, on a tour of the facility. Americans spent $71 billion on telephone and communication equipment in 2017, nearly five times what they spent in 2010 even when adjusted for inflation, according to the Bureau of Economic Analysis. . . . When we buy something new, we get rid of what’s old. That cycle of consumption has made electronics waste the world’s fastest-growing solid-waste stream.
That stream is expected to turn into a torrent3 as the world upgrades to 5G, the next big step in wireless technology. 5G promises faster speeds and other benefits. But experts say it will also result in a dramatic increase in e-waste, as millions of smartphones, modems and other gadgets incompatible with 5G networks are made obsolete. “I don’t think people understand the magnitude of the transition,” says ERI co-founder and executive chairman John Shegerian. “This is bigger than the change of black-and-white to color, bigger than analog to digital, by many multitudes.”
. . . Less than a quarter of all U.S. electronic waste is recycled, according to a United Nations estimate. The rest is incinerated or ends up in landfills. That’s bad news, as e-waste can contain harmful materials like mercury and beryllium that pose environmental risks.
Part of the problem is regulatory. Only 19 states have laws banning electronics from the regular trash. In states without such rules, like Nevada, electronics often end up in garbage and recycling bins, said Jeremy Walters, a community-relations manager for waste collector Republic Services. Environmental concerns aside, compacting flammable lithium-ion batteries with paper recycling can be dangerous; recycling centers have reported an uptick in fires.
Even when e-waste rules exist, it’s left up to consumers to handle their old devices properly. But recycling them can be a pain. Rather than just drop a used phone in a bin outside their homes, lots of people have to take their electronics to a store, which may pay them for it but could also charge them to get rid of it. Many consumers, paralyzed by the hassle or put off by the expense, simply throw their devices into the trash or stash them in a drawer, hoping they’ll just disappear. “We don’t necessarily have the measures to make sure people aren’t throwing it away,” Walters said.
One solution is to make electronics last as long as they once did. At ERI’s facility, Shegerian showed TIME [magazine] dozens of televisions from the 1970s and 1980s that stopped working only recently. Yet instead, technology companies are speeding the pace of obsolescence. Most smartphone batteries can’t be easily replaced when they stop holding a charge, new laptops don’t accept old cables, and software companies push upgrades that won’t run on old devices. “Our products today don’t last as long as they used to, and it’s a strategy by manufacturers to force us into shorter and shorter upgrade cycles,” said Kyle Wiens, the founder of iFixit, which publishes do-it-yourself repair guides. . . .
Some environmental groups say multibillion-dollar companies . . . should pick up the cost of recycling the devices they sell. Lawmakers in parts of Europe and Canada and in some U.S. states have passed so-called Extended Producer Responsibility (EPR) laws, which require manufacturers to establish and fund systems to recycle or collect obsolete products. . . .
. . . Some companies are increasing their recycling efforts on their own, whether for the economic benefit or the public relations boost.
From “The World Has an E-Waste Problem” by Alana Semuels from TIME Magazine, June 3, 2019. Copyright © 2019 TIME USA, LLC.
Electronics such as smartphones, computers, cameras, and large appliances contain toxins like lead, chromium, zinc, nickel, mercury, beryllium, and cadmium. These substances are bioaccumulative, which means that they accumulate over time in living organisms.
1obsolete: outdated and no longer useful
2Pallets: wooden platforms used to store or transport materials in a warehouse
3torrent: an outpouring
Question
Read this sentence from paragraph 1.
The scene is like a twisted . . . movie, with doomed gadgets riding an unrelenting conveyor belt into a machine that shreds them into piles of copper, aluminum and steel.
The words “twisted,” “doomed,” and “unrelenting” most affect the sentence by
- Aemphasizing that discarded devices are condemned to an unfortunate fate.
- Bexpressing a sense of desperation about the amount of waste from discarded devices.
- Cimplying that discarded devices are often disposed of in an inappropriate manner.
- Dsuggesting a feeling of doubt about solving the problem of discarded devices.
Show the answer
Correct answer: A
The question asks about the effect of the words “twisted,” “doomed,” and “unrelenting” on the last sentence of paragraph 1.
A. CORRECT. Paragraph 1 first describes the problem of discarded devices in terms of the scope of the problem (“about 6 million pounds . . . processed monthly”). The author then elaborates on the problem with a vivid description of the actual process; it is unfortunate that this process is necessary because, even though they are relatively new, these devices are no longer useful. These particular words emphasize the process of a once-useful device becoming a part of a “twisted . . . movie,” and “doomed” to be recycled by going through an “unrelenting” or never-ending conveyor belt.
B. Incorrect. In the excerpt, the author does express concern about the amount of waste from discarded devices, but this particular sentence is about what happens to the devices and the perspective that one has while watching the devices as they are being processed. In this description, the once-beloved devices have been destroyed, with only some useful parts being retained.
C. Incorrect. Although there is an indication in paragraphs 4–6 that some obsolete devices are disposed of inappropriately, this description is of an appropriate disposal—a recycling center developed specifically for these types of devices.
D. Incorrect. At this juncture in the excerpt, the author has not yet mentioned solving the problem of discarded devices; rather, the author is describing what happens to discarded devices that are appropriately recycled.
Question analysis
This word-choice question quotes the last sentence of the opening paragraph of “The World Has an E-Waste Problem,” in which old gadgets ride a conveyor belt into a shredder at a recycling plant. Students decide how the words “twisted,” “doomed” and “unrelenting” most affect the sentence. Each choice reads something negative into the words, so their connotations have to be matched to what this sentence describes.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining how word choices shape a sentence’s meaning and tone is everyday grade 7 work. The three words are quoted and sit in one sentence, though it comes from adult magazine prose and its comparison has a word cut by an ellipsis.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Hard words minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 10, 760 words; question and choices: about grade 8, 91 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The three words share one job: they cast once-loved gadgets as victims on a one-way ride to the shredder. Each wrong choice keeps the gloom but points it somewhere else, at the amount of waste, at improper dumping, or at the chances of fixing the problem. Students who ask what the words describe in this one sentence, rather than what the article worries about overall, settle on the gadgets’ fate quickly.
Figurative or literary language moderate Understanding the question
The sentence likens the plant to “a twisted . . . movie,” with a word cut by the ellipsis, and the effect lives in connotation: “doomed” and “unrelenting” turn gadgets on a conveyor belt into victims bound for a shredder. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
“Unrelenting” has to be known as never letting up, and the right choice restates “doomed” as “condemned to an unfortunate fate,” so the match is one of meaning, not of sound. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Ask what the three words describe in this one sentence and what feeling they share, then check each choice against the sentence itself rather than against the article as a whole.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears despair in the grim words and ties “unrelenting” to the six million pounds a month, but the sentence follows the gadgets’ fate on the belt and voices no desperation about volume.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Takes “twisted” as a sign of wrongdoing and recalls the trash and landfills of paragraphs 4–6, though this scene is a recycling plant, the proper place for old devices.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Hears hopelessness in “doomed” and stretches it to the whole e-waste problem, though the sentence never turns to solutions, which the excerpt reaches only in paragraph 7.
Working it out, step by step
Find what the question asks
This is a word-choice question. Three words in one sentence work as a team: “twisted,” “doomed” and “unrelenting.” You need to find the feeling they create and what they describe. Stay inside this one sentence, not the whole article.
Read the last sentence of paragraph 1
Paragraph 1 ends: “The scene is like a twisted . . . movie, with doomed gadgets riding an unrelenting conveyor belt into a machine that shreds them into piles of copper, aluminum and steel.” The dots (. . .) mean some words were left out. A conveyor belt is a moving belt that carries things along, like the one at a grocery checkout. The “scene” is the recycling plant.
Work out each word
Each word adds something dark.
- Twisted means strange in a creepy way. A twisted movie is a dark one.
- Doomed means sure to meet a bad end, with no escape.
- Unrelenting means it never stops or slows down.
Put together, the gadgets sound like movie characters on a one-way ride. The belt keeps moving, and the shredder waits at the end.
Test the four choices
- A fits. “Condemned to an unfortunate fate” means sentenced to a bad ending. That is just what “doomed” says.
- B does not fit. The amount of waste, 6 million pounds a month, comes earlier. This sentence follows the gadgets, and no one sounds desperate.
- C does not fit. This is a recycling plant, the right place for old devices. Trash and landfills come later, in paragraphs 4–6.
- D does not fit. The sentence says nothing about fixing the problem. Solutions first come up in paragraph 7.
Pick the answer
Watch out: B is tempting because the words sound gloomy, and the plant handles a lot of waste. But gloom is not desperation, which means feeling out of hope. These words make you feel sorry for the gadgets themselves. So the answer is A.
Why this answer and not the closest wrong one
B is the closest wrong choice. The paragraph does show a huge pile of waste. But “doomed” and “unrelenting” point at what happens to each gadget: it rides the belt to the shredder and can’t get off. That is a sad fate, which is A, not a worry about how much waste there is.
More questions like this
The original DOE question
The passage “Excerpt from “The World Has an E-Waste Problem”” as printed (pages 164–166)
Question 64 of 94
2022 Test B English, question 25Passage Going Solar in China
Going Solar in China
In the Anhui province of China, 166,000 floating solar panels are strung together atop the rippling surface of a lake. It is the largest solar-power farm in the world, an immense blanket of renewable energy strong enough to power 15,000 homes.
The floating solar-power farm, which harvests the sun’s rays for power, was first conceived by the Sungrow Power Supply Company after heavy rains flooded a collapsed coal mine and created a lake. Sang Dajie, a former coal miner from the area, is now an electrician for the farm, which occupies the original mine site where he used to work. Now, instead of working under the dangerous conditions at the mine, he spends his days maintaining the solar panels on the water. “The coal mine,” says Dajie, “was very hot and the air was bad. . . . But here I feel safe. The new energy is safe.” People in China rely primarily on the burning of coal in massive power plants to create electricity. While the burning of fossil fuels, like coal, is a reliable source of energy, the process releases massive amounts of carbon dioxide into the atmosphere, creating air pollution and harming Earth. Solar power, on the other hand, is clean and safe for the environment.
Solar panels are typically placed on rooftops or in open fields, but experts in China determined that the newly formed lake was a great spot for the solar-power farm. Solar-power farms over water are efficient because the water keeps the panels cool. A water-based solar-power farm can potentially generate more power than one based on land. Additionally, with the solar-power farm on the lake, the land in the surrounding area remains available for farming, which is another source of income for Anhui residents.
Originally, China displayed minimal interest in solar energy. The use of solar energy was limited primarily to rural areas that had no access to a power grid. Without access to other means of electricity, people in these areas used solar panels as an alternative to lighting candles and kerosene lamps. China began to manufacture solar panels for other countries in the late 1990s when the German government offered its people financial incentives for installing solar panels. The heightened demand for solar panels was instantaneous, and Chinese businesses were quick to seize the opportunity. Soon the governments of Spain and Italy also offered incentives for using solar technology, and Chinese manufacturers were ready for the increased demand.
Between 2008 and 2013, China improved its manufacturing technology and processes so much that it effectively lowered the worldwide cost of using solar energy by 80 percent, further increasing demand. However, a point came when Chinese manufacturers had become so efficient at producing solar-power equipment that they outpaced the demand. The manufacturers were producing two solar panels for every one solar panel they sold. In order to make manufacturing a profitable industry again, the Chinese government offered its own financial incentives to Chinese citizens for using solar energy. Now, projects like the floating solar-power farm are putting those surplus panels to use, in addition to providing jobs and cleaner energy.
A second solar-power farm has already been constructed near the massive one in Anhui as part of a government initiative to build more low-emission power plants. The goal is to meet 20 percent of the country’s energy needs with renewable, clean energy sources by the year 2030.
As Sang Dajie puts it, “I’m glad we are reusing this area to create a better future.” China’s dedication to increasing its production of renewable energy through solar power demonstrates that patience, time, and flexibility can result in transformation.
Question
The phrases “166,000 floating solar panels are strung together atop the rippling surface of a lake” and “an immense blanket of renewable energy” in paragraph 1 convey that the solar-power farm
- Aproduces the maximum amount of energy possible for its size.
- Bmeets and exceeds the energy needs of the area.
- Cblends in with the surrounding landscape.
- Dproduces a large amount of energy and is in an unusual location.
Show the answer
Correct answer: D
The question asks for an explanation of the effect of two phrases in paragraph 1 that describe the solar panels on the lake.
A. Incorrect. The phrases describe the size of the solar panels, but they do not provide any information about the amount of energy that the solar panels produce in relation to the size of the solar farm.
B. Incorrect. Despite the descriptions of the size of the solar-power farm, the phrases quoted do not indicate how much power is produced by the farm or how much energy is required by the surrounding area.
C. Incorrect. The description of the floating solar panels on the “rippling surface of a lake” provides a sense of the landscape, but it does not necessarily suggest that the solar panels blend into the landscape.
D. CORRECT. The number of solar panels suggests that the solar farm produces a great deal of energy, and the description of the solar panels floating on the lake shows that the solar farm is in a unique or unusual location.
Question analysis
This word-choice question quotes two phrases from the first paragraph of “Going Solar in China,” an article about a solar-power farm in China’s Anhui province. Students decide what the description of 166,000 panels on a lake and “an immense blanket of renewable energy” conveys about the farm. The language is vivid but plain, so each choice must be checked against what the phrases actually say.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Interpreting the effect of descriptive phrases is grade 6 and 7 work. Both phrases are quoted from one short opening paragraph in everyday words, so one careful reading is enough, lighter than most grade 7 word-choice tasks.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 13, 598 words; question and choices: about grade 9, 66 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The right choice has two parts, and each phrase supplies one: the count of panels and the “immense blanket” give the amount of energy, the lake gives the setting. Students who catch only the energy part look for a choice about output and find two that overstate it, one claiming the most possible and one claiming more than the area needs. Checking that both phrases are accounted for leaves the only choice that pairs the energy with the farm’s place on the water.
Reading between the lines minor Working it out
Neither phrase says the location is unusual; that has to be read from panels floating “atop the rippling surface of a lake,” where paragraph 3 says panels usually sit on rooftops or in open fields. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Figurative or literary language minor Understanding the question
“An immense blanket of renewable energy” is a metaphor for size and coverage, and students must take from it a large amount of energy, not a smooth covering or a measure of efficiency. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Decide what a reader learns about the farm from each quoted phrase, then test each choice by finding the exact words in the phrases that would support it.
Traps
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
The wrong answers, classified
A Too broad or too strong (King et al., 2004)
Gets the sense of large output from “immense” and pushes it to the most energy possible for the farm’s size, an efficiency claim the phrases never make.
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads on to “strong enough to power 15,000 homes” and concludes the farm meets and exceeds the area’s needs, though the passage never says what the area needs.
C Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Pictures a blanket lying flat on the “rippling surface” and takes the panels as blending into the lake, when the image stresses how much they cover.
Working it out, step by step
Figure out the task
This asks what two phrases from paragraph 1 tell you about the solar-power farm. A solar-power farm is a large group of solar panels that turn sunlight into electricity. Each phrase gives you a clue. The right answer must use both clues.
Read the first phrase
The first phrase is “166,000 floating solar panels are strung together atop the rippling surface of a lake.” Atop means on top of. Strung together means joined, like beads on a string. Rippling means moving in small waves. The panels are not on land. They float on water.
Read the second phrase
The second phrase calls the farm “an immense blanket of renewable energy.” Immense means huge. Renewable energy comes from a source that does not run out, like sunlight. Comparing the farm to a blanket shows it spread across the lake. So this phrase is about size and the energy it gives.
Put the two clues together
The huge number of panels and the word “immense” point to a lot of energy. The lake points to an unusual place. Paragraph 3 backs this up. It says panels are “typically placed on rooftops or in open fields.” Typically means usually. A lake is not the usual spot.
Test the four choices
- A does not fit. The phrases show size. They don’t compare the farm’s power with the most it could make.
- B does not fit. The article never says how much energy the area needs, so you can’t tell if the farm goes beyond it.
- C does not fit. A blanket covers things, but nothing says the panels blend in or are hard to notice.
- D fits. It names both clues: lots of energy and a spot on the water.
Pick the answer
Watch out: A and B both catch the idea of lots of energy, but each claims more than the phrases say. Only D also uses the lake. So the answer is D.
Why this answer and not the closest wrong one
B comes closest, because the sentence ends by saying the farm could power 15,000 homes. But that number doesn’t tell you what the area needs. D sticks to what the phrases show: a huge farm that makes a lot of energy, floating on a lake instead of sitting on land.
More questions like this
The original DOE question
The passage “Going Solar in China” as printed (page 174)
Question 65 of 94
2021 Test A English, question 37Passage Ode to Fireworks
Ode to Fireworks
In autumn my mother drove us to the edge of the field
where the fair was set up year after year:
the carousel, the bumper cars, the long, low sheds
filled with prizewinning animals.
We—my sister, my cousin, and I—were ready for bed,
already in our pajamas. This was a treat we waited
all year for. We waited in the darkness
for the first low, dull thwumps, like someone
beating an old, filthy rug hung on a wash line.
Then we counted the seconds between the lightning
and thunder, as we also used to do, until the sky
lit up: red, blue, green, gold. In my mind’s eye
I can still see the straggly, ancient oak whose branches
reached up past the exhibition halls, silhouetted
against the spectrum of stars that cascaded behind it.
It was one thing to look up into the sky
and imagine yourself in it or to make out pictures
among the clouds, which my sister liked to do.
No, I would tell her, that cloud
does not look like an elephant, a hat, an umbrella.
But it was another thing to see
the sky at night written upon
with those jewels. (We lived in the country:
night was night.) All around us, crickets
stridulated in the stubble of what had been
somebody’s cornfield, their song rising and falling.
You could smell winter on the air’s edge.
Now, in the city, when the sky dips into shadow
at New Year’s or on the Fourth of July, I find myself
craning my neck upward at odd moments.
The city sky is always lit up. This is where we live now,
and it is how we live now, awash in light
of every hue. Everything is a constant celebration:
picking up washing at the cleaner’s or stopping by
the corner market for a loaf of heavy bread.
And the music around me is the music of people,
their voices rising and falling in a hundred languages.
But beneath the yellowish glow deep in the sky
of all our city lights pelting out into the universe,
I remember the feel of the pickup truck bumping
across the ridged field, as I kept waiting for those
childhood bursts, watching as they escorted us home.
Question
What impact does the phrase “Everything is a constant celebration” (line 33) have in the poem?
- AIt reveals that the speaker finds the city more pleasurable than the country.
- BIt suggests that the persistent brightness of the city can be overwhelming to the speaker.
- CIt implies that what is normal in the city was unusual in the country.
- DIt emphasizes the hectic pace of daily life in the city.
Show the answer
Correct answer: C
The question asks what impact the phrase “Everything is a constant celebration” (line 33) has in the poem.
A. Incorrect. The speaker describes a sense of happiness and contentment in both the city and the country and does not indicate that one setting is more pleasurable than the other.
B. Incorrect. The word “celebration” has a positive association and does not imply that the speaker is overwhelmed in the city. Throughout the third stanza (lines 28–42), the speaker conveys appreciation for the elements of the city that make it different from the country (“And the music around me is the music of people, / their voices rising and falling in a hundred languages” [lines 36–37]).
C. CORRECT. From the speaker’s perspective, the constant light (“awash in light” [line 32]) contributes to the speaker’s feeling that, in the city, celebratory fireworks are ever present. In comparison, fireworks lit up the country sky only for celebratory occasions or annual events (“In autumn my mother drove us to the edge of the field / where the fair was set up year after year” [lines 1–2]).
D. Incorrect. While the speaker observes many things going on in the city at a given moment, the “constant celebration” in line 33 is intended to convey a comparison to the speaker’s previous experience in the country rather than emphasize the hectic pace of life in the city. The continual light and sounds in the city remind the speaker of lights and sounds experienced only on occasion in the country.
Question analysis
This question about word choice in a poem asks what impact the phrase “Everything is a constant celebration,” from line 33, has in “Ode to Fireworks.” The speaker, grown up and living in a city, looks back on watching fireworks at a fair in the countryside. Students must interpret a sweeping statement about city life whose tone can be heard in more than one way.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students analyze how a phrase shapes a poem’s meaning, often from the nearby lines alone. This one sits in a 42-line poem, and the choices read its tone in sharply different ways, so it must be weighed against the whole poem.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- Reading between the lines major
- Figurative or literary language moderate
- Evidence in several places moderate
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: 379 words (a poem; reading level not measured); question and choices: about grade 8, 68 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The line can be heard in several moods, and three choices each take one: delight in the city over the country, strain from too much light, or a hurried pace. None of them needs the earlier stanzas, which is why they tempt; the line’s impact comes from the contrast with a childhood in which the sky lit up once a year. Students who ask what a celebration meant to the child at the fair, rather than how a city feels to them, reach the reading the poem supports.
Reading between the lines major Working it out
Line 33 never mentions the country; that city life feels like a nonstop version of something once rare must be inferred by setting it against the fair the family “waited / all year for” in stanza 1. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Figurative or literary language moderate Understanding the question
“Constant celebration” is a metaphor: errands at the cleaner’s and the corner market become a festival because the city sky is “always lit up,” as the country sky was only on fireworks nights. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places moderate Working it out
The contrast spans the poem, the yearly fair and “night was night” in the first two stanzas against the city “awash in light / of every hue” in lines 32–33. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Reread lines 31–35 aloud, decide how the speaker feels about the city at this point, and keep only a choice that fits both that feeling and the rest of the poem.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Hears “celebration” as praise of the city and ranks it above the country, though the speaker never compares the two for pleasure and ends the poem lingering fondly on the country drive home.
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Reads “always lit up” and “awash in light” as too much brightness, but “celebration” is a happy word, and the stanza enjoys the city’s light and its voices in a hundred languages.
D Twists what the text says (King et al., 2004)
Links “constant” to the errands that follow and pictures a rushed city, but the line turns picking up washing and buying bread into festive moments, not hurried ones.
Working it out, step by step
Figure out what the question asks
This asks about the impact of one phrase in the poem. Impact means the effect it has on the poem’s meaning. To see it, compare the city in stanza 3 with the speaker’s childhood in the country. A stanza is a group of lines in a poem, like a paragraph.
Read the phrase in its lines
Lines 31–33 say “The city sky is always lit up. This is where we live now, / and it is how we live now, awash in light / of every hue. Everything is a constant celebration.” Awash means covered all over. Hue means color. Constant means all the time. The next lines name plain errands, like “picking up washing at the cleaner’s.”
Compare it with the country
In the country, the fireworks were rare. Lines 6–7 say “This was a treat we waited / all year for.” Lines 23–24 add “(We lived in the country: / night was night.)” That means the night sky was dark. A celebration is a special event that happens once in a while. In the city, the sky is always bright. So everyday city life feels like a fireworks night, which used to come once a year.
Check each choice
- A does not fit. The speaker never says the city is better. The poem ends with a fond memory of the country.
- B does not fit. “Celebration” is a happy word. The speaker enjoys the light and “the music of people.”
- C fits. A bright sky is normal in the city. In the country, it came only on fireworks night.
- D does not fit. Hectic means busy and rushed. Buying bread sounds calm, and the phrase makes it feel festive, not rushed.
Watch out: B is tempting because “always lit up” and “awash in light” can sound like too much. But the speaker’s words are warm, not tired or upset.
Choose the answer
The phrase makes city life sound like a fireworks night that never ends. What the city has every day was rare in the country. So the answer is C.
Why this answer and not the closest wrong one
B is the closest wrong choice. Both B and C notice that the city is full of light. But B says the light is too much for the speaker. The word “celebration” shows joy, not stress. The phrase gets its meaning from the contrast with the country, where “night was night.” That contrast is C.
More questions like this
The original DOE question
The passage “Ode to Fireworks” as printed (page 32)
Question 66 of 94
2021 Test A English, question 50Passage Excerpt from “Research Riddle Resolved”
Excerpt from “Research Riddle Resolved”
For centuries, scientists were confounded by an animal that seemed to look and act like a combination of a bird, a reptile, and a mammal. It has a bill like a duck and lays eggs but produces milk for its young. It lives in a burrow, has fur, and can make venom. We now know that this animal is called a duck-billed platypus. A platypus is a monotreme, a type of egg-laying mammal.
Hundreds of years after the first sightings of the platypus, the animal still captures our imagination anew and irresistibly attracts the attention of science writers everywhere. The May 2008 Nature report detailing the DNA insides of the duck-billed platypus invited colorful tales from just about every mainstream media outlet.
But cuteness and weirdness aside, the platypus research results are a gold mine for medical researchers. The findings cement what may have seemed totally obvious but turned out to be a bit of a scientific surprise: platypus DNA is a patchwork of genes from reptiles, birds, and mammals.
Evolution Fusion
In other words, the platypus heritage is laid out in an evolutionary DNA tapestry that marks the time, hundreds of millions of years ago, when reptiles and mammals branched off the evolutionary tree.
So what? The platypus is nothing like a human, so what can its DNA tell us about people and the diseases we get?
Plenty, says an international team of scientists who did this work.
The platypus genome results are far more than confirmation of a scientific oddity. They provide researchers a window into a time in history when mammals became unique—gaining the ability to bear live young, produce milk for them, and grow a warm, furry coat.
That’s important because our own, modern-day genomes are still a big mystery and researchers need much more information to be able to translate our genetic language into useful health knowledge.
One of the ways scientists can decipher meaning from within our 3 billion DNA “letters,” or nucleotides, is to compare human genes with those from animals, to see what has been kept the same and what has evolved to be different. . . .
Same and Different
In an approach called comparative genomics, scientists compare the genome sequences of several species: human, mouse, and a wide variety of other organisms from single-celled fungi to elephants and, now, the platypus.
The goal of this research is to find regions of similarity and difference in order to better understand the structure and function of human genes.
Comparative genomics is directly related to evolution because all living things share a common ancestor. By using computer tools to examine genes that have been kept the same in many organisms over millions of years, researchers can locate signals that control how genes work. This information may translate into ways to understand, treat, and prevent human diseases. . . .
Chicken or Egg?
When researchers analyzed platypus DNA and compared it to that of chickens, snakes, and lizards, the findings traced the evolutionary path from birds and reptiles to mammals. They learned that the platypus lost most of its genetic ability to produce egg yolk—as compared to chicken genes. This suggests its departure from “chicken-ness.”
But, through evolutionary change, the platypus gained the ability to make milk that is rich in nutrients. Platypuses have genes that make the milk protein casein: just like we do.
A male platypus can, like its ancestral snake and lizard cousins, produce venom. The platypus ejects this venom through special glands in its back legs. The evolutionary reason for maintaining such molecular weaponry isn’t yet clear, but what is fascinating is that it appears nature mixed and matched together DNA pieces separately to create the venom genes in reptiles and monotremes like the platypus.
The scientific value of pinning genetics to physiological function—like milk production—is high. Such investigations may help medical researchers understand health issues related to reproduction and lactation. Although lactation is an ancient reproductive trait, mammals—including the platypus—are unique in their ability to produce milk that is extraordinarily nutritious, containing a rich blend of sugars, fats, and proteins.
More generally, though, studying how nature cuts and pastes gene modules gives scientists an inside scoop on how genetic changes relate to health and disease risk.
One thing is clear—the stunning blend of reptile, bird, and mammal puts the platypus in a class of its own, and it gives researchers much more: information about how mammals like us came about.
[Scientists’] genetic sleuthing of platypuses, chimps, fish, sunflowers—you name it—continues to teach scientists how millions of years of evolution progressed. This provides vital information to understanding the role of genes in the health and disease of mammals like us and our pets, and can also help preserve our rich and diverse planet.
From “Research Riddle Resolved”—Public Domain/National Institutes of Health
Question
The phrase “evolutionary DNA tapestry” in paragraph 3 conveys the idea that the platypus
- Ahas a rich and diverse genetic history linked to reptiles, birds, and other mammals.
- Bwas able to develop its mammalian and reptilian traits at different points in time.
- Ccontinues to be the best resource for studying the evolution of animal genomes.
- Dis especially useful to researchers because its genes have never been altered.
Show the answer
Correct answer: A
The question asks what the phrase “evolutionary DNA tapestry” in paragraph 3 conveys about the platypus.
A. CORRECT. In the excerpt, the term “tapestry” conveys the sense of a rich history; the “platypus heritage” described in paragraph 3 is woven together with “threads” from mammals, birds, and reptiles in its genetic background.
B. Incorrect. While paragraph 3 does mention mammals and reptiles, it does not discuss when the platypus developed traits from those classifications. Rather, it refers in general to “hundreds of millions of years ago, when reptiles and mammals branched off the evolutionary tree.”
C. Incorrect. The excerpt never claims that, compared with other animals, the platypus is the best resource for studying the evolution of animal genomes. The excerpt indicates that the platypus’s status as a “scientific oddity” provides “a window into a time in history when mammals became unique—gaining the ability to bear live young, produce milk for them, and grow a warm, furry coat” (paragraph 6).
D. Incorrect. The excerpt states that the platypus genome is a “scientific oddity” (paragraph 6) that is useful to researchers, but the reason it is useful is because of DNA evidence that shows “a window into a time in history when mammals became unique” (paragraph 6), not because its genes have never been altered. Because the platypus genome, like that of all animals, has evolved over time, the statement that platypus genes have never been altered is inaccurate (“They learned that the platypus lost most of its genetic ability to produce egg yolk—as compared to chicken genes. This suggests its departure from ‘chicken-ness’ ” [paragraph 12]).
Question analysis
This figurative-language question asks what the phrase “evolutionary DNA tapestry” in paragraph 3 of “Research Riddle Resolved” conveys about the platypus. Students must work out what calling the animal’s heritage a tapestry suggests in an article about its genes, and the choices make different claims about its genetic history and its value to science.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a metaphor from context is regular grade 7 work. The word “tapestry” may be unfamiliar and sits in a long, technical sentence, but the sentences around it give enough clues for one careful reading to settle it.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- Complex sentences minor
- Hard words minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 11, 809 words; question and choices: about grade 11, 66 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrase is a restatement, so the sentence before it nearly settles the question for students who notice “In other words.” The risk lies in the rest of paragraph 3’s sentence, whose talk of time and branching invites a choice about traits arriving at different dates. The other wrong choices praise the platypus as a research subject, which the article does elsewhere, but the tapestry image says nothing about its rank or about genes that never changed.
Figurative or literary language moderate Understanding the question
A tapestry is a picture woven from many threads, and paragraph 3 opens “In other words,” so the image restates paragraph 2’s “patchwork of genes from reptiles, birds, and mammals.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
The 33-word sentence hangs a long clause on the image, “that marks the time, hundreds of millions of years ago, when reptiles and mammals branched off,” which pulls attention toward dates. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Hard words minor Understanding the question
“Tapestry” and “heritage” are uncommon words for many students, and a reader who does not know what a tapestry is has only the “In other words” link to go on. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Paragraph 3 begins “In other words,” so reread the sentence just before it and ask what the tapestry image restates; then choose the option that fits both sentences.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
B Twists what the text says (King et al., 2004)
Seizes on “marks the time … when reptiles and mammals branched off” and turns it into a timeline of the platypus’s own traits, which the paragraph never gives.
C Too broad or too strong (King et al., 2004)
Stretches the article’s interest in the platypus into the best resource for all genome research, a ranking the excerpt never makes among the many species scientists compare.
D Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Draws on the popular idea of the platypus as an unchanged living fossil, though paragraph 12 says it lost most of its genetic ability to make egg yolk.
Working it out, step by step
Figure out what the question asks
This asks what a figure of speech means. A figure of speech is words used in a special way, not just for their plain meaning. Here the phrase is “evolutionary DNA tapestry.” You need to decide what it says about the platypus.
Learn what a tapestry is
A tapestry is a large cloth picture. It is woven from many threads of different colors. Each thread is small, but together they make one rich picture. Evolutionary means having to do with how living things change over a very long time.
Use the clue before the phrase
Paragraph 3 starts with “In other words.” That phrase means the writer is saying the same thing again in a new way. So look at the last sentence of paragraph 2. It says “platypus DNA is a patchwork of genes from reptiles, birds, and mammals.” A patchwork is also made of many pieces. So the tapestry is the platypus’s DNA, woven from reptile, bird and mammal parts.
Check each choice
- A fits. Like threads in a tapestry, the platypus’s genes come from reptiles, birds and mammals. That history is rich and mixed.
- B does not fit. Paragraph 3 mentions the time “when reptiles and mammals branched off the evolutionary tree.” But it never says when the platypus got each trait.
- C does not fit. The excerpt never calls the platypus the best animal to study.
- D does not fit. Paragraph 12 says the platypus “lost most of its genetic ability to produce egg yolk.” So its genes did change.
Watch out: B is tempting because the same sentence talks about time and branching. That part tells when two groups split apart. It is not a timeline of the platypus’s traits.
Choose the answer
The tapestry stands for the platypus’s DNA. It is woven from the genes of several kinds of animals. So the answer is A.
Why this answer and not the closest wrong one
B is the closest wrong choice. Its talk of time comes from the same sentence. But a tapestry is about many threads woven together, not about dates. The phrase restates the “patchwork of genes from reptiles, birds, and mammals.” That mixed history is A.
More questions like this
The original DOE question
The passage “Excerpt from “Research Riddle Resolved”” as printed (pages 66–67)
Question 67 of 94
2021 Test B English, question 37Passage A Miracle Mile
A Miracle Mile
In the 1950s people compared running one mile in four minutes to scaling Mount Everest and nicknamed the feat a “dream mile.” Although such an accomplishment was considered humanly impossible, several elite runners aimed to break that supposedly impenetrable barrier. One of them was a twenty-five-year-old medical student named Roger Bannister.
Roger Bannister had tasted failure during the 1952 Olympics. There, he was favored to win the 1,500-meter competition, a distance slightly shorter than a mile, but he finished in a dismal fourth place instead. Bannister’s performance was a disappointment for him and his country, Great Britain. Determined to redeem himself, Bannister postponed his plans to retire from racing and focused on the ultimate prize—breaking the four-minute-mile barrier.
Bannister attacked the elusive milestone with a positive attitude and logical planning. The amateur athlete decided to use intensive interval training to develop endurance and speed. For these workouts, Bannister ran an interval of ten consecutive laps on a quarter-mile track, aiming for sixty seconds each lap. In between intervals, he let his body recover for two minutes.
By early 1954, Bannister had succeeded in lowering his quarter-mile pace to sixty-one seconds, but he had to shave off at least one more second in order to reach his target. Frustrated by the plateau he had reached, Bannister took a break from training and went mountain climbing for three days. The rest from running permitted his muscles to recuperate and left him feeling refreshed. When Bannister returned to the track, he completed ten quarter-mile-long intervals at fifty-nine seconds each. He finally felt prepared to attempt to break the world record.
As a member of the Amateur Athletic Association (AAA), Bannister joined the AAA team for a track meet against Oxford University. The event took place on a cinder track in Oxford on May 6, 1954. Bannister and his two AAA teammates, Chris Chataway and Chris Brasher, were close friends and frequent running partners. Chataway and Brasher agreed to help Bannister accomplish his goal by being his “rabbits.”
In track and field, rabbits are runners who enter the race solely to pace a teammate for a segment of the course. Typically, a runner settles in behind the rabbit and allows the rabbit to set an appropriate tempo. Additionally, by running behind the rabbit, the runner conserves about 15 percent of his or her effort. When the starting pistol fired, Brasher pounced into the lead, and Bannister followed behind his first rabbit.
Propelled by the excitement, Bannister lost his instinctive feel for his pace and shouted “Faster!” at Brasher. Brasher, however, remained composed and maintained his current steady but grueling pace, completing the first two laps in a desirable one minute and fifty-eight seconds. Then Chataway surged forward, leading Bannister at this same punishing rate for another lap and a half. At the beginning of the back straightaway of the track, Bannister bolted past Chataway. Bannister said, “I felt that the moment of a lifetime had come. There was no pain, only a great unity of movement and aim.” Bannister crossed the finish line in 3 minutes 59.4 seconds. The ecstatic crowd erupted the moment the timekeeper announced the word “three.”
Soon after Bannister’s achievement, four other athletes matched his performance. A new mindset had taken root among runners. Over the years, the record continued to fall. However, the current record, 3 minutes 43.13 seconds, has stood unbroken since 1999. Some question whether this record represents the limits of human ability. But perhaps there is another Bannister, an athlete who, with willpower and dedication, will accomplish the miraculous.
Question
The phrase “a new mindset had taken root” in paragraph 8 conveys the idea that
- Arunners recognized that running a mile in under four minutes was physically possible.
- Bbreaking the four-minute-mile barrier was no longer considered an impressive feat for elite runners.
- Crunners understood how hard they would have to train in order to run a mile in under four minutes.
- Delite runners entered races in an attempt to break the four-minute-mile barrier.
Show the answer
Correct answer: A
The question asks what idea is conveyed by the phrase “a new mindset had taken root” in paragraph 8.
A. CORRECT. After Bannister ran the mile in under four minutes, it became clear to other runners that this goal was within the realm of human ability, and “soon after Bannister’s achievement, four other athletes matched his performance” (paragraph 8).
B. Incorrect. While the passage states that runners broke the four-minute-mile barrier after Bannister initially broke it (“Soon after Bannister’s achievement, four other athletes matched his performance” [paragraph 8]), running a four-minute mile is still impressive and a challenge for elite runners.
C. Incorrect. Although runners most likely knew that the training needed in order to break the four-minute-mile barrier was difficult and intensive, the phrase “a new mindset had taken root” focuses on their belief in the possibility of breaking the four-minute-mile barrier, which had been viewed as a “supposedly impenetrable barrier” (paragraph 1), not the idea that the training was difficult.
D. Incorrect. Even though “four other athletes matched his performance” and “the record continued to fall” (paragraph 8), the phrase “a new mindset had taken root” does not refer to the idea that there was an increase in the number of runners entering races just to try breaking the four-minute-mile barrier.
Question analysis
This word-meaning question on “A Miracle Mile” asks what the phrase “a new mindset had taken root,” in the article’s final paragraph, conveys about runners after Roger Bannister broke the four-minute mile in 1954. Students must interpret a figurative phrase about a change in thinking, and each choice proposes a different change among runners that sounds believable.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting a figurative phrase from context is regular grade 7 work. The article is short and plain and the image of an idea taking root is familiar, but the passage never says what the new mindset is, so it must be inferred.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Reading between the lines moderate
- Figurative or literary language minor
- Evidence in several places minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 10, 587 words; question and choices: about grade 10, 72 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrase is familiar and the paragraph is short, but the passage leaves the mindset unnamed, so the choices offer four guesses about what changed. The tempting ones describe things runners might plausibly have done after 1954, such as racing for the record or training harder, rather than what they believed. Students who connect the phrase to the barrier everyone had thought unbreakable see that the change was in what runners thought possible.
Reading between the lines moderate Working it out
The article never says what the new mindset is; it must be worked out from the sentence before it, four athletes matching Bannister soon after, set against paragraph 1’s “humanly impossible.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Figurative or literary language minor Understanding the question
“Taken root” likens an idea to a plant that has settled in and will keep growing, so the phrase describes a lasting change in belief rather than a single event or a new plan. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places minor Working it out
The old mindset is described seven paragraphs earlier, where the four-minute mile was “considered humanly impossible” and a “supposedly impenetrable barrier,” and the new one makes sense only against it. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Think about what happens when an idea “takes root,” then reread the sentences around the phrase in paragraph 8 and decide what Bannister’s run changed for the runners after him.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the four runners who soon matched Bannister as a sign the feat had become ordinary, though the article never calls it unimpressive and ends by hoping for another runner who will “accomplish the miraculous.”
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in the interval training and the rest from running of paragraphs 3 and 4, but the phrase describes what runners came to believe, not how hard they knew they must train.
D Twists what the text says (King et al., 2004)
Takes the new mindset to be racing for the record, but paragraph 1 says “several elite runners aimed to break” the barrier before Bannister did, so that aim was not new.
Working it out, step by step
Figure out what the question asks
This asks what a figure of speech means. A figure of speech is words used in a special way, not just for their plain meaning. The phrase is “a new mindset had taken root.” A mindset is a way of thinking. You need to decide what new way of thinking runners had.
Work out the plant image
A plant takes root when its roots settle into the soil. Then it stays and keeps growing. So an idea that has taken root has settled firmly into people’s minds. It is not a passing thought.
Find the old way of thinking
Paragraph 1 shows how people thought before Bannister’s run. A mile in four minutes “was considered humanly impossible.” It was a “supposedly impenetrable barrier.” Impenetrable means impossible to break through. So most people believed no one could do it.
See what changed in paragraph 8
Paragraph 8 says “Soon after Bannister’s achievement, four other athletes matched his performance. A new mindset had taken root among runners.” Bannister showed that it could be done. Then other runners did it too. So the new mindset is the belief that a mile in under four minutes is possible.
Check each choice
- A fits. Runners now knew a mile in under four minutes was physically possible.
- B does not fit. The article never says the feat stopped being impressive. It ends by hoping for someone who will “accomplish the miraculous.”
- C does not fit. Training comes up in paragraphs 3 and 4. The phrase is about what runners believed, not how hard they trained.
- D does not fit. Paragraph 1 says “several elite runners aimed to break” the barrier before Bannister did. So that goal was not new.
Watch out: D sounds likely, since runners kept racing for the record. But the word “new” rules it out. Runners were already trying before 1954.
Choose the answer
The new mindset was the belief that the four-minute mile could be beaten. So the answer is A.
Why this answer and not the closest wrong one
D is the closest wrong choice. It describes something runners did, racing to break the barrier. But in paragraph 1, runners were already trying, so that was not new. What changed was what they believed. After Bannister, they knew it could be done. That is A.
More questions like this
The original DOE question
The passage “A Miracle Mile” as printed (page 13)
Question 68 of 94
2019 Test A English, question 3Question
Read this paragraph.
(1) In 1976 the National Basketball Association (NBA) absorbed several teams of the American Basketball Association (ABA), including the New York Nets, who played in the Long Island area at the time. (2) The owner of the Nets decided to take the team to New Jersey after the team had financial troubles, where the Nets played for thirty-five seasons. (3) The New Jersey Nets had sixteen playoff appearances, including two appearances in the NBA finals. (4) Then in 2012, after a change in ownership, the team returned to New York and began playing under the name the Brooklyn Nets.
Which sentence contains an error in its construction and should be revised?
- Asentence 1
- Bsentence 2
- Csentence 3
- Dsentence 4
Show the answer
Correct answer: B
The question asks for the identification of the sentence that has an error in its construction and should be revised.
A. Incorrect. There are no errors in the structure of sentence 1. The modifying clause “who played in the Long Island area at the time” correctly modifies the noun “New York Nets.”
B. CORRECT. Sentence 2 contains a structural error. The current placement of the clause “where the Nets played for thirty-five seasons” suggests the clause is modifying the term “financial troubles,” which is illogical. The clause “where the Nets played for thirty-five seasons” should immediately follow the location, “New Jersey.” A revised version of the sentence might read: “After the team had financial troubles, the owner of the Nets decided to take the team to New Jersey, where the Nets played for thirty-five seasons.”
C. Incorrect. There are no errors in the structure of sentence 3. The phrase “including two appearances in the NBA finals” is a nonrestrictive phrase that provides further detail about the team’s “sixteen playoff appearances.” The phrase is set off by a comma because it is not essential to understanding the meaning of the sentence.
D. Incorrect. There are no errors in the structure of sentence 4. The phrase “after a change in ownership” is a nonrestrictive phrase that provides further detail about the team in 2012. The phrase is set off by commas because it is not essential to understanding the meaning of the sentence.
Question analysis
In this sentence-structure question, four sentences trace the Nets basketball team, which played on Long Island before moving to New Jersey and, decades later, to Brooklyn. Students must spot the sentence whose construction needs revising, and since each one includes phrases or clauses set off by commas, the test is whether each sits beside the word it should modify.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Grade 7 language standards cover placing phrases and clauses correctly within a sentence. The stem does not say what sort of mistake to look for, so all four sentences must be tested, which is what grade 7 editing practice usually involves.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked minor
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 7, 112 words.
- Corrected from the DOE handbook
- Grammar terms in the explanation were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The faulty sentence causes no confusion in reading, because the mind ties the thirty-five seasons to New Jersey rather than to the financial troubles the clause actually follows. Students who judge by sound pass over it and hunt through the busier sentences, above all the first, which in this printing also has no comma after “In 1976.” What the question rewards is asking, clause by clause, which word each describing clause sits beside.
A rule that doesn't sound wrong moderate Working it out
In sentence 2, “where the Nets played for thirty-five seasons” lands after “financial troubles,” yet the ear quietly joins it to New Jersey, so the misplaced clause reads as natural English. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
Nothing in the stem says what kind of error to look for, and every sentence sets off a phrase or clause with commas, from the “who” clause to the “including” phrase to “after a change in ownership.” (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
Sentence 1 runs 31 words, with two abbreviations in parentheses, a “who” clause and no comma after the opening date, so a correct sentence looks like the likeliest place for a fault. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Work through all four sentences; for each phrase or clause set off by a comma, decide which noun it should describe and check that the two are side by side.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Believes “who” cannot stand for a team, or wants a comma after the date “In 1976,” though the short opening phrase and the clause describing the New York Nets are both correct.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Takes the closing “including two appearances in the NBA finals” for a fragment tacked on with a comma, though the phrase correctly adds a detail about the sixteen playoff appearances.
D Fixes what isn't broken (Connors & Lunsford, 1988)
Is put off by the stacked opening “Then in 2012, after a change in ownership,” or by the unpunctuated team name at the end, though the sentence is built correctly as it stands.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation calls two clauses phrases and two phrases clauses. It calls “where the Nets played for thirty-five seasons” a phrase three times (Option B) and “who played in the Long Island area at the time” a modifying phrase (Option A). Each has a subject and a verb of its own (“the Nets played,” “who played”), so each is a clause, and the site now calls them clauses. It calls “including two appearances in the NBA finals” (Option C) and “after a change in ownership” (Option D) nonrestrictive clauses. Neither has a subject or a verb of its own, so each is a phrase (the second a prepositional phrase), as the explanations’ own next sentences (“The phrase is set off…”) say, and the site now says “nonrestrictive phrase.” The DOE’s later printing of this question uses the same terms. The reasoning and the answer, sentence 2, are unchanged.
Working it out, step by step
Figure out what the question asks
This asks which sentence is built wrong. The facts are not the problem. The problem is how the parts of a sentence fit together. The question doesn’t say what kind of mistake to look for. So you need to test all four sentences.
Learn about clauses and phrases
A clause is a group of words with its own subject and verb, like where we swam. A phrase is a group of words without its own subject and verb, like after the storm. A describing clause often starts with who or where. It must sit right next to the word it describes. If it doesn’t, the sentence says something odd: We went to the beach after the storm, where we swam all day. That says we swam in the storm!
Test sentence 2
Sentence 2 ends “after the team had financial troubles, where the Nets played for thirty-five seasons.” The words “where the Nets played for thirty-five seasons” form a clause. They have a subject, the Nets, and a verb, played. The clause should describe New Jersey, a place. But it sits right after “financial troubles.” So the sentence seems to say the Nets played inside their money problems.
Fix: After the team had financial troubles, the owner of the Nets decided to take the team to New Jersey, where the Nets played for thirty-five seasons.
Test sentences 1, 3 and 4
- Sentence 1: the clause “who played in the Long Island area at the time” sits right after “the New York Nets.” A team is a group of people, so who works. A short opening like “In 1976” doesn’t need a comma.
- Sentence 3: the phrase “including two appearances in the NBA finals” sits right after “sixteen playoff appearances.” It adds a detail about them.
- Sentence 4: the phrase “after a change in ownership” tells when the team came back. Commas set it off correctly.
Watch out: Sentence 1 is long and busy, with two names in parentheses. That makes A tempting. But long is not the same as wrong.
Choose the answer
Only sentence 2 puts a describing clause next to the wrong words. So the answer is B, sentence 2.
Why this answer and not the closest wrong one
A is the closest wrong answer. Sentence 1 is long, uses who for a team and has no comma after its date. But each part is correct, and its clause sits right next to the Nets. In sentence 2, the “where” clause sits next to “financial troubles,” not New Jersey. So B is right.
More questions like this
The original DOE question
Question 69 of 94
2019 Test A English, question 14Passage A Miracle Mile
A Miracle Mile
In the 1950s people compared running one mile in four minutes to scaling Mount Everest and nicknamed the feat a “dream mile.” Although such an accomplishment was considered humanly impossible, several elite runners aimed to break that supposedly impenetrable barrier. One of them was a twenty-five-year-old medical student named Roger Bannister.
Roger Bannister had tasted failure during the 1952 Olympics. There, he was favored to win the 1,500-meter competition, a distance slightly shorter than a mile, but he finished in a dismal fourth place instead. Bannister’s performance was a disappointment for him and his country, Great Britain. Determined to redeem himself, Bannister postponed his plans to retire from racing and focused on the ultimate prize—breaking the four-minute-mile barrier.
Bannister attacked the elusive milestone with a positive attitude and logical planning. The amateur athlete decided to use intensive interval training to develop endurance and speed. For these workouts, Bannister ran an interval of ten consecutive laps on a quarter-mile track, aiming for sixty seconds each lap. In between intervals, he let his body recover for two minutes.
By early 1954, Bannister had succeeded in lowering his quarter-mile pace to sixty-one seconds, but he had to shave off at least one more second in order to reach his target. Frustrated by the plateau he had reached, Bannister took a break from training and went mountain climbing for three days. The rest from running permitted his muscles to recuperate and left him feeling refreshed. When Bannister returned to the track, he completed ten quarter-mile-long intervals at fifty-nine seconds each. He finally felt prepared to attempt to break the world record.
As a member of the Amateur Athletic Association (AAA), Bannister joined the AAA team for a track meet against Oxford University. The event took place on a cinder track in Oxford on May 6, 1954. Bannister and his two AAA teammates, Chris Chataway and Chris Brasher, were close friends and frequent running partners. Chataway and Brasher agreed to help Bannister accomplish his goal by being his “rabbits.”
In track and field, rabbits are runners who enter the race solely to pace a teammate for a segment of the course. Typically, a runner settles in behind the rabbit and allows the rabbit to set an appropriate tempo. Additionally, by running behind the rabbit, the runner conserves about 15 percent of his or her effort. When the starting pistol fired, Brasher pounced into the lead, and Bannister followed behind his first rabbit.
Propelled by the excitement, Bannister lost his instinctive feel for his pace and shouted “Faster!” at Brasher. Brasher, however, remained composed and maintained his current steady but grueling pace, completing the first two laps in a desirable one minute and fifty-eight seconds. Then Chataway surged forward, leading Bannister at this same punishing rate for another lap and a half. At the beginning of the back straightaway of the track, Bannister bolted past Chataway. Bannister said, “I felt that the moment of a lifetime had come. There was no pain, only a great unity of movement and aim.” Bannister crossed the finish line in 3 minutes 59.4 seconds. The ecstatic crowd erupted the moment the timekeeper announced the word “three.”
Soon after Bannister’s achievement, four other athletes matched his performance. A new mindset had taken root among runners. Over the years, the record continued to fall. However, the current record, 3 minutes 43.13 seconds, has stood unbroken since 1999. Some question whether this record represents the limits of human ability. But perhaps there is another Bannister, an athlete who, with willpower and dedication, will accomplish the miraculous.
Question
The phrase “a new mindset had taken root” in paragraph 8 conveys the idea that
- Arunners recognized that running a mile in under four minutes was physically possible.
- Bbreaking the four-minute-mile barrier was no longer considered an impressive feat for elite runners.
- Crunners understood how hard they would have to train in order to run a mile in under four minutes.
- Dentering races in an attempt to break the four-minute-mile barrier became commonplace for elite runners.
Show the answer
Correct answer: A
The question asks what idea is conveyed by the phrase “a new mindset had taken root” in paragraph 8.
A. CORRECT. After Bannister ran the mile in under four minutes, it became clear to other runners that this goal was within the realm of human ability, and “soon after Bannister’s achievement, four other athletes matched his performance” (paragraph 8).
B. Incorrect. While the passage states that runners broke the four-minute-mile barrier after Bannister initially broke it (“Soon after Bannister’s achievement, four other athletes matched his performance” [paragraph 8]), running a four-minute mile is still impressive and a challenge for elite runners.
C. Incorrect. Although runners most likely knew that the training needed in order to break the four-minute-mile barrier was difficult and intensive, the phrase “a new mindset had taken root” focuses on their belief in the possibility of breaking the four-minute-mile barrier, which had been viewed as a “supposedly impenetrable barrier” (paragraph 1), not the idea that the training was difficult.
D. Incorrect. Even though “four other athletes matched his performance” and “the record continued to fall” (paragraph 8), the phrase “a new mindset had taken root” does not refer to the idea that there was an increase in the number of runners entering races just to try breaking the four-minute-mile barrier.
Question analysis
The final paragraph of “A Miracle Mile” says that after Roger Bannister ran his record mile, “a new mindset had taken root” among runners. This word-meaning question asks what that figurative phrase conveys, and since the article never spells out the new way of thinking, students must infer it from the events that follow Bannister’s run.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Working out what a figure of speech means from nearby sentences is a core grade 7 skill. Here the phrase sits in a short final paragraph of simple sentences, and only one step of inference is needed, as in typical grade 7 work.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Reading between the lines moderate
- Figurative or literary language minor
- Evidence in several places minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 10, 587 words; question and choices: about grade 10, 75 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The paragraph is short and the phrase familiar, but the passage leaves the mindset unnamed, so the choices amount to four guesses about what changed after 1954. The tempting guesses describe what runners did or how they rated the feat: record attempts becoming routine, the mile no longer impressing, harder training. Students who tie the phrase back to a barrier everyone had thought unbreakable see that the change was in what runners believed a body could do.
Reading between the lines moderate Working it out
The article never says what the new mindset is; it has to be worked out from the four athletes who matched Bannister soon after, set against a feat that paragraph 1 says was “considered humanly impossible.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Figurative or literary language minor Understanding the question
“Taken root” pictures an idea as a plant that has settled into the soil and will keep growing, so the phrase points to a lasting change in belief, not a single event or a new plan. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places minor Working it out
The old way of thinking appears seven paragraphs earlier, a “supposedly impenetrable barrier,” and the new mindset makes sense only when paragraph 8 is read against it. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Think about what it means for a way of thinking to take hold, then test each option against the sentences near the phrase, keeping only a change in runners that the article actually supports.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the four runners who soon matched Bannister as proof the feat had become ordinary, though the article never belittles it and ends by hoping for an athlete who will “accomplish the miraculous.”
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in the interval training and the mountain-climbing break of paragraphs 3 and 4, but the phrase follows the record run and concerns what runners believed, not how hard they knew to train.
D Twists what the text says (King et al., 2004)
Takes the new mindset to be a wave of record attempts, but paragraph 1 already has “several elite runners” aiming at the barrier, and the article counts no races after 1954.
Working it out, step by step
Figure out what the question asks
This asks what a phrase means in the article. The phrase is “a new mindset had taken root.” A mindset is a way of thinking. So you need to find out what new way of thinking runners had.
Picture the plant image
This is a figure of speech, words that paint a picture instead of saying something plainly. A plant takes root when its roots grow into the soil. Then it stays put and keeps growing. So an idea that has taken root has settled firmly in people’s minds.
Find the old way of thinking
Paragraph 1 shows what people thought before Bannister. Running a mile in four minutes “was considered humanly impossible.” It was a “supposedly impenetrable barrier.” Impenetrable means impossible to break through. So most people believed no one could do it.
See what changed in paragraph 8
Paragraph 8 says “Soon after Bannister’s achievement, four other athletes matched his performance. A new mindset had taken root among runners.” Bannister proved it could be done. Then four more runners did it too. So the new way of thinking is a belief: a mile in under four minutes is possible.
Check each choice
- A fits. Runners now saw that the feat was physically possible.
- B does not fit. Nothing says the feat stopped being impressive. The article ends by hoping for someone who will “accomplish the miraculous.”
- C does not fit. Training comes up in paragraphs 3 and 4. The phrase is about what runners believed after the record, not how hard they trained.
- D does not fit. Commonplace means ordinary. But a mindset is a way of thinking, not a habit of entering races.
Choose the answer
Watch out: D is tempting because the record “continued to fall.” But paragraph 1 says “several elite runners aimed to break” the barrier even before 1954. Trying was not new. Believing was. So the answer is A.
Why this answer and not the closest wrong one
D is the closest wrong answer. It describes something runners did: entering races to break the record. But runners were already trying before Bannister, so that was not the new part. A mindset is what people believe. After Bannister, runners believed the four-minute mile could be beaten. That is A.
More questions like this
The original DOE question
The passage “A Miracle Mile” as printed (page 13)
Question 70 of 94
2019 Test B English, question 1Question
Read this paragraph.
(1) The blobfish, a creature that certainly resembles its name, is an unusual fish whose body is mostly composed of pink gelatinous flesh. (2) Because it has very few muscles and its density is close to that of water, the blobfish spends its life floating slightly above the ocean floor. (3) It must wait patiently for whatever edible matter might float by its mouth. (4) The blobfish’s downturned mouth, slimy skin, and pale coloring caused them to be voted the World’s Ugliest Animal in 2013.
Which sentence contains an error in its construction and should be revised?
- Asentence 1
- Bsentence 2
- Csentence 3
- Dsentence 4
Show the answer
Correct answer: D
The question asks for the identification of the sentence that contains an error in its construction and should be revised.
A. Incorrect. There are no errors in sentence 1. The singular pronoun “its” matches the number of the word it refers to, the singular noun “blobfish.” Additionally, the appositive phrase “a creature that certainly resembles its name,” is correctly set off by commas to provide an additional, but not essential, detail about the blobfish.
B. Incorrect. There are no errors in sentence 2. The singular pronoun “its” matches the number of the word it refers to, the singular noun “blobfish.” Additionally, the structure of the sentence correctly shows that the clause “Because it has very few muscles and its density is close to that of water” explains why “the blobfish” spends its life floating.
C. Incorrect. There are no errors in sentence 3. The “it” in the sentences refers to “the blobfish” mentioned in the previous sentence. The use of singular pronouns in sentence 3 is consistent with the rest of the paragraph.
D. CORRECT. Sentence 4 contains an error because the sentence uses the plural pronoun “them” to refer to “The blobfish’s,” which is singular in number. The word “them” should be changed to “it.” The paragraph refers to the blobfish as a singular species in each of its four sentences, and sentence 4 should be revised to match.
Question analysis
A short paragraph on the blobfish, a pink, gelatinous fish that hovers near the ocean floor waiting for food to drift by, is the text of this editing question, which asks which of its four sentences has an error in construction. Its sentences hold an appositive, an opening “Because” clause and several pronouns, any of which can look suspicious, so every one needs a full grammar check.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Grade 7 editing tasks often point to the faulty part of a sentence. This one names no kind of error and offers four plausible sentences, so each has to be run past several rules, though the rule at stake is taught by grade 6.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong moderate
- Every choice must be checked moderate
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 6, 99 words.
- Corrected from the DOE handbook
- Two grammar terms in the explanation were wrong; both sentences were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The faulty pronoun hides in the last sentence, where a plural follows a list of three features and sounds natural to a student reading by ear. Meanwhile the correct sentences offer easy targets, above all the “Because it has” clause, whose pronoun comes before its noun, and, in this printing, a first sentence with no comma between “pink” and “gelatinous.” Asking what noun each pronoun stands for, and whether the number matches, finds the fault.
A rule that doesn't sound wrong moderate Working it out
In sentence 4, “them” comes right after the three-item list “downturned mouth, slimy skin, and pale coloring,” so it passes by ear, though what was voted ugliest is the singular blobfish. (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
No kind of error is named, and each sentence offers something to suspect: the appositive and the comma-less “pink gelatinous” in sentence 1, “it” before its noun in sentence 2, the bare “It” opening sentence 3. (Embretson & Wetzel, 1987)
Strategy: With no error type given, run a fixed checklist on every sentence: a complete thought, verbs that agree with their subjects, pronouns that clearly match their nouns, and modifiers in the right place.
Traps
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Fixes what isn't broken (Connors & Lunsford, 1988)
Is put off by the long appositive before “is,” or by “pink gelatinous” printed without a comma, though neither is a fault in how the sentence is constructed.
B Fixes what isn't broken (Connors & Lunsford, 1988)
Believes a pronoun may not come before the noun it stands for, so flags “Because it has very few muscles,” though that “it” correctly points ahead to “the blobfish.”
C Fixes what isn't broken (Connors & Lunsford, 1988)
Expects “It” to point to the nearest noun, “the ocean floor,” and calls the sentence unclear, though only the blobfish could wait for food to float by its mouth.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation of Option A (sentence 1) calls “a creature that certainly resembles its name” a clause; it is an appositive phrase, a noun phrase that renames “the blobfish”, and now says so. Its explanation of Option B (sentence 2) says the “Because…” clause “modifies the words ‘the blobfish’”; an introductory “because” clause tells why something happens, so it modifies the verb, and the sentence now says it explains why the blobfish spends its life floating. These are the corrections the site made to the same sentences in the 2026 printing of this question. The answer, sentence 4, is unchanged.
Working it out, step by step
Figure out what the question asks
You need the one sentence with an error in its construction. That means a mistake in how the sentence is built. The question doesn’t say what kind of mistake, so check all four sentences. Pay close attention to pronouns. A pronoun is a word like it or them that stands in for a noun.
Check sentence 1
The words “a creature that certainly resembles its name” are an appositive phrase. That is a group of words that renames the noun beside it, here the blobfish. Commas around it are correct: Rex, our neighbor’s dog, barks all night. The pronoun “its” is singular, so it matches the one blobfish. Gelatinous means jelly-like. There is no comma between “pink” and “gelatinous.” Some writers would put one there. Either way, the parts of the sentence fit together correctly.
Check sentences 2 and 3
Sentence 2 opens with a dependent clause, a group of words with a verb that can’t stand alone as a sentence: “Because it has very few muscles and its density is close to that of water.” It tells why the blobfish floats. Here “it” comes before the noun it stands for. That is fine when the noun follows soon after: Before she left, Ana locked the door. In sentence 3, “It” can only mean the blobfish. Only a fish could wait for food to float by its mouth.
Watch out: Some students think a pronoun may never come before its noun. That makes sentence 2 look wrong and leads to B.
Find the error in sentence 4
Sentence 4 says these features “caused them to be voted the World’s Ugliest Animal in 2013.” Ask yourself: what was voted the ugliest animal? The blobfish, one animal. A pronoun must match its noun in number. One thing is it, and more than one is them. So “them” is wrong here. Every other sentence calls the blobfish it or its.
Watch out: Right before “them” comes a list of three things: “downturned mouth, slimy skin, and pale coloring.” That makes the plural sound natural. But a mouth, skin and coloring were not voted an animal.
Show the fix
Change “them” to it. The fixed sentence reads: The blobfish’s downturned mouth, slimy skin, and pale coloring caused it to be voted the World’s Ugliest Animal in 2013. Now the pronoun matches the one blobfish, just as in the rest of the paragraph.
Choose the answer
Sentences 1, 2 and 3 are built correctly. Only sentence 4 uses a pronoun that doesn’t match its noun. So the answer is D, sentence 4.
Why this answer and not the closest wrong one
Sentence 2 is the closest wrong answer, because its “it” shows up before the word “blobfish.” That is allowed, since the noun comes right after. Sentence 4 has a real mismatch. The plural “them” stands for one blobfish, so only sentence 4 needs to be revised.
More questions like this
The original DOE question
Question 71 of 94
2018 Test A English, question 1Question
Read this sentence.
During a nightly news segment about a cooking contest, a reporter talked to some people who did the best in the contest.
Which revision uses the most precise language for the words talked to some people who did the best in the contest?
- Aconversed with some of the people who won the contest
- Bspoke to the three contestants who did well
- Cdiscussed the contest with some of the winners
- Dinterviewed the top three contestants
Show the answer
Correct answer: D
This is the answer.(D)
The question asks for the most precise revision for the words “talked to some people who did the best in the contest.”
Option D is the correct response because the revision precisely states both the reporter’s action (“interviewed”) and whom the reporter interviewed (“the top three contestants”).
Option A is an incorrect response because the revision does not provide precise information about the number of people interviewed.
Option B is an incorrect response because the revision uses the imprecise phrase “who did well.”
Option C is an incorrect response because the revision does not provide precise information about the number of people interviewed.
Question analysis
This revising question gives one sentence about a news report on a cooking contest and asks which rewrite of a vague phrase uses the most precise language. The tricky part is that several choices sound more formal or add one specific detail while staying vague about something else.
- NYS standards
- 7L3a precise and concise language
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- Below grade 7 Choosing precise wording is a grade 7 language skill, but this item is one short sentence with everyday words and a single comparison to make. Typical grade 7 revision work asks for the same judgment inside a longer paragraph.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 5, 77 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
This is a quick item once a student tests two things in every rewrite: what the reporter did and exactly who was involved. Points are lost by stopping at the first concrete detail, such as the number three, or by mistaking a formal verb like “conversed” for a precise one. It rewards checking each rewrite all the way through.
Every choice must be checked minor Choosing the answer
Each rewrite repairs a different piece of “talked to some people who did the best”, so all four have to be checked for both the action and the people. (Embretson & Wetzel, 1987)
Strategy: Ask two things of each revision: does it say exactly what the reporter did, and exactly whom the reporter spoke with? Keep a revision only if it is specific on both counts.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
- Half right: One half of a two-part choice is right and the other is not.
The wrong answers, classified
A Wordy, vague or informal (Connors & Lunsford, 1988)
Treats the formal verb “conversed” as more precise than “talked”, but it is only a fancier synonym, and “some of the people” leaves the number as vague as before.
B Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Spots the exact number in “the three contestants” and stops checking, though “spoke to” and “who did well” are as loose as the original wording.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Takes “winners” as sharper than “people who did the best”, missing that “some of the winners” still gives no count and “discussed the contest with” is wordier.
Working it out, step by step
Figure out what the question asks
This question asks you to make a phrase more precise. Precise language is exact. It tells the reader exactly what happened and exactly who was there. For example, a big dog is vague, but a 90-pound sheepdog is precise. You need to fix the words “talked to some people who did the best in the contest.”
Find what is vague now
The words are vague in two ways. First, “talked to” is a plain verb. On the news, a reporter who asks people questions is doing an interview. Second, “some people who did the best” does not say who or how many. So a good fix must sharpen both parts: the action and the people.
Test each choice on both parts
- A uses “conversed with,” which is just a fancy word for “talked.” And “some of the people” is still vague.
- B gives a number, “the three contestants.” But “spoke to” and “who did well” are still loose.
- C says “some of the winners,” which still gives no number. “Discussed the contest with” is wordier, not clearer.
- D says “interviewed,” the exact action. “The top three contestants” says exactly who.
Watch out: Choice B is tempting because it has a number. Many students stop there. But it fixes only one part.
Pick the answer
Only one choice is exact about both the action and the people. The new sentence reads: During a nightly news segment about a cooking contest, a reporter interviewed the top three contestants. So the answer is D, “interviewed the top three contestants.”
Why this answer and not the closest wrong one
Choice B is the closest wrong answer. Like D, it names three contestants. But “spoke to” is as plain as “talked to,” and “who did well” is vaguer than “top.” D is exact about what the reporter did and about whom, so it is the most precise.
More questions like this
The original DOE question
Question 72 of 94
2018 Test A English, question 2Question
Read this paragraph.
(1) When coal was used to heat homes, it frequently left soot stains on the walls. (2) Brothers Cleo and Noah McVicker, who owned a cleaning product company created a doughy substance to help people remove this soot. (3) Over time, as natural gas becomes more common, people had little need for soot cleansers, and the McVickers’ family company struggled to stay in business. (4) Then one day Joe McVicker, Cleo’s son, learned that his sister-in-law had been using the substance for art projects in her classroom, so he remarketed the product as the toy known today as Play-Doh.
Which pair of revisions need to be made in the paragraph?
- A
Sentence 1: Delete the comma after homes.
Sentence 3: Change becomes to became.
- B
Sentence 1: Delete the comma after homes.
Sentence 4: Change remarketed to had remarketed.
- C
Sentence 2: Insert a comma after company.
Sentence 3: Change becomes to became.
- D
Sentence 2: Insert a comma after company.
Sentence 4: Change remarketed to had remarketed.
Show the answer
Correct answer: C
This is the answer (C)
The question asks for the pair of revisions needed to correct the errors in the paragraph, which appear in sentence 2 and sentence 3.
Option C is correct because it is the only choice that revises the errors in both sentence 2 and sentence 3.
In sentence 2 (Option C and Option D), a comma needs to follow the word “company” to set off the phrase “who owned a cleaning product company.” A comma is necessary because the phrase is a nonrestrictive clause: the phrase provides extra information about Cleo and Noah McVicker’s line of work, but the phrase is not necessary in order to understand the meaning of the sentence.
The second error is in sentence 3 (Option A and Option C), which incorrectly shifts the verb into the present tense. The clause “as natural gas becomes more common” should be “as natural gas became more common.”
The comma after the word “homes” in sentence 1 (Option A and Option B) is necessary for separating the subordinate clause “When coal was used to heat homes” from the main clause.
In sentence 4 (Option B and Option D), the word “remarketed” is in the past tense established in the rest of the paragraph and should not change to the past perfect tense “had remarketed.”
Question analysis
This editing question gives a short paragraph about how a soot cleaner became the toy Play-Doh and asks which pair of revisions it needs. Students must check comma use and verb tense, and because each choice pairs two edits, one correct fix can hide a wrong one.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- At grade 7 Comma rules and verb tense are taught by grade 6, but here the student must judge four separate edits and accept a choice only if both of its edits are needed, which matches grade 7 demand.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- A very close wrong answer moderate
- Every choice must be checked minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 7, 155 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The paragraph holds two errors of different kinds, an unclosed “who” clause and a slip into present tense, and the other two proposed edits change text that is already correct. Students who catch the tense shift but not the comma are left between two pairs, and many then delete the sound comma after the opening “When” clause. The question rewards finding both errors in the paragraph before reading the pairs.
A rule that doesn't sound wrong moderate Working it out
The “who owned a cleaning product company” clause opens with a comma but never closes, and sentence 2 still reads smoothly aloud, so the missing comma after “company” is easy to miss. (Connors & Lunsford, 1988)
A very close wrong answer moderate Choosing the answer
The right pair and the pair that deletes the comma after “homes” share the “becomes” to “became” fix, so only the comma edit, after “company” or after “homes”, tells them apart. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Every choice must be checked minor Choosing the answer
The four pairs draw on four possible edits in four sentences, so each edit has to be judged on its own and a pair accepted only when both are needed. (Embretson & Wetzel, 1987)
Strategy: Find the errors yourself before looking at the pairs: check whether each comma is needed or missing, and check that each verb's tense fits when its event happened.
Traps
- Punctuation: A comma, semicolon, colon, dash or apostrophe used where it does not belong, or missing where it does.
- Verb tense or form: The wrong tense, an inconsistent shift of tense, or a wrong verb form.
- Fixes what isn't broken: Changes a part of the sentence that was already correct, while the real error stays; or, where the question asks which sentence has an error or should go, picks one that is correct and belongs.
The wrong answers, classified
A Punctuation (Connors & Lunsford, 1988)
Gets the “becomes” to “became” fix but, missing the unclosed “who” clause in sentence 2, deletes the comma that correctly ends the opening clause of sentence 1.
B Fixes what isn't broken (Connors & Lunsford, 1988)
Changes two correct parts, deleting the comma after an opening clause and adding a needless past perfect, while both real errors in sentences 2 and 3 stay.
D Verb tense or form (Connors & Lunsford, 1988)
Adds the needed comma after “company” but thinks the later event needs “had remarketed”, missing the real tense error, the present-tense “becomes” in sentence 3.
Working it out, step by step
Figure out what the question asks
Each choice is a pair of edits. You need the pair where both edits are needed. If even one edit in a pair changes something that was already right, that pair is wrong. The best plan is to find the errors yourself first. Then look for the pair that fixes them.
Check the comma in sentence 2
Sentence 2 says “Brothers Cleo and Noah McVicker, who owned a cleaning product company created a doughy substance.” The part “who owned a cleaning product company” is extra information. The sentence still makes sense without it. Extra information in the middle of a sentence needs a comma on both sides. Example: My aunt, who lives in Ohio, sent me a card. Sentence 2 has the first comma but not the second. So you need to add a comma after “company.”
Check the comma in sentence 1
Sentence 1 starts with “When coal was used to heat homes.” That part is a dependent clause (a group of words with a verb that can’t stand alone as a sentence). When a sentence starts with one, a comma goes after it. Example: When the bell rang, we ran outside. So the comma after “homes” is correct. Deleting it would add an error. That rules out choices A and B.
Check the verb in sentence 3
Verb tense tells when something happens. This paragraph tells a story from the past, so its verbs should stay in the past. Sentence 3 says “as natural gas becomes more common.” The word “becomes” is present tense. But the same sentence uses “had” and “struggled,” which are past tense. So change “becomes” to became.
Check the verb in sentence 4
Sentence 4 says Joe learned about the art projects, so he “remarketed” the product. Remarketed means sold it again in a new way. The form had remarketed is for something that happened before another past event. But Joe remarketed the product after he learned about the art projects. So the plain past “remarketed” is right. No change is needed.
Find the pair that matches
The two needed edits are: add a comma after “company,” and change “becomes” to “became.”
- A fixes the verb but deletes a correct comma.
- B makes two changes that are not needed.
- D adds the comma but changes a verb that was already right.
- C makes exactly the two needed edits.
So the answer is C.
Why this answer and not the closest wrong one
Choice A is the closest wrong answer, because it has the same “becomes” to “became” fix. But A also deletes the comma after “homes,” and that comma belongs after an opening “When” clause. Only C fixes both real errors and changes nothing that was already right.
More questions like this
The original DOE question
Question 73 of 94
2018 Test A English, question 3Question
Read this paragraph.
(1) Walking dogs, cleaning kennels, hand-feeding newborn kittens, and supporting the pet-adoption process, the animal shelter is looking for volunteers to help with a variety of tasks. (2) Working at the animal shelter is a great way for young people, especially those who aspire to care for and protect animals, to gain valuable work experience. (3) In addition to hands-on training with animal care, volunteers will learn important job skills, such as punctuality, responsibility, and personal initiative. (4) Caring for animals can also help volunteers develop empathy, which is the awareness and understanding of the feelings of others.
Which sentence contains an error in its construction and should be revised?
- Asentence 1
- Bsentence 2
- Csentence 3
- Dsentence 4
Show the answer
Correct answer: A
The answer is (A)
The question asks for the identification of the sentence in the paragraph that has an error in its construction and should be revised.
Option A (sentence 1) is the correct response because sentence 1 contains a structural error. The sentence begins with a list of modifying phrases: “Walking dogs, cleaning kennels, hand-feeding newborn kittens, and supporting the pet-adoption process.” As written, this list modifies the closest noun phrase, “the animal shelter,” which is illogical because the list describes tasks at the animal shelter, not the shelter itself. The list should follow the word “tasks” at the end of the sentence, so that it is closer to the word that it modifies.
Option B, Option C, and Option D are incorrect responses because sentence 2, sentence 3, and sentence 4 do not contain structural errors.
For Option B, the phrase “especially those who aspire to care for and protect animals” in sentence 2 correctly modifies “young people.”
For Option C, the structure of sentence 3 allows the words “In addition to hands-on training with animal care” to correctly modify “volunteers will learn.”
For Option D, the phrase “which is the awareness and understanding of the feelings of others” in sentence 4 correctly modifies the word “empathy.”
Question analysis
This editing question gives a paragraph inviting young people to volunteer at an animal shelter and asks which sentence is built incorrectly and should be revised. The error is in sentence structure, not spelling or punctuation, and every sentence contains long descriptive phrases, so students must check what each phrase actually describes.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Spotting a misplaced or dangling modifier is the grade 7 grammar skill tested here. The faulty sentence reads smoothly and the correct sentences also hold long modifying phrases, so it matches a careful grade 7 editing task.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A rule that doesn't sound wrong major
- Every choice must be checked moderate
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 10, 113 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The faulty sentence is the first one and the smoothest-sounding, because the mind supplies the missing volunteers who walk the dogs. Students who judge by ear pass over it and then flag a correct sentence that merely sounds busy. The question rewards asking, for every opening phrase, which noun it actually attaches to.
A rule that doesn't sound wrong major Working it out
Sentence 1's opening list, “Walking dogs, cleaning kennels, hand-feeding newborn kittens”, grammatically describes “the animal shelter”, an error that sounds natural because readers know volunteers will do those tasks. (Connors & Lunsford, 1988)
Every choice must be checked moderate Choosing the answer
The stem names no kind of error, so all four sentences must be checked, and sentences 2, 3 and 4 each contain a long phrase that could look misplaced. (Embretson & Wetzel, 1987)
Complex sentences minor Understanding the question
Every sentence carries a lengthy modifier, from the interrupting “especially those who aspire to care for and protect animals” to the closing definition of empathy, so the faulty one does not stand out. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: In each sentence, find every descriptive phrase and ask which noun sits next to it. Any phrase placed beside a noun it cannot logically describe marks the sentence to revise.
The wrong answers, classified
B Fixes what isn't broken (Connors & Lunsford, 1988)
Flags the interruption “especially those who aspire to care for and protect animals” as an error, though it correctly describes “young people” and the sentence is complete.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Suspects the opening phrase “In addition to hands-on training with animal care” dangles like sentence 1's, but it leads straight into “volunteers”, who receive the training.
D Fixes what isn't broken (Connors & Lunsford, 1988)
Picks the “which is the awareness and understanding of the feelings of others” clause as misplaced, though it sits right after “empathy”, the word it defines.
Working it out, step by step
Figure out what the question asks
This asks which sentence is built wrong. The words may be fine, but the parts are in the wrong order or don’t fit together. The question doesn’t say what kind of error to look for. So you need to check all four sentences.
Learn the rule about describing phrases
A modifier is a word or phrase that describes something. It must sit right next to the thing it describes. If it sits next to the wrong word, the sentence says something silly. Example: Barking loudly, the mail carrier ran from the dog. This says the mail carrier was barking! Fix: The mail carrier ran from the dog, which was barking loudly.
Test sentence 1
Sentence 1 begins with a list: “Walking dogs, cleaning kennels, hand-feeding newborn kittens, and supporting the pet-adoption process.” Right after the comma comes “the animal shelter.” So the sentence says the shelter is walking dogs and feeding kittens. A shelter is a place. It can’t do those things. The list really describes the “tasks” at the end of the sentence. One fix moves the list after that word: …volunteers to help with a variety of tasks, such as walking dogs, cleaning kennels…
Test sentences 2, 3, and 4
- Sentence 2: “especially those who aspire to care for and protect animals” comes right after “young people.” It describes them, so it is in the right place. (To aspire means to hope or aim.)
- Sentence 3: “In addition to hands-on training with animal care” leads straight into “volunteers.” The volunteers get the training, so it fits.
- Sentence 4: “which is the awareness and understanding of the feelings of others” comes right after “empathy.” It explains that word, so it fits.
Watch out: Sentence 3 also starts with a phrase and a comma, so choice C can look like sentence 1. Ask who gets the training. The volunteers do.
Pick the answer
Only sentence 1 puts a describing phrase next to the wrong noun. So the answer is A, sentence 1.
Why this answer and not the closest wrong one
Sentence 3 is the closest trap, because it also opens with a phrase and a comma. But the word after its comma is “volunteers,” and the volunteers really do get the training. In sentence 1, the words after the comma are “the animal shelter,” and a shelter can’t walk dogs.
More questions like this
The original DOE question
Question 74 of 94
2018 Test A English, question 20Passage Champion of the Channel
Champion of the Channel
In 1926 an editor at the London Daily News predicted that Gertrude Ederle, an American swimmer with eighteen world records and three Olympic medals, would fail in her attempt to swim across the English Channel. He claimed that “even the most uncompromising champion of the rights and capacities of women must admit that in contests of physical skill, speed and endurance they must remain forever the weaker sex.” Yet, at only nineteen years old, Ederle not only became the first woman to accomplish this feat, she also broke the men’s record by two hours. Gertrude Ederle’s triumphant swim across the English Channel was a testimony to her determination, innovative spirit, and passion for swimming.
Crossing the English Channel is a daunting task for any swimmer. At its narrowest point, the channel measures twenty-one miles across. Its icy waters hover around sixty degrees Fahrenheit, and its unruly tides and currents toss swimmers about like bobbing corks. Stinging jellyfish, seaweed, and floating debris from shipwrecks and lost cargoes present added hazards.
For decades the channel’s perils have defeated countless swimmers. Ederle, too, failed in her first attempt to cross the channel in 1925. Just six miles short of finishing, she became ill, and her coach had to haul her out of the water. Undeterred, Ederle decided to try again. Ederle knew that if she did not complete the challenge this time, she might never get the opportunity to set this record, because a rival female swimmer was preparing to make her second attempt at the crossing as well.
To prepare for the marathon swim, Ederle found ways to improve her equipment. She and her sister Meg discovered that melted candle wax perfectly sealed goggle edges, effectively waterproofing Ederle’s goggles against hammering waves. The sisters also designed a two-piece silk swimsuit for Ederle. During her first channel-crossing attempt she had worn a standard one-piece swimsuit that, after the lengthy hours of swimming across the channel, had stretched out, filling with water and creating drag, making an already challenging task almost insurmountable. Unlike the cumbersome typical bathing suit, this silk invention weighed little and allowed for easy movement.
On August 6, 1926, Ederle waded into the channel near Cape Gris-Nez, France. At first she shivered in the bone-chilling water even though she had covered her body in eight layers of grease for insulation. Her limbs felt stiff. Her strokes were irregular. Driving forward, she fought to clear her mind and find what she called her “sphere,” a place where the sea became her only companion and the shrieks of gulls and the humming of boat engines faded away. Using a new overhand stroke called the American crawl, Ederle eventually settled into a steady pace, briskly breaking through waves.
Throughout Ederle’s swim, two tugboats accompanied her. One carried newspaper reporters who wired dispatches of her progress to shore. The other, displaying a sign that read “This way, ole kid!” with an arrow pointing forward, transported her coach, family, and friends. Her coach played songs, such as “Yes, We Have No Bananas,” on a phonograph so that Ederle could time her strokes to the rhythm. Using a net, her coach also passed her baby bottles of broth for nourishment.
For hours Ederle swam, dodging debris with an amused smile. However, as she neared the English shore, a sudden fierce storm erupted. The tides and waves forced Ederle backward, and she fought the stubborn swells for several hours. The salty water caused her tongue to swell and inflamed her ears. Yet Ederle felt indescribably happy as she churned through the sea. Finally, as she neared the English shore, the storm abated, and the tide turned. No longer fighting against her, the sea pushed her toward the shore and victory.
After fourteen hours and thirty-one minutes, Ederle, on wobbly legs, stepped onto the English shore. The waiting crowd roared, honked their automobile horns, blasted their tugboat whistles, and set off flares that flashed in the sky. Ederle had swum into history.
When Ederle returned to New York, she received a parade, where thousands of people shouted “Trudy!” Not only were everyday American citizens proud of Ederle, but she also inspired them to be more active. Over the next few years, more than 60,000 people credited her with motivating them to earn their American Red Cross swimming certificates. Gertrude Ederle’s accomplishment proved to the world that with determination and passion, it was possible for a person to achieve his or her goals.
SOLO SWIMS ACROSS THE ENGLISH CHANNEL
|
Earliest Speed Records |
||
| Year | Swimmer | Time |
| 1875 | Matthew Webb (M) | 21 hours, 45 minutes |
| 1923 | Enrico Tiraboschi (M) | 16 hours, 33 minutes |
| 1926 | Gertrude Ederle (F) | 14 hours, 31 minutes |
| 1926 | Arnst Vierkotter (M) | 12 hours, 38 minutes |
| Current Speed Records | ||
| Year | Swimmer | Time |
| 2012 | Trent Grimsey (M) | 6 hours, 55 minutes |
| 2006 | Yvetta Hlavacova (F) | 7 hours, 25 minutes |
Question
In paragraph 4, the word “insurmountable” is used to highlight
- Ahow the bathing suit made it impossible for Ederle to make it across the channel.
- Bhow Ederle and her sister decided to improve Ederle’s swimming equipment in a creative way.
- Cthat the flaws in Ederle’s bathing suit made a difficult task even more complicated.
- Dthat the swimming equipment Ederle used needed to be custom made for her attempt.
Show the answer
Correct answer: C
The answer is (C)
The question asks about the effect of the word “insurmountable,” which means “incapable of being overcome,” in paragraph 4.
Option C is correct because the suit Ederle wore during her first attempt to swim the channel “stretched out, filling with water and creating drag” (paragraph 4), which likely contributed to her failed attempt to swim across the channel.
Option A is incorrect; Ederle did not complete her first swim because she became ill (paragraph 3: “Just six miles short of finishing, she became ill, and her coach had to haul her out of the water.”), not because the suit made it impossible for Ederle to complete her swim.
Option B is incorrect because the author uses the word “insurmountable” to draw attention to the increased difficulty caused by the swimsuit, not to draw attention to the sisters’ creativity in solving the problem.
Option D is incorrect because the passage does not address whether the original swimsuit was custom made, simply that the swimsuit created additional difficulties for Ederle in a situation that was already difficult.
Question analysis
This vocabulary-in-context question asks what the author highlights by using the word insurmountable in a passage about Gertrude Ederle's English Channel swim. Students must read the word as it is used in its sentence about her first swimsuit and decide what point it stresses, which takes close attention to the surrounding words.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Working out the effect of a difficult word from its context is standard grade 7 work. The word is advanced, but the sentence around it explains the situation clearly, so the overall demand is typical.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Hard words moderate
- Complex sentences moderate
- A very close wrong answer moderate
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 9, 790 words; question and choices: about grade 9, 67 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Knowing what insurmountable means is necessary but not sufficient, because the phrase is “almost insurmountable” and the point is how much harder the old suit made a hard swim. The commonest error takes the word at full strength and blames the suit for a failure that paragraph 3 attributes to illness. Choices about the sisters' fix describe the paragraph's next move rather than what this word stresses.
Hard words moderate Understanding the question
The question turns on “insurmountable”, impossible to overcome, and on the “almost” in front of it, which turns impossible into extremely hard. (Perfetti, 2007; Freedle & Kostin, 1993)
Complex sentences moderate Understanding the question
The word ends a 38-word sentence whose “that” clause is interrupted by “after the lengthy hours of swimming across the channel”, so its link to the swimsuit is easy to lose. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
A very close wrong answer moderate Choosing the answer
The right choice and the one saying the suit made crossing impossible make the same point about the old suit and differ only in degree, which turns on the word “almost”. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Read the whole sentence containing the word, along with the sentences around it, then ask what point about the old swimsuit the author is stressing.
Traps
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
The wrong answers, classified
A Dictionary meaning, not meaning here (Perfetti, 2007)
Applies the word's full sense, impossible to overcome, and ignores “almost”; the suit made the swim harder, and paragraph 3 says illness ended the first attempt.
B Wrong purpose or structure (Anderson & Krathwohl, 2001)
Answers with the paragraph's main point, the sisters' creative new gear, when the word stresses the problem the old suit caused, not the solution.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Leaps from the old suit's failure to a claim that her equipment had to be custom made, a conclusion the word itself does not carry.
Working it out, step by step
Figure out what the question asks
This asks why the author used the word “insurmountable.” First you need to know what the word means. Then you need to see what point it helps the author make.
Find the word in its sentence
Paragraph 4 says her old suit “had stretched out, filling with water and creating drag, making an already challenging task almost insurmountable.” Drag is a pull that slows you down in the water.
Work out what the word means
To surmount something means to get over it, like climbing over a wall. So insurmountable means impossible to get over or beat. But the author wrote “almost insurmountable.” Almost means not quite. Also notice “already challenging.” The swim was hard to begin with. So the suit made a hard job even harder. It did not make it fully impossible.
Check each choice
- C: the suit’s flaws made “a difficult task even more complicated.” This matches “already challenging” plus “almost insurmountable.”
- A says the suit made the swim “impossible.” That ignores “almost.” Also, paragraph 3 says her first try ended because “she became ill.”
- B: the sisters’ creative fix is in other sentences. This word describes the problem, not the fix.
- D: the passage never says her gear had to be custom made.
Watch out: A uses the dictionary meaning of the word. But always read the words around it, like “almost.”
Pick the answer
The word stresses how much harder the old suit made the swim. So the answer is C.
Why this answer and not the closest wrong one
A is the closest wrong answer, because it uses the word’s full meaning, impossible. But the author wrote “almost,” and Ederle’s first try ended when she got sick, not because of her suit. C keeps the right amount: a hard task made even harder.
More questions like this
The original DOE question
The passage “Champion of the Channel” as printed (pages 56–57)
Question 75 of 94
2018 Test A English, question 28Passage Excerpt from A Tramp Abroad
Excerpt from A Tramp Abroad
by Mark Twain
Now and then, while we rested, we watched the laborious ant at his work. I found nothing new in him—certainly nothing to change my opinion of him. It seems to me that in the matter of intellect the ant must be a strangely overrated bird. During many summers now I have watched him, when I ought to have been in better business, and I have not yet come across a living ant that seemed to have any more sense than a dead one. I refer to the ordinary ant, of course; I have had no experience of those wonderful Swiss and African ones which vote, keep drilled armies, . . . and dispute about religion. Those particular ants may be all that the naturalist paints them, but I am persuaded that the average ant is a sham.
I admit his industry, of course; he is the hardest working creature in the world—when anybody is looking—but his leather-headedness is the point I make against him. He goes out foraging, he makes a capture, and then what does he do? Go home? No; he goes anywhere but home. He doesn’t know where home is. His home may be only three feet away; no matter, he can’t find it. He makes his capture, as I have said; it is generally something which can be of no sort of use to himself or anybody else; it is usually seven times bigger than it ought to be; he hunts out the awkwardest place to take hold of it; he lifts it bodily up in the air by main force, and starts—not toward home, but in the opposite direction; not calmly and wisely, but with a frantic haste which is wasteful of his strength; he fetches up against a pebble, and, instead of going around it, he climbs over it backwards, dragging his booty after him, tumbles down on the other side, jumps up in a passion, kicks the dust off his clothes, moistens his hands, grabs his property viciously, yanks it this way, then that, shoves it ahead of him a moment, turns tail and lugs it after him another moment, gets madder and madder, then presently hoists it into the air and goes tearing away in an entirely new direction; comes to a weed; it never occurs to him to go around it. No; he must climb it, and he does climb it, dragging his worthless property to the top—which is as bright a thing to do as it would be for me to carry a sack of flour from Heidelberg to Paris by way of Strasburg steeple; when he gets up there he finds that that is not the place; takes a cursory glance at the scenery, and either climbs down again or tumbles down, and starts off once more—as usual, in a new direction. At the end of half an hour he fetches up within six inches of the place he started from, and lays his burden down. Meantime, he has been over all the ground for two yards around, and climbed all the weeds and pebbles he came across. Now he wipes the sweat from his brow, strokes his limbs, and then marches aimlessly off, in as violent a hurry as ever. He traverses a good deal of zig-zag country, and by and by stumbles on his same booty again. He does not remember to have ever seen it before; he looks around to see which is not the way home, grabs his bundle, and starts. He goes through the same adventures he had before; finally stops to rest, and a friend comes along.
Evidently the friend remarks that a last year’s grasshopper leg is a very noble acquisition, and inquires where he got it. Evidently the proprietor does not remember exactly where he did get it, but thinks he got it “around here somewhere.” Evidently the friend contracts to help him freight it home. Then, with a judgment peculiarly antic (pun not intentional), they take hold of opposite ends of that grasshopper leg and begin to tug with all their might in opposite directions. Presently they take a rest, and confer together. They decide that something is wrong, they can’t make out what. Then they go at it again, just as before. Same result. Mutual recriminations follow. Evidently each accuses the other of being an obstructionist. They warm up, and the dispute ends in a fight. They lock themselves together and chew each other’s jaws for a while; then they roll and tumble on the ground till one loses a horn or a leg and has to haul off for repairs. They make up and go to work again in the same old insane way, but the crippled ant is at a disadvantage; tug as he may, the other one drags off the booty and him at the end of it. Instead of giving up, he hangs on, and gets his shins bruised against every obstruction that comes in the way. By and by, when that grasshopper leg has been dragged all over the same old ground once more, it is finally dumped at about the spot where it originally lay. The two perspiring ants inspect it thoughtfully and decide that dried grasshopper legs are a poor sort of property after all, and then each starts off in a different direction to see if he can’t find an old nail or something else that is heavy enough to afford entertainment and at the same time valueless enough to make an ant want to own it. . . .
Science has recently discovered that the ant does not lay up anything for winter use. . . . He does not work, except when people are looking, and only then when the observer has a green, naturalistic look, and seems to be taking notes. This amounts to deception, and will injure him for the Sunday schools. He has not judgment enough to know what is good to eat from what isn’t. This amounts to ignorance, and will impair the world’s respect for him. . . . He cannot stroll around a stump and find his way home again. This amounts to idiocy, and once the damaging fact is established, thoughtful people will cease to look up to him. It is strange beyond comprehension that so manifest a humbug as the ant has been able to fool so many nations and keep it up so many ages without being found out.
we: the author and his fictional travel companion
From A TRAMP ABROAD by Mark Twain—Public Domain
Question
In paragraph 2, how do the words “grabs,” “yanks,” and “tearing away” contribute to the meaning of the excerpt?
- AThey highlight the ant’s belief that his work is important.
- BThey illustrate that the ant is more efficient working on his own.
- CThey indicate the speed with which the ant completes his tasks.
- DThey emphasize the ant’s anxious efforts to be productive.
Show the answer
Correct answer: D
The answer is (D)
The question asks for an explanation of how the words “grabs,” “yanks,” and “tearing away” (paragraph 2) contribute to the meaning of the excerpt.
Option D is correct because these words convey sudden movements as the ant becomes more upset in his efforts to transport the grasshopper leg.
Option A is incorrect because the ant is never described in the excerpt as believing his work to be important.
Option B is incorrect because the ant’s inability to make progress while transporting the grasshopper leg by himself demonstrates the ant’s inefficiency (paragraph 2: “At the end of half an hour he fetches up within six inches of the place he started from”).
Option C is incorrect because the ant does not complete his tasks despite moving in a hurried and determined way (paragraph 2: “not calmly and wisely, but with a frantic haste which is wasteful of his strength”).
Question analysis
This word-choice question asks how three action words from Mark Twain's ant story, “grabs,” “yanks” and “tearing away,” add to the excerpt's meaning. The verbs are buried in one very long sentence that lists dozens of actions, so students must find them and decide what their connotations add to the picture of the ant.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Grade 7 word-choice items usually ask about one word in a short passage. This one asks for the shared effect of three verbs scattered through a very long sentence, though their tone is fairly clear once found, which keeps it at grade 7.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Complex sentences moderate
- Figurative or literary language moderate
- A very close wrong answer minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 9, 1099 words; question and choices: about grade 6, 60 words.
- Corrected from the DOE handbook
- A wrong option letter in the explanation was corrected.
- A missing comma in the explanation was restored.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The verbs themselves are easy words; the difficulty is deciding what they add. Their speed is obvious, which is why the choice about how fast the ant finishes his tasks catches readers who stop at speed and miss that nothing gets finished. The key reads the verbs together with “in a passion” and “madder and madder” around them, so it rewards looking at the words' surroundings rather than the words alone.
Complex sentences moderate Understanding the question
All three verbs are buried in one 183-word sentence of paragraph 2, strung through semicolons among about twenty other actions, so students must find them before judging them. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Figurative or literary language moderate Understanding the question
The verbs' force reads as a comic tantrum, “grabs his property viciously” soon after he “jumps up in a passion,” so their connotation of agitation, not skill, carries the meaning. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer minor Choosing the answer
A and D both tie the verbs to the ant caring about his work; they differ in one part, since the verbs show his anxious efforts, as D says, but never reveal a belief, as A claims. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Locate the three verbs in paragraph 2, read the clauses around each one, and describe their effect in your own words before looking at the choices.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the ant's vigor as proof that he thinks his work important, a belief the excerpt never gives him; the verbs show agitation, not conviction.
B Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Hears the forceful verbs as signs of a capable worker and contrasts him with the bickering pair, though alone he ends six inches from where he began.
C Twists what the text says (King et al., 2004)
Rightly senses speed in “tearing away,” but the ant completes nothing; Twain calls it “a frantic haste which is wasteful of his strength.”
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s last reason begins “Option H is incorrect because the ant does not complete his tasks despite moving in a hurried and determined way”, but H is its correct answer. The reason is about G, “They indicate the speed with which the ant completes his tasks,” so this site reads Option C (G relettered). This was already corrected on the site before this review.
- Explanation: The handbook quotes the words as “grabs” “yanks,” and “tearing away”. The comma after “grabs” is restored, as in the question.
Working it out, step by step
Figure out what the question asks
This is a word-choice question. It asks what three action words add to the excerpt. Think about how the words feel, not just what they mean.
Find the words in paragraph 2
All three words are in the very long sentence in paragraph 2. Look at the words around them. The ant “jumps up in a passion,” then “grabs his property viciously, yanks it this way, then that.” Soon he “gets madder and madder” and goes “tearing away in an entirely new direction.”
Work out what the words show
“In a passion” means in a fit of anger. “Viciously” means fiercely. So the words show a worked-up, frantic ant. He moves fast and rough, like a kid having a tantrum. He badly wants to get his job done.
But Twain also says the ant moves “with a frantic haste which is wasteful of his strength.” All that rushing gets him nowhere.
Check each choice
- A The excerpt never tells us what the ant believes about his work. The words show he is upset, not what he thinks.
- B Working alone, he ends up six inches from where he started. That is not efficient (getting a lot done without waste).
- C The words do show speed. But the ant never finishes anything.
- D fits. The words show anxious, frantic effort to get the job done.
Choose the answer
The rough, fast verbs show an upset ant trying hard to be productive. So the answer is D.
Why this answer and not the closest wrong one
C is the closest trap, because “tearing away” does sound fast. But C says the ant completes his tasks, and he never does. D keeps the speed and the worry but does not claim success. That is why D fits better.
More questions like this
The original DOE question
The passage “Excerpt from A Tramp Abroad” as printed (pages 62–63)
Question 76 of 94
2018 Test A English, question 32Uses the passage above: “Excerpt from A Tramp Abroad”.
Question
Which sentence from paragraph 2 best supports the idea that sheer “leather-headedness” (paragraph 2) amounts to “ignorance” and “idiocy” (paragraph 4)?
- A“He goes out foraging, he makes a capture, and then what does he do?”
- B“He lifts it bodily up in the air by main force,”
- C“When he gets up there he finds that that is not the place;”
- D“Now he wipes the sweat from his brow, strokes his limbs, and then marches aimlessly off, in as violent a hurry as ever.”
Show the answer
Correct answer: C
The answer is (C)
The question asks for a sentence in the excerpt that supports the idea that the ant’s “leather-headedness” (paragraph 2), or the ant’s stubborn determination to engage in foolish and worthless actions, amounts to ignorance and idiocy.
Option C is correct because, in the sentence in Option C, the ant realizes he is in the wrong place only after wasting effort and strength, which reveals his stupidity and lack of awareness.
Option A is incorrect because the sentence in Option A poses the question that the ant should ask himself and does not demonstrate the ant’s ignorance and idiocy.
Option B is incorrect because the sentence in Option B simply describes the ant’s action of lifting the grasshopper leg into a position to carry it.
Option D is incorrect because, while the sentence in Option D describes the ant’s exhaustion, which is caused by his stubborn determination, the sentence does not provide a connection to the ant’s leather-headedness.
Question analysis
This textual evidence question asks which sentence from paragraph 2 best shows that the ant's “leather-headedness” amounts to the “ignorance” and “idiocy” named later in Mark Twain's excerpt. Students must work out an old-fashioned insult and then choose among quotations that all describe the ant behaving oddly.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 On a typical grade 7 test, an evidence question pairs a clear claim with one obviously fitting quotation. Here students must first decode an old-fashioned insult and connect it to judgments made two paragraphs later, which demands more interpretation.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly evaluate
- What makes it hard
- Hard words moderate
- Evidence in several places moderate
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 9, 1099 words; question and choices: about grade 7, 79 words.
- Corrected from the DOE handbook
- A wrong paragraph number in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every quotation comes from the ant's absurd trip, so the question is which one shows a failure of sense on its own. Two are fragments cut just before the foolish part, and students who remember the full sentence credit them with more than they show. The marching-aimlessly line is the strongest rival; the key wins because it records a mistake the ant discovers only after great effort, matching paragraph 4's ant that cannot find his way.
Hard words moderate Understanding the question
“Leather-headedness” is an old insult meaning thick-headed stupidity; a student who reads it as toughness or stubbornness will look for force or persistence instead of foolishness. (Perfetti, 2007; Freedle & Kostin, 1993)
Evidence in several places moderate Working it out
The claim joins a word in paragraph 2 to “ignorance” and “idiocy” in paragraph 4, where idiocy is an ant that cannot “find his way home again.” (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Work out from context what “leather-headedness” means, then ask of each quotation whether it clearly shows that quality, and how it connects to the judgments in paragraph 4.
Traps
- Supports only part of the claim: In a question about evidence: a line that backs one half of the claim but not the other, or a related point rather than the claim itself.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong part of the text (Kirsch & Mosenthal, 1990)
Remembers that this question leads into the ant going “anywhere but home,” but the quoted words only ask it; the foolish answer lies in the sentences after.
B Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Picks the ant hoisting his prize “by main force,” which shows brute effort; the wrong-way start that would show poor sense comes after the quoted words.
D Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Is drawn by “aimlessly,” but the sentence mostly shows the ant wiping sweat and hurrying off, not a misjudgment exposed the way the pointless climb is.
What was corrected from the DOE handbook, and why
- Explanation: The handbook places the ant’s “leather-headedness” in paragraph 4. The word is in paragraph 2, as the question itself says, so the explanation now reads “(paragraph 2)”.
Working it out, step by step
Figure out what the question asks
This is an evidence question. You need the sentence from paragraph 2 that best proves the ant is foolish. First you must know what the three insults mean.
Learn what the insults mean
In paragraph 2 Twain says, “his leather-headedness is the point I make against him.” Leather-headed is an old insult. It means thick-headed or dim. Watch out: it does not mean tough or strong.
In paragraph 4 he calls the ant’s acts “ignorance” (not knowing things) and “idiocy” (being very foolish). His example of idiocy is this: “He cannot stroll around a stump and find his way home again.”
Look for a foolish mistake
So look for a quote that, by itself, shows the ant making a foolish mistake. Choice C does. The ant drags his load to the top of a weed. Then “he finds that that is not the place.” He learns he is wrong only after all that work. That is a lot like an ant who can’t find his way home.
Check each choice
- A only asks a question. The foolish answer comes in later words.
- B shows the ant is strong, lifting his load “by main force.” Strength is not foolishness.
- C fits. It shows a mistake he finds only after wasting effort.
- D shows him sweaty and in a hurry. “Aimlessly” hints that he has no plan, but the quote shows no clear mistake.
Choose the answer
Choice C gives the clearest proof of a thick-headed ant. So the answer is C.
Why this answer and not the closest wrong one
D is the closest wrong choice, because “aimlessly” means without a goal. But D mostly shows the ant wiping sweat and rushing off. C shows a real error: he works hard to reach a spot, and it is the wrong spot. That matches “ignorance” and “idiocy” best.
More questions like this
The original DOE question
Question 77 of 94
2018 Test A English, question 34Uses the passage above: “Excerpt from A Tramp Abroad”.
Question
Read this sentence from paragraph 3.
The two perspiring ants inspect it thoughtfully and decide that dried grasshopper legs are a poor sort of property after all, and then each starts off in a different direction to see if he can’t find an old nail or something else that is heavy enough to afford entertainment and at the same time valueless enough to make an ant want to own it.
How does the word choice in the sentence contribute to the overall meaning of the excerpt?
- AIt creates a humorous critique of the ants’ intense attitude toward their pointless work.
- BIt illustrates the ants’ confusion over their lack of positive results compared with their level of effort.
- CIt highlights the ants’ frustration as they repeatedly chose a difficult task over one that could be accomplished more easily.
- DIt illustrates the ants’ stubborn determination to hold on to the worthless object.
Show the answer
Correct answer: A
The answer is (A)
The question asks for an explanation of how the word choice in the sentence adds to the meaning of the excerpt. The image the author creates of two sweating ants abandoning the grasshopper leg to look for “an old nail,” which an ant would want because it is “valueless,” is comical, as suggested in Option A.
Option B is incorrect because it is a misinterpretation of the excerpt, as the ants are not confused but are acting decisively (paragraph 3: “Then they go at it again, just as before”).
Option C is incorrect because the ants find moving heavy objects to be an amusing way to spend their time and are not aware enough to feel frustrated (paragraph 3: “something else that is heavy enough to afford entertainment and at the same time valueless enough to make an ant want to own it”).
Option D is incorrect because the ants are willingly giving up on their object (paragraph 3: “decide that dried grasshopper legs are a poor sort of property after all”).
Question analysis
This question asks how Mark Twain's word choice in one long sentence, where two sweating ants give up on a grasshopper leg and go looking for something else to carry, shapes the excerpt's meaning. Students must judge the tone of words such as “thoughtfully,” “entertainment” and “valueless” and relate it to the excerpt as a whole.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Grade 7 students regularly judge how word choice shapes tone, so the skill is familiar. What adds demand is one very long sentence whose effect depends on reading its adjectives against the situation they describe.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language major
- Complex sentences moderate
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 9, 1099 words; question and choices: about grade 11, 149 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The sentence comes after a brawl, so readers expect frustration or confusion, and two wrong choices supply exactly those moods from earlier in paragraph 3. Here, though, the ants are calm and deliberate, and the joke is that their calm reasoning picks the heaviest, most worthless thing to haul. Students who judge the words of this sentence, not the paragraph's general mood, see that it mocks the ants' earnest attitude toward pointless work.
Figurative or literary language major Understanding the question
The humor is ironic logic: the ants inspect “thoughtfully,” then seek something “heavy enough to afford entertainment” and “valueless enough” to own, praising the very qualities that make their work pointless. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences moderate Understanding the question
The effect builds across one 67-word sentence whose key phrases come at the very end, after a chain of clauses about inspecting, deciding and setting off. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Underline the words that describe the ants' thinking and goals, decide what effect they have in this sentence, and then compare that effect with each choice.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
B Wrong part of the text (Kirsch & Mosenthal, 1990)
Carries over “they can't make out what” from earlier in the paragraph, but in this sentence the ants inspect the leg thoughtfully and decide calmly.
C Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Correctly sees the ants choosing heavy loads, but the frustration belongs to the earlier fight; here they want heavy things “to afford entertainment,” not out of anger.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Recalls the crippled ant who “hangs on” earlier in the paragraph, missing that here both ants drop the leg as “a poor sort of property.”
Working it out, step by step
Figure out what the question asks
This is a word-choice question. It asks how the words in one sentence add to the meaning of the excerpt. Pay attention to the tone, which is the feeling the words give.
Find the key words
The sentence ends paragraph 3. First the ants “inspect it thoughtfully.” Then each one looks for “an old nail or something else that is heavy enough to afford entertainment and at the same time valueless enough to make an ant want to own it.”
Work out the joke
“Afford entertainment” means give them fun. “Valueless” means worth nothing. Twain makes the ants sound careful and wise. Then they decide to look for something heavy and worthless.
That is the joke. The very things that make their work pointless are what they want most. Twain is making fun of how seriously the ants take their silly work.
Check each choice
- A fits. The words make a funny critique (a judgment) of the ants’ serious attitude toward pointless work.
- B In this sentence the ants are not confused. They think it over and decide calmly.
- C They do pick heavy things, but for fun, not out of frustration.
- D They give the leg up. They decide it is “a poor sort of property after all.”
Choose the answer
The sentence pokes fun at how hard the ants work at nothing. So the answer is A.
Why this answer and not the closest wrong one
C is the closest trap, since the ants really do choose heavy loads. But the anger came earlier in the paragraph, during the fight. In this sentence the ants are calm. They want something heavy to have fun with. Fun, not frustration, is the point, and Twain makes it funny. That matches A.
More questions like this
The original DOE question
Question 78 of 94
2018 Test A English, question 45Passage Cross-Purposes
Cross-Purposes
What I am is built: concrete and steel.
I defy gravity. I am what every athlete
wants: to remain at the apex of the leap,
up in the air. And yet I am useful, too:
cars, trucks, people, even trains
make their way across my broad back.
Swallows and ospreys nest in my trusses.
What I am is motion. I am water, and I am older
than anything else you know. No human
built me. I am gravity’s best friend; I pool
and flow wherever gravity takes me.
I am the blood flowing in the runner’s chest,
and I catch everything: from the hills,
the mountains. It all washes down through me.
What you are is an accident,
what happens to rain when rain gives in
to Earth’s gravitational pull.
You are some tears dribbling from a mountain’s
eye, running down the pavements
of small towns, into the cities, to the sea.
You are the path of least resistance.
What I am is power. You, of course,
have none: you are a static lump, an artifact
slowly decaying. But my regal flow
nourishes grasses, permits empires to rise.
Those who made you will break you,
in time, replacing you with yet another
clumsy structure. I have seen. I know.
“Clumsy”? Being rebuilt makes me
a friend of time, does it not? And it means
that I have siblings—those “clumsy” structures,
my sisters and brothers.
We stitch across the rip you make.
We are steel thread to the human needle.
We bind you up. We sew you.
And I sow into you; in every cranny
of your superstructure my vapors cling.
They bring out your softness, your rust.
Boast your best, and boast better yet.
I am listening to the bright hum
of the wind in your wires. Because I am,
above all else, patient. I will wait for you.
ospreys: large birds
Question
Read lines 18–20 from the poem.
You are some tears dribbling from a mountain’s
eye, running down the pavements
of small towns, into the cities, to the sea.
What impact do the phrases “some tears dribbling” and “running down” have on the meaning of the poem?
- AThey suggest that naturally flowing water is a problem in populated areas.
- BThey highlight the different types of naturally flowing water.
- CThey imply that the flow of water is weak and influenced by the landscape.
- DThey highlight that the flow of water from the mountains is minimal compared with that of the seas.
Show the answer
Correct answer: C
The answer is (C)
The question asks for the impact that the phrases have on the meaning of the poem. The phrases “some tears dribbling” and “running down” (lines 18–19) imply weakness in form and being influenced by the landscape, making Option C correct.
Option A is incorrect because, while the lines do describe the water in populated areas, they do not describe the water as a problem for the people living there.
Option B is incorrect because the lines do more than bring attention to different types of water; the lines make a judgment about the strength and importance of the water.
Option D is incorrect because a comparison is not made based on the volume of water streaming from the mountains and the volume of water in the seas.
Question analysis
In this question about figurative language in “Cross-Purposes,” students explain the impact of the phrases “some tears dribbling” and “running down,” used to describe the water. They must first work out which of the poem's two speakers is talking, then judge the connotations of the words rather than only the picture they paint.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Judging the connotation of a few words is standard grade 7 work. The two-voice format adds one step, since the speakers are never named, but the lines are quoted and short, so the demand stays typical.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- A very close wrong answer moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 316 words (a poem; reading level not measured); question and choices: about grade 6, 98 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The lines can be read as a simple picture of water running from mountains to the sea, and that reading leads to choices about kinds of water, flooding or volume. The phrases matter for what they say about the water's strength: it dribbles, it runs downhill, it goes where the land sends it. Students who ask how the speaker feels about the water, and remember the stanza's “path of least resistance,” arrive at the key.
Figurative or literary language moderate Understanding the question
“Some tears dribbling from a mountain's eye” turns a river into a weak trickle of tears, so the judgment lies in the connotation of “some” and “dribbling,” not in the picture. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer moderate Choosing the answer
C and D both say the water's flow is weak, D's “minimal” matching “dribbling”; they differ in the second part, where D adds a comparison with the seas that the lines never make. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines minor Working it out
The stanza is unlabeled, so students must work out from its roman type and its “you” that the structure is speaking and belittling the water. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Compare “dribbling” with a neutral word such as “flowing,” and ask what the difference suggests about how this stanza's speaker regards the water.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
The wrong answers, classified
A Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Reads water “running down the pavements” of towns and cities as literal flooding, a problem for people, though the speaker is belittling the water, not warning of harm.
B Wrong purpose or structure (Anderson & Krathwohl, 2001)
Lists what the lines show, tears, streets and sea, as kinds of water, describing the content instead of the judgment the phrases make.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Catches the weakness in “dribbling,” but the lines never set the mountain trickle against the sea's volume; the sea is simply where the water ends up.
Working it out, step by step
Figure out what the question asks
This is a word-choice question. It asks what two phrases suggest about the water. Notice how the words make the water seem.
Work out who is speaking
Lines 15–21 are spoken by the structure. It talks to the water as “you.” It starts: “What you are is an accident.” It ends: “You are the path of least resistance.” The path of least resistance is the easiest way, the one that takes no effort.
Look closely at the phrases
Lines 18–19 say the water is “some tears dribbling from a mountain’s eye, running down the pavements.”
To dribble is to drip a little at a time. “Some tears” sounds small and weak. “Running down” means the water just goes downhill, wherever the land sends it. So the structure is putting the water down. It calls the water weak and pushed around by the land.
Check each choice
- A The lines mention towns, but they never call the water a problem for people.
- B The lines do more than list kinds of water. They judge the water.
- C fits. The water is weak and goes where the landscape sends it.
- D The lines never compare how much water is in mountains and in seas.
Choose the answer
The phrases make the water seem weak and controlled by the land. So the answer is C.
Why this answer and not the closest wrong one
D is the closest trap, since “dribbling” does sound small, like “minimal.” But D adds a comparison with the seas. The sea is just where the water ends up. C keeps the weakness and adds the land, which matches “running down” and “the path of least resistance.”
More questions like this
The original DOE question
The passage “Cross-Purposes” as printed (pages 72–73)
Question 79 of 94
2018 Test A English, question 46Uses the passage above: “Cross-Purposes”.
Question
The comparison to sewing in lines 33–35 helps show that the structure
- Aenhances the beauty of the natural landscape.
- Bbrings people together more effectively than nature does.
- Cprovides clear boundaries for natural environments.
- Dserves as a means for people to overcome an obstacle created by nature.
Show the answer
Correct answer: D
The answer is (D)
The question asks what the comparison in lines 33–35 shows about the structure. The speaker states, “We are steel thread to the human needle” (line 34), which illustrates that the structure (and others like it) is a tool used by humans to “bind . . . up” (line 35) or overcome “the rip” (line 33) that the water creates in the earth, making Option D correct.
Option A is incorrect because the language in the lines is used only to imply the flaw that the water creates—“the rip you make” (line 33).
Option B is incorrect because, while the water states that it enables “empires to rise” (line 25), implying that it is needed for society to thrive, it never shares a purpose of bringing people together through its existence.
Option C is incorrect because the language used for sewing (“We stitch across the rip you make” [line 33]) indicates the repair of a flaw and not the establishment of boundaries.
Question analysis
This figurative language question asks what the comparison to sewing, “We stitch across the rip you make,” shows about the structure in the poem “Cross-Purposes.” Students must work out what the speaker and the rip stand for, since the poem never names either, before the thread-and-needle metaphor makes sense.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting an extended metaphor is standard grade 7 work, and the sewing words are concrete and familiar. One inference about what the speaker really is comes first, which keeps the task typical rather than hard.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language major
- Reading between the lines moderate
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 316 words (a poem; reading level not measured); question and choices: about grade 8, 45 words.
- Corrected from the DOE handbook
- A misstatement of the question in the explanation was corrected.
- Two small typos in the explanation were corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Students who see that the structure is a bridge usually find the metaphor's sense: a river tears the land, and bridges stitch it closed for people to cross. The danger is the choice that also talks about connecting people, which matches the general idea of bridges but slips in a comparison with nature. The other choices treat stitching as decoration or as drawing lines, which a reader who pictures a needle closing a tear will not accept.
Figurative or literary language major Understanding the question
The sewing image runs over three lines: the river is a “rip,” bridges are “steel thread,” builders are “the human needle,” so each part must be mapped before the meaning appears. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Reading between the lines moderate Working it out
The poem never says the structure is a bridge or the rip a river gorge; students must infer both from earlier clues such as trains crossing its “broad back.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Use the earlier stanzas to work out what kind of structure is speaking and what the rip is, then translate the thread-and-needle comparison into plain terms.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Assumes bridges beautify a landscape, a common real-world view, but the lines describe repairing a tear, not adding beauty.
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Rightly sees bridges joining people across water, but adds that they do it better than nature does, a comparison these lines never draw.
C Twists what the text says (King et al., 2004)
Treats stitches as lines that divide, while stitching across a rip pulls its two sides together rather than marking a boundary.
What was corrected from the DOE handbook, and why
- Explanation: The handbook says the question asks what the comparison “shows about the structure of the poem.” The question asks what it shows about the structure that speaks in the poem, not about the poem’s form, so “of the poem” was removed.
- Explanation: “(lines 25)” now reads “(line 25)”, and a stray closing parenthesis after “establishment of boundaries.” was removed.
Working it out, step by step
Figure out what the question asks
This asks what a comparison means. In lines 33–35 the structure compares itself to sewing. You need to turn that picture into plain words.
Read the sewing lines
The lines say: “We stitch across the rip you make. / We are steel thread to the human needle. / We bind you up. We sew you.”
“We” means the structure and its “siblings,” other structures like it. “You” is the water.
Match each part to the real thing
- The “rip” stands for the gap a river cuts through the land.
- The “steel thread” stands for the bridges.
- The “human needle” stands for the people who build them.
When you sew a rip, you pull the two sides back together. Bridges do the same. They join the land on both sides of a river, so people can cross.
Check each choice
- A The lines are about fixing a tear, not about adding beauty.
- B Bridges do bring people together, but the lines never say they do it better than nature.
- C Stitching across a rip pulls the sides together. It does not mark boundaries (lines that divide).
- D fits. The structure helps people get past the gap the water made.
Choose the answer
The sewing picture shows the structure helps people get past an obstacle the water created. So the answer is D.
Why this answer and not the closest wrong one
B is the closest trap, because bridges really do connect people. But B says they do it “more effectively than nature does.” The lines never compare the two that way. D sticks to what the picture shows: a tear made by water, closed by the structure so people can cross.
More questions like this
The original DOE question
Question 80 of 94
2018 Test A English, question 49Uses the passage above: “Cross-Purposes”.
Question
How does the poet develop the points of view of the structure and the water?
- Aby relating a discussion between them about the future of human civilization
- Bby narrating a debate they have over their impact on the environment
- Cby illustrating the unique power they each possess over nature
- Dby using personification to allow them to debate who is more important
Show the answer
Correct answer: D
The Answer is (D)
The question asks how the poet develops the two points of view. The poet develops the two speakers’ points of view by personifying (giving human characteristics to something nonhuman, such as an object or animal) the structure and the water, allowing them to debate by criticizing each other and declaring their own importance. Thus, Option D is correct.
Option A is incorrect because future civilizations do not play a significant role in the development of points of view.
Option B is incorrect because, while the speakers do discuss their impact on the environment, there is no narrator speaking for them.
Option C is incorrect because these details do not convey points of view.
Question analysis
This question asks how the poet of “Cross-Purposes” develops the points of view of its two speakers, a structure and the water. Students must decide both how the poet presents the two voices and what the exchange between them is mainly about, and each choice sounds partly true.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Analyzing how a writer develops and contrasts two speakers' points of view is exactly what the grade 7 standard describes. The choices are short, though each mixes a method with a topic, so the demand is typical for grade 7.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- How, not what moderate
- Something you must already know minor
- Every choice must be checked minor
- Evidence
- Answered from the whole text
- Reading level
- Passage: 316 words (a poem; reading level not measured); question and choices: about grade 9, 61 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Each choice joins a way of presenting the speakers with a subject for their exchange, and most get one half right. The poem gives no narrator and no neutral voice, only two personified things arguing about which of them matters more, so students must check the method and the topic separately. The close miss is the debate described as narrated and as being about the environment.
How, not what moderate Working it out
The question asks for the poet's method, so a choice must name how the voices are built, personified speakers trading boasts and insults, not just what they talk about. (Anderson & Krathwohl, 2001)
Something you must already know minor Working it out
The key uses the literary term “personification,” which the poem never names, so students must recognize talking concrete and water as that device. (Anderson & Krathwohl, 2001)
Every choice must be checked minor Choosing the answer
Each choice pairs a method with a topic, a discussion, a debate, an illustration, so both halves must be checked against the six stanzas. (Embretson & Wetzel, 1987)
Strategy: Reread the stanzas in order and note who speaks, to whom, and what each speaker says; then test both halves of each choice against those notes.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
The wrong answers, classified
A Too narrow (King et al., 2004)
Takes passing mentions, “permits empires to rise” and “the human needle,” as the subject of the exchange, though the speakers argue about themselves, not civilization's future.
B Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Gets the debate right but adds a narrator, though the speakers talk for themselves, and the argument is over who matters more, not the environment.
C Wrong purpose or structure (Anderson & Krathwohl, 2001)
Describes the powers each speaker claims, what the poem says, rather than the device the poet uses to develop their viewpoints.
Working it out, step by step
Figure out what the question asks
This asks about the poet’s method. How does the poet show us what each speaker thinks? The right choice must name both the method and the topic correctly.
Notice who speaks
Read the stanzas in order. The structure speaks first, then the water, and they take turns. There is no narrator (a storyteller outside the action). Each one talks to the other as “you” and brags about itself. The structure says, “I am useful, too.” The water says, “What I am is power.”
Name the method
A bridge and water can’t really talk. The poet gives them human voices. That is personification: giving human traits to things that are not human.
Through those voices, they argue. Each tries to prove it matters more. The water calls the structure “a static lump,” which means a lump that doesn’t move. The structure calls the water “an accident.”
Check each choice
- A Empires come up only once. The speakers argue about themselves, not the future.
- B There is a debate, but no narrator tells it. And it is about who matters more, not the environment.
- C This names powers the speakers claim. It does not say how the poet builds their views.
- D fits. Personification lets them argue about who is more important.
Choose the answer
The poet uses personification so the two can argue about who matters more. So the answer is D.
Why this answer and not the closest wrong one
B is the closest trap, because there really is a debate. But “narrating” means a storyteller tells it, and no one does. The speakers talk for themselves. B also gets the topic wrong. D gets both the method and the topic right.
More questions like this
The original DOE question
Question 81 of 94
2018 Test A English, question 56Passage The Year without a Summer
The Year without a Summer
The eruption of the Philippine volcano Mount Pinatubo in June 1991 sent a huge cloud of gas and dust encircling the globe. The dust and ash from Mount Pinatubo was blamed for a two-year decrease in global temperature, changes in weather patterns, and damage to the ozone layer. The situation brings to mind a time now remembered as “The Year without a Summer,” a meteorological event that occurred 175 years earlier. At that time, harsh weather conditions plagued much of eastern North America and, to a lesser extent, northern Europe.
April 1816 brought typical spring weather to upstate New York and New England; trees budded, and farmers prepared to plow and plant. In May, however, the expected warm temperatures failed to arrive. Most people remained optimistic, waiting for the summer that was “just around the corner.” They waited in vain. During the first week of June, ten inches of snow fell on New England. Throughout the month, temperatures rarely rose above the 30s. Many farmers replanted crops several times, only to see them stunted or destroyed by sleet, hail, and icy winds. July and August brought little improvement. During most days the temperature stayed in the 40s. Farmers’ diaries document the farmers’ daily struggles with near-freezing temperatures, failing crops, and dying farm animals. The few crops that managed to survive were killed by frost in mid-September. Winter came early in New England and was unusually severe. Even the South was affected; on July 4, the high temperature for Savannah, Georgia, was only 46 degrees Fahrenheit!
Some religious leaders warned their congregations that the unusual weather meant that the end of the world was drawing near. Other leaders attributed the cool weather to unusual sunspot activity. The proliferation of the newly invented lightning rod was also blamed as some people believed that lightning rods had interrupted the natural temperature balance of Earth, causing the cooler temperatures.
It was not until October that the first plausible explanation for “The Year without a Summer” was suggested. Friedrich Bessel, a German astronomer, reported seeing thick clouds of dust in the upper atmosphere. He theorized that these dust particles screened portions of Earth from the warming rays of the sun. It was discovered that in April 1815, Mount Tambora, an Indonesian volcano, had erupted with such force that it had sent an estimated 100 cubic miles of fine dust into the atmosphere. Witnesses to the eruption reported that the sky remained dark for two days. The dust then rose high into the stratosphere, where it encircled the world for several years to come.
Skeptics in 1816 doubted that a faraway volcano could steal their summer. However, most present-day researchers believe Bessel’s explanation to be generally correct, demonstrating the global nature of weather. The dust in the atmosphere eventually settled, and the spring of 1817 was back to normal.
Question
Which of the following is implied by the phrase “the global nature of weather” (paragraph 5)?
- AUnderstanding weather events around the world is important for making weather predictions.
- BExtreme weather conditions in some parts of the world can have a lasting impact on a geographical area.
- CNatural disasters tend to occur in different parts of the world at the same time.
- DConditions in one part of the world can affect weather in another part of the world.
Show the answer
Correct answer: D
The answer is (D)
The question asks for the implied meaning behind the phrase “the global nature of weather” (paragraph 5). This phrase refers to how conditions in one part of the world can affect weather in another part of the world.
Option D is correct because it clarifies “global” by explaining the relationship between weather and conditions all over the world. Option A is incorrect because the phrase in paragraph 5 is about the effects of weather conditions around the world, not about making weather predictions.
Option B is incorrect because it discusses the lasting impact on specific geographical areas, while the phrase “the global nature of weather” refers to events that affect the entire world.
Option C is incorrect because, while weather events (the unusually cold summer in New England in 1816) can be related to natural disasters (a volcano eruption), there is no support in the passage for the idea that natural disasters tend to occur at the same time.
Question analysis
This question about word meaning in context asks what the phrase “the global nature of weather” implies in the final paragraph of “The Year without a Summer.” Students have to work out its meaning from the events the passage has described, not from a general sense of the word “global.”
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Determining a phrase's meaning from context is standard grade 7 work. The phrase draws on the passage's main explanation, which is clearly laid out, so the demand is typical for grade 7.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Reading between the lines moderate
- Evidence in several places minor
- A very close wrong answer minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 9, 469 words; question and choices: about grade 9, 76 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
“Global” alone suggests anything worldwide, and the wrong choices offer several worldwide-sounding ideas: forecasting, lasting local damage, simultaneous disasters. The phrase means something narrower, that what happens in one place can change the weather far away, as Tambora did to New England. Students who read the phrase in its sentence, where it is what Bessel's explanation demonstrates, find the key; those who define the word in isolation do not.
Reading between the lines moderate Working it out
The phrase must be read through the example the passage just gave: an Indonesian volcano filled the stratosphere with dust and New England lost its summer. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places minor Working it out
The meaning depends on facts from paragraph 4, Tambora's location and its dust circling the world, and from paragraph 2, snow in New England, not on paragraph 5 alone. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
A very close wrong answer minor Choosing the answer
B and D are worded almost alike, conditions in some part of the world affecting somewhere; they differ in what is affected, since B makes it a lasting impact on one area rather than weather elsewhere. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Reread the sentence with the phrase and the paragraph before it, ask what Bessel's explanation demonstrated, and choose the paraphrase that fits that example.
Traps
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
The wrong answers, classified
A Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Offers a sensible real-world point about forecasting, but the passage never discusses predicting weather; the phrase is about cause and effect across distance.
B Twists what the text says (King et al., 2004)
Keeps the idea of extreme events having effects but makes them local and lasting, dropping the link between distant places that “global” refers to here.
C Dictionary meaning, not meaning here (Perfetti, 2007)
Reads “global” as disasters striking many places at once, though the passage's two eruptions were more than 170 years apart and one caused effects far away.
Working it out, step by step
Figure out what the question asks
This asks what a phrase implies, or hints at. Read the phrase in its sentence, not by itself.
Read the phrase in its sentence
Paragraph 5 says researchers “believe Bessel’s explanation to be generally correct, demonstrating the global nature of weather.”
So Bessel’s explanation is the example. Recall it. In 1815, a volcano in Indonesia erupted. Its dust spread around the world. In 1816, New England had snow in June.
Work out what it means
Global means having to do with the whole world. Indonesia is in Asia, very far from New England. Yet the eruption there changed the weather in America. So the phrase means that something in one part of the world can change the weather in a faraway part.
Check each choice
- A The passage never talks about predicting weather.
- B It keeps the effects in one area. The point here is that effects travel far.
- C The two eruptions in the passage were 176 years apart. Nothing says disasters strike at the same time.
- D fits. Conditions in Indonesia changed the weather in New England.
Choose the answer
The phrase means events in one place can change the weather far away. So the answer is D.
Why this answer and not the closest wrong one
B is the closest trap, because it also says extreme conditions have effects. But B keeps those effects in one area. The passage’s example crosses the world: dust from Indonesia chilled New England. D names that link between faraway places.
More questions like this
The original DOE question
The passage “The Year without a Summer” as printed (page 76)
Question 82 of 94
2018 Test B English, question 1Question
Read this sentence.
The Colosseum in Rome, Italy which is considered one of the “new” Seven Wonders of the World, is the largest amphitheater ever built and could hold more than 50,000 spectators.
Which edit should be made to correct the sentence?
- ADelete the comma after Rome.
- BInsert a comma after Italy.
- CDelete the comma after World.
- DInsert a comma after built.
Show the answer
Correct answer: B
The question asks for the correction needed for an error in the sentence. The sentence needs a comma to set off the clause “which is considered one of the ‘new’ Seven Wonders of the World,” because the clause is not essential to the meaning of the sentence (nonrestrictive clause).
Option B is correct because it places a comma where it is needed, after “Italy,” to set off the nonrestrictive clause that follows.
Option A is incorrect because when a name has more than one element, a comma is used to separate the elements for clarity.
Option C is incorrect because it would remove the comma at the end of the nonrestrictive clause, which should be set off by commas at the beginning and the end.
Option D is incorrect because a comma after “built” would separate the phrase “could hold more than 50,000 spectators,” which is part of a compound predicate that uses the subject from the main clause and so needs to stay connected to the rest of the sentence.
Question analysis
This punctuation question gives one long sentence about the Colosseum in Rome and asks which single comma edit makes it correct. Students apply the comma rules for place names and for nonessential clauses. The long subject makes it tricky, because every comma has to be weighed: added, removed or left alone.
- NYS standards
- 7L2 capitalization, punctuation, and spelling
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Comma rules for place names and for extra information in mid-sentence are grade 6 punctuation, tested here in one short sentence with a single edit. Grade 7 editing usually moves on to clauses, modifiers and sentence combining.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 6, 61 words.
- Corrected from the DOE handbook
- A grammar term in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Most students who miss this question can find the which-clause but treat its two edges differently: they see the closing comma after “World” as an error and never notice that the opening comma is missing. The question rewards marking where the extra description begins and ends before judging any single comma. Knowing that a city and its country are always separated settles the rest quickly.
A rule that doesn't sound wrong moderate Working it out
The missing comma after “Italy” does two jobs at once, closing the city–country pair and opening the which-clause, and “Rome, Italy which is considered” reads smoothly enough that few students hear the gap. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The sentence packs a place name, a nonessential which-clause and a compound predicate (“is the largest amphitheater ever built and could hold”) into 30 words, so every comma has to be placed within that structure. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Mark where the extra description of the Colosseum begins and ends, then ask of each comma whether it separates a city from its country, sets off that description, or splits subject from verb.
The wrong answers, classified
A Punctuation (Connors & Lunsford, 1988)
Treats Rome and Italy as one name that needs no comma between them, not knowing that a comma always separates a city from its state or country.
C Punctuation (Connors & Lunsford, 1988)
Applies the real rule against a comma between subject and verb to the comma after “World,” missing that it closes the which-clause and must stay.
D Punctuation (Connors & Lunsford, 1988)
Adds a comma wherever the long sentence seems to pause, before “and could hold,” though that second verb shares the subject and takes no comma.
What was corrected from the DOE handbook, and why
- Explanation: The handbook calls “could hold more than 50,000 spectators” a dependent clause. It has no subject of its own: it is the second half of a compound predicate (the Colosseum “is the largest amphitheater ever built and could hold…”), which is why no comma goes before it. The site now calls it “part of a compound predicate.”
Working it out, step by step
Figure out what the question asks
This is a punctuation question. Punctuation means marks like commas and periods. The sentence has one comma mistake. You need the one edit that fixes it. Two comma rules decide it.
Learn the rule for extra information
Some groups of words just add an extra fact. The sentence still makes sense without them. Grammar books call this a nonessential clause. Put a comma before it and a comma after it, like a pair of brackets.
Example: My dog, which is brown, likes to swim. Take out the middle part and you still have My dog likes to swim.
Find the extra part in this sentence
Here the extra part starts with “which is considered” and ends with “of the World.” It gives a fun fact about the Colosseum. Without it, the sentence still works: The Colosseum in Rome, Italy, is the largest amphitheater ever built.
There is a comma at the end of the extra part, after “World.” But there is no comma at the start, after “Italy.” That is the mistake.
Learn the rule for places
When you name a city and then its country, put a comma between them. If the sentence keeps going, put another comma after the country. Example: We flew to Paris, France, last May.
So “Rome, Italy” needs a comma after “Italy” too. Here one comma does both jobs.
Check each choice
- A is wrong. The comma between “Rome” and “Italy” must stay. It splits the city from the country.
- B is right. It adds the missing comma at the start of the extra part.
- C is wrong. The comma after “World” closes the extra part, so it must stay.
- D is wrong. “Could hold” shares its subject, “The Colosseum,” with “is.” No comma goes before a second verb like that. Example: Sam ran home and ate lunch.
Watch out: C is tempting. A comma between a subject (who or what the sentence is about) and its verb (the action word) is usually wrong. Here it is fine, because it is the second comma of the pair.
Choose the answer
With the new comma, the extra part has a comma on each side. So the answer is B: insert a comma after Italy.
Why this answer and not the closest wrong one
C is the closest wrong answer. It treats the comma after “World” as a mistake. But that comma ends the extra part. If you delete it, the extra part has no comma at either end. B adds the missing first comma, so both ends are marked.
More questions like this
The original DOE question
Question 83 of 94
2018 Test B English, question 2Question
Read this paragraph.
In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution, the museum is already the Smithsonian’s third most popular site. Experts say that they expect this newest Smithsonian facility to welcome nearly 4 million visitors a year. The museum features more than 30,000 objects, including Muhammad Ali’s boxing gloves and a dress sewn by Rosa Parks. A commemorative copy of the Emancipation Proclamation, written in 1863 during the presidency of Abraham Lincoln, is also on display at the museum.
Which revision corrects the error in sentence structure in the paragraph?
- AInstitution, and the
- Byear, and the
- Cobjects, which include
- DProclamation, which was written
Show the answer
Correct answer: A
The question asks for the correction of an error in sentence structure in the paragraph.
The first sentence is a run-on sentence because both clauses—“In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution” and “the museum is already the Smithsonian’s third most popular site”—are independent clauses, and independent clauses should not be combined without the use of a conjunction and a comma. The revision in Option A adds the word “and” after the comma, which corrects the run-on.
Option B, Option C, Option D are incorrect responses because the corresponding underlined portions in the paragraph are not structural errors. No edits are needed to correct those portions of the text.
Question analysis
This sentence-structure question gives a short paragraph about the opening of the National Museum of African American History and Culture. Students must find which of four spots holds a real error, such as a run-on, a fragment or a misplaced phrase, and pick the revision that fixes it. Long names stretch the sentences, and the spots that need no change can look just as suspicious.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Fixing run-ons and fragments is taught before grade 7, and here students check four short spots in one paragraph for a single structural error. Long institution names add reading load but no extra grammar.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Every choice must be checked minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 10, 111 words.
- Corrected from the DOE handbook
- A misdescribed detail in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Students who miss this one usually look for the error in the wrong place: the phrases “including Muhammad Ali’s boxing gloves” and “written in 1863” look suspicious, while the real splice hides behind the long museum name. The question rewards checking each spot for a subject and verb on both sides of its punctuation. Two choices offer the same “, and the” fix, so knowing the fix is not enough without finding where it belongs.
A rule that doesn't sound wrong moderate Working it out
The error is a comma splice after “Institution,” where a comma alone joins two complete clauses, and a comma sounds like a natural pause when the sentence is read aloud. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The eight-word museum name stretches the first clause, so by the time “the museum is already” arrives, it reads like a continuation rather than a new subject and verb. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Every choice must be checked minor Choosing the answer
The four underlined spots fall in four different sentences, and each has to be tested for whether a complete sentence sits on both sides of its punctuation. (Embretson & Wetzel, 1987)
Strategy: Check each sentence for a subject and main verb and count its complete thoughts, then decide whether the spot each choice changes actually breaks a rule before picking a fix.
The wrong answers, classified
B Fixes what isn't broken (Connors & Lunsford, 1988)
Recognizes “, and the” as the usual run-on fix but applies it where a period already separates two complete, correctly punctuated sentences.
C Fixes what isn't broken (Connors & Lunsford, 1988)
Believes a phrase opening with “including” after a comma is a fragment, so turns it into a which-clause, though the phrase already attaches correctly to “objects.”
D Fixes what isn't broken (Connors & Lunsford, 1988)
Thinks “written in 1863” cannot describe the copy without “which was,” though the sentence already has its verb “is” and the phrase is correctly set off.
What was corrected from the DOE handbook, and why
- Explanation: The handbook says the correct revision “adds the word ‘and’ before the comma.” In “Institution, and the,” the word “and” comes after the comma, so the site now says “after the comma.”
Working it out, step by step
Figure out what the question asks
This question is about sentence structure, or how a sentence is built. One of the four underlined spots has a mistake. You need the change that fixes it.
Learn the run-on rule
A complete sentence has a subject (who or what it is about) and a verb (the action). It can stand alone. You cannot join two complete sentences with only a comma. That mistake is called a run-on.
Wrong: I was hungry, I ate an apple.
Fixed: I was hungry, and I ate an apple.
A period would also work: I was hungry. I ate an apple.Find the run-on
Look at the first sentence. The words before the comma can stand alone: “In September 2016 the National Museum of African American History and Culture opened as part of the Smithsonian Institution.” So can the words after it: “the museum is already the Smithsonian’s third most popular site.” Only a comma joins them. That is a run-on.
Check each choice
- A is right. “Institution, and the” adds the joining word “and” after the comma. That fixes the run-on.
- B is wrong. A period already splits those two sentences correctly.
- C is wrong. “Including Muhammad Ali’s boxing gloves” already describes the objects. It needs no change.
- D is wrong. “Written in 1863” already describes the copy. The sentence already has its verb, “is.”
Watch out: C and D are not bad sentences. But they change spots that were already correct, and the run-on stays.
Choose the answer
Now the first sentence says the museum opened, and it is already very popular. Those are two complete ideas, joined the right way. So the answer is A: Institution, and the.
Why this answer and not the closest wrong one
D is a tempting choice, because “which was written” also sounds fine. But a change that sounds fine is not a fix. The question asks you to correct the error. Only A changes the first sentence, where the run-on is.
More questions like this
The original DOE question
Question 84 of 94
2018 Test B English, question 3Question
Read this sentence.
To promote their club, a bake sale will be sponsored by members of the debate team on Wednesday.
How should the sentence be revised?
- ATo promote their club, on Wednesday a bake sale will be sponsored by members of the debate team.
- BOn Wednesday to promote their club, a bake sale will be sponsored by members of the debate team.
- CTo promote their club, members of the debate team will sponsor a bake sale on Wednesday.
- DMembers of the debate team, on Wednesday to promote their club, will sponsor a bake sale.
Show the answer
Correct answer: C
The question asks for the correct revision of the sentence in the box.
The sentence is incorrect because, as written, the phrase “to promote their club” refers to the closest noun to the phrase, which is “a bake sale,” and that does not match logically.
Option C is correct because the revision has the phrase “to promote their club” clearly modifying “members of the debate team” and adds the idea that the bake sale is on Wednesday to the end of the sentence.
Option A and Option B are incorrect because the revisions do not fix the error that “to promote their club” modifies “a bake sale.”
Option D is incorrect; while the revision clarifies that “to promote their club” relates to the “members of the debate team,” the rest of the sentence is poorly written because the insertion of “on Wednesday to promote their club” in the middle of the sentence interrupts the main clause, “Members of the debate team will sponsor a bake sale.”
Question analysis
This sentence-structure question shows a sentence about a debate team’s bake sale and asks how it should be revised. Students choose the rewrite that places each phrase where it logically belongs. The rewrites move the same phrases into different orders, so students must judge both the logic and how naturally each version reads.
- NYS standards
- 7L1 grammar and usage conventions
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Placing phrases so they modify the right words is named in the grade 7 language standards, and this one-sentence item is a typical classroom example. Students must also judge whether each rewrite reads smoothly, not just whether it is logical.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly evaluate
- What makes it hard
- A rule that doesn't sound wrong moderate
- Complex sentences minor
- Every choice must be checked minor
- A very close wrong answer minor
- Evidence
- Answered from one sentence or line
- Reading level
- Question and choices: about grade 6, 95 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The original sentence is easy to understand, which is exactly why its dangling modifier slips past students who judge by sound. Rewrites that only move “on Wednesday” keep the passive voice and the error, so asking who is doing the promoting rules them out at once. Among the rewrites that put the team members first, the remaining decision is about smoothness: whether a phrase should sit between the subject and its verb.
A rule that doesn't sound wrong moderate Working it out
“To promote their club” has no logical doer in the original, since a bake sale cannot promote anything, but the meaning is so clear that the dangling modifier is hard to hear. (Connors & Lunsford, 1988)
Complex sentences minor Understanding the question
The passive “will be sponsored by members of the debate team” pushes the real actors to the end, which is why the opening phrase lands on “a bake sale.” (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Every choice must be checked minor Choosing the answer
All four rewrites shuffle the same three phrases, so each must be read whole to see which noun follows the opening phrase and whether the main clause is interrupted. (Embretson & Wetzel, 1987)
A very close wrong answer minor Choosing the answer
The interrupted rewrite uses the same words as the right one and also makes the team members the subject; only where “on Wednesday to promote their club” sits, between subject and verb, separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Ask who is actually promoting the club, then read each rewrite to see which words the to-phrase attaches to and how smoothly the whole sentence reads.
Traps
- Misplaced modifier: A describing word or phrase that attaches to the wrong word, or to nothing in the sentence.
The wrong answers, classified
A Misplaced modifier (Connors & Lunsford, 1988)
Moves “on Wednesday” as if the time phrase were the problem and keeps the passive voice, so “To promote their club” still describes the bake sale.
B Misplaced modifier (Connors & Lunsford, 1988)
Shuffles both phrases to the front without a comma between them, yet “a bake sale” still follows, so the club-promoting phrase still describes the sale.
D Misplaced modifier (Connors & Lunsford, 1988)
Correctly makes “Members of the debate team” the subject but misplaces “on Wednesday to promote their club” between subject and verb, an awkward interruption the best revision avoids.
Working it out, step by step
Figure out what the question asks
This question is about a modifier. A modifier is a group of words that describes something. You need the version where the describing words go with the right noun (a person, place or thing).
Learn the rule for opening phrases
Sometimes a sentence starts with a describing phrase and a comma. That phrase describes whoever comes right after the comma. So the one doing the action must come right after the comma.
Wrong: To win the race, every day was spent training. A day can’t win a race.
Fixed: To win the race, Maya trained every day.Find the problem in the sentence
The sentence starts with “To promote their club.” To promote something means to get people interested in it. Right after the comma comes “a bake sale.” So the sentence says the bake sale is promoting the club. That makes no sense. The people promoting the club are the “members of the debate team.” They should come right after the comma.
Check each choice
- A is wrong. After the comma comes “on Wednesday a bake sale.” The bake sale is still doing the promoting.
- B is wrong. It moves “On Wednesday” to the front, but “a bake sale” still follows the comma.
- C is right. “Members of the debate team” comes right after the comma. They are the ones who “will sponsor a bake sale.”
- D is wrong. It names the members first. But it stuffs “on Wednesday to promote their club” between the subject and its verb. That breaks up the sentence.
Watch out: D also makes the members the ones promoting the club, so it is tempting. But C says the same thing in a smooth, clear order.
Choose the answer
In C, the members promote their club, and “on Wednesday” comes at the end, where it reads smoothly. So the answer is C.
Why this answer and not the closest wrong one
D is the closest wrong answer. Like C, it puts the members of the debate team first. But D splits the subject from its verb with a long phrase: “Members of the debate team, on Wednesday to promote their club, will sponsor.” C keeps the main idea together, so it reads clearly.
More questions like this
The original DOE question
Question 85 of 94
2018 Test B English, question 4Question
Read this paragraph.
(1) Devon spent several hours preparing for an upcoming audition for a play at the community theater. (2) First he did vocal exercises to practice his diction and projection so that his words would carry clearly throughout the large auditorium. (3) Then he studies the text of the monologue to better understand the emotions, and motivations of the character he plans to portray. (4) Finally he recited his monologue in front of a mirror many times, making slight adjustments and improvements to his performance each time.
How should the paragraph be revised?
- ASentence 1: Change spent to had spent, AND insert a comma after play.
- BSentence 2: Change did to does, AND insert a comma after projection.
- CSentence 3: Change studies to studied, AND delete the comma after emotions.
- DSentence 4: Change recited to recites, AND delete the comma after times.
Show the answer
Correct answer: C
The question asks for the necessary revisions to the paragraph. Option C is correct because the errors appear in sentence 3 of the paragraph. The word “studies” is in the present tense, but it should be changed to “studied” to match the past tense established in the paragraph (“spent,” “recited”). Additionally, the comma after the word “emotions” needs to be removed because the words “emotions and motivations” are part of a group (series) of two elements, and when there are only two elements in a series, a comma is not used.
Option A is incorrect because sentence 1 does not need to be revised. The word “spent” is correct in the past tense, and there is no need to insert a comma after the word “play.”
Option B is incorrect because sentence 2 does not need to be revised. The word “did” is correct as written in the past tense, and there is no comma needed after the word “projection” because “so” is not functioning as a conjunction but rather as part of the conjunction phrase “so that,” which does not take a comma.
Option D is incorrect because sentence 4 does not need to be revised. The word “recited” is correct as written in the past tense, and the comma after “times” is needed in order to separate the modifying phrase “making slight adjustments and improvements to his performance each time” from the main clause.
Question analysis
This grammar and punctuation question gives a four-sentence paragraph about Devon preparing for a theater audition. Each answer choice pairs a verb change with a comma change in a single sentence. Students judge verb tense and comma use together, since a choice is right only if both of its edits are needed.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Verb tense consistency and basic comma use are taught before grade 7, and this paragraph is short and plain. Each choice bundles two edits, so a student who finds one real error can confirm the answer with the other.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly apply
- What makes it hard
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Question and choices: about grade 9, 136 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The tense error is easy to hear: “Then he studies” breaks a past-tense story told with “spent,” “did” and “recited.” Spotting either half of the correct choice is enough to find it, which is why this is one of the easier editing questions. Students who go wrong are usually drawn by a comma rule they half remember, such as a comma before “so,” and stop checking the verb.
A rule that doesn't sound wrong minor Working it out
The comma in “emotions, and motivations” separates just two items, and many students have learned to put a comma before “and” in any list without counting the items. (Connors & Lunsford, 1988)
Every choice must be checked minor Choosing the answer
Each choice bundles a verb change and a comma change in a different sentence, so all four sentences must be checked, and a choice is right only if both of its edits are needed. (Embretson & Wetzel, 1987)
Strategy: Note the tense of the paragraph’s first verb, check every other verb against it, and only then test whether the comma half of that choice is also needed.
The wrong answers, classified
A Verb tense or form (Connors & Lunsford, 1988)
Thinks “had spent” is needed because the preparing came before the audition, and accepts a comma after “play” that would split “a play at the community theater.”
B Punctuation (Connors & Lunsford, 1988)
Follows the rule of a comma before “so” joining two clauses, missing that “so that” introduces a purpose clause and takes no comma, and accepts the present-tense “does.”
D Verb tense or form (Connors & Lunsford, 1988)
Notices that the tenses clash but takes the present-tense “studies” as the standard, shifts “recited” to match, and drops the comma that sets off “making slight adjustments.”
Working it out, step by step
Figure out what the question asks
Each choice makes two changes to one sentence: a verb change and a comma change. The right choice is the one where both changes fix real errors. If either change is not needed, the choice is wrong.
Check the verb tenses
Tense is the time a verb shows: past, present or future. A paragraph should stay in one tense. Example: Yesterday I walk to school should be Yesterday I walked to school.
This paragraph tells about the past: “spent,” “did,” “recited.” But sentence 3 says “Then he studies the text.” “Studies” is present tense. It should be “studied.”
Check the comma rule for pairs
Use commas in a list of three or more things: apples, pears, and plums. But two things joined by “and” take no comma: apples and pears.
Sentence 3 says “the emotions, and motivations.” That is only two things. So the comma after “emotions” should go.
Check each choice
- A is wrong. “Spent” is already past tense. A comma after “play” would cut off “at the community theater.”
- B is wrong. “Does” would be present tense, which is the mistake, not the fix. And “so that” takes no comma before it.
- C is right. Both changes fix real errors in sentence 3.
- D is wrong. “Recites” would be present tense. The comma after “times” is needed. It sets off the describing words “making slight adjustments.”
Watch out: D notices that the tenses don’t match, but it fixes the wrong verb. Three verbs are past and one is present, so change the present one.
Choose the answer
With both fixes, sentence 3 says he studied the text to understand the emotions and motivations of the character. So the answer is C.
Why this answer and not the closest wrong one
D is tempting because it also spots the tense problem. But it changes “recited,” which was already right, to match the one wrong verb. It also removes a comma that is needed. Both of C’s edits fix real errors, so C is the only choice that works.
More questions like this
The original DOE question
Question 86 of 94
2018 Test B English, question 7Passage The Local Library
The Local Library
(1) According to a 2015 survey, more than two-thirds of Americans own a smartphone, which means that obtaining information or communicating with people is easier than ever before. (2) With the swipe of a finger, the tap of an icon, or a verbal command, people have instant access to articles, blogs, news, and social networking websites. (3) Even with all these immediately available sources of information, one of the best resources for many members of the community also happens to be one of the oldest. (4) The public library is a great place for people to get information.
(5) The public library serves a truly critical role in promoting community. (6) With the explosion of digital media in recent years, people in different locations can now communicate almost instantaneously. (7) And yet many people complain of feeling more isolated and alone than ever before. (8) The library stands in a rare position to help community members meet this universal need for human connection and companionship.
(9) Furthermore, libraries provide certain amenities, such as access to the Internet, for free to all people. (10) A student who does not have a computer at home can research and type a paper for school. (11) Similarly, an unemployed adult without access to the Internet can make use of library resources to find job opportunities. (12) The free items that are found at the library can help people get a lot done.
(13) Public libraries also offer a variety of resources to community members. (14) One important resource is the local librarian, who does far more than check out books and collect fines. (15) Other library resources include free or low-cost tutoring and training programs. (16) Additionally, lectures, book groups, and town meetings promote critical thinking and community engagement. (17) A typical librarian holds a master’s degree and can help library patrons navigate through the flood of information available in print and on the Internet.
(18) The hallmark of a public library is that its materials and services are accessible to all. (19) The library connects people to a network of information and resources and is an important part of a community.
Question
Which revision of sentence 12 best maintains the formal style established in the passage?
- AThe free resources available at the library can help people accomplish many tasks.
- BAll the free materials you can get at the library can help you do many different tasks.
- CEverything that is free at the library can help people work on a lot of different things.
- DThe free resources you can find at the library can help you do whatever you need to do.
Show the answer
Correct answer: A
The question asks for the revision of sentence 12 that best maintains the formal style established in the passage.
Option A correctly maintains the formal style by using “people” instead of “you” and the more formal language “resources available” and “accomplish many tasks.”
Option B is incorrect because it uses second person, directly addressing the reader, which is informal.
Option C is incorrect because, even though it does not use second person, it uses informal language like “work on” and “things.”
Option D is incorrect because it uses the informal phrase “whatever you need to do” in addition to informally addressing the reader through the use of second person.
Question analysis
This style question asks students to revise a casual sentence about the free items at a public library so it fits the essay’s formal tone. Students compare four rewrites for word choice and for the way each one speaks to the reader. It tests whether students can hear the difference between conversational and academic writing.
- Grade level
- Grade 6 reading and task
- Compared with grade 7
- Below grade 7 Keeping a formal style is introduced in grade 6 writing, and this item tests it in one sentence with clear signals of casual language. Typical grade 7 style work asks for subtler choices of precise, content-specific words.
- Estimated difficulty
- Routine: one familiar step, little to misread.
- Thinking it demands
- Depth of knowledge 1, recall and reproduction · mainly evaluate
- What makes it hard
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 341 words; question and choices: about grade 8, 78 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Sentence 12, with “free items” and “get a lot done,” sounds casual next to the essay’s survey figures and phrases like “certain amenities,” and two of the rewrites slip into addressing the reader as “you.” Most students hear that at once. The one rewrite that avoids “you” but stays vague is where careful readers can still be caught, since they stop checking once the pronoun test is passed.
A very close wrong answer minor Choosing the answer
The rewrite saying free things “can help people work on a lot of different things” matches the right one’s “can help people accomplish many tasks” in structure and pronoun; only the casual wording separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Something you must already know minor Working it out
Students must already know the conventions of formal writing: no second-person “you,” and precise wording such as “accomplish many tasks” instead of “get a lot done.” (Anderson & Krathwohl, 2001)
Strategy: Reread a sentence or two around sentence 12 to hear the essay’s voice, then check each rewrite for whom it addresses and for casual or vague wording.
Traps
- Wordy, vague or informal: A revision is grammatical but wordy, imprecise or too casual for the passage.
The wrong answers, classified
B Wordy, vague or informal (Connors & Lunsford, 1988)
Sounds tidy and keeps the idea, but speaks to the reader directly with “you can get” and “help you,” second person that the essay’s formal voice never uses.
C Wordy, vague or informal (Connors & Lunsford, 1988)
Passes the pronoun test by using “people,” but keeps the vague, casual wording “everything that is free” and “a lot of different things.”
D Wordy, vague or informal (Connors & Lunsford, 1988)
Is drawn by the formal-sounding “resources” it shares with the right rewrite, overlooking the second person and the chatty “whatever you need to do.”
Working it out, step by step
Figure out what the question asks
You need to rewrite sentence 12 so it sounds formal, like the rest of the essay. Formal style is the careful way you would write a school report.
Learn the signs of formal style
Formal writing follows two simple rules.
- It does not talk to the reader as “you.” Talking to “you” is called second person.
- It uses exact words, not casual ones like a lot, stuff or things.
Casual: You can get tons of stuff there.
Formal: Visitors can find many useful materials there.Find the problem in sentence 12
Sentence 12 says: “The free items that are found at the library can help people get a lot done.” The phrase “get a lot done” is casual. The rest of the essay uses careful words like “amenities” and “resources.” It never says “you.”
Check each choice
- A is right. It uses “people,” not “you.” It uses exact words: “resources available” and “accomplish many tasks.”
- B is wrong. It says “you can get” and “help you.” That talks to the reader.
- C is wrong. It uses “people,” but it keeps casual words: “everything” and “a lot of different things.”
- D is wrong. It uses “you” and the chatty “whatever you need to do.”
Watch out: C passes the “you” test, so it looks safe. But its words are still casual.
Choose the answer
To accomplish a task means to get it done. A says the same thing as sentence 12, but in formal words. So the answer is A.
Why this answer and not the closest wrong one
C is the closest wrong answer. Like A, it uses “people” and says the free things “can help.” The difference is the last few words. “Work on a lot of different things” is vague and casual. “Accomplish many tasks” is exact and formal, so A matches the essay’s style.
More questions like this
The original DOE question
The passage “The Local Library” as printed (page 120)
Question 87 of 94
2018 Test B English, question 16Passage Excerpt from A Voice in the Wilderness
Excerpt from A Voice in the Wilderness
by Grace Livingston Hill
With a lurch the train came to a dead stop and Margaret Earle, hastily gathering up her belongings, hurried down the aisle and got out into the night.
It occurred to her, as she swung her heavy suit-case down the rather long step to the ground, and then carefully swung herself after it, that it was strange that neither conductor, brakeman, nor porter had come to help her off the train, when all three had taken the trouble to tell her that hers was the next station; but she could hear voices up ahead. Perhaps something was the matter with the engine that detained them and they had forgotten her for the moment.
The ground was rough where she stood, and there seemed no sign of a platform. Did they not have platforms in this wild Western land, or was the train so long that her car had stopped before reaching it?
She strained her eyes into the darkness, and tried to make out things from the two or three specks of light that danced about like fireflies in the distance. She could dimly see moving figures away up near the engine, and each one evidently carried a lantern. The train was tremendously long. A sudden feeling of isolation took possession of her. Perhaps she ought not to have got out until some one came to help her. Perhaps the train had not pulled into the station yet and she ought to get back on it and wait. Yet if the train started before she found the conductor she might be carried on somewhere and he justly blame her for a fool.
There did not seem to be any building on that side of the track. It was probably on the other, but she was standing too near the cars to see over. She tried to move back to look, but the ground sloped and she slipped and fell in the cinders, bruising her knee and cutting her wrist.
In sudden panic she arose. She would get back into the train, no matter what the consequences. They had no right to put her out here, away off from the station, at night, in a strange country. If the train started before she could find the conductor she would tell him that he must back it up again and let her off. He certainly could not expect her to get out like this.
She lifted the heavy suit-case up the high step that was even farther from the ground than it had been when she came down, because her fall had loosened some of the earth and caused it to slide away from the track. Then, reaching to the rail of the step, she tried to pull herself up, but as she did so the engine gave a long snort and the whole train, as if it were in league against her, lurched forward crazily, shaking off her hold. She slipped to her knees again, the suit-case, toppled from the lower step, descending upon her, and together they slid and rolled down the short bank, while the train . . . ran giddily off into the night.
The horror of being deserted helped the girl to rise in spite of bruises and shock. She lifted imploring hands to the unresponsive cars as they hurried by her—one, two, three, with bright windows, each showing a passenger, comfortable and safe inside, unconscious of her need.
A moment of useless screaming, running, trying to attract some one’s attention, a sickening sense of terror and failure, and the last car slatted itself past with a mocking clatter, as if it enjoyed her discomfort.
Margaret stood dazed, reaching out helpless hands, then dropped them at her sides and gazed after the fast-retreating train, the light on its last car swinging tauntingly, blinking now and then with a leer in its eye, rapidly vanishing from her sight into the depth of the night.
She gasped and looked about her for the station that but a short moment before had been so real to her mind; and, lo! on this side and on that there was none!
The night was wide like a great floor shut in by a low, vast dome of curving blue set with the largest, most wonderful stars she had ever seen. Heavy shadows of purple-green, smoke-like, hovered over earth darker and more intense than the unfathomable blue of the night sky. It seemed like the secret nesting-place of mysteries wherein no human foot might dare intrude. It was incredible that such could be but common sage-brush, sand, and greasewood wrapped about with the beauty of the lonely night.
No building broke the inky outlines of the plain, nor friendly light streamed out to cheer her heart. Not even a tree was in sight, except on the far horizon, where a heavy line of deeper darkness might mean a forest. Nothing, absolutely nothing, in the blue, deep, starry dome above and the bluer darkness of the earth below save one sharp shaft ahead like a black mast throwing out a dark arm across the track.
As soon as she sighted it she picked up her baggage and made her painful way toward it, for her knees and wrist were bruised and her baggage was heavy.
A soft drip, drip greeted her as she drew nearer; something plashing down among the cinders by the track. Then she saw the tall column with its arm outstretched, and looming darker among the sage-brush the outlines of a water-tank. It was so she recognized the engine’s drinking-tank, and knew that she had mistaken a pause to water the engine for a regular stop at a station.
cinders: track bed made from the residue of burnt coal
From A VOICE IN THE WILDERNESS by Grace Livingston Hill—Public Domain
Question
In paragraph 2, how does the phrase “when all three had taken the trouble to tell her” affect the tone in the first part of the excerpt?
- AIt creates an accusatory tone by suggesting that Margaret believes that others are responsible for her problem.
- BIt introduces a defiant tone by suggesting that Margaret left the train early to prove a point.
- CIt suggests a frustrated tone by showing that Margaret feels confused by the inconsistent help offered by the railroad employees.
- DIt establishes an appreciative tone by showing that Margaret feels cared for by the railroad employees.
Show the answer
Correct answer: C
The question asks how the phrase affects the tone in the first part of the excerpt. The phrase includes the words “all three” and “taken the trouble,” emphasizing Margaret’s early frustration as she recalls with some confused irritation that the men thought she needed an abundance of help earlier, but none of them is around to help when the train stops, as indicated in Option C.
Option A is incorrect because when Margaret recalls the interaction, there is no indication that she blames the men for her current problem.
Option B is incorrect because, while the description of how Margaret “hastily [gathers] up her belongings” and “[hurries] down the aisle” (paragraph 1) gives the appearance of being defiant, there is no evidence that she intentionally put herself in this vulnerable position just to make a point.
Option D is incorrect because when Margaret recalls the interaction, there is no evidence that she appreciates the care shown to her, but rather she seems a bit offended that the men do not think she could take care of herself, as shown by the author’s description of the forceful way she exits the train without assistance when it stops.
Question analysis
This tone question looks at a phrase from the opening of Grace Livingston Hill’s novel A Voice in the Wilderness, as Margaret Earle steps off a train at night. Students decide what attitude the phrase about the three railroad men creates. The wording is low-key and old-fashioned, which makes the attitude behind it easy to misjudge.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 tone questions usually rest on clearly charged words; this one hinges on an understated phrase in century-old prose. Students must read how Margaret feels about the trainmen from context, without help from any strongly worded clue.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer major
- Complex sentences moderate
- Reading between the lines moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 981 words; question and choices: about grade 10, 96 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The phrase is understated, and old-fashioned wording hides how Margaret feels. Students who sense criticism of the trainmen often push it too far into blame, which she does not reach until paragraph 6, while those who take “taken the trouble” at face value hear gratitude. The question rewards reading the whole sentence: “it was strange” and her quick excuse about engine trouble show puzzlement and mild irritation, not accusation.
A very close wrong answer major Choosing the answer
The accusatory choice and the frustrated choice both find a negative attitude toward the railroad employees; only the degree separates them, since Margaret calls their absence “strange” and excuses it rather than blaming them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Complex sentences moderate Understanding the question
The phrase sits deep inside a 66-word sentence that opens with her swinging the suit-case down and closes with voices up ahead, so its contrast is easy to lose. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Reading between the lines moderate Working it out
Margaret never says she is annoyed; the feeling comes from the contrast between “all three had taken the trouble to tell her” and none of them coming to help. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
Each choice turns on a tone word, “accusatory,” “defiant,” “frustrated,” “appreciative,” and students unsure of these labels cannot match them to the scene. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Reread the full sentence the phrase sits in, ask how Margaret feels about the three men at this moment, and match both the feeling and its reason to a choice.
Traps
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
The wrong answers, classified
A Too broad or too strong (King et al., 2004)
Rightly hears criticism of the three trainmen but inflates puzzlement into blame; she even excuses them with possible engine trouble, and only in paragraph 6 thinks “They had no right.”
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Builds a story of defiance from her hasty exit in paragraph 1, though nothing suggests she left the train early to prove anything to anyone.
D Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Takes “taken the trouble” as gratitude for the men’s care, reading the phrase on its own and missing the sentence’s point that none of them came to help.
Working it out, step by step
Figure out what the question asks
This asks about tone: the feeling or attitude that the words give. What does one phrase show about how Margaret feels toward the train workers?
Read the whole sentence
In paragraph 2, Margaret thinks “it was strange that neither conductor, brakeman, nor porter had come to help her off the train, when all three had taken the trouble to tell her that hers was the next station.”
Work out the feeling
A conductor, a brakeman and a porter are train workers. To take the trouble means to make an effort. All three made an effort to tell her about her stop. But now none of them comes to help. That doesn’t add up, and she calls it “strange.” She feels puzzled and a bit annoyed. That is frustration.
She even makes excuses for them: “Perhaps something was the matter with the engine.” So she is not blaming them.
Check each choice
- A is wrong. “Accusatory” means blaming. Margaret makes excuses for the workers instead.
- B is wrong. “Defiant” means boldly refusing to obey. Nothing shows she left the train to prove a point.
- C is right. The workers were helpful at first and then vanished. She is confused and frustrated.
- D is wrong. “Appreciative” means thankful. The point is that nobody came to help.
Watch out: A is tempting because she does find the workers’ absence odd. But odd is not the same as their fault.
Choose the answer
The phrase shows Margaret puzzled by help that came and then disappeared. So the answer is C.
Why this answer and not the closest wrong one
A is the closest wrong answer, because both A and C find something negative in her thoughts. But A goes too far. Margaret does not blame the workers. She guesses they “had forgotten her for the moment.” She is puzzled, not accusing, as C says.
More questions like this
The original DOE question
The passage “Excerpt from A Voice in the Wilderness” as printed (pages 128–129)
Question 88 of 94
2018 Test B English, question 19Uses the passage above: “Excerpt from A Voice in the Wilderness”.
Question
Read this sentence from paragraph 4.
She strained her eyes into the darkness, and tried to make out things from the two or three specks of light that danced about like fireflies in the distance.
The simile used in the sentence affects the tone of the paragraph by emphasizing a
- Afeeling of comfort as Margaret connects her unfamiliar surroundings with familiar images.
- Bsense of lonesomeness as Margaret realizes that she is on her own in the wilderness.
- Csense of tranquility as Margaret is distracted from the urgency of her situation by the beauty of the night.
- Dfeeling of dread as Margaret regards the desolation of the land that surrounds her.
Show the answer
Correct answer: B
The question asks how the simile in the sentence from paragraph 4 reflects the tone of the paragraph. The image of two or three fireflies creating small specks of light in the darkness creates a sense of isolation or loneliness in Margaret, as shown in the sentence, “A sudden feeling of isolation took possession of her” (paragraph 4). Therefore, Option B is correct.
Option A is incorrect because Margaret is confused and indecisive, showing her discomfort with her situation.
Option C is incorrect because Margaret expresses distress in her situation, questions her decision, and worries about being labeled a “fool” (paragraph 4).
Option D is incorrect because the simile is meant to show how far away things are from Margaret, not create a feeling of dread, which develops later in paragraph 9.
Question analysis
This figurative-language question asks how a simile comparing distant lights to fireflies affects the tone of paragraph 4 in A Voice in the Wilderness. Students connect the image to Margaret’s state of mind as she stands beside the stopped train in the dark. The choices range from calm to fear, so the answer must rest on what Margaret is thinking.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining how a simile shapes tone is regular grade 7 work with figurative language, and this one is typical. Students must read the comparison in the light of the paragraph around it, since the image alone could suggest several moods.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer moderate
- Figurative or literary language moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 981 words; question and choices: about grade 9, 109 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The simile itself is gentle, which is why the comforting reading tempts some students, but the paragraph around it is not: two sentences later, “A sudden feeling of isolation took possession of her.” That sentence decides the question. The harder choice is between loneliness now and the dread and desolation that come after the train has gone, so the question rewards keeping to paragraph 4.
A very close wrong answer moderate Choosing the answer
The dread choice is built like the lonesomeness choice, a feeling plus Margaret alone in empty country, “the desolation of the land” beside “on her own in the wilderness”; only the feeling named, dread rather than loneliness, separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Figurative or literary language moderate Understanding the question
Fireflies are usually a cheerful, homey image, so students must read the simile through its setting, “two or three specks of light” far off in the dark, to see that it stresses distance. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
The choices hinge on near-synonyms for feelings, “lonesomeness,” “tranquility,” “dread” and “desolation,” whose shades of meaning have to be weighed against one paragraph. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Picture the scene the comparison creates, then reread paragraph 4 around it and choose the feeling that the paragraph itself supports.
Traps
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Taking figurative language literally: A choice reads a figure of speech or image at face value.
The wrong answers, classified
A Taking figurative language literally (Graesser, Singer & Trabasso, 1994)
Takes fireflies at face value as a cozy, familiar image, but Margaret is straining to see and wondering whether she should have left the train, hardly comforted.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Brings in the beauty of the night, which belongs to paragraph 12’s stars and sky after the train has gone, not to this anxious moment beside it.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Moves ahead to the dread and desolate land of paragraphs 9 to 13, after the train leaves; here the faraway lights stress distance and a first feeling of isolation.
Working it out, step by step
Figure out what the question asks
This asks about a simile: a comparison that uses “like” or “as.” How does this simile shape the tone, or feeling, of paragraph 4?
Find the simile
Margaret looks into the dark and sees “two or three specks of light that danced about like fireflies in the distance.” The far-off lights are compared to fireflies.
Picture what it shows
Fireflies are tiny lights. Here there are only two or three, and they are far away. Everything else is dark. The picture makes Margaret seem small and far from other people. A few lines later, the paragraph says it: “A sudden feeling of isolation took possession of her.” Isolation means being alone and cut off.
Check each choice
- A is wrong. Fireflies can seem cozy, but Margaret is straining to see. She feels alone, not comforted.
- B is right. The tiny, faraway lights stress that she is on her own.
- C is wrong. The beauty of the night comes later, in paragraph 12. Here she is worried.
- D is wrong. Dread and the empty land come later, after the train leaves.
Watch out: D jumps ahead. Her terror starts in paragraph 9, and the empty land appears in paragraphs 12 and 13. Both come after the train is gone.
Choose the answer
The few faraway specks of light in the dark make Margaret feel small and alone. So the answer is B.
Why this answer and not the closest wrong one
D is the closest wrong answer, because Margaret does feel dread later in the story. But in paragraph 4 the train is still there, and the land has not been described yet. The paragraph names the feeling itself: “a sudden feeling of isolation.” Lonesomeness matches that.
More questions like this
The original DOE question
Question 89 of 94
2018 Test B English, question 20Uses the passage above: “Excerpt from A Voice in the Wilderness”.
Question
Read paragraph 9 from the excerpt.
A moment of useless screaming, running, trying to attract some one’s attention, a sickening sense of terror and failure, and the last car slatted itself past with a mocking clatter, as if it enjoyed her discomfort.
The imagery in this sentence conveys the
- Agrowing irritation Margaret feels as she is ignored by people on the train.
- Beffort Margaret is making despite being physically unable to keep up with the train.
- Canger that Margaret is experiencing as she watches the train leave without her.
- Dvulnerability Margaret feels as the train leaves her behind.
Show the answer
Correct answer: D
The question asks for an explanation of what the imagery in the excerpt from paragraph 9 conveys. The words “useless” and “failure” in the sentence indicate that Margaret’s best efforts do not help her. The phrase “the last car slatted itself past” shows that Margaret is helpless to stop the train from departing, which leaves her completely vulnerable, as described in Option D.
Option A is incorrect because describing Margaret’s “sickening sense of terror” indicates that she is extremely afraid of being left behind rather than increasingly irritated with the other passengers.
Option B is incorrect because Margaret spends her time “screaming, running, trying to attract some one’s attention” in an effort to be noticed so that the train will stop, not attempting to run as fast as the train.
Option C is incorrect because while Margaret’s screaming and running could easily suggest feelings of anger, descriptions of her “sickening sense of terror and failure” indicate otherwise.
Question analysis
This imagery question quotes paragraph 9 of A Voice in the Wilderness, a single long sentence describing the moment the last car of the train rattles past Margaret. Students decide what feeling the imagery conveys. The scene is full of action and noise, so it is easy to name an emotion that fits her behavior but not the words used.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Reading imagery for a character’s feelings is everyday grade 7 work. Paragraph 9 is a single sentence with strong emotional words, so the task stays inside one sentence rather than ranging across the story.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Complex sentences minor
- A very close wrong answer minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 981 words; question and choices: about grade 9, 97 words.
- Corrected from the DOE handbook
- A misspelling of the main character’s name in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The sentence names Margaret’s feelings outright, “terror and failure,” and calls her screaming “useless,” so the question is mostly about trusting those words over the noisy action around them. Students who read the actions alone tend to name anger or irritation. Seeing that a train which seems to enjoy her distress makes her look powerless, not angry, is what leads to the right reading.
Figurative or literary language moderate Understanding the question
The last car “slatted itself past with a mocking clatter, as if it enjoyed her discomfort,” and students must see that the personified mockery stresses her helplessness, not her temper. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
Paragraph 9 is one 36-word sentence that lists fragments, “useless screaming, running” and “a sickening sense of terror and failure,” before its only main verb arrives. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
A very close wrong answer minor Choosing the answer
The anger choice shares the right one’s frame, a feeling as the train leaves her behind, and differs only in the feeling named, which the sentence’s “terror and failure” settle. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Pick out the words in the sentence that name feelings, along with what the personified train seems to do, and match the choice to those words.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Rightly sees that no one notices her, but names irritation, a mild and growing annoyance, where the sentence speaks of a “sickening sense of terror.”
B Twists what the text says (King et al., 2004)
Treats her running as a race to keep pace with the train, though she runs and screams only “to attract some one’s attention” so the train will stop.
C Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Reads the screaming and the train’s “mocking clatter” as signs of anger, overlooking “terror and failure,” the words the sentence uses for what she feels.
What was corrected from the DOE handbook, and why
- Explanation: The handbook spells the name “Margret” once, in the reason Option C is wrong. The passage and the rest of the explanation spell it “Margaret,” as the site now does.
Working it out, step by step
Figure out what the question asks
This asks about imagery: words that help you see, hear or feel a scene. What do the images in paragraph 9 show about Margaret?
Find the key words
Paragraph 9 describes “useless screaming, running, trying to attract some one’s attention.” She feels “a sickening sense of terror and failure.” Then “the last car slatted itself past with a mocking clatter, as if it enjoyed her discomfort.”
Work out what the words mean
“Useless” and “failure” tell you nothing she does works. “Terror” is great fear. The train even seems to mock her, like a mean person laughing. Giving human traits to a thing is called personification. All of this shows she is helpless. That feeling is vulnerability: being open to harm, with no way to protect yourself.
Check each choice
- A is wrong. Irritation is mild annoyance. The sentence says “terror.”
- B is wrong. She runs to get someone’s attention, not to keep up with the train.
- C is wrong. Screaming might suggest anger, but the sentence names “terror and failure.”
- D is right. She is helpless as the train leaves her behind.
Watch out: The train is “mocking,” which might make you think of anger. But it is the train that seems mean. Her own feelings are fear and failure.
Choose the answer
The images show a girl who can do nothing as the train leaves. So the answer is D.
Why this answer and not the closest wrong one
C is the closest wrong answer, because screaming and a mocking train can suggest anger. But the sentence names her feelings directly: “a sickening sense of terror and failure.” Those are the feelings of someone who is helpless, not angry. D matches those words.
More questions like this
The original DOE question
Question 90 of 94
2018 Test B English, question 22Uses the passage above: “Excerpt from A Voice in the Wilderness”.
Question
Read paragraph 10 from the excerpt.
Margaret stood dazed, reaching out helpless hands, then dropped them at her sides and gazed after the fast-retreating train, the light on its last car swinging tauntingly, blinking now and then with a leer in its eye, rapidly vanishing from her sight into the depth of the night.
What does the figurative language in this sentence emphasize?
- Athe sense of doubt that Margaret experiences when she is deciding what to do next
- Bthe anger that Margaret feels toward the people on the train who she expected to help her
- Cthe embarrassment that Margaret feels when she imagines what others will think of her
- Dthe hopelessness that Margaret feels when she accepts that the train is continuing on
Show the answer
Correct answer: D
The question asks for what the figurative language illustrates in the sentence. As Margaret stands and reaches out “helpless hands,” the language used to describe the train as “swinging tauntingly” and having “a leer in its eye” confirms Margaret’s fears of being left alone and feeling foolish; there is nothing she can do to change the situation, as expressed in Option D.
Option A is incorrect because, while the image of Margaret’s helpless hands dropping at her sides could suggest a sense of doubt, the figurative language in the sentence emphasizes a different feeling about her situation and does not indicate her intentions.
Option B is incorrect because, while the figurative language seems to give a malevolent quality to the train, it is not referring to the people onboard, who are described in paragraph 8 as “comfortable and safe inside, unconscious of her need.”
Option C is incorrect because, while Margaret is worried in paragraph 4 about embarrassing herself, she now feels “dazed” because she is overwhelmed with the seriousness of what has just happened.
Question analysis
This figurative-language question quotes paragraph 10 of A Voice in the Wilderness, where Margaret watches the train disappear and its light seems to taunt her. Students decide what the personification of the train emphasizes about her situation. The image is vivid but brief, so students need to link it to the feeling the whole paragraph builds.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting personification is part of grade 7 work on figurative language. This sentence gives the train a leer and a taunting light, so students must decide whose feeling the image reflects, a step beyond naming the figure of speech.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 981 words; question and choices: about grade 8, 122 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The figurative language belongs to the train, so students have to translate a taunting, leering light into a statement about Margaret’s state. Some read the taunt as the cause of an emotion, embarrassment or anger, instead of as a picture of how powerless she is. Her “helpless hands,” dropped to her sides as the light vanishes, confirm that she has accepted the train is gone.
Figurative or literary language moderate Understanding the question
The train’s light is personified, “swinging tauntingly, blinking now and then with a leer in its eye,” and students must decide what a mocking machine says about Margaret rather than about the train. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
Paragraph 10 is a single 48-word sentence that strings together participle phrases, “reaching out,” “swinging tauntingly,” “rapidly vanishing,” so the figurative part arrives only after her gestures. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Find the phrases that give the train human traits, then ask what they add to the picture of Margaret standing by the track, using only this sentence.
Traps
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads “dazed” and the dropped hands as doubt about her next step, though the sentence shows her watching the train vanish, not weighing what to do.
B Twists what the text says (King et al., 2004)
Transfers the train’s taunting leer to the people aboard, though paragraph 8 says the passengers were “unconscious of her need,” and nothing here shows anger at them.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Carries over paragraph 4’s worry that the conductor would “blame her for a fool,” a feeling the taunting light seems to echo, though she is now dazed rather than embarrassed.
Working it out, step by step
Figure out what the question asks
This asks about figurative language: words that mean more than their plain meaning. What feeling does it stress in paragraph 10?
Find the figurative language
Paragraph 10 describes the train’s last light “swinging tauntingly, blinking now and then with a leer in its eye.” Margaret stands “reaching out helpless hands, then dropped them at her sides.”
Work out what it means
“Tauntingly” means in a teasing, mean way. A leer is a nasty, sly look. A light can’t really tease anyone. The author gives the train human traits to show it is leaving her, and she can do nothing. When she drops her hands, she stops trying. She accepts that the train is gone. That feeling is hopelessness.
Check each choice
- A is wrong. She is not deciding what to do next. She is just watching the train go.
- B is wrong. The mean look belongs to the train, not the people. The passengers did not even know she needed help.
- C is wrong. She worried about looking foolish back in paragraph 4. Now she is “dazed.”
- D is right. Her dropped hands and the mocking light show she has lost hope.
Watch out: The teasing light may remind you of her fear of being called a fool. But that was earlier. Here she has lost all hope of stopping the train.
Choose the answer
The figurative language shows Margaret giving up as the train disappears. So the answer is D.
Why this answer and not the closest wrong one
C is the closest wrong answer, because a teasing train seems to fit embarrassment. But Margaret is not thinking about what others will say. She stands “dazed” and drops her “helpless hands.” The mocking light shows the train is gone for good. That is hopelessness, so D fits better.
More questions like this
The original DOE question
Question 91 of 94
2018 Test B English, question 26Passage Excerpt from “Niagara Falls”
Excerpt from “Niagara Falls”
by Rupert Brooke
The real secret of the beauty and terror of the Falls is not their height or width, but the feeling of colossal power and of unintelligible disaster caused by the plunge of that vast body of water. If that were taken away, there would be little visible change, but the heart would be gone.
The American Falls do not inspire this feeling in the same way as the Canadian. It is because they are less in volume, and because the water does not fall so much into one place. By comparison their beauty is almost delicate and fragile. They are extraordinarily level, one long curtain of lacework and woven foam. Seen from opposite, when the sun is on them, they are blindingly white, and the clouds of spray show dark against them. With both Falls the colour of the water is the ever-altering wonder. Greens and blues, purples and whites, melt into one another, fade, and come again, and change with the changing sun. Sometimes they are as richly diaphanous as a precious stone, and glow from within with a deep, inexplicable light. Sometimes the white intricacies of dropping foam become opaque and creamy. And always there are the rainbows. If you come suddenly upon the Falls from above, a great double rainbow, very vivid, spanning the extent of spray from top to bottom, is the first thing you see. If you wander along the cliff opposite, a bow springs into being in the American Falls, accompanies you courteously on your walk, dwindles and dies as the mist ends, and awakens again as you reach the Canadian tumult. And the bold traveller who attempts the trip under the American Falls sees, when he dare open his eyes to anything, tiny baby rainbows, some four or five yards in span, leaping from rock to rock among the foam, and gambolling beside him, barely out of hand’s reach, as he goes. One I saw in that place was a complete circle, such as I have never seen before, and so near that I could put my foot on it. It is a terrifying journey, beneath and behind the Falls. The senses are battered and bewildered by the thunder of the water and the assault of wind and spray; or rather, the sound is not of falling water, but merely of falling; a noise of unspecified ruin. So, if you are close behind the endless clamour, the sight cannot recognise liquid in the masses that hurl past. You are dimly and pitifully aware that sheets of light and darkness are falling in great curves in front of you. Dull omnipresent foam washes the face. Farther away, in the roar and hissing, clouds of spray seem literally to slide down some invisible plane of air.
Beyond the foot of the Falls the river is like a slipping floor of marble, green with veins of dirty white, made by the scum that was foam. It slides very quietly and slowly down for a mile or two, sullenly exhausted. Then it turns to a dull sage green, and hurries more swiftly, smooth and ominous. As the walls of the ravine close in, trouble stirs, and the waters boil and eddy. These are the lower rapids, a sight more terrifying than the Falls, because less intelligible. Close in its bands of rock the river surges tumultuously forward, writhing and leaping as if inspired by a demon. It is pressed by the straits into a visibly convex form. Great planes of water slide past. Sometimes it is thrown up into a pinnacle of foam higher than a house, or leaps with incredible speed from the crest of one vast wave to another, along the shining curve between, like the spring of a wild beast. Its motion continually suggests muscular action. The power manifest in these rapids moves one with a different sense of awe and terror from that of the Falls. Here the inhuman life and strength are spontaneous, active, almost resolute. . . . A place of fear.
One is drawn back, strangely, to a contemplation of the Falls, at every hour, and especially by night, when the cloud of spray becomes an immense visible ghost, straining and wavering high above the river, white and pathetic and translucent. The Victorian lies very close below the surface in every man. There one can sit and let great cloudy thoughts of destiny and the passage of empires drift through the mind; for such dreams are at home by Niagara. I could not get out of my mind the thought of a friend, who said that the rainbows over the Falls were like the arts and beauty and goodness, with regard to the stream of life—caused by it, thrown upon its spray, but unable to stay or direct or affect it, and ceasing when it ceased. In all comparisons that rise in the heart, the river, with its multitudinous waves and its single current, likens itself to a life, whether of an individual or of a community. A man’s life is of many flashing moments, and yet one stream; a nation’s flows through all its citizens, and yet is more than they. In such places, one is aware, with an almost insupportable and yet comforting certitude, that both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood. Some go down to it unreluctant, and meet it, like the river, not without nobility. And as incessant, as inevitable, and as unavailing as the spray that hangs over the Falls, is the white cloud of human crying. . . . With some such thoughts does the platitudinous heart win from the confusion and thunder of a Niagara peace that the quietest plains or most stable hills can never give.
From LETTERS FROM AMERICA by Rupert Brooke—Public Domain
diaphanous: sheer, translucent
platitudinous: clichéd, common
Question
Read this sentence from paragraph 2.
They are extraordinarily level, one long curtain of lacework and woven foam.
What is the effect of comparing the American Falls to a “long curtain of lacework and woven foam”?
- AIt demonstrates the timelessness of the American Falls.
- BIt conveys the secretive nature of the American Falls.
- CIt illustrates the elegant uniformity of the American Falls.
- DIt communicates the intense strength of the American Falls.
Show the answer
Correct answer: C
The question asks for the effect of the comparison being made in the sentence in paragraph 2. The word “lacework” in the sentence suggests an elegant piece of craftsmanship, and the “one long curtain” and “extraordinarily level” aspects of the Falls mean that the Falls are uniform or consistent; therefore, Option C is correct.
Option A is incorrect because neither “lacework and woven foam,” nor the quality of being extremely level, are related to timelessness.
Option B is incorrect because, while a curtain may suggest the idea of something being hidden or secret, the description of a delicate “lacework” curtain does not suggest this purpose.
Option D is incorrect because “lacework” is generally fragile and does not suggest great strength.
Question analysis
In this figurative language question, students explain the effect of a comparison in Rupert Brooke’s “Niagara Falls”: the American Falls as “one long curtain of lacework and woven foam.” They need to picture the image and read the sentences around it, since a curtain, lace and foam can each call up quite different qualities.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Explaining the effect of a metaphor in a quoted sentence is routine grade 7 work. The older prose is harder than most grade 7 texts, but the sentences around this one give direct context clues.
- Estimated difficulty
- Straightforward: two steps or one careful reading.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Figurative or literary language moderate
- Hard words minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 9, 987 words; question and choices: about grade 10, 70 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The image is clear once pictured, and the sentences around it, about the American Falls being “delicate and fragile” and “extraordinarily level,” confirm what it means. Students go wrong by bringing in what they associate with curtains or with Niagara in general, hiding or power, instead of what this curtain is made of. The right choice also uses an abstract word that has to be connected back to “level.”
Figurative or literary language moderate Understanding the question
Students must translate “one long curtain of lacework and woven foam” into qualities: lace is delicate and finely made, and one long level curtain is even from end to end. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Hard words minor Understanding the question
The right choice uses “uniformity,” which students must link to “extraordinarily level” and “one long curtain,” just as “elegant” must be linked to the lacework. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Picture the image first, then reread the few sentences around it about the American Falls and keep only the choice that both the image and those sentences support.
Traps
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
- Dictionary meaning, not meaning here: A common meaning of the word that does not fit its use in this text.
The wrong answers, classified
A Little reason to choose it (Haladyna & Downing, 1993; Rodriguez, 2005)
Nothing in lace, foam or a level edge suggests lasting through time, so this attracts mainly students guessing that a natural wonder must seem timeless.
B Dictionary meaning, not meaning here (Perfetti, 2007)
Uses the common sense of a curtain as something that hides, but this curtain is lacework, open and decorative, and nothing behind it is concealed.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Carries over the “colossal power” of paragraph 1, though paragraph 2 says the American Falls do not inspire that feeling as the Canadian do and calls their beauty fragile.
Working it out, step by step
Figure out what the question asks
This asks about the effect of a comparison. The author compares the American Falls to “one long curtain of lacework and woven foam.” What quality does that picture give them?
Read the sentence and its neighbor
The full sentence is “They are extraordinarily level, one long curtain of lacework and woven foam.” The sentence just before it says, “By comparison their beauty is almost delicate and fragile.”
Picture the comparison
Lacework is fancy cloth with fine, delicate patterns. It looks elegant, which means graceful and beautiful. “Extraordinarily level” and “one long curtain” mean the Falls are even all the way across, with no breaks. That evenness is uniformity: being the same all the way through. So the picture shows elegant uniformity.
Check each choice
- A is wrong. Nothing about lace or foam suggests lasting forever.
- B is wrong. A curtain can hide things, but lace is open and see-through. Nothing is hidden.
- C is right. Lace is elegant, and a level curtain is uniform.
- D is wrong. Lace is fragile, not strong.
Watch out: Paragraph 1 talks about “colossal power,” so D can seem right. But paragraph 2 says the American Falls “do not inspire this feeling” the way the Canadian Falls do.
Choose the answer
The lace curtain makes the American Falls look graceful and even. So the answer is C.
Why this answer and not the closest wrong one
D is the closest wrong answer, because the Falls seem powerful in other parts of the essay. But this sentence is about the American Falls, whose beauty is “delicate and fragile.” Lace is delicate, not strong. A smooth, level curtain of lace shows grace and evenness, as C says.
More questions like this
The original DOE question
The passage “Excerpt from “Niagara Falls”” as printed (pages 134–135)
Question 92 of 94
2018 Test B English, question 30Uses the passage above: “Excerpt from “Niagara Falls””.
Question
In paragraph 4, the idea that human life and history travel toward the same ending is illustrated mainly through
- Athe discussion of how the rainbows visible in the Falls are like the art and beauty created by humankind.
- Bthe comparison between the movement of water in the Falls and the human experience.
- Cthe inclusion of details that show that every observer’s experience with the Falls is different.
- Dthe acknowledgment that contemplating the Falls at night sparks an awareness of humankind’s destiny.
Show the answer
Correct answer: B
The question asks how the discussion of human life and history is illustrated in paragraph 4 of the excerpt. The author concludes in paragraph 4 that the Falls can be compared to people and history by writing, “both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood,” making Option B correct.
Option A is incorrect because the discussion of rainbows in paragraph 4 focuses on the fate of art and beauty, not of humanity (“I could not get out of my mind the thought of a friend, who said that the rainbows over the Falls were like the arts and beauty and goodness, with regard to the stream of life—caused by it, thrown upon its spray, but unable to stay or direct or affect it, and ceasing when it ceased”).
Option C is incorrect because, in paragraph 4, the author talks about people in general when discussing “men and nations” and provides no evidence of the differences in specific individuals’ experience of the Falls.
Option D is incorrect because, while the setting at night does provide a place of contemplation, the author notes the “dark flood” as the overall illustration of the human experience.
Question analysis
In this question about the closing paragraph of Brooke’s “Niagara Falls,” students identify the main way the author illustrates the idea that human lives and history move toward the same ending. The paragraph is dense and philosophical and holds several images and reflections, so students must find the one that carries this particular idea.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students often trace how an idea is illustrated in a modern text; this paragraph is abstract reflection in long, formal sentences, with words like “certitude” and “multitudinous,” and offers several competing images to sort through.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Complex sentences major
- The right answer is reworded moderate
- Hard words minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 9, 987 words; question and choices: about grade 10, 80 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Paragraph 4 holds three images, the night spray as a ghost, the friend’s rainbows, and the river as a life, and the question asks which one carries the idea of a shared ending. Students who recognize the stem’s idea in the word “destiny” or in rainbows “ceasing when it ceased” can stop too soon. The test is the word “illustrated”: only the comparison of the dark flood to men and nations shows them traveling to an end.
Complex sentences major Understanding the question
The key sentence buries its point in qualifiers: “one is aware, with an almost insupportable and yet comforting certitude, that both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood.” (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
The right answer is reworded moderate Choosing the answer
The right choice sums up the river-as-life comparison in plain words, “movement of water” and “human experience,” while wrong choices reuse the paragraph’s own “rainbows,” “art and beauty,” “night” and “destiny.” (Freedle & Kostin, 1993; Kirsch & Mosenthal, 1990)
Hard words minor Understanding the question
“Multitudinous,” “certitude,” “insupportable” and “unavailing” all fall in the sentences that carry the idea, so students must read through them to reach the comparison. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Locate the sentences in paragraph 4 about what happens to people and nations, then decide which choice best describes how those sentences make their point.
Traps
- Supports only part of the claim: In a question about evidence: a line that backs one half of the claim but not the other, or a related point rather than the claim itself.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Picks the friend’s rainbow comparison, which is in paragraph 4 and does end “ceasing when it ceased,” but the ending it shows belongs to art and beauty, not people and nations.
C Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Brings in the commonsense idea that every visitor sees the Falls differently, but the paragraph speaks of “one” and of men and nations in general, never of differences.
D Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Combines the night view with “thoughts of destiny,” both in the paragraph, but those describe when reflection happens, not the image that shows lives and nations sharing an end.
Working it out, step by step
Figure out what the question asks
This asks how paragraph 4 shows one idea: that people and nations all move toward the same ending. You need the main way the author makes that point.
Find the sentences about people and nations
Paragraph 4 says the river, “with its multitudinous waves and its single current, likens itself to a life, whether of an individual or of a community.” Later it says “both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood.”
Put the comparison in plain words
“Multitudinous” means very many. The river has many waves but one current. In the same way, a life has many moments but one path. “Inevitably” means in a way that cannot be stopped. The water rushes over the Falls no matter what. Every person and every nation reaches an end, too. The author shows this by comparing the moving water to human life.
Check each choice
- A is wrong. The rainbows stand for art and beauty, not for people and nations.
- B is right. The river’s rush to its end is compared to human lives and history.
- C is wrong. The author speaks of people in general. He never shows observers seeing the Falls differently.
- D is wrong. Night is when the thinking happens. It is not the picture that shows the shared ending.
Watch out: D uses real details from paragraph 4, night and destiny. But they tell when the author thinks, not how he shows the idea.
Choose the answer
The idea is shown through the river and its comparison to people. So the answer is B.
Why this answer and not the closest wrong one
D is the closest wrong answer, because paragraph 4 does mention night and “thoughts of destiny.” But those details only set the scene for thinking. The shared ending is shown through the river: people and nations are hurried onward like the dark flood. That comparison is B.
More questions like this
The original DOE question
Question 93 of 94
2018 Test B English, question 47Passage Snowy Mountains
Snowy Mountains
by John Gould Fletcher
Higher and still more high,
Palaces made for cloud,
Above the dingy city-roofs
Blue-white like angels with broad wings,
Pillars of the sky at rest
The mountains from the great plateau
Uprise.
But the world heeds them not;
They have been here now for too long a time.
The world makes war on them,
Tunnels their granite cliffs,
Splits down their shining sides,
Plasters their cliffs with soap-advertisements,
Destroys the lonely fragments of their peace.
Vaster and still more vast,
Peak after peak, pile after pile,
Wilderness still untamed,
To which the future is as was the past,
Barrier spread by Gods,
Sunning their shining foreheads,
Barrier broken down by those who do not need
The joy of time-resisting storm-worn stone,
The mountains swing along
The south horizon of the sky;
Welcoming with wide floors of blue-green ice
The mists that dance and drive before the sun.
“Snowy Mountains” by John Gould Fletcher—Public Domain
Question
Read lines 23–26 from the poem.
The mountains swing along
The south horizon of the sky;
Welcoming with wide floors of blue-green ice
The mists that dance and drive before the sun.
The personification in these concluding lines of the poem suggests that the mountains are
- Agracious hosts who are untroubled by the actions of people.
- Bunaware of their coming destruction.
- Clively entertainers who are not bothered by the everyday concerns of people.
- Dtoo proud to reveal their pain.
Show the answer
Correct answer: A
The question asks what the personification in the lines suggests in the poem. Line 25’s use of the word “Welcoming” suggests that the mountains are kind hosts. Lines 23 and 26, with language such as “The mountains swing along” and “The mists that dance and drive before the sun,” imply the carefree nature of the mountains as they resist the destructive work of humanity. Therefore, Option A is correct.
Option B is incorrect because the wording in the lines is positive and victorious, with no language to suggest coming destruction.
Option C is incorrect because, although the lines mention that “the mountains swing along” (line 23) and “the mists . . . dance” (line 26), the personification is used to describe the mountains’ perseverance, rather than to suggest that the mountains are entertaining others.
Option D is incorrect because the lines refer to the joy of the mountains as they “swing along” (line 23) and do not suggest pride.
Question analysis
This personification question asks what the final four lines of the poem “Snowy Mountains” suggest about the mountains, which “swing along” the south horizon of the sky. Students must interpret human qualities given to nature, and the trick is that several choices assign the mountains feelings or roles that only partly match the lines.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Interpreting personification is a familiar grade 7 skill, and these lines are short and quoted. The challenge is choosing among character descriptions that each match part of the imagery, a typical rather than unusual demand.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- Figurative or literary language moderate
- A very close wrong answer moderate
- Complex sentences minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: 161 words (a poem; reading level not measured); question and choices: about grade 6, 78 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The closing lines are calm and generous, and the question asks students to turn their personification into a character. The trap is assigning actions to the wrong actor: the dancing belongs to the mists, and taking it for the mountains’ makes them performers rather than hosts. Students who carry the destruction of earlier stanzas into these lines also misjudge the mountains’ ease.
Figurative or literary language moderate Understanding the question
The personification has to be sorted by actor: the mountains “swing along” and are “Welcoming,” while it is the mists that “dance and drive before the sun.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
A very close wrong answer moderate Choosing the answer
The hosts choice and the entertainers choice share one frame, mountains unbothered by people; they differ only in the role, and line 26 settles it, since the mists, not the mountains, “dance.” (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Complex sentences minor Understanding the question
In “Welcoming with wide floors of blue-green ice / The mists,” the object comes after a long phrase and a line break, so who welcomes whom is easy to miss. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Note each human action in lines 23–26 and who performs it, then choose the description that fits every one of those actions.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
The wrong answers, classified
B Reads too much in (Graesser, Singer & Trabasso, 1994)
Reads the mountains’ carefree “swing along” as obliviousness and adds the earlier stanzas’ damage, but these lines are serene and say nothing about destruction to come.
C Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Gets the mountains’ unconcern about people nearly right, but takes “swing” and “dance” as entertaining when the mists do the dancing and the mountains welcome them as hosts.
D Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Imagines hidden suffering behind the calm, perhaps from “storm-worn stone,” but the lines show the mountains at ease and welcoming, with no hint of pride or pain.
Working it out, step by step
Figure out what the question asks
This asks about personification in lines 23 to 26. Personification means giving human actions or feelings to something that is not human. You need to decide what kind of person the mountains seem to be.
Sort the actions by who does them
Line 23 says “The mountains swing along.” Line 25 says the mountains are “Welcoming with wide floors of blue-green ice.” Whom do they welcome? Line 26 answers: “The mists that dance and drive before the sun.” So the mountains swing and welcome. The mists are the ones that dance.
Explain what the actions suggest
To swing along is to move in an easy, carefree way. Welcoming guests onto your floors is what a host does. A host is a person who has guests over. The mountains are kind hosts to the mists. Gracious means kind and polite. They also seem calm. After all the harm in stanza 2, they are untroubled, or not bothered.
Check each choice
- A fits. The mountains welcome guests and stay calm.
- B is wrong. These lines say nothing about harm still to come.
- C is wrong. The mists dance, not the mountains. The mountains are hosts, not entertainers.
- D is wrong. The lines show ease and welcome. Nothing hints at pride or hidden pain.
Choose the answer
The mountains swing along and welcome the mists like hosts. So the answer is A, “gracious hosts who are untroubled by the actions of people.”
Why this answer and not the closest wrong one
C is very close, since it also says the mountains don’t worry about people. The difference is the role. An entertainer performs for others. A host welcomes others in. In line 26 it is the mists that “dance,” and the mountains are “Welcoming” them. That makes the mountains hosts.
More questions like this
The original DOE question
The passage “Snowy Mountains” as printed (page 142)
Question 94 of 94
2018 Test B English, question 50Passage Invention of the Telegraph
Samuel Morse, an American inventor, is credited with creating the electronic telegraph, a communication device that allows users to send messages using a system of short and long pulses that represent letters, numbers, and punctuation. In 1843 the United States Congress passed the Telegraph Bill, which provided Morse with the funds to build an electric telegraph system.
Invention of the Telegraph
Earlier Signal Systems
Long before Samuel F. B. Morse electrically transmitted his famous message “What hath God wrought?” from Washington to Baltimore on May 24, 1844, there were signaling systems that enabled people to communicate over distances. Most were visual or “semaphore” systems using flags or lights. In the eighteenth century, such systems used an observer who would decipher a signal from a high tower on a distant hill and then send it on to the next station. The young American republic wanted just such a system along its entire Atlantic coast and offered a prize of $30,000 for a workable proposal. The framers of this legislation had no way of knowing that when they used the word “telegraph” to refer to this visual semaphore system, they would be offered an entirely new and revolutionary means of communication—electricity.
The Growth of an Idea
The idea of using electricity to communicate over distance is said to have occurred to Morse during a conversation aboard ship when he was returning from Europe in 1832. Michael Faraday’s recently invented electromagnet was much discussed by the ship’s passengers, and when Morse came to understand how it worked, he speculated that it might be possible to send a coded message over a wire. While a student at Yale College years before, he had written his parents a letter about how interesting he found the lectures on electricity. Despite what he had learned at Yale, Morse found when he began to develop his idea that he had little real understanding of the nature of electricity, and after sporadic attempts to work with batteries, magnets, and wires, he finally turned for help to a colleague at the University of the City of New York, Leonard D. Gale.
Gale was a professor of chemistry and familiar with the electrical work of Princeton’s Joseph Henry, a true pioneer in the new field. Well before Morse had his shipboard idea about a telegraph, Henry rang a bell at a distance by opening and closing an electric circuit. In 1831, he had published an article, of which Morse was unaware, that contained details suggesting the idea of an electric telegraph. Gale’s help and his knowledge of this article proved crucial to Morse’s telegraph system because Gale not only pointed out flaws in the system but showed Morse how he could regularly boost the strength of a signal and overcome the distance problems he had encountered by using a relay system Henry had invented. Henry’s experiments, Gale’s assistance, and, soon after, hiring the young technician Alfred Vail were keys to Morse’s success.
Obstacles and Opportunities
By December 1837, Morse had enough confidence in his new system to apply for the federal government’s appropriation, and during the next year he conducted demonstrations of his telegraph both in New York and Washington.
However, when the economic disaster known as the Panic of 1837 took hold of the nation and caused a long depression, Morse was forced to wait for better times. It was during this period that Morse visited Europe again and tried not only to secure patent protection overseas but to examine competing telegraph systems in England. . . .
By 1843, the country was beginning to recover economically, and Morse again asked Congress for the $30,000 that would allow him to build a telegraph line from Washington to Baltimore, forty miles away. The House of Representatives eventually passed the bill containing the Morse appropriation, and the Senate approved it in the final hours of that Congress’s last session. With President Tyler’s signature, Morse received the cash he needed and began to carry out plans for an underground telegraph line.
Realizing a Great Invention
Morse had hired the ingenious construction engineer Ezra Cornell to lay the pipe carrying the wire, and although Cornell did his job superbly, one of Morse’s partners, Congressman F. O. J. Smith, had purchased wire with defective insulation. Too much time had been wasted laying bad wire, and with the project on a rigid deadline, something had to be done quickly. Cornell suggested that the fastest and cheapest way of connecting Washington and Baltimore was to string wires overhead on trees and poles. The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.
Soon, as overhead wires connected cities up and down the Atlantic coast, the dots-and-dashes method that recorded messages on a long moving strip of paper was replaced by the operator’s ability to interpret the code in real time. . . . Telegraph lines soon extended westward, and within Morse’s own lifetime they connected the continents of Europe and America.
“Invention of the Telegraph”—Public Domain/Library of Congress
legislation: Telegraph Bill
dots-and-dashes method: the short and long pulses of Morse code that are sent and received by telegraph operators
The first transatlantic electric telegraph message was sent in 1858, and by 1902 the British All-Red Line connected most of the world.
Source: U.S. Bureau of the Census. Historical Statistics of the United States, Colonial Times to 1970, Bicentennial Edition, Part 2. Washington, D.C., 1975.
Question
Read this sentence from paragraph 7.
The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.
The words “dramatic” and “spectacularly” in the sentence convey a
- Asense of relief and fulfillment that the line was finished.
- Bsense of wonder and of celebration that the telegraph line was completed on time.
- Cfeeling of excitement about the future possibilities of the telegraph.
- Dfeeling of confidence about being able to continue the work.
Show the answer
Correct answer: B
The question asks what the words “dramatic” and “spectacularly” convey in the sentence. Morse and Cornell rushed to post the wires overhead, and the “rigid deadline” (paragraph 7) was successfully met. The words have a positive and victorious tone that is consistent with the feeling of wonder that it worked and of celebration that the construction was completed, making Option B correct.
Option A is incorrect because, while there may have been some feelings of relief and fulfilment that the lines were in place, the passage does not say so, and instead it focuses on the wonder and joy Morse and Cornell felt overcoming setbacks and completing the construction of Morse’s telegraph system.
Option C is incorrect because the passage does not share whether Morse or Cornell considered the future possibilities of the telegraph, only that the finished product was “dramatic,” implying it was amazing to see.
Option D is incorrect because, while the passage later discusses the expansion of overhead wires “up and down the Atlantic coast” and how they “connected the continents of Europe and America” (paragraph 8), there is no evidence shared in the passage that Morse planned to continue his work with electricity.
Question analysis
This word choice question asks what the words “dramatic” and “spectacularly” convey in a sentence from “Invention of the Telegraph” about the first Washington-to-Baltimore line. Students must read the connotations of two words in context, and the choices name feelings that are all believable for a project rushed to meet a deadline.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Reading the connotation of words in context is typical grade 7 work. The sentence is quoted, but the choices are close in meaning, which demands careful attention to what the two words themselves suggest.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- A very close wrong answer moderate
- Reading between the lines moderate
- Every choice must be checked minor
- Evidence
- Answered from one sentence or line
- Reading level
- Passage: about grade 11, 910 words; question and choices: about grade 9, 94 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every choice names a reasonable emotion for the end of a race against a deadline, which makes this a question about two words rather than about the situation. Students who read the whole sentence are pulled toward relief by “desperate,” and those who read ahead are pulled toward the future by paragraph 8. The words point to an audience impressed by a public success, not to Morse’s private feelings or plans.
A very close wrong answer moderate Choosing the answer
The relief-and-fulfillment choice has the same shape as the key, a pair of feelings about finishing the line; only the feelings differ, and “desperate” nearby favors relief while “dramatic” and “spectacularly” point to wonder. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
“Dramatic” and “spectacularly” describe the event, not anyone’s emotions, so the feeling they convey, wonder at the result and celebration of its success, has to be inferred from their connotations. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Every choice must be checked minor Choosing the answer
All four choices name positive feelings that suit a project rushed to completion, so none can be dismissed by tone alone. (Embretson & Wetzel, 1987)
Strategy: Ask what kind of event people call dramatic or spectacular, then pick the feeling those two words express, not a feeling the surrounding story might suggest.
Traps
- Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Wrong tone or attitude (Graesser, Singer & Trabasso, 1994)
Takes Morse’s likely feeling, relief for a “desperate” man facing a “rigid deadline,” for what the author’s words convey, though “dramatic” and “spectacularly” celebrate an impressive success.
C Wrong part of the text (Kirsch & Mosenthal, 1990)
Looks ahead to paragraph 8, where lines spread along the coast and to Europe, but the sentence celebrates the first link itself, not hopes for what came later.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Assumes that success breeds confidence to keep going, but the sentence says nothing about further work, and the two words describe the event itself.
Working it out, step by step
Figure out what the question asks
This is a word-meaning question. It asks what feeling two words give the sentence: “dramatic” and “spectacularly.” Focus on those two words, not on how Morse might have felt.
Read the sentence in its setting
Paragraph 7 tells of a race against time. Bad wire had wasted time, and the project had “a rigid deadline.” Cornell’s idea of wires on poles saved the day. Then “the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.”
Explain the two words
Something dramatic is exciting and striking, like the big moment in a play. Something done spectacularly is done in an amazing way that is wonderful to see. Both words describe the event as a grand public success. They make you feel wonder and want to celebrate. The sentence also says the line was done “in time,” or on time.
Check each choice
- A is wrong. The “desperate” Morse may have felt relief. But the two words describe an amazing event, not a quiet sigh of relief.
- B fits. The words show wonder and celebration, and the line was finished on time.
- C is wrong. The sentence is about this first link. The future comes later, in paragraph 8.
- D is wrong. The sentence says nothing about going on with more work.
Choose the answer
“Dramatic” and “spectacularly” cheer a thrilling success that came right on time. So the answer is B, “sense of wonder and of celebration that the telegraph line was completed on time.”
Why this answer and not the closest wrong one
A is the closest trap because “desperate” is in the same sentence. Relief is a quiet, private feeling that a worry is over. But “dramatic” and “spectacularly” are loud, showy words. People use them for something amazing to watch. That points to wonder and celebration, as B says.
More questions like this
The original DOE question
The passage “Invention of the Telegraph” as printed (pages 146–148)