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- test 2022 Test B English ×
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- Which pair of revisions need to be made in this paragraph? (1) Both Italian gelato and American ice cream are delightful treats to have…
- Type Grammar and usage, Punctuation
- NYS standards 7L1, 7L2
- Difficulty 3 of 5
- 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…
- Type Combining and revising sentences
- NYS standards 7L1, 7L3a
- Difficulty 3 of 5
- Which sentence in the paragraph contains an error in construction? (1) The blobfish, a creature that certainly resembles its name, is an unusual fish…
- Type Grammar and usage
- NYS standards 7L1
- Difficulty 3 of 5
- Which sentence contains an error in its construction and should be revised? (1) In 1976, the National Basketball Association (NBA) absorbed several teams of…
- Type Sentence structure
- NYS standards 7L1
- Difficulty 3 of 5
- Which sentence should be added after sentence 5 to introduce the main topic of the passage?
- Type Introductions and conclusions
- NYS standards 7W2a
- Difficulty 2 of 5
- Which sentence should be added to follow and support sentence 7?
- Type Supporting details
- NYS standards 7W2b
- Difficulty 3 of 5
- Where should sentence 11 be moved in order to improve the organization of the second paragraph (sentences 6–11)?
- Type Organization
- NYS standards 7W2a, 7W2d
- Difficulty 3 of 5
- Which sentence presents information that shifts away from the main topic of the third paragraph (sentences 12–16) and should be removed?
- Type Supporting details
- NYS standards 7W2b
- Difficulty 2 of 5
- Level Below grade 7
- Which transition phrase should be added to the beginning of sentence 18?
- Type Transitions
- NYS standards 7W2d
- Difficulty 2 of 5
- Which concluding sentence should be added after sentence 18 to support the topic presented in the passage?
- Type Introductions and conclusions
- NYS standards 7W2e
- Difficulty 3 of 5
- Read this sentence from paragraph 1. The scene is like a twisted… movie, with doomed gadgets riding an unrelenting conveyor belt into a machine…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- How does paragraph 2 build on what the reader learns in paragraph 1?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which sentence from the excerpt suggests that electronic devices are purposely designed to be disposed of after a short time?
- Type Textual evidence
- NYS standards 7R1
- Difficulty 2 of 5
- The details in paragraphs 4–5 develop a central idea of the excerpt mainly by suggesting that
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- What is the role of paragraphs 7–9 in the organization of the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- The idea that e-waste regulations can be ineffective is conveyed in the excerpt through
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 3 of 5
- How does the diagram after paragraph 9 most support the claim made in paragraph 4?
- Type Textual evidence, Text structure
- NYS standards 7R1, 7R8, 7R5
- Difficulty 5 of 5
- Level Above grade 7
- In paragraph 3, the phrase “the butterflies of the sea” conveys the idea that
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 2 of 5
- Read these sentences from paragraph 4. I’m not sure why I decided to take a look. It was still an hour before sunrise, and…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which sentence from paragraph 5 supports the idea that the narrator is taking a risk?
- Type Textual evidence
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- Read this sentence from paragraph 6. I kept stepping toward the one sound I’d heard, a growing part of me hoping I’d find nothing…
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- Read these sentences from paragraph 8. So, I was looking at it and not looking at it while my heart spangled my vision. I…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 4 of 5
- Level Above grade 7
- The author develops the narrator’s point of view when the narrator sees the creature by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R3
- Difficulty 3 of 5
- How does the setting affect the plot of the excerpt?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- 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…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 2 of 5
- Level Below grade 7
- The author includes the statements from Dajie in paragraphs 2 and 7 most likely to
- Type Text structure
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- How does paragraph 2 contribute to the development of ideas in the article?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which statement best describes how the chronological structure of paragraphs 4–5 contributes to the development of ideas in the article?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- How do the details in paragraph 6 about the solar-power goals of the Chinese government convey a central idea of the article?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 2 of 5
- Level Below grade 7
- China’s role in the increase of solar-energy use around the world is illustrated in the article mainly through the inclusion of
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 3 of 5
- The author’s purpose for writing the article is best conveyed by the
- Type Author's purpose and point of view
- NYS standards 7R6, 7R2
- Difficulty 3 of 5
- How do the details in paragraph 4 about Germany, Spain, and Italy contribute to a central idea of the article?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- How does the author’s use of comparison in paragraphs 4 and 5 contribute to the development of ideas in the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Read this sentence from paragraph 6. To see what effects exercise might have on this process, the researchers first recruited 40 college-age Chinese men…
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- In the study described in the excerpt, researchers asked English learners to assess the sense of words in context because that task is
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- Which evidence from the excerpt is most relevant to the author’s claim that there are many unanswered questions about the relationship between movement and…
- Type Textual evidence
- NYS standards 7R8, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- Read these sentences from paragraph 17. These improvements extend beyond simply aiding in memorization, she added. The exercise also deepened language learners’ grasp of…
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 4 of 5
- Level Above grade 7
- Paragraph 18 shows that the author’s perspective toward the study described in the excerpt is that
- Type Author's purpose and point of view
- NYS standards 7R6, 7R8
- Difficulty 3 of 5
- Which sentence is the best summary of the research procedure used in the study in the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- Read lines 5–8 from the poem. So beneath the level of molecules are atoms, and beneath the level of atoms, we find protons, electrons,…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 2 of 5
- Level Below grade 7
- The break between the second stanza (lines 5–14) and the third stanza (lines 15–26) serves as a transition from
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- The main purpose of the comparison in lines 23–24 of the poem is to show
- Type Word meaning and figurative language
- NYS standards 7L5a, 7R4
- Difficulty 1 of 5
- Level Below grade 7
- Read lines 25–26 from the poem. until everything we think we know bangs against everything else we know. The lines help develop a central…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- Read lines 27–28 from the poem. And there, in the explosion, in the darkness, briefly incandescent, they appear: The imagery in the lines reveals…
- Type Word meaning and figurative language
- NYS standards 7R4, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- Read lines 30–32 from the poem. Their names sound like dinosaurs or maybe bands playing terrible music in someone’s garage. The speaker refers to…
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- Read lines 36–39 from the poem. both together and apart, what keeps together the pencil in your hand right now as well as separate…
- Type Text structure
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- The last stanza (lines 33–44) concludes the poem by emphasizing which central idea?
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- Read lines 39–44 from the poem. They spin, and it is only down there in the darkness—in the vast garage where physicists jot down…
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt by…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- The phrase “just as an artist arranges the paints upon his palette” in paragraph 2 suggests that
- Type Word meaning and figurative language
- NYS standards 7L5a, 7R4
- Difficulty 1 of 5
- Level Below grade 7
- The author’s use of sequence in paragraphs 1 and 2 contributes to the development of ideas in the excerpt by
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- The details in paragraph 3 convey a central idea of the excerpt by suggesting that
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 2 of 5
- Which sentence best summarizes the process of beading that is described in the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- The idea that mastering moccasin design and creation requires experience is best illustrated in the excerpt through
- Type Textual evidence
- NYS standards 7R1
- Difficulty 2 of 5
- How does the author distinguish her point of view from that of her mother?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 3 of 5
- Read this sentence from paragraph 7. Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- The table after paragraph 7 expands on a central idea in the excerpt because it shows that
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
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