411 SAT Essay Prompts and Writing Questions

411 SAT
ESSAY PROMPTS
AND WRITING QUESTIONS
411 SAT
ESSAY PROMPTS
AND WRITING
QUESTIONS
N E W Y O R K
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Li#rary o* Congress CatologinginPu#li"ation +ata,
-.. essay pro!pts and 'riting /uestions.
p. "!.
In"ludes #i#liographi"al re*eren"es and index.
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Contents
INTRODUCTION .
PRETEST 9
CHAPTER 1 <eady, >et %et . . . .4
CHAPTER 2 <e"ogni?ing %enten"e Errors 24
CHAPTER 3 I!proving %enten"es @uestions -1
CHAPTER 4 I!proving Paragraphs @uestions 19
CHAPTER 5 <esponding to @uotation Pro!pts ..2
CHAPTER 6 <esponding to Idea Pro!pts .94
POSTTEST .44
v
411 SAT
ESSAY PROMPTS
AND WRITING QUESTIONS
Introdu"tion
As any sa!y "##$ #! %#v&' (!#v's !'('a)'*+y, )-' %#s) .!&/-)'n&n/ )-&n/
any#n' 0s0a++y -as )# .a' &s )-' 0n$n#1n #! 0n'2(')'*3 I. y#0 $n#1 )-a) y#0
a!' /#&n/ )# "' a))a$'* "y a -#s)&+' a+&'n .!#% P+0)#, y#0 an (!'(a!' .#! &) 1&)-
)-' a((!#4 (!&a)' -&/-4)'- 1'a(#n!y3 I. y#0 $n#1 )-a) a !a5'* .#!%'! -&/- s-##+
s1'')-'a!) +##$&n/ .#! !'v'n/' &s 1a&)&n/ &n )-' "as'%'n), y#0 an a++ 611 an*
)-'n !0n3 I)7s )-' n#) $n#1&n/ 1-a) &s a!#0n* )-' #!n'! )-a) &s 0s0a++y )-' %#s)
&n)&%&*a)&n/3
T
he sa!e is true 'hen it "o!es to ta)ing the %A7. I* you donAt )no' 'hat the %A7 is going to #e li)e
or 'hat /uestions it is going to as), your i!agination "an really s"are you into thin)ing it is !u"h
'orse than it is or lead you to #elieve it is so!ething it isnAt. 0y ta)ing the ti!e to study and
under stand 'hat a"tually is on the %A7 5versus 'hat you i!agine !ight #e6, you 'ill #e prepared. (ou 'ill
)no' exa"tly 'hat to expe"t and thus, ho' to prepare 5and ho' not to6.
411 SAT Essay Prompts and Writing Questions 'ill sho' you 'hat is going to #e in the %A7 Briting
se"tion, as 'ell as 'hat you need to )no' to a"e it. It ta)es the !ystery8and thus the *ear8out o* the 'hole
study pro"ess and gives you the in*or!ation you need to get a stronger, higher s"ore.
;ollo'ing that the!e, letAs start o** #y re!oving the un)no'n *ro! ho' this #oo) is designed. Cere is
'hat 'e are going to do,

ta)e a loo) at so!e o* the #asi" strategies o* ta)ing the %A7, su"h as using the pro"ess o* eli!ination
and "oping 'ith test anxiety

explain indepth ea"h o* the *our di**erent )inds o* 'riting "hallenges the %A7 gives you and ho' to
address ea"h one, in"luding the essay portion

give you hundreds 5yes, hundredsD6 o* exa!ples o* the !ultiple"hoi"e /uestions and 'riting pro!pts you
'ill *ind on the test and sho' you ho' to *igure out the "orre"t responses to the!

dis"uss ho' the %A7 is s"ored
Bith these tools, you "an 'al) into the "lassroo! and 'hen you see the Briting se"tion o* the %A7, it
'ill #e li)e seeing an old *riend.
<eadyE +onAt 'orry. 7his is !u"h easier than *a"ing an alien or *or!er s'eetheart.
INTRODUCT
ION
Pretest
T
o *ind out ho' 'ell you already )no' 'hat you 'ill #e tested on, ta)e a #rie* pretest. 7he *ollo'ing
24 /uestions 'ill in"lude,

1 identi*ying senten"e errors /uestions

.2 i!proving senten"es /uestions

9 i!proving paragraphs /uestions

. 'riting pro!pt
Bithout doing any !ore reading or studying, ta)e this test and see ho' you do. A*ter you have read the
*ol lo'ing "hapters and have had the "han"e to learn the rules, there 'ill #e a posttest. It 'ill #e ex"iting to see
'hat i!prove!ents you have !adeD
<eadyE Fa)e sure youAve already had a drin), gone to the #athroo!, ta)en so!e deep #reaths, and
relaxed yoursel*. Even though you 'onAt have to do this test on a ti!e li!it 5li)e you 'ill on the %A76, do it as
*ast as you "an. =n the o**i"ial test, you 'ill only have 94 !inutes to do 60 /uestions. At that rate, this one
should only ta)e you a#out .4 !inutes or less. Pi") up that sharpened nu!#er t'o pen"il and see ho' it goes.
>ood lu")D
3
23
43
113
133
153
223
243
PRETEST
13 a " * ' a " * ' 213 a " * '
a " * ' 123 a " * ' a " * '
33 a " * ' a " * ' 233 a " * '
a " * ' 143 a " * ' a " * '
53 a " * ' a " * '
63 a " * ' 163 a " * '
83 a " * ' 183 a " * '
93 a " * ' 193 a " * '
63 a " * ' 163 a " * '
1:3 a " * ' 2:3 a " * '
;EARNI NGE<PRESS ANSWER SHEET

Q0's) & #ns
7he *ollo'ing senten"es test your )no'ledge o* gra!!ar, usage, di"tion, and idio!. %o!e senten"es are
"orre"t as is. &o senten"e has !ore than one error. (ou 'ill *ind the error, i* there is one, underlined and
lettered. Ele !ents o* the senten"e that are not underlined 'ill not #e "hanged. In "hoosing ans'ers, *ollo' the
re/uire!ents o* standard 'ritten English. I* there is an error, sele"t the one underlined part that !ust #e
"hanged to !a)e the senten"e "orre"t. I* there is no error, sele"t "hoi"e e.
13 A""ording to the reporte r, there is !ultiple politi"al reasons #ehind the unexpe" ted riot
a b c
going on do'nto'n this a*ternoon. &o error.
d e
23 7elevisions, 'hi"h have #een a part o* A!eri"an "ulture *or hal* a "entury, is !ore prevalent in A!eri"an
a b c
ho!es than *un"tioning #athroo!s. &o error.
d e
33 Although various *ans seen the 'inning shot "learly, the re*eree still 'ould not "hange his initial ruling and
a b c
the player 'as instantly put on the #en"h. &o error.
d e
43 At the lo"al "o!!unity li#rary, patrons !ay "he") out an unli!ited nu!#er o* #oo)s, #ut the overdue
a b c
*ines are !u"h higher than other li#raries. &o error.
d e
53 =n the stage, the !agi"ian "reated an allusion that sho")ed the entire audien"e into total silen"e, *ollo'ed
a b c
#y thundering applause. &o error.
d e
63 %everal a'ard'inning authors pu#lish only one #oo) per year, #ut due to the ongoing !edia "overage,
a b c
appeared to 'rite !u"h !ore. &o error.
d e
83 A ne' ho!eo'ner "o!!only struggles to "ope 'ith a de#t load that *ar ex" e eds their a"tual in"o!e.
a b c d
&o error.
e
PRETEST
93 =ne "annot get ade/uate physi"al rest i* you "ontinuously stay up too late, get up too early, and
a b c
s)ip !eals too o*ten. &o error.
d e
63 %tudies have sho'n that the students 'ho turn in "are*ul prepared la# reports do extre!ely 'ell in
a b c
s"ien"e "lasses su"h as "he!istry and physi"s. &o error.
d e
7he *ollo'ing senten"es test "orre"tness and e**e" 113 %ir Arthur Conan +oyle "reated one o* the
!ost tiveness o* expression. In "hoosing ans'ers, *ollo' the 'ell)no'n and ad!ired dete"tives in
literature, re/uire!ents o* standard 'ritten EnglishG in other %herlo") Col!es is re"ogni?ed in
virtually every 'ords, pay attention to gra!!ar, "hoi"e o* 'ords, sen "ountry o* the 'orld.
ten"e "onstru"tion, and pun"tuation. In ea"h o* the a. in literature, %herlo") Col!es is re"ogni?ed
*ollo'ing senten"es, part o* the senten"e or the entire b. in literature %herlo") Col!es is re"ogni?ed
senten"e is underlined. 0eneath ea"h senten"e, you 'ill c. in literatureG %herlo") Col!es is re"ogni?ed
*ind *ive options *or phrasing that underlined part. d. in literature and %herlo") Col!es is re"ogni?ed
Choi"e a repeats the original, so i* you #elieve it is "or e. in literature, ho'ever, %herlo") Col!es
re"t as is, this is the "orre"t ans'er. (our "hoi"e should is
re"ogni?ed produ"e the !ost e**e"tive senten"e8"lear and pre"ise,
'ithout a')'ardness or a!#iguity. 123 7he relu"tant reporter as)ed the 'itnesses rele
vant /uestions *ro! the lo"al television station.
1:3 Bhile !ultiple !ovie !a)ers try to "onvin"e a. 7he relu"tant reporter as)ed the 'itnesses
rele *il!goers that glo#al 'ar!ing is Hust around the vant /uestions *ro! the lo"al television
station. "orner, others, than)s to hard "ore resear"h, not b. 7he relu"tant reporter as)ed the
'itnesses
so sure. relevant /uestions, *ro! the lo"al television
a. others, than)s to hard "ore resear"h, not station.
so sure. c. ;ro! the lo"al television station, 'itnesses
b. othersG than)s to hard "ore resear"hG not 'ere as)ed relevant /uestions #y the
relu"tant so sure. reporter.
c. others, than)s to hard "ore resear"h, are not d. 7he 'itnesses 'ere as)ed relevant /uestions
#y so sure. the relu"tant reporter sin"e she 'as *ro!
the
d. others than)s to hard "ore resear"h so not lo"al television station.
so sure. e. 7he relu"tant reporter *ro! the lo"al television
e. others, than)s to hard "ore resear"h, ho'ever, station as)ed the 'itnesses relevant /uestions.
not so sure.
PRETEST
133 7he laptop "o!puter 'as stored sa*ely in the 153 7o /uali*y *or the typi"al "ollege s"holarship, a
luggage "o!part!entG there 'as no "han"e o* it student !ust sho' *inan"ial need, have exe!
*alling out or getting lost. plary grades, or ex" e lling in so!e )ind o* sport.
a. luggage "o!part!entG there 'as no "han"e a. sho' *inan"ial need, have exe!plary grades,
b. luggage "o!part!ent, there 'as no "han"e or ex"elling
c. luggage "o!part!ent #e"ause there 'as b. sho' *inan"ial need, have exe!plary
grades, no "han"e or ex"el
d. luggage "o!part!entG no "han"e c. sho' *inan"ial need, have exe!plary grades,
e. luggage "o!part!ent there 'as no "han"e or ex"elled
d. sho' *inan"ial need or have exe!plary grades,
143 A*ter studying *or !ore than three hours, the or ex"elling
test 'ent !u"h #etter than the student "ould e. sho' *inan"ial need, having exe!plary
grades, have hoped. or ex"elling
a. A*ter studying *or !ore than three hours, the
test 'ent !u"h #etter than the student "ould 163 Co!!unity li#raries !ust "ontinually strive *or
have hoped. the ne"essary *unds to pur"hase "onte!porary
b. %tudying *or !ore than three hours, the test !aterials, i!ple!ent uptodate te"hnology,
'ent !u"h #etter than the student "ould and "ontinuously !eeting the varying needs
have hoped. o* patrons.
c. 7he test 'ent !u"h #etter than the student a. i!ple!ent uptodate te"hnology, and
"ould have ever hoped, he had studied *or "ontinuously !eeting
!ore than three hours. b. i!ple!enting uptodate te"hnology, and
d. A*ter studying *or !ore than three hours, the "ontinuously !eeting
student did !u"h #etter on the test than he c. i!ple!ent uptodate te"hnology, and
"ould have hoped. "ontinuous !eeting
e. ;or !ore than three hours the student had d. i!ple!entation o* uptodate te"hnology,
studied, the test 'ent !u"h #etter than he and "ontinuously !eeting
"ould have hoped. e. i!ple!ent uptodate te"hnology, and
"ontinuously !eet
PRETEST
183 Charles +i")ens 'rote !ultiple #estselling 163 %in"e "o!puters have #e"o!e an integral part o*
novels in his li*eti!e, #e"ause A Christmas Carol !odern A!eri"an "ulture, people o* all ages and
is the one the average person )no's the #est. #a")grounds have had to adapt to ne' ter!inol
a. li*eti!e, #e"ause A Christmas Carol is the one ogy as 'ell as ne' s)ills.
the average person )no's the #est. a. people o* all ages and #a")grounds have
b. li*eti!e, so A Christmas Carol is the one the had to adapt to ne' ter!inology as 'ell
as average person )no's the #est. ne' s)ills.
c. li*eti!e, #ut A Christmas Carol is the one the b. #e"ause people o* all ages and #a")grounds
average person )no's the #est. have had to adapt to ne' ter!inology as
'ell
d. li*eti!e, sin"e A Christmas Carol is the one the as ne' s)ills.
average person )no's the #est. c. although people o* all ages and #a")grounds
e. li*eti!e, A Christmas Carol is the one the have had to adapt to ne' ter!inology as
'ell average person )no's the #est. as ne' s)ills.
d. ho'ever people o* all ages and #a")grounds
193 Although she helped support ea"h one o* her have had to adapt to ne' ter!inology as
'ell #rothersA grand endeavors, #ut =rville and as ne' s)ills.
Bil#ur BrightAs sister Iatherine 'as never truly e. *or people o* all ages and #a")grounds
have per" e ived as a hero. had to adapt to ne' ter!inology as
'ell as a. #ut =rville and Bil#ur BrightAs sister Iather ne' s)ills.
ine 'as never truly per"eived as a hero.
b. #e"ause =rville and Bil#ur BrightAs sister 2:3 Jarious *a!ous 'riters have in"luded nonsensi"al
Iatherine 'as never truly per"eived as a hero. v e rse in their poetr y , no one has ever #een a#le to
c. sin"e =rville and Bil#ur BrightAs sister do it as 'ell as Le'is Carroll did in
KLa##er'o")y.M Iatherine 'as never truly per"eived as a hero. a. Jarious *a!ous 'riters have
in"luded
d. =rville and Bil#ur BrightAs sister Iatherine nonsensi"al verse in their poetry,
'as never truly per"eived as a hero. b. Although various *a!ous 'riters have
e. and =rville and Bil#ur BrightAs sister Iather in"luded nonsensi"al verse in their poetry,
ine 'as never truly per"eived as a hero. c. 0e"ause various *a!ous 'riters have
in"luded nonsensi"al verse in their poetry,
d. %in"e various *a!ous 'riters have in"luded
nonsensi"al verse in their poetry,
e. Co'ever, various *a!ous 'riters have
in"luded nonsensi"al verse in their poetry,
PRETEST
213 <eality television is a trend that highlighted 526 0est o* all, souvenirs *ro! nature are
*ree, peopleAs *as"ination 'ith "oping 'ith "o!!on #ounti*ul, and inspirational *or "hildren. 536
Leaves, pho#ias, *a"ing daunting "hallenges, and 'in *lo'ers, seeds, 'eeds, a"orns, #ar), and
t'igs "an #e large a!ounts o* !oney. #rought ho!e and used to "reate
"ollages, s"rap a. and 'in large a!ounts o* !oney. #oo)s, poe!s, or #allads, thus
preserving natureAs b. plus 'in large a!ounts o* !oney. #eauty inde*initely.
c. and 'on large a!ounts o* !oney.
d. and large a!ounts o* !oney. 223 In this essay, the author does all o* the *ollo'ing
e. and 'inning large a!ounts o* !oney. ENCEP7
a. explain ho' the 'orld o* nature "an #e a
7he *ollo'ing passage is an early dra*t o* a stu sour"e o* inspiration.
dentAs essay, and parts o* it need to #e re'ritten. <ead b. give !ultiple, "lear exa!ples o* ideas *or
art the passage and ans'er the /uestions that *ollo' it. *ound in nature.
%o!e /uestions are a#out individual senten"es or parts c. provide pre"ise dire"tions on ho' to "reate
a o* senten"es. Cere, you are as)ed to sele"t the "hoi"e nature "ollage.
that 'ill i!prove the senten"e stru"ture and 'ord d. des"ri#e ho' souvenirs *ro! nature "an #e
"hoi"e. =ther /uestions re*er to parts o* the essay or used *or "reativity.
even the entire essay and as) you to loo) "are*ully at its e. dis"uss ho' parents so!eti!es
overloo) organi?ation and develop!ent. (ou should *ollo' the artisti" opportunities.
"onventions o* standard 'ritten English in ans'ering
the /uestions. 233 In "ontext, 'hi"h is the #est revision o* the
under lined part o* senten"e . 5reprodu"ed
#elo'6E
5.6 =ne o* the !ost #eauti*ul resour"es to inspire
any young artist "an #e *ound right outside your One of the most beautiful resources to inspire
any o'n *ront door. 526 7he 'orld o* nature o**ers li! young artist can be found right outside your
on itless ideas *or all the arts8*ro! the #eauty o* a front door!
sunset and the lilting notes o* #irdsong to the
gra"e*ul lines o* an ani!al in !otion or the star) a. as it is no'
ness o* tree li!#s against a 'inter s)y. 596 Fany o* b. "an #e *ound right outside a "hildAs
o'n the artAs !ost *a!ous !asters turned to the 'orld *ront door.
surrounding the! to *ind the inspiration *or their c. "an #e *ound right outside their o'n
!asterpie"es. *ront door.
5-6 Children "an easily #e"o!e a#sor#ed #y d. "an #e *ound right outside hers o'n *ront door.
natureAs #eauty. 546 Parents, usually 'rapped up in e. "an #e *ound right outside !y o'n *ront
door. !aintaining the daily routine, !ay not re"ogni?e
their "hildrenAs *as"ination and hurry the! along.
566 7he "ogni?ant parent "an "apitali?e on these
!o!ents and sho' their "hildren ho' the purity
o* a dandelion or the "hattering o* s/uirrels "an #e
turned into anything *ro! a sonnet to a s)et"h to
a song.
PRETEST
243 Bhi"h o* the *ollo'ing is the #est 'ay to 253 Some people belie"e that success comes through
"o!#ine senten"es - and 4 5reprodu"ed #elo'6E sheer dri"e and determination# hile others thin$
that it comes from natural and de"eloped talents!
Children can easily become absorbed by nature%s Actress Sophia &oren once stated# '(etting
ahead beauty! Parents# usually rapped up in maintain) in a difficult profession re*uires a"id faith
in
ing the daily routine# may not recogni+e their chil) yourself! That is hy some people ith mediocre
dren%s fascination and hurry them along! talent# but ith great inner dri"e# go much
further
than people ith "astly superior talent!,
a. Children "an easily #e"o!e a#sor#ed #y
natureAs #eauty, #ut parents, usually 'rapped Assignment: Bhat do you thin) is !ore
up in !aintaining the daily routine, !ay not i!portant to su""ess8talent or driveE Plan
re"ogni?e their "hildrenAs *as"ination and your response and 'rite an essay in 'hi"h
hurry the! along. you develop your point o* vie' on this issue.
b. Children "an easily #e"o!e a#sor#ed #y %upport your position 'ith reasoning and
natureAs #eauty, parents, usually 'rapped up exa!ples ta)en *ro! your reading, studies,
in !aintaining the daily routine, !ay not re" experien"es, or o#servations.
ogni?e their "hildrenAs *as"ination and hurry
the! along.
c. Children "an easily #e"o!e a#sor#ed #y
natureAs #eauty #e"ause parents, usually
'rapped up in !aintaining the daily routine,
!ay not re"ogni?e their "hildrenAs *as"ination
and hurry the! along.
d. Children "an easily #e"o!e a#sor#ed #y
natureAs #eauty, *urther!ore, parents, usually
'rapped up in !aintaining the daily routine,
!ay not re"ogni?e their "hildrenAs *as"ination
and hurry the! along.
e. Children "an easily #e"o!e a#sor#ed #y
natureAs #eauty and parents, usually 'rapped
up in !aintaining the daily routine, !ay not
re"ogni?e their "hildrenAs *as"ination and
hurry the! along.
PRETEST

Ans1'! s
13 b. In this /uestion, the su#He"t o* the senten"e 1:3 c. 7his is an exa!ple o* a *rag!ent. 7here is
5reasons6 *ollo's the ver# 5is6. Plural su#He"ts no ver# in this senten"e. =nly "hoi"e c adds a
need plural ver#s, so the senten"e error is in ver# 5are6 to !a)e it a "o!plete senten"e.
7he "hoi"e b. Instead o* is, the ver# should #e are other options add "oordinating
"onHun"tions, in order to have su#He"tver# agree!ent. 'hi"h does not repair the
*rag!ent.
23 c. In this /uestion, the su#He"t 5tele"isions6 has 113 c. 7his is an exa!ple o* a runon senten"e. 7o
#een separated *ro! the ver# 5is6 #y a depend repair it, you need to either insert a
se!i"olon ent "lause 5hich ha"e been a part of American #et'een the senten"es or #rea)
the! into t'o culture for half a century6. Bhen you put the! separate senten"es. Choi"e c is
the only one to next to ea"h other, you "an see that the error is do this.
in cG it should read are more pre"alent. 123 e. 7his /uestion tests your a#ility to spot a
33 a. 7his /uestion is testing your understanding !ispla"ed !odi*ier. 7he phrase from the
o* the past parti"iple. In this exa!ple, the ver# local tele"ision station !odi*ies reporter, #ut
5seen6 is a past parti"iple and re/uires a help #e"ause o* its pla"e!ent, it appears to !odi*y
ing ver# 5ha"e or be6. 7he 'ay to "orre"t the itnesses. It needs to #e !oved next to
"hoi"e a is to "hange seen to sa. 'hat it is supposed to !odi*y, as sho'n in
43 e. 7here is no error in this exa!ple. <e!e!#er "hoi"e e. Choi"e d !oves it "loser #ut
is that "orre"t senten"es 'ill also #e on the test. 'ordy and redundant.
53 b. At *irst glan"e, this senten"e !ay see! 133 a. 7here is no error in this state!ent. It is
an "orre"t. 7he error is in using the 'rong 'ord. exa!ple o* t'o "o!plete senten"es,
'hi"h It should not #e allusion, 'hi"h !eans to have #een properly Hoined #y a
se!i"olon.
allude to so!ething. It should #e illusion. 143 d. 7he 'ay this is 'ritten, the test is 'hat studied
63 d. 7here are t'o ver#s in this senten"e, and they *or three hours, instead o* the student. 7he
!ust #e in the sa!e tense. 7he *irst ver# !odi*ier needs to #e pla"ed next to 'hat it is
5publish6 is present, #ut the se"ond one des"ri#ing, as in "hoi"e d. Although it is
!oved 5appeared6 is past. 7he error is in "hoi"e d in "hoi"e e as 'ell, it is a')'ard and
'ordy. 'here the ver# should #e "hanged to appear. 153 b. 7his state!ent has an error "alled
*aulty
83 d. 7his is an exa!ple o* using a pronoun in the parallelis!. It has three ver#s 5sho, ha"e,
'rong nu!#er. 7he su#He"t 5homeoner6 is and e-celling6, and they are not in the sa!e
singular, and so the pronoun 5their6 should tense. 7he 'ay to "orre"t this is to !a)e
#e singular also. It 'ould #e "orre"t to say e-celling !at"h the others, as in "hoi"e b.
far e-ceeds his or her actual income. 163 e. 7his state!ent also has the error o* *aulty par
93 b. 7his is an exa!ple o* pronoun shi*t. 7he allelis!. 7here are *our ver#s 5stri"e,
purchase, senten"e #egins 'ith a noun 5one6 and then implement, and meeting6. 7he last
one ends in shi*ts to the 'rong pronoun 5you6. Bhen the )ing, and so it doesnAt *it 'ith the
others. 7he noun one is used, he, she, one, or a person "orre"tion is *ound in "hoi"e e
'here the last !ust *ollo' it later. ver# is "hanged to meet.
63 b. 7his /uestion is an exa!ple o* a !isuse o* an 183 c. 7his type o* /uestion is testing 'hether or
not adver# 5careful6. It is !odi*ying the ver# pre) you "an re"ogni?e that you need to Hoin
t'o pared and should have an )ly ending 5carefully6. "lauses "orre"tly and sho' their
PRETEST
to ea"h other. Cere the t'o "lauses 5Charles 223 c. 7his /uestion is loo)ing at the essayAs
general .ic$ens rote multiple best)selling no"els in organi?ation or !eaning. It 'ants to
)no' i* his lifetime and A Christmas Carol is the one you understood 'hat the author did
8and
the a"erage person $nos the best6 are Hoined did not do8in the essay. 7he essay did
dis"uss #y because, #ut that does not sho' the "orre"t ho' nature is a sour"e o* inspiration,
'here relationship #et'een the "lauses. Instead, it ideas "an #e *ound, 'hat )ind o*
souvenirs should #e but. "an #e used, and ho' parents
so!eti!es
193 d. In this senten"e, you have a dependent "lause overloo) opportunities. Although the essay
5Although she helped support each one of did !ention a "ollage, it did not provide
her brothers% grand endea"ors6, *ollo'ed #y dire"tions on ho' to !a)e one.
another dependent "lause 5but Or"ille and 233 b. 7his is a /uestion that *o"uses on revising or
Wilbur Wright%s sister /atherine as ne"er i!proving a senten"e 'ithin the essay. In this
truly percei"ed as a hero6. Bhenever a senten"e exa!ple, the pronoun your is in"orre"t, as
the starts 'ith a dependent "lause 5your "lue is it rest o* the essay is 'ritten in the third
person. "annot stand alone and starts 'ith although6, Their does not agree 'ith artist
#e"ause it is
it !ust #e *ollo'ed #y an independent "lause plural. 0ers is a possessive pronoun and my is
5a state!ent that gra!!ati"ally "an stand on in the *irst person, so neither o* these "hoi"es
its o'n6. I* it doesnAt, this is "alled *aulty 'or)s, either. 7he only "orre"t "hoi"e is b,
su#ordination. 0y re!oving the but, as in 'hi"h !at"hes child to artist.
"hoi"e d, your se"ond "lause #e"o!es 243 a. 7his /uestion is as)ing you to "o!#ine
t'o dependent, and the senten"e is "orre"t. o* the essayAs senten"es into one. 7his
is a
163 a. 7here are no errors in this senten"e. A depend "o!!on %A7 /uestion. It is i!portant that
ent "lause is *ollo'ed #y an independent one, no !eaning is lost and that the pun"tuation
and the state!ent is gra!!ati"ally "orre"t. and gra!!ar are "orre"t in the ans'er
2:3 b. 7his /uestion is testing you on re"ogni?ing a "hoi"e you "hoose. It is also i!portant that
runon senten"e. Choi"e b turns the *irst sen the right "oordinating "onHun"tion is used to
ten"e into a dependent "lause, thus !a)ing *it the senten"eAs !eaning. Choi"e b "onne"ts
the senten"e "orre"t. the senten"es 'ith a "o!!a, "reating a run
213 e. 7his is another exa!ple o* *aulty parallelis!. on senten"e. Choi"es c and d use the 'rong
7here are three ver#s in the senten"e 5coping, "onHun"tion *or the !eaning o* the senten"e.
facing, and in6, and to #e parallel, in needs Choi"e e adds and, 'hi"h does not e!phasi?e
to #e "hanged to inning. the "orre"t !eaning o* the senten"e.
253 Ans'ers 'ill vary.
PRETE
ST
C H A P T E R
1
<eady, >et %et . . .
Ta$&n/ a )'s) &s n#) n''ssa!&+y a s&%(+' )-&n/, 's('&a++y 1-'n
)a$&n/ an &n.+0'n)&a+ #n' +&$' )-' SAT3 M#s) +&$'+y, y#0! )'a-'!s,
#0ns'+#!s, (a!'n)s, an* .!&'n*s -av' )#+* y#0 !'('a)'*+y )-a) )-'
s#!' y#0 /') #n &) &s #%%#n+y a !'a+ .a)#! &n 1-&- #++'/'s a!'
1&++&n/ )# /&v' y#0 a -an' an* 1-&- #n's a!' n#)3
A
lthough %A7 s"ores are a long 'ay *ro! a li*e or death issue, they are un/uestiona#ly i!portant. 7he
)ey to getting high s"ores lies in ade/uate preparation, so letAs get prepared.

K''(& n/ Ca+ %, C##+ , an*
C#+ + ') '*
I* you have ever parti"ipated in any )ind o* "o!petitive s"hool a"tivity li)e sports, de#ate, !usi", or dra!a,
you )no' that it is nor!al to #e nervous. (our hands "ould sha)e, you "ould s'eat, and your #reathing
"ould #e rapid. (ou are sure you have *orgotten everything you have learned. (ou pa"e and 'ait as ti!e
slo's do'n to a "ra'l. All o* these are sy!pto!s o* anxiety, and 'hether youAre getting ready to sing a solo
or open your test #oo)let, they *eel virtually the sa!e.
0eing nervous #e*ore you ta)e the %A7 is per*e"tly nor!al. A little anxiety "an !a)e you extra alert and
even i!prove your per*or!an"e. 7oo !u"h anxiety "an !a)e you #e"o!e virtually paraly?ed. =#viously, the
15
to avoid test anxiety is to #e prepared *or 'hat is "o!ing. 7hatAs si!pleG 'e 'ill deal 'ith that in the rest o*
the #oo). Cere are so!e o* the other 'ays to "o!#at that !ounting *ear,

Get enough rest before the test. (ou !ay thin) that staying up all night studying is going to i!prove
your s"ores, #ut youAre 'rong. ;atigue 'ill do !ore to lo'er your s"ores than any last!inute studying
'ill raise it. Plan to get at least eight hours o* sleep the night #e*ore the test and !a)e the! as rest*ul as
possi#le. &o *riends over, no latenight sna")ing sessions, and no distra"tions. +onAt go over#oard either
and de"ide to sleep .- or !ore hours straight either. 7hat 'ill Hust thro' o** your internal "lo") enough to
have you "o!pletely "on*used #y the ti!e you go in to ta)e the test.

Make sure you go into the test with a full stomach. A good #rea)*ast is essential. It 'ill help )eep you
a'a)e and alert, and you 'onAt get distra"ted #y those tu!!y ru!#les. Avoid anything 'ith "a**eine,
in"luding "ho"olate, "o**ee, and soda. Ca**eine !ay !a)e you *eel !ore a'a)e, #ut it "an in"rease the
anxiety, and
as it 'ears o**, your energy !ay disappear "o!pletely.

Start off your test with some deep breathing. In through the nose, out through the !outh to the "ount o*
at least ten. +o this several ti!es. It 'ill get your #ody to let go and relax a little #it !ore.

Stretch your neck and shoulders before you start. 7hose !us"les are the ones !ost li)ely to #e
"arrying your stress as you ta)e the test. I* they "an relax, then your #ody "an "on"entrate on sending
energy and #lood *lo' to the !ost i!portant part8your #rain.

Think happy thoughts. I* you inundate your #rain 'ith negative thoughts li)e, 1%m going to flun$ this
test
or This is going to go terribly, then donAt #e too surprised 'hen it happens. A*ter all, you told you #rain it
'as going to go #adly, so it !ade sure that you 'ere right. =n the other hand, i* you *ill your !ind 'ith
positive thoughts li)e 1 ill do ell on this test or 1 am really prepared for the SAT, then the sa!e is true.
(our !ind 'ill do its #est to !a)e sure this "o!es true *or you as 'ell.
It is very i!portant to )eep your test anxiety to a !ini!u!. I* you are *o"used on not thro'ing up or
)eep ing your hands *ro! sha)ing so !u"h you "anAt hold the pen"il, you "ertainly "annot "on"entrate on
'hat the test is as)ing you to do. Pra"ti"e deep #reathing, stret"hing, and thin)ing positively *or 'ee)s #e*ore
the test so you )no' ho' to "all on these exer"ises *or help on test day.

A = a+ 0a"+ '
S) ! a) '/y
7he pro"ess o* eli!ination 5P=E6 is a great strategy 'hen you are ta)ing the %A7. Cere are the #asi"s, Bhen
you read a test /uestion, t'o things 'ill happen8either you 'ill )no' the ans'er or you 'ill not. I* you )no'
the ans'er right a'ay, then !entally give yoursel* a pat on the #a"), *ill in the appropriate little "ir"le, and go
on to the next /uestion. I* you do not )no' the ans'er, ho'ever, you 'ill have to reread the /uestion and
"hoi"es.
;or the *irst three parts o* the %A7 Briting se"tion, you 'ill #e dealing 'ith !ultiple"hoi"e /uestions,
and *or ea"h "orre"t ans'er, you 'ill re"eive one point. 7hey are arranged in easy, !ediu!, and hard levels.
Bith !ultiple"hoi"e /uestions, )no'ing ho' to use P=E is /uite i!portant and help*ul. (ou 'ill have *ive
ans'ers to "hoose *ro!. %"an the!, and i* you see one that you are sure is not the right one, get rid o* it.
READY, GET SET 3 3 3
do'n to *our "hoi"es. Every ti!e you "an eli!inate one ans'er "hoi"e, your "han"es o* getting the ans'er
right in"rease. I* you get it do'n to *our, itAs a 24O "han"e o* #eing rightG do'n to three, itAs 99.9OG do'n to
t'o, itAs
40O. Bhen you )eep in !ind that a nonans'ered /uestion 5le*t #lan)6 is an auto!ati" ?ero and you 'ill only
lose
.
o* a point *or ea"h 'rong ans'er, you "an see that ta)ing out the ans'ers you )no' are not "orre"t and

-
!a)ing an edu"ated guess is a good strategy. Lust re!e!#er, 'hen you "an narro' the "hoi"es, you have a
#et ter "han"e o* getting the right ans'er.

T & %' . #! an Ov'!
v& '1
&o', letAs ta)e a detailed loo) at 'hat goes into ea"h type o* /uestion you 'ill *ind on the %A7. Ea"h one is
uni/ue and "alls *or a spe"i*i" )ind o* response and )no'ledge. 7here are a total o* -1 !ultiple"hoi"e
/uestions in the Briting se"tion, and you 'ill #e given 94 !inutes to "o!plete the!G that is !ore than one
/uestion a !inute 5Hust over 90 se"onds ea"h to #e pre"ise6, so you have to )eep !oving.
S')&#n 1> I*'n)&.y&n/ S'n)'n' E!!#!s Q0's)&#ns
7his *irst se"tion is going to see ho' 'ell you "an re"ogni?e a !ista)e in gra!!ar or usage. It 'onAt as) you
to na!e or la#el itG you Hust have to re"ogni?e it and )no' the #est 'ay to *ix it. =* "ourse, here and there, the
%A7 'ill in"lude a /uestion that has no !ista)es, and you need to #e a#le to spot that /uestion type as 'ell.
(ou 'ill have approxi!ately .3 /uestions on identi*ying senten"e errors, so it is i!portant to understand ho'
they 'or).
Bith identi*ying senten"e errors /uestions, al'ays assu!e that the 'ords andPor phrases that are &=7
under lined are gra!!ati"ally "orre"t and that there is only one error.
Cere is ho' one o* these /uestions 'ill loo). A state!ent 'ill have *our parts 5either 'ords or phrases6
under lined, and they 'ill #e la#eled a, b, c, and d. Choi"e e 'ill al'ays #e K&o error,M or in other 'ords, the
senten"e is Hust *ine as it is. LetAs loo) at one,
Even though the nu!#er o* girls "o!ing to the party are shrin)ing, Iatherine is deter!ined to have it
a b c d
any'ay. &o error.
e
+o any o* the underlined 'ords or phrases stri)e you as 'rongE I* so, great. (ou have your ans'er. I*
not, you need to reread.
<ead the senten"e aloud in your !ind and see i* you "an KhearM a !ista)e. Bhat ans'er did you "o!e
up 'ithE I* you "hoose c, you are right. 7he su#He"t 5number6 is singular, so the ver# should #e also. 7his is an
exa! ple o* one o* the !ost "o!!on /uestions on the %A7.
7his se"tion 'ill test a lot o* di**erent gra!!ar rules. 7he exa!ple you Hust read, *or instan"e, tests
su#He"t ver# agree!ent. 7hat is one o* the .3 di**erent things senten"e errors 'ill test you on. Cere is the
"o!plete list. Please note that the ones 'ith one asteris) 5Q6 appear on the %A7 an average o* three ti!es or
!ore. 7hose 'ith t'o asteris)s 5QQ6 appear t'i"e on average, and those 'ith three asteris)s 5QQQ6 appear on"e
1. su#He"tver# agree!ent 'hen the su#He"t *ollo's the ver#Q
2. su#He"tver# agree!ent 'hen the su#He"t and ver# are separatedQ
. su#He"tver# agree!ent 'hen the su#He"t see!s plural #ut is notQ
!. "on*usion o* the si!ple past and past parti"ipleQ
". "on*usion o* the in*initive and gerundQ
#. nonidio!ati" preposition *ollo'ing a ver#Q
$. 'rong 'ord usageQ
%. 'rong ver# tenseQ
&. nu!#er agree!ent pro#le!sQQ
1'. pronoun in the 'rong nu!#erQQ
11. pronoun in the 'rong "ase in "o!pound noun phrasesQQ
12. pronoun shi*tQQ
1. pronoun 'ith a!#iguous re*eren"eQQ
1!. *aulty "o!parisonQQQ
1". !isuse o* adHe"tive or adver#QQQ
1#. dou#le negativesQQQ
1$. senten"e *rag!ents, runons, and "o!!a spli"esQQQ
1%. parallel "onstru"tionQQQ
+onAt #e s"ared o** #y these na!es. %o!eti!es, people re"ogni?e these errors and ho' to *ix the!
'ithout )no'ing the exa"t gra!!arPusage rule that is #eing #ro)en. <e!e!#er that you donAt have to na!e
the !ista)e or )no' the gra!!ar ruleG you Hust have to spot 'hi"h underlined 'ord or phrase is 'rong and
"hoose it.
On av'!a/', a"#0) #n' &n .&v' ?0's)&#ns &n )-&s s')&#n #. )-' SAT &s '!!#!4.!'' @-#&' eA3 I. y#0
-av' .'1'! )-an )-&s, y#0 %&/-) "' s''&n/ %&s)a$'s 1-'!' )-'!' a!'n7) any3 I. y#0 -av' a +#) %#!',
y#0 a!' (!#"a"+y %&ss&n/ s#%' '!!#!s3
S')&#n 2> I%(!#v&n/ S'n)'n's Q0's)&#ns
7his se"tion is si!ilar to the *irst oneG the !ain di**eren"e is ho' you are "hoosing an ans'er. Instead o*
point ing out the 'ord or phrase that is 'rong and #eing done 'ith it, here you 'ill #e *iguring out i*
so!ething is 'rong 'ith one underlined 'ord or phrase and pi")ing the #est version o* the underlined portion
o* the senten"e. (ou 'ill have approxi!ately 24 o* this type o* /uestion to ans'er in this se"tion o* the %A7.
Bith i!proving senten"es /uestions, ans'er "hoi"e a 'ill al'ays #e a repeat o* the underlined portion.
I* you "hoose a, it !eans you are saying there is no error.
Cere is ho' one o* these /uestions 'ill loo),
7he Civil <ights Fove!ent *ought to sho' everyone that all people are "reated e/ual this is a right
set *orth in the +e"laration o* Independen"e.
a. "reated e/ual this is a right
b. "reated e/ual, this is a right
c. "reated e/ualG sin"e this is a right
d. "reated e/ualG this is a right
e. "reated e/ualityG this is a right
+id you spot an errorE Clearly, this is a /uestion dealing 'ith proper pun"tuation. Bhi"h one *ixes the
error, or is there an errorE In this "ase, the "orre"t ans'er is d. 7his is a runon senten"e, and it "an #e repaired
#y either inserting a se!i"olon, a period, or a "oordinating "onHun"tion. Choi"e d 'as the only one to do this.
In this portion o* the test, you 'ill #e tested on errors in gra!!ar, expression, or style. Exa!ples 'ill
in"lude !ista)es in 'ord "hoi"e, senten"e stru"ture, gra!!ar, usage, and pun"tuation. (ou 'ill need to )no'
ho' to identi*y,
1. runon senten"es
2. *rag!ents
. !ispla"ed !odi*iers
!. *aulty parallelis!
". *aulty "oordination or su#ordination
7he pro"ess o* eli!ination 'or)s espe"ially 'ell in this portion o* the test. I!!ediately stri)e out the
ones that you )no' are 'rong and see 'hat you are le*t 'ith. As a general rule, never "hoose an ans'er that
su#stan tially "hanges the !eaning o* the entire senten"e, even i* it is gra!!ati"ally "orre"t.
S')&#n 3> I%(!#v&n/ Pa!a/!a(-s Q0's)&#ns
7his se"tion has *e'er /uestions than the others 5approxi!ately 66, #ut thatAs good #e"ause they ta)e a lot
!ore ti!e to ans'er. 7he reason is si!ple, (ou have a lot !ore to read *or ea"h one.
In this se"tion, you 'ill have 'hat loo)s li)e a studentAs *irst dra*t o* a paper, usually ranging #et'een
three and *ive paragraphs long. (ou 'ill #e as)ed !ultiple /uestions a#out ea"h essay. 7hese /uestions !ight
involve a single senten"e in the essay, or they "ould "over phrases, paragraphs, or the entire essay. Ea"h
senten"e 'ill #e nu!#ered *or easy re*eren"e #a") to it. 7he !ost "o!!on things you 'ill #e as)ed to do
are, re"ise 5relo"ate, re!ove, or add a senten"eG or *ix an error as in the se"ond se"tion o* the test 'here you are
as)ed to pi") the #est version o* the underlined portion o* the senten"e6, combine 5put t'o or !ore senten"es
together in order to sho' proper "oordination or su#ordination6, and ans'er /uestions a#out content 5des"ri#e
the purpose o* or *ind the !ain idea o* a parti"ular paragraph6.
Cere are so!e exa!ples o* this type o* /uestion,
5.6 >oing on the road and )eeping up 'ith your e!ail "an #e /uite the "hallenge *or so!e travelers. 526 I*
you "an a**ord to stay in the expensive hotels that either o**er *ree or relatively inexpensive Internet servi"e, it
!ay not #e !u"h o* an issue. 596 Co'ever, !any travelers do not have that option, in"luding those 'ho are
rent ing "a#ins, pit"hing tents, or have to stay in #udget !otels. 5-6 Bhat "hoi"es do they haveE
546 ;or these Hourneyers, it !ay "o!e do'n to using pu#li" li#raries, visiting "o**ee shops, or
sear"hing #ill#oards *or those !agi"al 'ords 1nternet ser"ice a"ailable. 566 &one o* these options is terri#ly
"onvenient, and so!e o* the! "an end up #eing !ore than a little spendy. 526 =thers are really ti!e
"onsu!ing.
536 ;inding a pla"e to get a""ess to the Internet is o*ten di**i"ult. 516 (ou are *re/uently in an
un*a!iliar "ity 'ith little to no idea 'here to *ind anything #eyond a gas station and a *ast*ood restaurant.
5.06 I* you happen to have your o'n laptop, o* "ourse, you "an Hust sear"h *or a pla"e o**ering *ree 'i*i.
5..6 7hat is the 'ay the *uture is going.
In "ontext, 'hi"h o* the *ollo'ing is the #est 'ay to revise senten"e 9E
0oe"er# many tra"elers do not ha"e that option# including those ho are renting cabins# pitching tents#
or ha"e to stay in budget motels!
a. as it is no'
b. Co'ever, !any travelers do not have that option, in"luding those 'ho are rent "a#ins, pit"h tents,
or stay in #udget !otels.
c. Co'ever, !any travelers do not have that option, in"luding those 'ho are renting "a#ins, pit"hing
tents, or staying in #udget !otels.
d. Co'ever, !any travelers do not have that option, in"luding renting "a#ins, pit"hing tents, or staying
in #udget !otels.
e. Co'ever, !any travelers do not have the option o* renting "a#ins, pit"hing tents, or staying in #udget !otels.
7his /uestion is *o"using on one parti"ular senten"e in the essay. +id you spot the !ista)eE 7his ti!e it
hap pens to #e in parallelis!. 7he ver#s rent, pitch, and stay should all #e parallel. Choi"e c !a)es the!
parallel 5all end in ing6 'ithout "hanging the !eaning o* the senten"e.
Bhat is the #est 'ay to "o!#ine senten"es 6 and 2E
2one of these options is terribly con"enient# and some of them can end up being more than a little spendy!
Oth) ers are really time)consuming!
a. &one o* these options is terri#ly "onvenient, and so!e o* the! "an end up #eing !ore than a
little spendyG ti!e"onsu!ing.
b. &one o* these options is terri#ly "onvenient, and so!e o* the! "an end up !ore than a little
spendy, others are really ti!e"onsu!ing.
c. &one o* these options is terri#ly "onvenient, and so!e o* the! "an end up #eing !ore than a
little spendy #e"ause they are really ti!e"onsu!ing.
d. &one o* these options is terri#ly "onvenient, and so!e o* the! "an end up #eing !ore than a
little spendy, and others are really very ti!e"onsu!ing.
e. &one o* these options is terri#ly "onvenient, and so!e o* the! "an end up #eing !ore than a
little spendy and ti!e"onsu!ing.
7his /uestion is as)ing you a#out several senten"es 'ithin the essay. Bhi"h one o* these options #est
"o! #ines the in*or!ation and retains the original !eaning 'ithout "reating a gra!!ati"al errorE I* you
"hose e, you are "orre"t. It eli!inated 'ordiness and used "orre"t pun"tuation.
Cere is one !ore /uestion a#out the sa!e essay.
7he 'riterAs !ain purpose o* the essay is to
a. prove that getting your e!ail on the road is i!possi#le.
b. persuade readers to get their o'n laptops #e*ore traveling.
c. sho' ho' !ore expensive hotels are the #etter option to use.
d. des"ri#e the di**erent options travelers have to get their e!ail.
e. analy?e the !ost inexpensive 'ay to tra") do'n 'i*i in a to'n.
7his /uestion is as)ing you a#out the essay as a 'hole. Bhi"h one do you thin) #est su!!ari?es the
!ain idea o* the essayE I* you "hose d, you are "orre"t. 7his essay does not say getting e!ail is i!possi#le, nor
does it try to persuade readers or analy?e 'i*i trends.
=ther /uestions that "ould #e as)ed a#out this essay in"lude i!proving "ontent #y providing !ore
details or exa!ples 5Bhy is a pla"e in"onvenientE Co' !u"h is expensiveE Bhy do so!e pla"es ta)e up so
!u"h ti!eE Bhy does having your o'n laptop !a)e a di**eren"eE6, 'hether spendy is a 'ord that should #e
used in a *or!al essay, and 'hether the essay "ould #e i!proved #y re!oving the last senten"e.
In this se"tion, you 'ill generally #e tested on spotting,
1. *la's in organi?ation
2. *aulty e!phasis on ideas
. illogi"al develop!ent
!. disHointed thin)ing
". errors in #asi" gra!!ar, usage, and style
Bith this type o* /uestion, it is i!portant that you read the entire essay, #ut read it /ui")ly so that you
get the gist o* it 'ithout the details. =n"e you start ans'ering the /uestions, you "an go #a") and read 'hi"h
se"tion you need to !a)e the right "hoi"e. 0e sure to read the senten"e #e*ore and a*ter the se"tion you are
#eing as)ed a#out #e"ause it is o*ten relevant to deter!ining the "orre"t ans'er.
S')&#n 4> R's(#n*&n/ )# W!&)&n/ P!#%()s
=)ay, the !ultiple"hoi"e portion is no' over. 7a)e another one o* those deep #reaths #e"ause it is ti!e to
start the ne'est part o* the %A7, the essay. (ou 'ill have 24 !inutes to read the pro!pt, respond, and 'rite
your essay, so you need to )no' 'hat to expe"t.
Cere is the good ne's. ;irst o* all, you are not #eing graded on pun"tuation or spelling in this essay.
Co' ever, 'hile the s"orers 'ill not #e "he")ing your spelling or !a)ing sure there are no "o!!a spli"es, i*
you have enough o* these )inds o* !ista)es, it 'ill !a)e your essay harder to read and understand. I* this
happens, your s"ore is #ound to re*le"t it. %e"ondly, you 'ill #e given a topi", so you donAt have to "o!e up
'ith one o* your o'n.
%igh again. Lastly, a""ura"y isnAt ne"essary either. I* you #ot"h a date or a na!e, donAt 'orry a#out it. It 'onAt
*a" tor into your s"ore.
&o' *or the tough stu**. (ou 'ill pri!arily #e expe"ted to 'rite in "o!plete senten"es and 'ithout using
a great deal o* slang. (ou 'ill have a#out 2-0 lines to *ill up and you need to fill them up. 7hat usually 'or)s
out to #e #et'een 900 and -40 'ords, depending on your hand'riting. +onAt try to 'rite #ig, s)ip lines, or
!a)e huge indentations *or ea"h paragraph. (ou need to *ill those lines up 'ith the #est thesis state!ent and
supporting details that you "an possi#ly "o!e up 'ith in your li!ited ti!e slot. ;ill the! up. +onAt go over
and donAt leave !ore than a "ouple #lan) 5at !ost6. Lastly, !a)e your 'riting legi#le. In this day o* doing
everything on the "o!puter, it !ay *eel very strange to hand'rite a paper, #ut until they i!ple!ent online
%A7s, you have to hand'rite your essay. I* it is i!possi#le or Hust "hallenging to read, "an you i!agine ho' the
%A7 test s"orer is going to rea"t 'hen he or she sees itE +onAt hurt your s"ore Hust #e"ause you s"ri##le.
7he essay portion o* the %A7 is designed to give you a 'riting pro!pt that you read and respond to 'ith
your o'n personal opinion, experien"es, andPor )no'ledge. 7here is no right or 'rong ans'erG i* you 'ant to
say that yes, you thin) 0arry Fanilo' 'as the #est song'riter o* the t'entieth "entury, or that no, !a)ing
dyed hair illegal is not a good idea, thatAs *ine. 7he s"orers are not here to tell you your opinions are "orre"t or
in"orre"t. 7hey Hust 'ant to see ho' 'ell you 'rite and support the!.
(our 'riting pro!pt 'ill "onsist either o* a /uote or a paragraph that you need to respond to. Cere is an
exa!ple o* ea"h )ind,
It has o*ten #een said that our a"tions spea) louder than our 'ords. As Lohn <us)in on"e stated, KBhat 'e
thin), or 'hat 'e )no', or 'hat 'e #elieve, is in the end, o* little "onse/uen"e. 7he only thing o*
"onse/uen"e is 'hat 'e do.M
Assignment: Bhat truly de*ines a personAs "hara"ter the !ost, 'ords or a"tionsE Plan your response and
support your position 'ith spe"i*i" points and exa!ples *ro! your o#servations, studies, reading, or personal
experien"es.
%o!e "ities in the $nited %tates have set up "ur*e's *or anyone under the age o* .3. Although so!e have
reported positive "hanges in "ri!e rates and other issues, others have not seen any signi*i"ant
i!prove!ents.
Assignment: +oes putting legal restri"tions on young people help the! stay sa*er or !a)e the! *eel "on*inedE
Plan your response and support your position 'ith spe"i*i" points and exa!ples *ro! your o#servations, stud
ies, reading, or personal experien"es.
In #oth )inds o* pro!pts, the )ey is to read and understand 'hat is #eing as)ed and then respond 'ith a
de*inite opinion and supporting details. Fa)e sure that you "learly understand 'hat you are #eing as)ed to
'rite a#out. 7he only 'ay you are going to get a ?ero on your essay is to leave it #lan), 'rite it illegi#ly, or
'rite on the 'rong su#He"t.
(our essay 'ill #e graded on the *ollo'ing,
1. +id you address the "orre"t topi"E
2. +id you state an opinion one 'ay or anotherE
. +id you organi?e your points in a logi"al !annerE
!. +id you have supporting details *or the !ain pointE
". Bere your details spe"i*i" and detailedE
Although spelling and pun"tuation are not graded, they "an a**e"t the paper holisti"ally, so do your #est
to !a)e sure these ele!ents are "orre"t. =* "ourse, i* you "an re!e!#er to in"lude so!e great paragraph
transi tions, a strong introdu"tion and "on"lusion, and several strong exa!ples *or the #ody, your "han"e o* a
high s"ore is !u"h #etter.
Ideally, a*ter you read your 'riting pro!pt, you 'ill ta)e the ti!e to roughly outline andPor #rainstor!
'hat you 'ant to say in your response. 7i!e is li!ited, ho'ever, so that !ay prove i!possi#le *or you. Cere
is so!e good advi"e on !anaging your ti!e,
Finutes 0 to 4 <ead and understand the pro!ptG then *or! your response.
Finutes 6 to 20 Brite the essay *ro! #eginning to end.
Finutes 2. to 24 Proo* *or any !ista)es and "orre"t the!.

W-a) 7 s ) -'
S#! 'B
=n the !ultiple"hoi"e portion o* the test, you get one point *or ea"h "orre"t ans'er, a /uarter o* a point o**
*or ea"h in"orre"t ans'er, and no points *or #lan) or unans'ered /uestions. 7hat is pretty "ut and dried. It is a
lit tle less so on the essays.
=n the essay, s"ores range *ro! 0 to 6 points. 7'o s"orers 5usually a high s"hool English tea"her or a
"ol lege English tea"her6 'ill read your essay, and ea"h one o* the! 'ill give it a s"ore. 7hey usually read
through it on"e as a 'hole and then s"ore it. I* the t'o gradersA s"ores are !ore than one point apart 5i.e. one
gives your essay a -, 'hile another gives it a 2 or 66, a third s"orer reads it and deter!ines the *inal s"ore.
&o' that you )no' 'hat to expe"t in the %A7 Briting se"tion, letAs put those theories into pra"ti"e.
%harpen your pen"ils and get ready *or pra"ti"e, pra"ti"e, pra"ti"e.
C H A P T E R
2
<e"ogni?ing
%enten"e Errors
T-' .#++#1&n/ a!' '2a%(+'s #. )-' *&..'!'n) &*'n)&.y&n/ s'n)'n' '!!#!s
?0's)&#ns )-a) y#0 1&++ "' )'s)'* #n &n )-' SAT3 T-'!' a!' 114
(!a)&' ?0's)&#ns, 1-&- %'ans )-a) y#0 1&++ $n#1 )-'s' )y('s #.
?0's)&#ns "a$1a!*, .#!1a!*, an* 0(s&*' *#1nC
25
23
43
113
133
153
223
243
313
333
353
423
443
513
533
553
623
643
813
833
853
923
943
613
633
653
1:23
1:43
1113
1133
RECOGNIDING SENTENCE ERRORS
13 a " * ' 413 a " * ' 913 a " * '
a " * ' a " * ' a " * '
33 a " * ' 433 a " * ' 933 a " * '
a " * ' a " * ' a " * '
53 a " * ' 453 a " * ' 953 a " * '
63 a " * ' 463 a " * ' 963 a " * '
83 a " * ' 483 a " * ' 983 a " * '
93 a " * ' 493 a " * ' 993 a " * '
63 a " * ' 463 a " * ' 963 a " * '
1:3 a " * ' 5:3 a " * ' 6:3 a " * '
a " * ' a " * ' a " * '
123 a " * ' 523 a " * ' 623 a " * '
a " * ' a " * ' a " * '
143 a " * ' 543 a " * ' 643 a " * '
a " * ' a " * ' a " * '
163 a " * ' 563 a " * ' 663 a " * '
183 a " * ' 583 a " * ' 683 a " * '
193 a " * ' 593 a " * ' 693 a " * '
163 a " * ' 563 a " * ' 663 a " * '
2:3 a " * ' 6:3 a " * ' 1::3 a " * '
213 a " * ' 613 a " * ' 1:13 a " * '
a " * ' a " * ' a " * '
233 a " * ' 633 a " * ' 1:33 a " * '
a " * ' a " * ' a " * '
253 a " * ' 653 a " * ' 1:53 a " * '
263 a " * ' 663 a " * ' 1:63 a " * '
283 a " * ' 683 a " * ' 1:83 a " * '
293 a " * ' 693 a " * ' 1:93 a " * '
263 a " * ' 663 a " * ' 1:63 a " * '
3:3 a " * ' 8:3 a " * ' 11:3 a " * '
a " * ' a " * ' a " * '
323 a " * ' 823 a " * ' 1123 a " * '
a " * ' a " * ' a " * '
343 a " * ' 843 a " * ' 1143 a " * '
a " * ' a " * '
363 a " * ' 863 a " * '
383 a " * ' 883 a " * '
393 a " * ' 893 a " * '
363 a " * ' 863 a " * '
4:3 a " * ' 9:3 a " * '
28

Q0's) & #ns
13 In Pa"i*i" &orth'est "ities li)e %eattle and Portland, there isnAt hardly a single day 'hen no rain *alls.
a b c d
&o error.
e
23 =* the t'o digital "a!eras he sho'ed !e, I li)ed the silver one the #est, not only #e"ause o* its high pixels,
a b c
#ut also #e"ause o* its pri"e. &o error.
d e
33 I* you plan on !issing !ore than t'o #as)et#all pra"ti"es, you should "onta"t your "oa"h dire"tly, or i* you
a b
"annot rea"h hi!, one !ust "all the s"hool ad!inistration o**i"e as soon as possi#le. &o error.
c d e
43 7he gathering o* dar) stor! "louds, "learly indi"ated on the 'eather!anAs !ap, 'ere de*initely indi"ative
a b c d
o* an up"o!ing !aHor 'eather event. &o error.
e
53 Fu"h to the dis!ay and disappoint!ent o* thousands o* *ans, neither the K0u**y, the Ja!pire %layerM nor
a b c
KAngelM series is going to #e rene'ed *or television. &o error.
d e
63 7he telephone rang so unexpe" ted and there 'as su"h "haos already going on in the dor! roo! that it
a b
'as virtually i!possi#le to hear 'ho 'as spea)ing on the other end. &o error.
c d e
83 7o 'rite a resear"h paper good, you !ust not only understand the #asi"s o* gra!!ar, spelling, and
a b c
pun"tuation, you !ust also #e a#le to tell the di**eren"e #et'een relia#le *a"ts and so!eoneAs personal
d
opinion. &o error.
e
RECOGNIDI NG SENTENCE ERRORS
93 All year round, tourists "o!e to =regon to hi)e the tree"overed hills, explore the pine *orests, s)i on
the
a b c
sno'y !ountains, visit the sandy "oast, and s'i!!ing in the "hilly o"ean. &o error.
d e
63 I* one truly appre"iates !ovies 'ith un#elieva#le and unexpe" ted t'ists, you "ertainly have to see
a b
e v e ry single !ovie F. &ight %hya!alan has ever produ"ed. &o error.
c d e
1:3 Corror 'riters, su"h as %tephen Iing, +ean Ioont?, Clive 0ar)er, and Lohn %aul, "o!!only appears at
a b
national "onventions 'here they !eet 'ith *ans, sign their #oo)s, and spea) to "ro'ds. &o error.
c d e
113 7he "ost o* *irst"lass postage sta!ps "ontinues to rise every *e' years, ho'ev e r, the pri"e is still
a b c
relativ e ly !inis"ule "onsidering ho' *ar one sta!p "an ta)e an envelope. &o error.
d e
123 Bhen Caroline opened the *ront door o* her apart!ent, the guests and all the *a!ily !e!#ers
a
that had "o!e *ro! near and *ar Hu!ped up *ro! his or her hiding pla"e and shouted, K%urpriseDM &o error.
b c d e
133 Although volunteering loo)s good on a resu!e and "an in"rease a high s"hool studentAs "han"e o*
a b
o#taining a s"holarship, they ta)e other ele!ents into "onsideration, in"luding grades, test s"ores, and
c d
*inan"ial #a")ground. &o error.
e
143 &either o* the "ontestants are planning to pursue a "areer in entertain!ent a*ter their dis!al *ailure in
a b c
*ront o* the Hudges o* American 1dol even though they still 'anted to #e per*or!ers. &o error.
d e
153 7he se"ond haunted house 'as de*initely the s"ariest o* the t'o, although it 'as not /uite as dar) inside
a b
and had a lot less s!all, s"rea!ing "hildren running through it. &o error.
c d e
163 ;lightless #irds, su"h as ostri"hes and e!us, retain their 'ings, 'hi"h they pri!arily use *or #alan"e 'hen
a b
they run, they even have #een )no'n to *lap their 'ings up and do'n in order to !aintain a "o!*orta#le
c d
te!perature. &o error.
e
183 Although "astles 'ere "o!!only "old and un"o!*orta#le pla"es, they 'ere "unningly designed to
a b c d
'ithstand the siege o* ene!y *or"es, than)s to s!all 'indo's, stone 'alls, and prote"tive to'ers. &o error.
e
193 7he naRve *irstyear "ollege student *re/uently sleeps too late and parties too !u"h, 'hi"h, not too
a b
surprisingly, "an lead to their *ailing a "lass or even losing a s"holarship. &o error.
c d e
163 LosephAs 'ee)end plans so *ar in"luded *inishing his resear"h paper, paying his rent and utilities, stopping
a b
in *or a visit 'ith his grandparents, and to !a)e out a ne' "lass s"hedule. &o error.
c d e
2:3 Bhen 'e 'ere lined up in *ront o* the "on"ert hall yesterday, %hasta, the ne' girl I told you a#out *ro!
a
Fr. CenryAs s"ien"e "lass, 'as the one standing #et'een you and I. &o error.
b c d e
213 Although the *ire depart!ent is "urrently "alling *or additional volunteers to help *ight the lo"al *ires,
a
they do not see! to #e getting a response *ro! the vast !aHority o* to'nspeople. &o error.
b c d e
223 7he "oed, ne'ly *or!ed #as)et#all tea!, sponsored #y several lo"al organi?ations and #usinesses,
a b
'ere already dressed in #randne' uni*or!s and ready to hit the "ourt. &o error.
c d e
233 Ea"h o* the authors 'ho 'as honored at the "ityAs ne' #oo)storeAs open house had #een 'riting *or !ore
a b
than 20 years and had pu#lished at least t'o national #estsellers during his or her "areer. &o error.
c d e
243 7he !edi"al study revealed that patients 'ho as)ed their physi"ians /uestions during the "onsultation
a b
responded #etter to treat!ent than those 'ho are /uiet throughout the appoint!ent. &o error.
c d e
253 It has #een thought *or !any years that three*ourths o* the planet Earth 'as "overed in 'ater, #ut in
a b
re"ent years, so!e experts have #egun to suspe" t that it !ight #e even !ore than that. &o error.
c d e
263 A""ording to the tea"herAs tally o* votes, !ore than 60O o* the history "lass are interested in ta)ing a *ield
a b c
trip to tour the ne' art !useu! do'nto'n. &o error.
d e
283 A""ording to the ne'spaper survey, neither o* the proposed "andidates a"tually have enough experien"e or
a b c
edu"ation to !ount a truly i!pressive or su""ess*ul "a!paign. &o error.
d e
293 7he #ul) o* Le'is CarrollAs stories, as 'ell as his *a!ous poe!s li)e K7he La##er'o")y,M are *ull o*
a b c
nonsense ter!s that are "on*using and a!using at the sa!e ti!e. &o error.
d e
263 0ehind the stage 'ere the props, dressing roo!s, ra") o* "ostu!es, and a pla"e *or all o* the a"tors and
a b c
a"tresses to relax and rest #et'een a"ts. &o error.
d e
3:3 Eve r y#ody 'ho sho's up to help 'ith the *loat *or the parade is going to re"eive unli!ited pi??a, soda, and
a b c
"oo)ies, as 'ell as a spe"ial "o!!unity volunteering #adge. &o error.
d e
313 Anyone interested in Hoining the ne'ly *or!ed dra!a "lu# that !eets on ;riday a*ternoons are 'el"o!e to
a b c d
attend an orientation !eeting this 'ee) *ro! -,00 p.!. to 6,00 p.!. &o error.
e
323 In !ost pu#li" li#raries throughout the "o!!unity, there isnAt hardly a single #oo), !aga?ine, video, or
a b
"o!pa"t dis" that has not #een "he")ed out at least a do?en ti!es. &o error.
c d e
333 Bithout a dou#t, Ievin is the #est runner on the tea! #e"ause his speed, sta!ina, and stride guarantees a
a b c
strong per*or!an"e in every single event he parti"ipates in. &o error.
d e
343 7he ten*oottall ar#or vitae hedges on either side o* our house provide an i!!ense a!ount o* shade in
a b c
the su!!erti!e and 'el"o!e prote" tion *ro! the 'ind during the 'inter. &o error.
d e
353 Bhen I *irst Hoined the high s"hool de#ate "lu#, the senior tea! leaders 'ere un#elieva#ly stri"t a#out
a b c
!a)ing you attend every single pra"ti"e and have oneAs parents go to all "o!petitive events. &o
error.
d e
363 Considering the extre!e heat today, I thin) it 'ould #e rather inadvisa#le *or you to ride your #i"y"le as
a b c
/ui") as you did. &o error.
d e
383 &u!erous %uper 0o'l *ans thoroughly enHoy 'at"hing #oth tea!sA "heerleaders, *ir!ly #elieving that they
a b c
are the !ost entertaining aspe" t o* the entire experien"e. &o error.
d e
393 A*ter the tree 'as "ut do'n, the 'or)ers spent the next *e' hours "utting o** the nu!erous #ran"hes,
a b
s'eeping up the de#ris, and pi") up the piles o* leaves le*t on the ground. &o error.
c d e
363 7o !o' a yard good, you !ust !a)e sure the la'n !o'er is al'ays )ept in relia#le "ondition and v e ri*y i*
a b c
the ho!eo'ner has any spe"i*i" lands"aping re/uests or para!eters. &o error.
d e
4:3 At the #eginning o* the !ovie, !y *riend <i"hard /uietly !oved into the e!pty seat #et'een !y sister and I
a b c
so that he "ould see the s"reen #etter. &o error.
d e
413 At the end o* the evening, the "lass president, se"retary, and treasurer all s'eared that they 'ould ta)e
a b
their Ho#s seriously and uphold all o* the inherent responsi#ilities that "a!e 'ith these i!portant positions.
c d
&o error.
e
423 &i"ole "ould hardly do no #etter than to have ta)en *irst pla"e in the +an"e, +an"e <evolution "ontest at
a b c
the lo"al ga!e store. &o error.
d e
433 0e*ore she enrolled in "o!!unity "ollege, an attitude o* apathy and lethargy 'ere "o!!on, and thoughts
a b
a#out the *uture 'ere rarely ever "onsidered. &o error.
c d e
443 7he se"ond *eature 'as de*initely the longest o* the t'o !ovies, although it 'as so riveting and had su"h
a b
a!a?ing spe"ial e**e"ts that I hardly even noti"ed. &o error.
c d e
453 <ight #e*ore the ne' s"hool year started, the "lassroo!, li)e !any o* the others in the s"hool,
a
had #een repainted and "leaned, 'hile the des)s 'ere polished and rearranged. &o error.
b c d e
463 Fi"helleAs post"ards, ti")et stu#s, !aga?ine "lippings, and personal letters 'ere glued into her ne'
a
s"rap#oo)G they represented the diversity and ex"ite!ent that de*ines her li*e and personality. &o error.
b c d e
483 As the produ"er stated in the +J+As extras, to represent the tragedy o* AI+% in A*ri"a and ho' it has
a
destroyed the lives o* thousands 'as the entire point o* hi! produ"ing the !ovie. &o error.
b c d e
493 At 'hi"h point during the 'edding "ere!ony does the people in the "hur"h stand up and repeat the verses
a b c
a*ter the !inisterE &o error.
d e
463 Fy parents "anAt understand !y television pre*eren"es, su"h as 3ones, CS1, 2ight Stal$er, or 4edium
a
#e"ause they thin) it is too unsettling and distur#ing. &o error.
b c d e
5:3 =* the t'o Clive Cussler novels I have read, I li)e 1nca (old the #est, not only #e"ause I li)ed that era in
a b
history, #ut also #e"ause o* its gutsy !ain "hara"ter, +ir) Pitt. &o error.
c d e
513 ;or as long as I "an re!e!#er, !y t'o #rothers and I *ighted a#out al!ost every possi#le topi", in"luding
a b c
'hat day it 'as, 'ho 'as taller, and 'hy the 0eatles #ro)e up. &o error.
d e
523 A nu!#er o* the tea"hers 'hi"h 'ere 'or)ing at the lo"al "o!!unity "ollege 'ere *ound to have attended
a b c
the exa"t sa!e "ollege and e v en graduated the very sa!e year. &o error.
d e
533 I* you are going to support the idea o* Lyssa starting her o'n thri*t shop, you should start gathering your
a
*a!ilyAs donations, and 'hen one has at least three large gar#age #ags *ull o* stu**, ta)e it all over so she "an
b c
start pri"ing everything. &o error.
d e
543 7he group o* s)aters 'hi"h 'as pra"ti"ing daily in the hopes o* /uali*ying *or the =ly!pi"s 'as *ound to
a b c
#e s)ipping s"hool on a regular #asis in order to *it in !ore hours out on the rin). &o error.
d e
553 Fany "ell phone "o!panies o**er *lexi#le progra!s li)e rollover !inutes, *a!ily plans, and !usi"
a
do'nloads #e"ause they thin) that 'ill 'in over a gro'ing nu!#er o* ne' "usto!ers. &o error.
b c d e
563 Bhen Las!ine set out to *ind a Ho#, she de"ided that she 'ould start 'ith #usinesses di**erent than the ones
a b c
her *riends 'ent to, in"luding the #oo)store, "andy shop, and "o**ee #istro. &o error.
d e
583 7he riveting The .a 5inci Code #y +an 0ro'n has #een read #y !ore people than any other in the
a b
long history o* The 2e 6or$ Times national #estsellers lists. &o error.
c d e
593 I* one ta)es the ti!e to plan a va"ation, !ap the #est route, reserve the hotels, pur"hase the ti")ets, and
a b
pa") the luggage, the least you "ould do is #e ready on ti!eD &o error.
c d e
563 Although Lydia )no's everything there is to )no' a#out trees and plants, they do not thin) that her idea
a b c
o* opening her o'n nursery is a very good one. &o error.
d e
6:3 A*ter the 'hole terri#le in"ident 'as *inally over, I sha)ed *ro! !y head to !y toes and I 'as "overed in
a b c d
goose #u!ps. &o error.
e
613 =* the t'o Al*red Cit"h"o") !ovies I have seen, I li)e Psycho the #est, not only #e"ause o* its lighting,
a b
#ut also #e"ause Anthony Per)ins is one o* !y *avorite a"tors. &o error.
c d e
623 %he and I earned enough !oney *ro! the re"y"la#les 'e turned in at the "o!!unity "enter to have
a b
enough to get #oth o* the "o!pa"t dis"s that 'e 'anted. &o error.
c d e
633 In large #oo)stores li)e 0orders and 0arnes and &o#le, there isnAt hardly a single plush "hair 'here no
a b c d
people are sitting, #ro'sing through #oo)s, or paging through !aga?ines. &o error.
e
643 I* he truly enHoys a"tion and adventure !ovies, I 'ill " e rtainly enHoy 'at"hing anything starring Lean
a b c d
Claude van +a!!e, %teven %eagal, Chu") &orris, La")ie Chan, or Let Li. &o error.
e
653 0irds li)e s'i*ts and s'allo's spend the !aHority o* the year living in "entral and southern A*ri"aG in the
a b
dry season, ho'ever, they *ly to Europe 'here there is !ore *ood and 'ar!er "li!ates. &o error.
c d e
663 Although Alexander >raha! 0ell 'as the one 'ho dis"overed ho' to send the hu!an voi"e along 'ires,
a
#ut it 'as >ugliel!o Far"oni 'ho #uilt the *irst !a"hine a#le to send !essages #y radio 'ave. &o error.
b c d e
683 A good radio dis" Ho")ey is so!eone 'ho plays the right "o!#ination o* popular songs and golden oldies,
a b
tal)s dire"tly and personally to the listeners, and inserts "o!!er"ials 'here needed. Also, their voi"e
c d
should #e deep and soothing. &o error.
e
693 In the %ha)espearian play, the "hara"ter o* Fa"#eth, a !an 'ith a do!ineering 'i*e and a 'ea) 'ill, is
a
going to )ill the )ing so he "an ta)e his pla"e, #ut in the end, Fa"#eth pla"ed the responsi#ility on his 'i*e
b c
instead. &o error.
d e
663 0e"ause Phillip has a nasty "ase o* the sto!a"h *lu, he hasnAt ate a single #ite o* *ood in !ore than three
a b c d
days. &o error.
e
8:3 0e"ause so !any novi"e 'riters re"eive innu!era#le reHe"tion slips, regardless o* their #asi" a#ilities,
a b c
one o*ten gets terri#ly dis"ouraged. &o error.
d e
813 7ra"y had #een 'aiting *or her pa")age *ro! $P% *or !ore than a 'ee)G her grand!other 'as sending her
a b c
several Hars o* ho!e!ade Ha! and so!e o* her *a!ous "ho"olate "hip "oo)ies. &o error.
d e
823 I get along *airly good 'ith !y younger sister Lenni*er, #ut 'hen 'e had to share the sa!e roo!, 'e *ought
a b c d
on an hourly #asis the !aHority o* the ti!e. &o error.
e
833 Frs. Ca!!erhill 'as an a!a?ing piano tea"herG she 'as the only person 'hi"h taught her students ho'
a b c
to play 'ith their heart and soul, instead o* #y !e!ori?ing notes and *inger positions. &o error.
d e
843 =ne o* !y *avorite #oo)s o* all ti!e #eing 7eplay, a#out a !an 'ho gets the "han"e to live his li*e over and
a b
over again, ea"h ti!e re!e!#ering his *or!er lives and "hoosing a di**erent path to *ollo'. &o error.
c d e
853 <eading through the lo"al daily ne'spaper, it al'ays *eatures the "urrent ne's, regular "o!i" strips, "lassi*ied
a b
ads, !ovie listings, and, o* "ourse, "urrent sportsA s"ores. &o error.
c d e
863 7he physi"ians parti"ularly enHoyed the a*ternoon 'or)shop o**ered #y the retired do"tor 'ho has #een to
a b c
India during a serious out#rea) o* s!allpox. &o error.
d e
883 7he hours 'ent #y so slo' 'hile she sat in the dentistAs "hair that she "ould hardly #elieve it 'as still
a b c
daylight 'hen she *inally got #a") out to her "ar in the par)ing lot. &o error.
d e
893 7he post o**i"e, pu#li" li#raries, and s"hools 'ere all "losed *or the holiday, ho'ev e r, the #an) 'as still
a b c
open, !u"h to !y relie*. &o error.
d e
863 7he teenager repeatedly stated ho' pleased he 'as that the te!porary argu!ent #et'een 'e and the! had
a b c
#een settled so /ui")ly and easily. &o error.
d e
9:3 Fy !other is preparing *or the #ig *a!ily party #y ordering the *lo'ers, putting up the de"orations,
a b
"oo)ing the *ood, and to #a)e enough "oo)ies to send a do?en ho!e 'ith ea"h person. &o error.
c d e
913 7he histori" old house 'as due to #e torn do'n that 'ee)endG I 'as ada!ant that 'e "ould stop it *ro!
a b c
happening i* 'e Hust gathered enough people to protest the destru"tion o* a pie"e o* lo"al history. &o error.
d e
923 &either o* the sha!poo "o!!er"ials 'ere re!otely interesting to !e, so I 'as !ore grate*ul than ever *or
a b c
the !ute #utton on !y television re!ote. &o error.
d e
933 Cad she only done li)e I had told her, 'hat should have #een a tight, logi"al, and s!ooth de#ate against the
a b c
rival high s"hool tea! 'ould not have turned into su"h a devastating and !onu!ental loss *or our tea!.
d
&o error.
e
943 7he telephone rang repeated, and 'ithin less than an hour, the ans'ering !a"hine 'as "o!pletely *ull o*
a b
!essages *ro! people 'ho 'ere "on"erned a#out !e. &o error.
c d e
953 Considering ho' exhausted she 'as, I thin) that !y grand!other should not have atte!pted to "lean the
a b c
house as thorough as she did. &o error.
d e
963 7o tea"h a "lass 'ell, you need to )no' the !aterial thoroughly, pay "lose attention to the students, sho' a
a b c
sin"ere interest in the topi", and #e 'illing to go #a") over the !ore "o!pli"ated details. &o error.
d e
983 In the latest !urder !ystery #y !y allti!e *avorite author, he !ade sure to in"lude an evil villain, so!e
a b c
"on*using "lues, a #u!#ling dete"tive, and a t'ist*illed ending. &o error.
d e
993 Bhile a personAs health !ay #e a**e"ted #y a nu!#er o* *a"tors, it is illogi"al *or one to thin) that daily
a b
nutrition, exer"ise, stress, and sleep 'ill not gradually over so!e ti!e !a)e a signi*i"ant di**eren"e.
c d
&o error.
e
963 Bhile the nu!#er o* "o**ee shops opening in "ities li)e Portland and %eattle )eep expanding, #usiness
a b
o'ners "ontinue to invest in this highly "o!petitive !ar)et. &o error.
c d e
6:3 +espite "ontinued 'arning la#els and aggressive advertising "a!paigns on radio and television, there is
a b
still an astonishing nu!#er o* young adults 'ho are s!o)ing "igarettes on a daily #asis. &o error.
c d e
613 Cigh a#ove the Pa"i*i" ="ean rises the #rilliantly painted "louds re*le" ting the sunAs very last re!nants o*
a b c d
light. &o error.
e
623 Poor 'riting, along 'ith inade/uate resear"h s)ills and outo*date in*or!ation, are a!ong the !ain
a b c
reasons a ter! paper 'ill get a *ailing grade in this "lass. &o error.
d e
633 %everal 'itnesses seen the de*endant running a'ay *ro! the s"ene o* the "ri!e, a " "ording to "ourt re"ords
a b c
o* their testi!ony. &o error.
d e
643 A""ording to the daily ne'spaper and television headlines, there is a !ultitude o* reasons that gasoline
a b c
pri"es "ontinue to "li!# 'ith every passing 'ee). &o error.
d e
653 7he i!!inent pro*essor 'as delighted to see that the "ollege auditoriu! 'as "o!pletely *illed 'ith
a b c
students eager to hear his le"ture on the re"ent "ontroversy over ste! "ell resear"h. &o error.
d e
663 =n"e !y sister Iatherine )ne' I 'as ready, she thro'n the #all at !e so I "ould pra"ti"e "at"hing it
'ith
a b c
the #randne' #ase#all !itt I had gotten *or !y #irthday. &o error.
d e
683 =*ten !ista)en *or ter!ites, "arpenter ants have longer #odies and shorter 'ings than ter!ites, and
'hile
a b c
ter!ite antennae are straight, the antennae o* the "arpenter variety is #ent or Kel#o'ed.M &o error.
d e
693 7he "lassi*ied ad in todayAs ne'spaper suggested that only persons 'ith a Jol)s'agen #us #uilt #et'een
a b c
.160 and .120 attend the repair 'or)shop. &o error.
d e
663 Ci! and the other guys on the high s"hool tra") tea! 'ent to the "oa"hAs house a*ter the !eet *or a
a b c
vi"tory "ele#ration "o!plete 'ith unli!ited a!ounts o* pi??a and soda. &o error.
d e
1::3 %urprisingly enough, in the long line in *ront o* the ne' "o**ee shop, #arely no one had ever heard o* the
a b c
group that 'as going to #e appearing that a*ternoon. &o error.
d e
1:13 As !u"h as I have tried to adopt to living out in the "ountry, I Hust "an not get used to the silen"e at
a b c
night, the roosters "ro'ing in the !orning, or the la") o* neigh#ors *or !iles around !e. &o error.
d e
1:23 +espite the "o!panyAs *o"us on "ultural diversity, the o**i"e !anager apparently dis"ri!inated to hiring
a b c d
*e!ale appli"ants. &o error.
e
1:33 ;or as long as I have )no'n 7a!ra, she has #een in*li"ted 'ith severe daily heada"hes that si!ply do not
a b c
respond to any )ind o* traditional or alternative !edi"ine. &o error.
d e
1:43 0y the end o* the s"hool year, Lulia "ould not #elieve it 'hen her "oa"h told her that she had s'u! !ore
a b c d
than 20 !iles Hust in pra"ti"e laps. &o error.
e
1:53 Although !usi"als are apparently no longer popular, #ut I 'ill "ontinue to 'at"h !y old *avorites,
a b c d
in"luding The 8nsin$able 4olly 3ron, Se"en 3rides for Se"en 3rothers, and 4y 9air &ady. &o error.
e
1:63 A nu!#er o* !usi"al artists produ"e an average o* one al#u! per year, #ut due to the "onstant play ti!e
a b c
o* individual songs on the radio, appeared to release /uite a #it !ore. &o error.
d e
1:83 (ou "an never truly save enough !oney #e"ause you never )no' 'hen anything *ro! a horri#le
a b c
"atastrophe to an un#elieva#le opportunity !ight )no") at your door. &o error.
d e
1:93 A""ording to re"ent surveys, *a!ilies 'ho ta)e the ti!e to regular eat !eals together de!onstrate "loser
a b c
relationships, in"reased levels o* "o!!uni"ation, and a strong sense o* unity. &o error.
d e
1:63 A veteran "arpenter tr aditionally )eeps their various tools in ex"ellent "ondition #y storing the! in a
a b c
dry, sa*e pla"e and repla"ing anything that "annot #e easily repaired. &o error.
d e
11:3 +espite the dire *orest *ire 'arnings *or the surrounding area, there are still hundreds o* stu##orn
a b
ho!eo'ners 'ho re*use to ta)e any o* the ne"essary pre"autions. &o error.
c d e
1113 7hrough the *ront gates o* the >ra"eland !ansion passes thousands o* visitors 'ho have "o!e to pay
a b c
their respe"ts to Elvis, the Iing o* <o") and <oll. &o error.
d e
1123 Fy *avorite "lo'ns are the ones 'hi"h loo) li)e they are going to thro' a #u")et o* 'ater out into the
a b
audien"e, #ut at the last !inute, they pour it on their heads and it is a " tually Hust torn up pie"es o* paper.
c d
&o error.
e
1133 Cal* o* the students in the "lass stayed up all night in order to 'or) in the /uestions that "on*used the!
a b c
the !ost. &o error.
d e
1143 Identi*ying senten"e errors, although help*ul *or preparing *or the %A7, "an #e /uite tedious on"e you have
a b c d
read !ore than a hundred o* the!. &o error.
e

Ans1'! s
13 b. 7his state!ent uses a dou#le negative. 0oth 83 b. 7his /uestion tests an error in di"tion.
Adver#s isn%t and hardly are #oth negatives. 7he isn%t !odi*y a"tive ver#s, and it should #e
ell should #e "hanged to is. instead o* good to !odi*y the ver# to
rite.
23 b. Bhen t'o things are "o!pared, an adHe"tive in 93 d. 7his senten"e "ontains *aulty parallelis!.
the "o!parative degree is needed. 7he best Coordinating ele!ents in a series should
have should #e better. parallel gra!!ati"al *or!. Simming in
the
33 c. 7his /uestion "ontains an error in pronoun chilly ocean should #e sim in the chilly
ocean. shi*t. 7he senten"e #egins 'ith you #ut "hanges 63 b. 7he pro#le! here is the pronoun
shi*t. 7he
at the end to one. (ou have to #e "onsistent all senten"e starts in the third person, using
one. the 'ay through *ro! #eginning to end. 7o #e "onsistent, the next pronoun used
43 c. 7he su#He"t o* the senten"e is gathering, 'hi"h should #e one, not you.
is singular. 7he ver# should also #e singular, so 1:3 b. 7his senten"e de!onstrates a pro#le! 'ith
the ere should #e as! su#He"tver# agree!ent. 7he su#He"t is
riters,
53 e. 7here is no error in this exa!ple. 'hi"h is plural. 7his re/uires a plural ver#, so
63 b. 7here is an error in di"tion in this senten"e. appears should #e appear!
123 c. 7his is an exa!ple o* a pro#le! 'ith pronounP 243 d. (ou need to spot an error in ver# tense. I*
ante"edent agree!ent. 7he ante"edents are you loo) at the other ver#s in the senten"e
guests and members, 'hi"h are plural, so the 5re"ealed, as$ed, responded6, they are all in the
pronoun should #e plural also. 0is or her past tense. 7he phrase are *uiet should #e
ere should #e their! *uiet in order to #e "onsistent.
133 c. Cere is a pro#le! 'ith pronoun re*eren"e. 253 e. Bhen you have a *ra"tion in a senten"e,
7he pronoun they does not re*er to any the o#He"t o* the preposition deter!ines the
spe"i*i" noun or pronoun. nu!#er o* the ver#. In this "ase, the o#He"t is
143 a. 7he su#He"t is neither, 'hi"h is singular. 7he planet, 'hi"h is singular, so the ver# as
ver# needs to #e singular, too, so the are is "orre"t.
should #e is! 263 c. As 'ith *ra"tions, 'hen you use per"entages,
153 a. 7his is a /uestion a#out *aulty "o!parison. A the nu!#er o* the ver# is deter!ined #y
the "o!parison o* t'o things uses the "o!para o#He"t o* the preposition. 0e"ause class
is
tive degree #y adding )er. 7he 'ord scariest singular, the ver# needs to #e singular,
too. should #e scarier! 7he ver# are should #e is!
163 c. 7his is a runon senten"e. (ou "annot Hoin t'o 283 c. 7his is an error 'ith su#He"tver#
agree!ent. independent "lauses 'ith a "o!!a. It needs to 7he su#He"t o* the senten"e is
neither 5not
#e repla"ed 'ith either a period or se!i"olon. candidates6. 0e"ause it is singular, the ver#
183 e. 7here is no error in this /uestion. needs to #e singular, too. 7he ver# ha"e
193 d. It is in"orre"t to use a pronoun in the 'rong should #e has!
nu!#er. 7he su#He"t is singular 5student6, and 293 c. 7his is an error 'ith su#He"tver#
agree!ent. the pronoun should also #e singular. 7he +onAt #e !isled #y intervening
phrases li)e 'ord their should #e his or her! as ell as his famous poems li$e
:The ;abber)
163 d. Cere is a pro#le! 'ith *aulty parallelis!. 7he oc$y!% 7he su#He"t is bul$, 'hi"h is
singular, ver#s in the senten"e all end in )ing 5including, and the ver# should #e is, not are!
paying, stopping< and to ma$e out does not *it 263 b. Bhen the su#He"t o* the senten"e 5stage6
*ollo's this pattern. It should #e ma$ing out! the ver#, the ver# still ta)es its nu!#er
*ro! the
2:3 d. (ou should only use 1 'hen it is the su#He"t su#He"t. 0e"ause stage is singular, the ver#
needs pronoun 5it is per*or!ing so!e )ind o* to #e singular, too. Were should #e as!
a"tion6. In this "ase, 1 is the o#He"t o* a preposi 3:3 e. 7here is no error in this /uestion.
tion 5beteen6, so you and 1 should #e repla"ed 313 d. Li)e the 'ords ending in body, the ones
end 'ith you and me! ing in one !ay sound plural, #ut they
are
213 b. 7he issue here is pronoun agree!ent. 7he singular. In this "ase, the su#He"t is
anyone, su#He"t is fire department, and it is singular, and the ver# should #e is instead
o* are!
so the pronoun needs to #e singular, too. 323 b. 7his senten"e uses a dou#le negative. 1sn%t and
7he pronoun they should #e it! hardly are #oth negatives. 1sn%t should #e
223 c. 7his is a pro#le! 'ith su#He"tver# agree "hanged to is!
!ent. 7he su#He"t is team, 'hi"h is singular. 333 c. 7his /uestion tests su#He"tver#
353 d. 7here is a pro#le! 'ith the pronoun shi*t in 5:3 a. 7his /uestion loo)s at the "o!parative
degree. this senten"e. 7he senten"e shi*ts *ro! using A "o!parison o* t'o things re/uires
an adHe" you to using one%s! 7o #e "onsistent, one%s tive in the "o!parative degree. $se
better should #e "hanged to your! instead o* the best!
363 d. 7his is a di"tion error. An adver# is needed to 513 b. (ou !ust spot a !ista)e in ver# tense. 9ight
is !odi*y the ver#. Quic$ should #e *uic$ly! an irregular ver#, so fighted should #e
"hanged
383 c. Cere, you need to spot a pro#le! 'ith pro to fought!
noun re*eren"e. 7he pronoun they does not 523 a. %tandard usage re/uires the use o* ho rather
re*er to any spe"i*i" noun. than hich 'hen re*erring to people 5teachers6.
393 d. 7his is an exa!ple o* *aulty parallelis!. 533 c. 7his senten"e "ontains a pronoun shi*t.
Jer#s that are in a series should #e in parallel 7he senten"e started out 'ith you and then
*or! 5cutting, seeping6, so pic$ up should #e shi*ted to one! One should #e repla"ed #y
pic$ing up! you *or "onsisten"y.
363 a. 7his state!ent "ontains a di"tion error. 543 a. %tandard usage re/uires the use o* ho
rather Adver#s !odi*y a"tive ver#s. (ou need to than hich 'hen re*erring to people
5s$aters6. use ell instead o* good to !odi*y to mo! 553 b. 7his is a "ase o* an inde*inite
pronoun. 7he
4:3 c. 7he phrase my sister and 1 is the o#He"t o* the 'ord they does not "learly re*er to any
noun. preposition beteen. $se the o#He"tive"ase 563 c. Cere is an idio! error. %tandard
usage di" pronoun me instead. tates that you use different from
rather than
413 a. Sear is an irregular ver#, and the past tense different than!
should #e sore, not seared! 583 b. 7his is a "ase o* *aulty "o!parison. 7he 'ord
423 b. 7his senten"e "ontains a dou#le negative. 7he other should #e in"luded in a "o!parison o*
'ord no should #e any! one thing 'ith a group o* 'hi"h it is a
!e!
433 b. 7his is a /uestion a#out su#He"tver# agree #er. 7he phrase any other should read any
!ent. Attitude is singular, and the ver# needs other boo$!
to #e singular, too. 7he ver# ere should #e 593 c. 7his senten"e sho's a pronoun shi*t. It
repla"ed 'ith as! starts out as one and s'it"hes to you! 7o #e
443 a. 7his is a "ase o* *aulty "o!parison. 7he 'ord "onsistent, you should #e repla"ed 'ith
one! longest should #e longer! 563 b. 7he senten"e in"ludes an inde*inite
453 e. 7here are no errors in this senten"e. pronoun. They does not relate to any
463 c. 7he su#He"t di"ersity and e-citement is plural, other noun or pronoun.
#ut the ver# 5defines6 is singular. It should #e 6:3 c. (ou need to identi*y the ver# tense
pro#le!s. repla"ed 'ith define! 0e"ause sha$e is an irregular ver#,
the past
483 c. A possessive pronoun is needed #e*ore a tense is not *or!ed #y adding )ed. Sha$ed
gerund. 0im should #e repla"ed 'ith his! should #e repla"ed 'ith shoo$!
493 b. 7he noun people is singular, and the ver# needs 613 b. 7his is a /uestion a#out "o!parative degree.
to #e singular, too. In this "ase, you need to A "o!parison o* t'o things re/uires an
adHe" "hange does to do! tive in the "o!parative degree. (ou
should use
633 b. 7his senten"e "ontains a dou#le negative. 0oth phrase reading through the local daily
nespaper isn%t and hardly are negative. Change isn%t to is la")s the "orre"t noun or pronoun
to !odi*y.
to repair the pro#le!. 863 c. 7his senten"e has a pro#le! 'ith ver# tense.
643 b. 7he senten"e #egins 'ith he and then s'it"hes 7he past per*e"t tense is used to re*er to
a"tion to 1! 7o *ix the pronoun shi*t, 1 should #e "o!pleted prior to a spe"i*i" ti!e in
the past. repla"ed 'ith he! (ou should repla"e has been 'ith
had been!
653 e. 7here are no errors in this /uestion. 883 a. An adver# is needed to !odi*y the ver# ent!
663 b. 7he senten"e #egins 'ith a dependent "lause, %lo should #e repla"ed 'ith sloly!
so it !ust #e *ollo'ed #y an independent 893 b. +o not use hoe"er as a "onHun"tion #et'een
"lause. 7a)ing out the 'ord but 'ill repair independent "lauses. $se a se!i"olon or a
the pro#le! and !a)e it "orre"t. period instead.
683 d. 7his /uestion has a pro#le! 'ith 863 c. 7his exa!ple has a pro#le! 'ith the
pronounPante"edent agree!ent. 7he pronoun "ase. 7he o#He"t o* the preposition
pronoun their is pluralG the ante"edent is beteen should #e in the o#He"tive "ase. $se
disc =oc$ey, 'hi"h is singular. Instead, use us instead o* e!
the pronoun his or her! 9:3 c. (ou need to identi*y the *aulty parallelis!.
693 c. 7his senten"e has a pro#le! 'ith ver# tense. Coordinate ite!s in a series should #e
in 7he senten"e is "ast in the present tense, so the sa!e gra!!ati"al *or!, so to
ba$e placed should #e places! should #e ba$ing!
663 c. 0e"ause eat is an irregular ver#, the past 913 e. 7here are no errors in this exa!ple.
tense does not get an )ed. 7he 'ord ate 923 a. Cere is a pro#le! 'ith su#He"tver# agree
should #e "hanged to eaten, #e"ause o* the !ent. 2either is singular, so ere should #e
helping ver# 5has6. as *or "onsisten"y.
8:3 d. In this senten"e, the pronoun shi*ts. 7he senten"e 933 a. 7his is a tri")y di"tion error. &i$e is a
preposi #egins 'ith riters and "orre"tly uses the pronoun tion and should not #e used in
pla"e o* a "on their, #ut then s'it"hes to the pronoun one! One Hun"tion. <epla"e li$e 'ith
as!
often gets should #e repla"ed 'ith they often get! 943 a. 7he 'ord repeated !odi*ies rang, so it needs
813 e. 7here are no errors in this senten"e. to #e in adver# *or!. It should #e repla"ed
823 a. An adver# is needed to !odi*y get! $se ell 'ith repeatedly!
5an adver#6 instead o* good 5an adHe"tive6. 953 d. An adver# is needed to !odi*y the ver# clean,
833 b. $se hich *or things and ho *or people. so thorough should #e repla"ed 'ith thoroughly!
843 a. 7his is a senten"e *rag!entG it la")s a !ain 963 e. 7here are no errors in this
senten"e. ver#. 7he )ing *or! o* to be 5being6 "annot 983 e. 7here are no errors in
this senten"e.
#e used as the !ain ver#G use is instead. 993 c. Cere is an exa!ple o* 'ordiness. 7he
853 a. 7his is an exa!ple o* a dangling parti"iple. phrase o"er some time is identi"al in
!eaning 7his senten"e, as 'ritten, indi"ates that the to gradually, so you "an eli!inate it
to avoid ne'spaper 5it6 'as reading, 7he su#He"t o* the redundan"y.
!ain "lause o* a senten"e is assu!ed to #e the 963 b. In this senten"e, it !ay see! li)e the su#He"t
is su#He"t o* the phrase atta"hed to the !ain shops, #ut it is a"tually number, 'hi"h is a
sin "lause. It is not logi"al *or the ne'spaper to gular noun. 7he ver# $eep needs to #e
6:3 b. 7his is an exa!ple o* su#He"tver# agree!ent 663 a. 7he "o!pound su#He"t in this senten"e is
'hen the su#He"t *ollo's the ver#. 7he su#He"t him and the guys on high school trac$ team!
in this senten"e is adults, 'hi"h is plural. 7he 7he pronoun him is in the o#He"t *or! o*
ver# is should #e repla"ed 'ith are, so that it is the pronoun in the thirdperson singularG it
plural, too. is 'rong #e"ause the pronoun is the su#He"t.
613 a. Although it !ay see! li)e the su#He"t is Pacific 0im should #e repla"ed 'ith he!
Ocean, the su#He"t is a"tually clouds, 'hi"h is 1::3 b. 7o "orre"t the dou#le negative, repla"e barely
plural. 7he ver# rises needs to #e plural, too, no one 'ith barely anyone or hardly anyone.
so it should #e "hanged to rise! 1:13 a. 7his is an exa!ple o* in"orre"t 'ord
"hoi"e.
623 c. 7he su#He"t o* this senten"e is poor riting! 7he 'ord adopt !eans to !a)e so!ething
7he ver# are should #e singular to !at"h the oneAs o'n. In this senten"e, the "orre"t
'ord su#He"t, so "hange are to is! should #e adapt, 'hi"h !eans to
"hange
633 a. Cere, you "an identi*y "on*usion #et'een the so!ething or !a)e it suita#le *or a
spe"i*i" si!ple past and the past parti"iple. Seen should use or purpose.
only #e used 'ith a helping ver#. 7he 'ord 1:23 d. 7his is a "ase o* using the 'rong
preposition. should #e repla"ed 'ith sa, 'hi"h is the %tandard usage di"tates using
discriminated si!ple past tense o* the ver#. against, not discriminated to!
643 b. 7he su#He"t here is reasons, 'hi"h is plural. 1:33 b. (ou need to identi*y the in"orre"t 'ord
7he ver# should #e are, not is! "hoi"e. 7he 'ord inflicted !eans to i!pose
653 a. 7his is a si!ple "ase o* the 'rong 'ord punish!ent or su**ering on so!eone. 7he
"hoi"e. 1mminent !eans so!ething that is "orre"t 'ord to use is afflicted, 'hi"h !eans
li)ely to happen soon. 7he "orre"t 'ord *or the "ausing o* pain, su**ering, or annoyan"e
this senten"e is eminent, 'hi"h !eans out on so!eone.
standing or pro!inent. 1:43 e. 7here are no errors in this senten"e.
663 b. 7his senten"e "on*uses the si!ple past and 1:53 c. 7his is an exa!ple o* a dependent
"lause
the past parti"iple. Thron should only #e used #eing *ollo'ed #y another dependent
"lause, 'ith a helping ver#. It should #e repla"ed 'ith 'hi"h is not gra!!ati"ally "orre"t.
7o repair thre, 'hi"h is the si!ple past tense o* the ver#. the senten"e, re!ove but!
683 d. 7he su#He"t o* the ver# is is antennae, a plural 1:63 d. 7his has an error in ver# tense. 7he
senten"e noun. 7hus, the ver# !ust #e the plural are! starts out in the present tense
5produce6 #ut 7he prepositional phrase of the carpenter then "hanges to the past tense
5appeared6. 7o "ariety !ay !islead you to #elieve that repair the error, "hange
appeared to appear! "ariety is the su#He"t, #ut su#He"ts are never 1:83 e. 7here are no errors in
this senten"e.
in a prepositional phrase. 1:93 b. 7he 'ord regular is !odi*ying the ver# eat,
693 c. Cere is a pro#le! 'ith nu!#er agree!ent. so it needs to #e in adver# *or!. Change
&ouns in a senten"e !ust have logi"al regular to regularly!
nu!#er relationships. 7he noun here is 1:63 b. (ou need to identi*y an error in pronoun
persons, 'hi"h is plural. Co'ever, the agree!ent. 7he su#He"t is carpenter, 'hi"h
is se"ond noun is bus! It should also #e singular. 7he possessive pronoun should
#e plural. 7he underlined phrase should his or her, not the plural their!
1113 a. 7he su#He"t in this senten"e is thousands of 1133 b. 7his senten"e "ontains an in"orre"t
preposi "isitors, 'hi"h is plural, not mansion! 7he ver# tion. A""ording to standard usage,
the ter! has to #e plural, so passes should #e pass! or$ in should #e or$ out or
figure out!
1123 b. Clo'ns are people, not things. $se ho 1143 e. 7here are no errors in this
senten"e. instead o* hich!
RECOGNIZING SENTENCE ERRORS
C H A P T E R

@uestions
I!proving
%enten"es
T-' .#++#1&n/ a!' '2a%(+'s #. )-' *&..'!'n) &%(!#v&n/ s'n)'n's ?0's4
)&#ns y#0 %ay "' )'s)'* #n &n )-' SAT3 T-'!' a!' 161 ?0's)&#ns
-'!' )# (!a)&', s# "y )-' )&%' y#0 /') )# )-' +as) #n', y#0 1&++
"' 1'++ (!'(a!'* )# )a$+' )-&s s')&#n #. )-' SATC
46
23
43
113
133
153
223
243
313
333
353
423
443
513
533
553
623
643
813
833
853
923
943
613
633
653
1:23
1:43
1113
1133
1153
1223
1243
1313
1333
1353
1423
1443
IMPRO=ING SENTENCES
13 a " * ' a " * ' 1:13 a " * '
a " * ' 523 a " * ' a " * '
33 a " * ' a " * ' 1:33 a " * '
a " * ' 543 a " * ' a " * '
53 a " * ' a " * ' 1:53 a " * '
63 a " * ' 563 a " * ' 1:63 a " * '
83 a " * ' 583 a " * ' 1:83 a " * '
93 a " * ' 593 a " * ' 1:93 a " * '
63 a " * ' 563 a " * ' 1:63 a " * '
1:3 a " * ' 6:3 a " * ' 11:3 a " * '
a " * ' 613 a " * ' a " * '
123 a " * ' a " * ' 1123 a " * '
a " * ' 633 a " * ' a " * '
143 a " * ' a " * ' 1143 a " * '
a " * ' 653 a " * ' a " * '
163 a " * ' 663 a " * ' 1163 a " * '
183 a " * ' 683 a " * ' 1183 a " * '
193 a " * ' 693 a " * ' 1193 a " * '
163 a " * ' 663 a " * ' 1163 a " * '
2:3 a " * ' 8:3 a " * ' 12:3 a " * '
213 a " * ' a " * ' 1213 a " * '
a " * ' 823 a " * ' a " * '
233 a " * ' a " * ' 1233 a " * '
a " * ' 843 a " * ' a " * '
253 a " * ' a " * ' 1253 a " * '
263 a " * ' 863 a " * ' 1263 a " * '
283 a " * ' 883 a " * ' 1283 a " * '
293 a " * ' 893 a " * ' 1293 a " * '
263 a " * ' 863 a " * ' 1263 a " * '
3:3 a " * ' 9:3 a " * ' 13:3 a " * '
a " * ' 913 a " * ' a " * '
323 a " * ' a " * ' 1323 a " * '
a " * ' 933 a " * ' a " * '
343 a " * ' a " * ' 1343 a " * '
a " * ' 953 a " * ' a " * '
363 a " * ' 963 a " * ' 1363 a " * '
383 a " * ' 983 a " * ' 1383 a " * '
393 a " * ' 993 a " * ' 1393 a " * '
363 a " * ' 963 a " * ' 1363 a " * '
4:3 a " * ' 6:3 a " * ' 14:3 a " * '
413 a " * ' a " * ' 1413 a " * '
a " * ' 623 a " * ' a " * '
433 a " * ' a " * ' 1433 a " * '
a " * ' 643 a " * ' a " * '
453 a " * ' a " * ' 1453 a " * '
463 a " * ' 663 a " * ' 1463 a " * '
483 a " * ' 683 a " * ' 1483 a " * '
493 a " * ' 693 a " * ' 1493 a " * '
463 a " * ' 663 a " * ' 1463 a " * '
5:3 a " * ' 1::3 a " * ' 15:3 a " * '
51
1583
1563
1613
1513 a " * ' a " * '
1523 a " * ' 1593 a " * '
1533 a " * ' a " * '
1543 a " * ' 16:3 a " * '
1553 a " * ' a " * '
1563 a " * '
52
;EARNINGE<PRESS ANSWER SHEET

Q0's) & #ns 43 <ay!ondAs ne' va"uu! 'or)ed #eauti*ully on
the interior o* his ne' "ar, he still 'as not a#le to
get the pine needles *ro! last yearAs Christ!as
13 Although !eteorologists "ontinue to get !ore tree out o* the side po")ets.
and !ore advan"ed te"hnology and e/uip!ent, a. <ay!ondAs ne' va"uu! 'or)ed #eauti*ully
their 'eather *ore"asts 'rong a#out 40O o* b. 0e"ause <ay!ondAs ne' va"uu!
the ti!e. 'or)ed #eauti*ully
a. their 'eather *ore"asts 'rong c. Although <ay!ondAs ne' va"uu!
b. their 'eather *ore"asts 'hi"h is 'rong 'or)ed #eauti*ully
c. their 'eather *ore"asts are 'rong d. <ay!ondAs ne' va"uu! 'or)ed
#eauti*ully,
d. is their 'eather *ore"asts 'rong e. Bhenever <ay!ondAs ne' va"uu!
e. their 'eather *ore"asts that is 'rong 'or)ed #eauti*ully
23 %o!e "ouples have their *irst "hild #e*ore they 53 A*ter 'at"hing television *or !ore than
seven have learned any real parenting s)ills, 'hile a *e' hours straight, the "ou"h no longer *elt
ver y reading #oo)s and attending se!inars as soon as "o!*orta#le to the young #oys.
they *ind out they are pregnant. a. A*ter 'at"hing television *or !ore than
seven
a. 'hile a *e' reading #oo)s and attending se!i hours straight, the "ou"h no longer *elt
very nars as soon as they *ind out they are pregnant. "o!*orta#le to the young #oys.
b. 'hile a *e', reading #oo)s and attending se!i b. A*ter 'at"hing television *or !ore than
seven nars as soon as they *ind out they are pregnant. hours straight, the young #oys 'ere no
longer
c. #ut a *e' reading #oo)s and attending se!i very "o!*orta#le on the "ou"h.
nars as soon as they *ind out they are pregnant. c. Bat"hing television *or !ore than seven hours
d. ho'ever, a *e' reading #oo)s and attending straight, the "ou"h no longer *elt very
"o! se!inars as soon as they *ind out they *orta#le to the young #oys.
are pregnant. d. 7he young #oys 'ere no longer very "o!*ort
e. 'hile a *e' #egin reading #oo)s and a#le on the "ou"h, a*ter they had 'at"hed
tele attending se!inars as soon as they *ind vision *or !ore than seven hours
straight.
out they are pregnant. e. ;or !ore than seven hours straight the #oys
had 'at"hed television, the "ou"h no longer
33 7he nu!#er o* gro"ery store shoppers that *elt very "o!*orta#le to the!.
"arry a 'allet *ull o* "oupons 'ith the! is
gro'ing, approxi!ately 40O o* those in line
have at least one appli"a#le "oupon to apply
to their pur"hases.
a. is gro'ing, approxi!ately 40O
b. is gro'ingG approxi!ately 40O
c. is gro'ing, although approxi!ately 40O
d. is gro'n, approxi!ately 40O
e. is to gro'n, approxi!ately 40O
IMPRO=ING SENTENCES QUESTIONS
63 7o )eep her house "o!pletely "lean, she spends 93 0e"ause the Serenity !ovie 'as /uite popular in
at least three hours a day dusting the *urniture, the !ovie theaters and on ho!e video, there are
va"uu!ing the *loors, and she puts a'ay a !ini still no plans to #ring #a") the 9irefly series,
!u! o* t'o loads o* laundry. a""ording to *or!er produ"er Loss Bhedon.
a. she puts a'ay a !ini!u! o* t'o loads a. 0e"ause the Serenity !ovie 'as /uite popular
o* laundry. in the !ovie theaters and on ho!e video
b. next, she puts a'ay a !ini!u! o* t'o loads b. Although the Serenity !ovie 'as /uite
popu o* laundry. lar in the !ovie theaters and on ho!e
video
c. *inally, she putting a'ay a !ini!u! o* t'o c. %in"e the Serenity !ovie 'as /uite popular in
loads o* laundry the !ovie theaters and on ho!e video
d. putting a'ay a !ini!u! o* t'o loads o* d. Co'ever, the Serenity !ovie 'as /uite
popu laundry she does. lar in the !ovie theaters and on ho!e
video
e. putting a'ay a !ini!u! o* t'o loads e. ;or the Serenity !ovies 'as /uite popular in
o* laundry. the !ovie theaters and on ho!e video
83 7he "hara"ter o* Clar) Ient has #een around *or 63 7he Par)insons have de"ided to "an"el their
de"ades, #e"ause no one has !ade hi! /uite as %aturday a*ternoon #ar#e/ue #y the pool 'hile
popular as 7o! Belling has in Small"ille. the 'eather *ore"ast is "alling *or !assive
thun a. #e"ause no one has !ade hi! /uite as popular derstor!s throughout the entire
'ee)end.
as 7o! Belling has in Small"ille! a. 'hile the 'eather *ore"ast is "alling
b. although no one has !ade hi! /uite as b. so the 'eather *ore"ast is "alling
popular as 7o! Belling has in Small"ille! c. although the 'eather *ore"ast is
"alling
c. sin"e no one has !ade hi! /uite as popular as d. ho'ever the 'eather *ore"ast is "alling
7o! Belling has in Small"ille! e. sin"e the 'eather *ore"ast is "alling
d. *or no one has !ade hi! /uite as popular as
7o! Belling has in Small"ille! 1:3 %ituation "o!edies have #een popular 'ith
e. 'henever no one had !ade hi! /uite as audien"es o* all ages *or the last several de"ades,
popular as 7o! Belling has in Small"ille! so!e o* the! have #e"o!e entren"hed into
our
"ulture in a nu!#er o* 'ays.
a. *or the last several de"ades, so!e o* the!
have #e"o!e entren"hed
b. *or the last several de"ades, #e"o!e entren"h
ing so!e o* the! have
c. so!e o* the!, *or the last several de"ades,
have #e"o!e entren"hed
d. *or the last several de"adesG so!e o* the! have
#e"o!e entren"hed
e. #e"o!ing entren"hed, *or the last several
de"ades, they have
IMPRO=ING SENTENCES QUESTI ONS
113 In the $nited %tates, a gro'ing nu!#er o* *a!i 143 =riginally designed to help people "ontrol
lies that do not have !u"h spare ti!e on their their dia#etes, the physi"ian in*or!ed the *as"i
hands and end up in the drivethrough lines at nated audien"e that this !edi"ation 'ould also
"onvenient *ast*ood restaurants. assist thousands in losing signi*i"ant a!ounts
a. and end up in the drivethrough lines o* 'eight.
b. so end up in the drivethrough lines a. =riginally designed to help people "ontrol
c. end up in the drivethrough lines their dia#etes, the physi"ian in*or!ed the *as
d. ends up in the drivethrough lines "inated audien"e that this !edi"ation 'ould
e. ending up in the drivethrough lines also assist thousands in losing signi*i"ant
a!ounts o* 'eight.
123 Countless !usi" groups and individual singers b. +esigned to help people "ontrol their dia#etes
have re"orded a version o* K$n"hained Felody,M originally, the physi"ian in*or!ed the *as"i
no one "an per *or! it #etter than the original nated audien"e that it 'ould also assist thou
<ighteous 0rothers though. sands in losing signi*i"ant a!ounts o* 'eight.
a. no one "an per*or! it #etter than the original c. =riginally designed to help people "ontrol
<ighteous 0rothers though their dia#etes, this !edi"ation 'ould
b. sin"e no one "an per*or! it #etter than the also assist thousands in losing signi*i"ant
original <ighteous 0rothers though a!ounts o* 'eight, the physi"ian told the
c. in per*or!ing, no one "an do it #etter than *as"inated audien"e.
the original <ighteous 0rothers d. 7he physi"ian told the *as"inated audien"e
d. 7he <ighteous 0rothers per*or! it #etter that although originally designed to help
#e"ause they are the original people "ontrol their dia#etes, signi*i"ant
e. #ut no one "an per*or! it #etter than the a!ounts o* 'eight "ould #e lost as 'ell 'ith
original <ighteous 0rothers this !edi"ation.
e. Losing signi*i"ant a!ounts o* 'eight "ould #e
133 Bhenever the telephone rings, everyone in the done 'ith the !edi"ation originally designed
house )no's that it is going to #e *or &i"ole to help people "ontrol their dia#etes, said
the sin"e she has a so"ial li*e that is #usy enough *or physi"ian to his *as"inated audien"e.
at least three people.
a. Bhenever the telephone rings, 153 Bhile nu!erous horror novels try to persuade
b. 7he telephone, 'henever it rings, readers that psy"hopaths are hiding around
every
c. <inging, 'henever the telephone does "orner, other authors !u"h !ore opti!isti".
d. 0e"ause the telephone rings, a. other authors !u"h !ore opti!isti".
e. 7he telephone rings b. other authors are !u"h !ore opti!isti".
c. other authors is !u"h !ore opti!isti".
d. other authors 'hi"h are !u"h !ore opti!isti".
e. other authors although !u"h !ore opti!isti".
163 7elevision dete"tives !ira"ulously have the 193 7he high 'ind 'arning had #een issued in
the a#ility to solve the !ost "o!pli"ated "ri!es in e v eningG people 'ere already tying do'n
their less than an hour, *e' "an do it 'ith as !u"h possessions and preparing *or the 'orst.
style and o#sessiveness as the !ain "hara"ter a. had #een issued in the eveningG people 'ere
on 4on$. already tying do'n
a. an hour, *e' "an do it b. had #een issued in the evening, people 'ere
b. an hour sin"e *e' "an do it already tying do'n
c. an hour, *or *e' "an do it c. had #een issued in the evening, sin"e people
d. an hourG *e' "an do it 'ere already tying do'n
e. an hour, 'hile *e' "an do it d. had #een issued in the eveningG already
tying do'n
183 7he "urious student as)ed the !useu! "urator e. had #een issued in the evening *or people 'ere
endless /uestions *ro! the lo"al high s"hool already tying do'n
history "lass.
a. 7he "urious student as)ed the !useu! "ura 163 A*ter 'at"hing ;as *or the *i*th ti!e, the o"ean
tor endless /uestions *ro! the lo"al high loo)ed in"redi#ly !ena"ing to tourists Iathleen
s"hool history "lass. and Ievin.
b. ;ro! the lo"al high s"hool history "lass, the a. A*ter 'at"hing ;as *or the *i*th ti!e, the
!useu! "urator 'as as)ed endless /uestions o"ean loo)ed in"redi#ly !ena"ing to Iathleen
#y the "urious student. and Ievin.
c. 7he "urious student *ro! the lo"al high b. A*ter 'at"hing ;as *or the *i*th ti!e,
s"hool history "lass as)ed the !useu! "urator in"redi#ly !ena"ing the o"ean loo)ed to
endless /uestions. tourists Iathleen and Ievin.
d. Endless /uestions 'ere as)ed #y the "urious c. 7ourists Iathleen and Ievin, a*ter
'at"hing student *ro! the lo"al high s"hool to the ;as *or the *i*th ti!e, thought
the o"ean !useu! "urator. loo)ed in"redi#ly !ena"ing.
e. 7he !useu! "urator as)ed the "urious student d. 7he o"ean loo)ed in"redi#ly !ena"ing
to *ro! the lo"al high s"hool endless /uestions. tourists Iathleen and Ievin 'ho had
Hust
'at"hed ;as *or the *i*th ti!e.
e. A*ter 'at"hing ;as *or the *i*th ti!e, tourists
Iathleen and Ievin thought that the o"ean
loo)ed in"redi#ly !ena"ing.
2:3 Putting up the Jenetian #linds 'as *ar !ore 233 7he #ody has a natural sleep "y"le it
ranges "o!pli"ated than I had anti"ipatedG it see!ed *ro! six to ten hours a night
depending on li)e a di**i"ult pu??le 'ith !ore than a *e' the individual.
pie"es !issing. a. sleep "y"les it ranges
a. I had anti"ipatedG it see!ed li)e a b. sleep "y"les, it ranges
di**i"ult pu??le c. sleep "y"lesG it ranges
b. I had anti"ipated, it see!ed li)e a d. sleep "y"les sin"e it ranges
di**i"ult pu??le e. sleep "y"les 'hen it ranges
c. I had anti"ipated it see!ed li)e a
di**i"ult pu??le 243 7he A!eri"an people adore highte"h little gadg
d. I had anti"ipated sin"e it see!ed li)e a ets, they #uy the! as *ast as they are
produ"ed. di**i"ult pu??le a. gadgets, they #uy
e. I had anti"ipated so it see!ed li)e a b. gadgetsG they #uy
di**i"ult pu??le c. gadgets so they #uy
d. gadgets, they #ought
213 7he 'itness told his la'yer that he "ouldnAt hardly e. gadgetsG #uying
the! re!e!#er a ti!e that he had *elt sa*e #oth in his
ho!e and at 'or). 253 7he *ire 'as #urning #rightlyG 'hi"h lit up the
a. that he "ouldnAt hardly re!e!#er a ti!e night 'ith a *ier"e orange glo'.
b. 'hen he "ould not re!e!#er a ti!e a. #urning #rightlyG 'hi"h lit up
c. that a ti!e "ould hardly #e re!e!#ered 'hen b. #urning #rightly and 'hi"h lit up
d. that he "ould hardly re!e!#er a ti!e c. #urning #rightly, #e"ause this lit up
e. he "ouldnAt hardly re!e!#er a ti!e d. #urning #rightly 'hi"h lit up
e. #urning #rightly, 'hi"h lit up
223 +uring the party, the dan"ers that "a!e out li)e
#rightly "olored *lo'ers. 263 <enovating a house ta)es a lot o* !oney, s)ill
a. dan"ers that "a!e out and ti!eG depending on its original "ondition,
b. dan"ers "o!ing 'hat year it 'as #uilt, and 'hat your goals are.
c. dan"ers, 'hi"h are "o!ing a. ti!eG depending
d. dan"ers "a!e b. ti!e, depending
e. dan"ers, 'hi"h "a!e c. ti!e depending
d. ti!eG thus depending
e. ti!e, it depends
283 7o! Cruise is one o* the "ountryAs !ost 313 Caving thro'n her #a")pa") on her #ed,
Ceather re"ogni?ed a " tors, he is )no'n *or his a"tion *elt deeply disappointed a#out losing the
"ontest. adventure !ovies, his appearan"es on tal) a. Caving thro'n her #a")pa") on her
#ed, sho's, and his !u"hpu#li"i?ed ro!an"es. Ceather *elt deeply disappointed a#out
losing a. a"tors, he is )no'n the "ontest.
b. a"tors sin"e )no'n b. Caving *elt deeply disappointed a#out
losing c. a"torsG he is )no'n the "ontest, Ceather thre' her
#a")pa") on d. a"tors in that he is )no'n her #ed.
e. a"tors !ost )no'n c. 7hro'ing her #a")pa") on the #ed, deeply
disappointed a#out losing the "ontest
293 7he #irthday "a)e 'as already done and the Ceather 'as.
party 'as not due to start *or another hour. d. Ceather lost the "ontest and thre' her #a")
a. and the party 'as not due to start *or pa") on her #ed, *eeling deeply disappointed.
another hour. e. +eeply disappointed a#out losing the "ontest,
b. sin"e the party 'as not due to start *or Ceather thre' her #a")pa") on her #ed.
another hour.
c. although the party 'as not due to start *or 323 7he !essenger on the #lue 2.speed #i"y"le
another hour. 'ith the shiny gre en pants is on his 'ay to
d. so the party 'as not due to start *or deliver the "ontra "t.
another hour. a. 7he !essenger on the #lue 2.speed #i"y"le
e. the party 'as not due to start *or another hour. 'ith the shiny green pants is on his 'ay
to deliver the "ontra"t.
263 Bhen pur"hasing a "ar, 'ise "onsu!ers )eep in b. 7he !essenger on his 'ay to deliver the
"on !ind ho' !u"h it "osts, 'hat gas !ileage it gets, ta"t is on the #lue 2.speed #i"y"le
'ith the and its sa*ety. shiny green pants.
a. its sa*ety. c. 7he !essenger 'earing the shiny green pants
b. i* it is sa*e. and riding the #lue 2.speed #i"y"le is on his
c. the sa*ety o* it. 'ay to deliver the "ontra"t.
d. the a#ility o* it to #e sa*e. d. =n his 'ay to deliver the "ontra"t, the !es
e. ho' sa*e it is. senger 'ith the shiny green pants and #lue 2.
speed #i"y"le is.
3:3 Coping 'ith the "old and enough *ood !ade e. Bith the shiny green pants, the !essenger on
#eing lost in the *orest during the 'inter even the #lue 2.speed #i"y"le is on his 'ay to
!ore di**i"ult than she had ever i!agined. deliver the "ontra"t.
a. and enough *ood
b. and *inding enough *ood 333 Ceading to the "on"er t, the i"y roads !ade the
c. and *ound enough *ood streets dangerous and sli").
d. and Hust enough *ood a. Ceading to the "on"ert
e. and *ind enough *ood b. Bhile heading to the "on"ert
c. 7o head to the "on"ert
d. Bhile 'e headed to the "on"ert
e. En route to the "on"ert
343 I had #een ta)ing a"ting lessons *or al!ost a 383 7he se/uel to 7ush 0our 'as *unnier and !ore
year #e*ore the "ast dire" tor as)s !e to Hoin ex"iting than any se/uel IAve ever seen.
the "o!!unity playhouse. a. 'as *unnier and !ore ex"iting than any se/uel
a. "ast dire"tor as)s !e to Hoin IAve ever seen.
b. "ast dire"tor #eing as)ed to Hoin b. 'as the !ost *unniest and !ost ex"iting
c. "ast dire"tor as)ed !e to Hoin se/uel IAve ever seen.
d. "ast dire"tor had as)ed !e to Hoin c. 'as #oth *unnier and !ore ex"iting than any
e. "ast dire"tor as)ing !e to Hoin other se/uel IAve ever seen.
d. 'as *unnier and !ost ex"iting than any !ovie
353 Anyone 'ho Hoins the "o!!unity "hoir, regard se/uel IAve ever seen.
less o* ho' !u"h vo"al experien"e you have had, e. 'as *unnier and !ore ex"iting than any
other should plan to attend the orientation !eeting on se/uel IAve ever seen.
Fonday night.
a. regardless o* ho' !u"h vo"al experien"e you 393 I* you 'ant to see a !otor"y"le #attle li)e no
have had, other, you should 'at"h 4ission 1mpossible >.
b. irregardless o* your personal vo"al experien"e, a. li)e no other, you should 'at"h
c. regardless o* ho' !u"h vo"al experien"e they b. li)e no otherG you should 'at"h
have had, c. li)e no other you should 'at"h
d. irregardless o* their vo"al experien"e, d. li)e no other, you are 'at"hing
e. regardless o* vo"al experien"e, e. li)e no otherG so i* you 'at"h
363 %o!e tea"hers thin) that the option o* ho!e 363 0e"ause he 'as given a lo"al anestheti", Losh
'as s"hooling and other edu"ational alternatives "ons"ien"e throughout the operation.
have "reated pro#le!s 'ithin the pu#li" a. Losh 'as "ons"ien"e throughout the operation.
s"hool syste!s. b. Losh had a "ons"ien"e during the operation.
a. o* ho!es"hooling and other edu"ational c. the operation 'as "o!pleted 'ith Losh
alternatives have "reated pro#le!s 'ithin "ons"ien"eness.
the pu#li" s"hool syste!s. d. the operation 'as done 'hile Losh held
b. o* ho!es"hooling and other edu"ational "ons"ien"eness.
alternatives has "reated pro#le!s 'ithin e. Losh re!ained "ons"ious throughout the
the pu#li" s"hool syste!s. operation.
c. o* ho!es"hooling and other edu"ational
alternatives is "reated pro#le!s 'ithin the 4:3 Eve r y#ody that 'ants to voluntee r to help at the
pu#li" s"hool syste!s. #a)e sale should put his or her na!e on the list
d. o* ho!es"hooling and other edu"ational on the #ulletin #oard.
alternatives "reating pro#le!s 'ithin the a. Every#ody that 'ants to volunteer
pu#li" s"hool syste!s. b. Every#ody 'ho 'ants to volunteer
e. o* ho!es"hooling and other edu"ational c. Every#ody 'hi"h 'ants to volunteer
alternatives has "reating pro#le!s 'ithin d. Every#ody 'ants to volunteer
the pu#li" s"hool syste!s. e. Every#ody 'anting to volunteer
413 0oth o* !y grandparents 'ho live in ;lorida are 443 0allroo! dan"ing has !ade a huge "o!e#a")
*lying into =ACare airport this a*ternoonG they 'ith the younger generations, #ut it is still not as
are "o!ing to visit us over the holidays. popular as it 'as during the .1-0s and .140s.
a. 0oth o* !y grandparents 'ho live in ;lorida a. 'ith the younger generations, #ut it is still not
b. Fy grandparents in ;lorida as popular
c. Fy grandparents, #oth 'ho live in ;lorida, b. 'ith the younger generationsG #ut it is still not
d. Fy t'o grandparents, 'ho lives in ;lorida, as popular
e. 0oth o* !y grandparents, living in ;lorida c. 'ith the younger generations and it is still not
as popular
423 &o !atter ho' !any ti!es their parents d. 'ith the younger generations sin"e it is
still as)ed the!, the t'ins said they didnAt do not as popular
nothing 'rong. e. 'ith the younger generations #e"ause it is still
a. the t'ins said they didnAt do nothing 'rong not as popular
b. the t'ins 'ere saying they didnAt do nothing
'rong 453 7hey de"ided to go to the #as)et#all ga!e a*ter
c. the t'ins said they 'ere not doing nothing all, although one should !a)e plans *or so!e
'rong thing li)e that long #e*orehand.
d. the t'ins they did so!ething 'rong a. although one should !a)e plans
e. the t'ins said they did not do anything 'rong b. #e"ause one should !a)e plans
c. although they should have !ade plans
433 7he *ire!en responded i!!ediately to the d. so they should have !ade plans
#laring alar!, they had Hu!ped into their e. 'hen they de"ided to !a)e plans
suits and piled onto the *ire tru") in a !atter
o* !ere se"onds. 463 Las!ine 'anted to attend the opening night o*
a. #laring alar!, they had Hu!ped the ne' 0road'ay play, #ut she de"ides to go
to b. #laring alar! they had Hu!ped the "o")tail party instead.
c. #laring alar!G they 'ere Hu!ping a. ne' 0road'ay play, #ut she de"ides to go
d. #laring alar!G they had Hu!ped b. ne' 0road'ay playG #ut she de"ides to go
e. #laring alar! #e"ause they had Hu!ped c. ne' 0road'ay play, #ut she de"ided to
go
d. ne' 0road'ay play #ut she de"ides to go
e. ne' 0road'ay play #ut she is de"iding to go
483 Everyone 'ho attended the *as"inating le"ture #y 5:3 A*ter the ga!e 'as over, the #ase#all "oa"h
the pro*essor )ne' that their history grade 'ould handed out a'ards o* one )ind or another to
i!prove Hust *ro! listening to 'hat he had to say. ea"h one o* the players.
a. )ne' that their history grade a. A*ter the ga!e 'as over,
b. )ne' that his or her history grade b. Although the ga!e 'as
over,
c. )ne' that oneAs history grade c. (et the ga!e 'as
over,
d. )ne' that !y history grade d. ;urther!ore the ga!e 'as over,
e. )ne' that our history grade e. 0ut the ga!e 'as over,
493 A*ter Louise *inished #a)ing ten do?en "oo)ies 513 I* one has su"h a ter ri#le heada"he, you "an
*or her daughterAs se"ondgrade "lass, a trip to go and see !y "hiropra"tor and see i* he "an
the store 'as !ade to get plasti" #ags to hold help youD
the treats. a. I* one has su"h a terri#le heada"he
a. a trip to the store 'as !ade b. I* you has su"h a terri#le heada"he
b. a trip 'as !ade to the store c. I* one had su"h a terri#le heada"he
c. a trip to the store 'as !ade #y her d. I* you have su"h a terri#le
heada"he
d. she to the store !ade a trip e. I* one 'as having a terri#le heada"he
e. she !ade a trip to the store
523 7he thirdgrade "lass 'ent to visit the "o!!u
463 In the .140s, *a!ilies that 'ere lu")y enough to nity retire!ent "enter on JalentineAs +ay, and
have a 7J had three or *our "hannels to "hoose everyone there 'anted to )no' 'here 'e
'ent *ro!, although todaysA *a!ilies !ay have three to s"hool.
or *our 7Js and hundreds o* "hannel "hoi"es. a. 7he thirdgrade "lass 'ent to visit
a. although todaysA *a!ilies !ay have three or b. 7hat thirdgrade "lass 'ent to
visit *our 7Js and hundreds o* "hannel "hoi"es. c. =ur thirdgrade "lass 'ent to
visit
b. 'hile todaysA *a!ilies !ay have three or *our d. Cer thirdgrade "lass 'ent to
visit
7Js and hundreds o* "hannel "hoi"es. e. 7heir thirdgrade "lass 'ent to visit
c. ho'ever, today, there are *a!ilies 'ith three
or *our 7Js and over a hundred "hannels that
they "an "hoose *ro!.
d. *a!ilies today !ay have three or *our 7Js and
hundreds o* "hannels on the!.
e. although *or todaysA *a!ilies, there !ay #e
three or *our 7Js and hundreds o*
"hannel "hoi"es.
533 Allen 'as sho")ed to *ind the !oney he had #een 553 &ever "learly "aptured on a photograph or
*il! !issing loo)ing through !ultiple loads o* his o* any )ind, the group o* experts !et at
the dirty laundry. annual "on*eren"e to dis"uss i* %as/uat"h
'as
a. Allen 'as sho")ed to *ind the !oney he had a " tually reality or Hust a delusion.
#een !issing loo)ing through !ultiple loads a. &ever "learly "aptured on a photograph or
o* his dirty laundry. *il! o* any )ind, the group o* experts !et at
b. %ho")ed, Allen *ound the !oney he had #een the annual "on*eren"e to dis"uss i* %as/uat"h
!issing loo)ing through !ultiple loads o* his 'as a"tually reality or Hust a delusion.
dirty laundry. b. At the annual "on*eren"e, the group o* experts
c. Loo)ing through !ultiple loads o* dirty laun !et to dis"uss i* %as/uat"h 'as a"tually
reality dry, the !oney Allen had #een !issing or Hust a delusion 'ith ever #eing
"learly "ap sho")ed hi!. tured on a photograph or *il! o*
any )ind.
d. Loo)ing through !ultiple loads o* dirty laun c. Bhether or not %as/uat"h 'as a"tually reality
dry, Allen 'as sho")ed to *ind the !oney he o* Hust a delusion, experts !et at the annual
had #een !issing. "on*eren"e to dis"uss #e"ause he had never
e. Allen, loo)ing through !ultiple loads o* his #een "learly "aptured on a photograph or *il!
dirty laundry, 'as sho")ed to *ind the !oney o* any )ind.
he had #een !issing. d. 7he group o* experts !et at the annual "on
*eren"e to dis"uss i* %as/uat"h 'as a"tually
543 In order to *ind their 'ay through the dar)ness, reality or Hust a delusion sin"e his i!age had
#ats !ust use a syste! o* sound 'aves "alled never #een "learly "aptured on a photograph
e"holo"ationG they send out a "ry that #oun"es or *il! o* any )ind.
#a") o** sur*a"es 'here there are o#He"ts in *ront e. Bhether a"tually reality or Hust a delusion,
o* the!. the experts !et at the annual "on*eren"e to
a. 'here there are o#He"ts in *ront o* the!. dis"uss %as/uat"h sin"e he had never #een
b. indi"ating 'here there are o#He"ts in *ront "learly "aptured on a photograph or *il!
o*
o* the!. any )ind.
c. 'hi"h are o#He"ts that !ight #e in *ront
o* the!.
d. o#He"ts are there in *ront.
e. that are in *ront o* the!.
563 7he "a#in 'as lo"ated several #lo")s *ro! the 563 Although she had handed out !ore than
.00 o"ean*ront, yet 'e "ould still hear the sur* as 'e petitions, Corrine still did not have
enough 'ent to #ed ea"h night. signatures to stop the depart!ent
store *ro! a. yet 'e "ould still hear the sur* as 'e 'ent to #uilding in her "ity.
#ed ea"h night. a. Although she had handed out !ore than
b. 'e "ould still hear the sur* as 'e 'ent to #ed .00 petitions,
ea"h night. b. 0e"ause she had handed out !ore than
c. yet 'e "ould still hear the sur* as they 'ent to .00 petitions,
#ed ea"h night. c. %in"e she had handed out !ore than
d. #ut you "ould still hear the sur* as they 'ent .00 hundred petitions,
to #ed ea"h night. d. Bhenever she had handed out !ore than
e. yet 'e "ould still hear it as 'e 'ent to #ed .00 petitions,
ea"h night. e. %he had handed out !ore than .00 petitions,
583 7he #randne' "o!puter syste! at FaryannAs 6:3 +espite her #est e**orts, the gour!et !eal
did house is #oth !ore po'er*ul and !u"h *aster not turn out near as gla!orous and
deli"ious than LoshuaAs house. as %a!antha had initially planned.
a. !ore po'er*ul and !u"h *aster than LoshuaAs a. the gour!et !eal did not turn out near as
house. gla!orous and deli"ious
b. !ore po'er*ul and !u"h *aster than Loshua. b. the gour!et !eal did not turn out near as
c. !ore po'er*ul and !u"h *aster than LoshuaAs. gla!orously and deli"iously
d. !ore po'er*ul and !u"h *aster than the "o! c. the gour!et !eal did not turn out nearly as
puter at LoshuaAs house. gla!orously and deli"iously
e. !ore po'er*ul and !u"h *aster than the one d. the gour!et !eal did not turn out nearly as
*ound in LoshuaAs house. gla!orous and deli"ious
e. the gour!et !eal did not, nearly as gla!
593 A*ter a relaxing soothing !assage, I 'anted orous and deli"ious, turn out
nothing !ore than to go ho!e and sleep *or the
rest o* the a*ternoon.
a. A*ter a relaxing soothing !assage
b. A*ter a relaxing, soothing !assage
c. A*ter a relaxing #ut soothing !assage
d. A*ter a relaxing, although soothing !assage
e. A*ter a relaxing, ho'ever, soothing !assage
613 Every *e' years, va!pires see! to "o!e #a") 633 7he =regon "oast o**ers tourists everything
into *ashion, #oo)s, !ovies, and television sho's *ro! soaring seagulls, roaring 'aves, to'ering
"ast the #loodsu")er as the ro!anti" hero al!ost !ountains, and o"ean 'ater that is *ree?ing.
every single ti!e. a. and o"ean 'ater that is *ree?ing.
a. into *ashion, #oo)s, !ovies, and b. and *ree?ing o"ean 'ater.
television sho's c. and 'ater *ro! the o"ean that is *ree?ing.
b. into *ashion, #oo)s !ovies, and d. plus o"ean 'ater *ree?ing.
television sho's e. and 'ater that is *ree?ing in the o"ean.
c. into *ashionG #oo)sG !ovies, and
television sho's 643 Although television sho's li)e 9riends, Seinfeld,
d. into *ashion, yet #oo)s, !ovies, and E"erybody &o"es 7aymond, and 9rasier are
no television sho's longer #eing produ"ed, yet people "an
still
e. into *ashionG #oo)s, !ovies, and 'at"h !ultiple episodes a day, than)s to
"a#le television sho's television and reruns.
a. yet people still "an 'at"h !ultiple episodes a
623 Although Antonio 0anderas is pri!arily )no'n day, than)s to "a#le television and
reruns. as an a"tor, his a#ility to sing, as seen in the 'ell b. although people "an still 'at"h
!ultiple )no'n !usi"al E"ita. episodes a day, than)s to "a#le
television a. Although Antonio 0anderas is pri!arily and reruns.
)no'n as an a"tor, his a#ility to sing, as he c. yet people "an still 'at"h !ultiple episodes
a de!onstrated in the 'ell)no'n !usi"al E"ita! dayG than)s to "a#le television and reruns.
b. Although Antonio 0anderas is pri!arily d. people "an still 'at"h !ultiple episodes a
day, )no'n as an a"tor, as he de!onstrated in the than)s to "a#le television and reruns.
'ell)no'n !usi"al E"ita, his a#ility to sing. e. *or people "an still 'at"h !ultiple episodes a
c. Although Antonio 0anderas is pri!arily day, than)s to "a#le television and reruns.
)no'n as an a"tor, he is also re"ogni?ed *or
his a#ility sing, as he de!onstrated in the 653 Although there are !illions o* people 'ho
avidly 'ell)no'n !usi"al, E"ita! 'at"h the %uper 0o'l ea"h year, there
are also
d. Although Antonio 0anderas is pri!arily !illions 'ho Hust as passionately run in the
oppo )no'n as an a"tor, he also an a#ility to site dire"tion and 'at"h so!ething else
entirely. sing, as he de!onstrated in the 'ell)no'n a. Although there are !illions o* people
'ho !usi"al E"ita! avidly 'at"h the %uper 0o'l ea"h year,
e. Although Antonio 0anderas is pri!arily b. 0e"ause there are !illions o* people 'ho
)no'n as an a"tor, his a#ility to sing, as avidly 'at"h the %uper 0o'l ea"h year,
seen in the 'ell)no'n !usi"al E"ita, is c. 7hat there are also !illions o* people
'ho also )no'n. avidly 'at"h the %uper 0o'l ea"h
year,
d. Avidly 'at"hing the %uper 0o'l ea"h
year, there are !illions o* people,
e. 7here are !illions o* people 'ho avidly 'at"h
the %uper 0o'l ea"h year,
663 %in"e entire seasons o* television sho's are no' 663 7o play the guitar good, you have to develop
#eing released on +J+, so people "an enHoy their "alluses on your *ingertips, "ut your nails
short, *avorite sho's or dis"over ne' ones "o!pletely learn to read !usi", and understand
ho' to
*ree o* "o!!er"ial interruptions. "learly produ"e !ultiple "hords.
a. %in"e entire seasons o* television sho's are a. 7o play the guitar good,
no' #eing released on +J+, b. 7o play the guitar
goodly,
b. Although entire seasons o* television sho's c. 7o have played the guitar
good, are no' #eing released on +J+, d. 7o play the guitar 'ell,
c. Entire seasons o* television sho's, sin"e are e. 7o playing the guitar
'ell, no' #eing released on +J+,
d. 0e"ause entire seasons o* television sho's are 8:3 Lionel 'rote a s"ien"e*i"tion story 'here the
no' #eing released on +J+, aliens, 'ho "a!e *ro! a planet no one even )ne'
e. Entire seasons o* television sho's are no' existed #e*ore, are not hostile or destru"tive
#ut #eing released on +J+, #enevolent and )ind instead.
a. Lionel 'rote a s"ien"e*i"tion story 'here
683 Alternative therapies li)e !assage, a"upun"ture, the aliens
hypnotherapy, and ho!eopathy are slo'ly gro' b. Lionel is 'riting a s"ien"e*i"tion story
#ut ing in popularity people are "onstantly loo)ing the aliens
*or ne' ans'ers to old pro#le!s. c. Lionel 'rote a s"ien"e*i"tion story, although
a. gro'ing in popularity people are the aliens
"onstantly loo)ing d. Lionel is 'riting a s"ien"e*i"tion story,
b. gro'ing in popularity, people are the aliens
"onstantly loo)ing e. Lionel 'rote a s"ien"e*i"tion story in 'hi"h
c. gro'ing in popularityG people are the aliens
"onstantly loo)ing
d. gro'ing in popularity although people are 813 I* you deeply appre"iate #oo)s 'ith
un#elieva#le "onstantly loo)ing des"riptions and a!a?ing
!etaphors, you de*i
e. gro'ing in popularity, people is nitely have to read anything you possi#ly "an
#y "onstantly loo)ing s"ien"e *i"tion author <ay 0rad#ury.
a. I* you deeply appre"iate #oo)s
693 7he ne' hair salon o**ers a !ultitude o* servi"es b. I* one deeply appre"iates
#oo)s in"luding !assages, pedi"ures, !ani"ures, !ud c. I* they deeply appre"iate
#oo)s #aths, and you "an get your hair "ut and d. I* 'e deeply appre"iate
#oo)s styled, too. e. I* he deeply appre"iates
#oo)s a. you "an get your hair "ut and styled, too.
b. one "an get their hair "ut and styled, too.
c. hair "uts and styles, too.
d. your hair "ut and styled, too.
e. as 'ell as hair "uts and styles.
823 Although voi"e lessons help in"rease a "han"e o* 853 Bhen I read through the list o* driving rules
and #eing "hosen *or a part in the "o!!unity play, regulations, it 'as a!a?ing ho' !any
!ista)es they loo) at other ele!ents, in"luding appear you "ould !a)e 'ithout even )no'ing
it.
an"e, "on*iden"e, range and enun"iation. a. it 'as a!a?ing ho' !any !ista)es you "ould
a. they loo) at other ele!ents !a)e 'ithout even )no'ing it.
b. the "asting "o!!ittee loo)s at other ele!ents b. it 'as a!a?ing ho' !any !ista)es they "ould
c. yet they loo) at other ele!ents !a)e 'ithout even )no'ing it.
d. the "asting "o!!ittee loo)s at other ele!ents c. it 'as a!a?ing ho' !any !ista)es I "ould
e. yet they are loo)ing at other ele!ents !a)e 'ithout even )no'ing it.
d. it 'as a!a?ing ho' !any !ista)es one "ould
833 7he horrors o* 'ar, des"ri#ed in detail in the !a)e 'ithout even )no'ing it.
"lassi" 7ed 3adge of Courage, are pain*ul and e. it 'as a!a?ing ho' !any !ista)es 'e
"ould di**i"ult to read, yet Hust as true today as they !a)e 'ithout even )no'ing it.
'ere hundreds o* years ago.
a. yet Hust as true today as they 'ere hundreds o* 863 7he parents loo)ed at their high s"hool
graduate years ago. so proud that they al!ost see!ed to
glo' 'ith
b. sin"e Hust as true today as they 'ere hundreds happiness.
o* years ago. a. so proud
c. Hust as true today as they 'ere hundreds o* b. so very proud
years ago. c. so pride*ul
d. #e"ause Hust as true today as they 'ere d. so proudly
hundreds o* years ago. e. so !u"h pride
e. *or Hust as true today as they 'ere hundreds o*
years ago. 883 7o the disappoint!ent o* the audien"e, neither
Can) A?aria nor 7i! Curry 'ere going to #e in
843 Allison is de*initely the #est person to lead our that nightAs per*or!an"e o* Spamalot!
group, she is "on*ident, intelligent, )no'ledge a. neither Can) A?aria nor 7i! Curry 'ere
going a#le, and "onsiderate. b. neither Can) A?aria nor 7i! Curry are
going a. our group, she is "on*ident c. neither Can) A?aria or 7i! Curry 'as
going
b. our group, #e"ause she is "on*ident d. neither Can) A?aria nor 7i! Curry go
c. our group, "on*ident she is e. neither Can) A?aria nor 7i! Curry 'as going
d. our group, although she is "on*ident
e. our groupG *or she is "on*ident
893 Considering that he had already eaten three 913 0e"ause she 'as up in her roo! 'ith her head
pie"es o* pi??a, a #ag o* potato "hips, *our apples, phones on, Lenni*er never even heard the
door#ell and a *e' pret?els, I thin) the "ollege student ringing do'nstairs.
should not have gu??led the liter o* soda as /ui") a. 0e"ause she 'as up in her roo! 'ith
her as he did. headphones on
a. as /ui") as he did b. %he 'as up in her roo! 'ith her
b. as very /ui") as he is doing headphones on
c. as extre!ely /ui") as he did c. Although she 'as in her roo! 'ith her
d. as /ui")ly as he did headphones on
e. as /ui")ly as he is doing d. %he 'as up in her roo! and her headphones
'ere on
863 I* you are !ore than .4 !inutes late to 'or), e. 0e"ause her headphones 'ere on up
in you 'ill get a penalty and one !ay only have t'o her roo!
o* these penalties per !onth or you 'ill #e *ired.
a. and one !ay only have t'o o* these penalties 923 Celd in .122, President Calvin Coolidge
presided per !onth or you 'ill #e *ired. over the "ere!ony to o**i"ially
"o!!en"e the
b. and one !ay only have t'o o* these penalties "arving o* Fount
<ush!ore.
per !onth or one 'ill #e *ired. a. Celd in .122, President Calvin Coolidge
c. and you !ay only have t'o o* these penalties presided over the "ere!ony to o**i"ially
"o! per !onth or you 'ill #e *ired. !en"e the "arving o* Fount
<ush!ore.
d. and you !ay only have t'o o* these penalties b. Celd in .122, it 'as President Calvin
Coolidge per !onth or they 'ill #e *ired. 'ho presided over the "ere!ony to
o**i"ially
e. and you !ay only have t'o o* these penalties "o!!en"e the "arving o* Fount <ush!ore.
per !onth or 'e 'ill #e *ired. c. 7he "arving o* Fount <ush!ore 'as
o**i"ially
"o!!en"ed in .122, at a "er!ony that 'as
9:3 7o the #randne' !other, e v e ry #a#y in the presided over #y President Calvin Coolidge.
hospital nursery are #eauti*ul, none so !u"h, d. President Calvin Coolidge presided over the
o* "ourse, as her very o'n. .122 "ere!ony that o**i"ially "o!!en"ed the
a. every #a#y in the hospital nursery are #eauti*ul "arving o* Fount <ush!ore.
b. every #a#y in the hospital nursery is #eauti*ul e. 7he .122 "ere!ony, presided over #y
Presi c. every #a#y in the hospital nurseries is #eauti*ul dent Calvin Coolidge, 'hi"h
o**i"ially "o! d. every #a#ies in the hospital nurseries !en"ed the "arving o*
Fount <ush!ore.
are #eauti*ul
e. every #a#y in the hospital nursery !ust
#e #eauti*ul
933 %ix "ases o* "anned pea"hes 'ere ta)en out o* the 953 Fusi"al artists, su"h as the <olling %tones, 7hey
gro"ery store that 'ere dented and 'ay past their Fight 0e >iants, and Coldplay, regular tours the
expiration date. "ountry, and at their "on"erts, you "an #uy pro
a. %ix "ases o* "anned pea"hes 'ere ta)en out o* gra!s, hats, 7shirts, and C+s.
the gro"ery store that 'ere dented and 'ay a. regular tours the "ountry
past their expiration date. b. regularly touring the "ountry
b. %ix "ases o* "anned pea"hes 'ay past their c. regular tour the "ountry
expiration date 'ere ta)en out o* the gro"ery d. regularly tour the "ountry
store and they 'ere dented. e. regular tours o* the "ountry
c. %ix "ases o* "anned pea"hes that 'ere dented
and past their expiration date 'ere ta)en out 963 7he *oot#all tea! ran out onto the *ield and
o* the gro"ery store. got into positionG ea"h player )ne' exa"tly 'here
d. +ented and past their expiration date, the gro they 'ere supposed to go, than)s to all o* those
"ery store too) out six "ases o* "anned hours o* pra"ti"e.
pea"hes. a. ea"h player )ne' exa"tly 'here they 'ere sup
e. 7he gro"ery store too) out the pea"hes that posed to go
'ere dented plus they 'ere 'ay past their b. ea"h player )no'ing exa"tly 'here they
'ere expiration date. supposed to go
c. ea"h player )ne' exa"tly 'here he 'as sup
943 7he "ountry *air Hudges a'ard the *irst pri?e posed to go
to the "herry pie that has the *la)iest "rust, the d. ea"h player )ne' exa"tly 'here one 'as
sup s'eetest "herries, and ho' it tastes #est overall. posed to go
a. and ho' it tastes #est overall. e. ea"h one o* the players )no'ing exa"tly 'here
b. and tasting it #est overall. to go
c. ho' it tastes #est overall.
d. and the #est overall taste.
e. and its #est overall tastiest.
983 Although a high >PA and solid %A7 s"ores "an 6:3 7he !etri" syste!, originally adopted in
;ran"e enhan"e your s"hool trans"ript, they *re/uently a*ter the ;ren"h <evolution in .231, has
still not loo) #eyond the nu!#ers to ho' you spend your "aught up in the $nited %tates.
spare ti!e. a. has still not "aught up in the $nited %tates
a. they *re/uently loo) #eyond the nu!#ers b. has still not "aught at in the $nited %tates
b. "ollege ad!ission reps *re/uently loo) #eyond c. has still not "aught in the $nited %tates
the nu!#ers d. has still not "aught *ro! in the $nited %tates
c. the people *ro! di**erent "olleges *re/uently e. has still not "aught on in the $nited %tates
loo) #eyond the nu!#ers
d. they *re/uent loo) #eyond the nu!#ers 613 Although "o!puters are "onsidered to #e
e. loo)ing #eyond the nu!#ers "ollege ad!is a !odern invention, histori"al re"ords sho'
sion reps do that English !athe!ati"ian Charles 0a##age
invented the *irst o**i"ial "o!puter in the
993 7he sprin)ler out in the !iddle o* the gol* "ourse .300sG he "alled it the Analyti"al Fa"hine.
'as !al*un"tioningG 'ater 'as "o!ing out, #ut a. Although "o!puters are "onsidered to #e a
the sprin)ler itsel* 'as not !oving a single in"h. !odern invention
a. 'as !al*un"tioningG 'ater 'as "o!ing out b. 0e"ause "o!puters are "onsidered to #e a
b. 'as !al*un"tioning, 'ater 'as "o!ing out !odern invention
c. 'as !al*un"tioning 'ater 'as "o!ing out c. %in"e "o!puters are "onsidered to #e a
d. 'as !al*un"tioning although 'ater 'as !odern invention
"o!ing out d. Co!puters are "onsidered to #e a
e. 'as !al*un"tioning #ut 'ater 'as "o!ing out !odern invention
e. Co!puters, "onsidered to #e a
963 A""ording to the 'eather report, there are three !odern invention,
thunderstor!s in the area and i* they "onne"t,
it is going to #e an extre!ely po'er*ul syste!. 623 %"ientists have #een 'or)ing through the "lo")
a. there are three thunderstor!s in the area and trying to *igure out i* the !ultiple !ysterious
i* they "onne"t, o#He"ts hovering around Lupiter are a"tually
b. there is three thunderstor!s in the area and i* asteroids or "o!ets.
they "onne"t, a. %"ientists have #een 'or)ing through the "lo")
c. there are three thunderstor!s in the area and b. %"ientists have #een 'or)ing under the "lo")
i* they "onne"ted, c. %"ientists have #een 'or)ing around the "lo")
d. there is three thunderstor!s in the area and i* d. %"ientists have #een 'or)ing over the
"lo") they are "onne"ting e. %"ientists have #een 'or)ing the
"lo")
e. three thunderstor!s are in the area and
theyAre "onne"ting
633 Bhile history "annot prove that Isaa" &e'ton 663 7he ?ipper 'as not invented until .31. #y
really had an apple *all on his head, yet he "er a !an na!ed Bhit"o!# Ludson until then,
tainly 'as an in*luential s"ientist in exploring people used #uttons, hoo)s, and pins to )eep
exa"tly ho' gravity 'or)s. their "lothing together.
a. yet he "ertainly 'as an in*luential s"ientist a. !an na!ed Bhit"o!# Ludson until then,
b. #ut he "ertainly 'as an in*luential s"ientist people used #uttons,
c. #e"ause he "ertainly 'as an in*luential s"ientist b. !an na!ed Bhit"o!# Ludson, until then,
d. he "ertainly 'as an in*luential s"ientist people used #uttons,
e. although he "ertainly 'as an c. !an na!ed Bhit"o!# Ludson sin"e, until
in*luential s"ientist then, people used #uttons,
d. !an na!ed Bhit"o!# LudsonG until then,
643 +uring the *ield trip to the %!ithsonian Institute, people used #uttons,
the !useu!As displays that 'ere li)e a ti!e tra v e l e. !an na!ed Bhit"o!# Ludson, 'hile,
until !a"hine, allo'ing us all the "han"e to gli!pse then, people used #uttons,
the past.
a. displays that 'ere li)e a ti!e travel !a"hine 683 Felanie 'as visiting her "ousins in &e' Lersey
b. displays 'ere li)e a ti!e travel !a"hine and there 'as a !ild earth/ua)e in her
c. displaying that 'ere li)e a ti!e travel !a"hine Cali*ornia ho!eto'n.
d. displays that 'as li)e a ti!e travel !a"hine a. Felanie 'as visiting her "ousins in &e' Lersey
e. display 'ere li)e a ti!e travel !a"hine and there 'as a !ild earth/ua)e in her Cali
*ornia ho!eto'n.
653 Bhen Iatherine 'ent online to get the "on"er t b. Felanie 'as visiting her "ousins in &e'
Ler ti")etsG she 'as horri*ied to *ind out that the per sey, #ut there 'as a !ild earth/ua)e in
her *or!an"e had already #een "o!pletely sold out. Cali*ornia ho!eto'n.
a. Bhen Iatherine 'ent online to get the c. Bhile Felanie 'as visiting her "ousins in
&e' "on"ert ti")etsG Lersey, there 'as a !ild earth/ua)e in her
Cal
b. Bhen Iatherine 'ent online to get the i*ornia ho!eto'n.
"on"ert ti")ets d. Although Felanie 'as visiting her "ousins in
c. Iatherine 'ent online to get the "on"ert ti")ets, &e' Lersey, there 'as a !ild earth/ua)e in her
d. Iatherine, going online to get the Cali*ornia ho!eto'n.
"on"ert ti")ets, e. 0e"ause Felanie 'as visiting her "ousins in
e. Bhen Iatherine 'ent online to get the &e' Lersey, there 'as a !ild earth/ua)e in
her "on"ert ti")ets, Cali*ornia ho!eto'n.
693 Bhen Co'ard 'ent to the e!ergen"y roo! 1::3 Car!en 'aited as the glittering "ro'n 'as
'ith a potential heart atta"), the !edi"al tea! pla"ed on her head, having 'on *irst pla"e
in loo)ed "are*ully at his heart rate, his #reathing, the #eauty pageant.
'hat his #lood oxygen levels 'ere, and his a. Car!en 'aited as the glittering "ro'n
'as overall "oheren"y. pla"ed on her head, having 'on *irst
pla"e a. the !edi"al tea! loo)ed "are*ully at his heart in the #eauty pageant.
rate, his #reathing, 'hat his #lood oxygen b. Car!en 'aited as the glittering "ro'n
'as levels 'ere, and his overall "oheren"y. pla"ed on her head, 'inning *irst
pla"e in
b. the !edi"al tea! loo)ed "are*ully at his heart the #eauty pageant.
rate, #reathing, #lood oxygen levels, and over c. Caving 'on *irst pla"e in the #eauty pag
all "oheren"y. eant, Car!en 'aited as the glittering "ro'n
c. the !edi"al tea! loo)ed "are*ully at his heart 'as pla"ed on her head.
rate, his #reathing, 'hat his #lood oxygen d. Car!en 'aited, having 'on *irst pla"e in
levels 'ere, and ho' his overall "oheren"y 'as. the #eauty pageant, as the glittering
"ro'n
d. the !edi"al tea! loo)ed "are*ully at his heart 'as pla"ed on her head.
rate, #reathing, #lood oxygen levels, and his e. Caving 'on *irst pla"es in the #eauty
overall "oheren"y. pageant, the glittering "ro'n 'as pla"ed
e. the !edi"al tea! loo)ed "are*ully at his heart on Car!enAs head.
rate, his #reathing, 'hat his #lood oxygen
levels 'ere, as 'ell as his overall "oheren"y. 1:13 7hough you are going to visit &e' (or)
City, you si!ply !ust stop #y the E!pire
%tate
663 0e"ause she had #een a#sent *or the *irst t'o 0uilding and see one o* the !ost a!a?ing
'ee)s o* physi"s "lass, Cordelia did *ar 'orse vie'points in the entire "ity.
on the !idter! exa! than she had hoped. a. 7hough you are going to visit &e' (or)
City,
a. 0e"ause she had #een a#sent *or the *irst t'o b. $nless you are going to visit &e' (or)
City, 'ee)s o* physi"s "lass, c. Bhether you are going to visit &e'
b. Although she had #een a#sent *or the *irst t'o (or)
City,
'ee)s o* physi"s "lass, d. I* you are going to visit &e' (or) City,
c. Bhile she had #een a#sent *or the *irst t'o e. 0e*ore you are going to visit &e' (or)
City, 'ee)s o* physi"s "lass,
d. %he had #een a#sent *or the *irst t'o 'ee)s o*
physi"s "lass,
e. Bhen she had #een a#sent *or the *irst t'o
'ee)s o* physi"s "lass,
1:23 $nder the )it"hen "up#oard, there is one 1:43 %arita, in the >irl %"out "oo)ie #ooth next to
spray #ottle o* 'indo' "leaner and t'o the #an), selling 7hin Fints *or the last three
#randne' sponges that you "an use to "lean hours.
the #athroo!. a. selling 7hin Fints *or the last three hours.
a. is one spray #ottle o* 'indo' "leaner and b. has #een selling 7hin Fints *or the
last t'o #randne' sponges that three hours.
b. a spray #ottle o* 'indo' "leaner and t'o c. 7hin Fints, *or the last three hours
selling. #randne' sponges 'hi"h d. *or the last three hours, selling
7hin Fints.
c. you 'ill *ind a spray #ottle o* 'indo' e. have #een selling 7hin Fints *or the
last "leaner and t'o #randne' sponges that three hours.
d. are one spray #ottle o* 'indo' "leaner and
t'o #randne' sponges 'ho 1:53 I* you 'ant to listen to your !usi" at that vol
e. are one spray #ottle o* 'indo' "leaner and u!e, you 'ill have to understand that you
'ill t'o #randne' sponges that #e expe" ted to )eep their door "losed.
a. you 'ill #e expe"ted to )eep their
1:33 %o!e "oa"hes #elieve that the pri!ary goal door "losed.
*or parti"ipation in pro*essional sports has b. they 'ill #e expe"ted to )eep
your "hanged over the years *ro! enHoy!ent to door "losed.
*inan"ial gain. c. you 'ill #e expe"ted to )eep your
a. parti"ipation in pro*essional sports has door "losed.
"hanged over the years *ro! enHoy!ent d. you are expe"ting to )eep your door "losed.
to *inan"ial gain. e. he 'ill #e expe"ted to )eep your door
"losed.
b. parti"ipation in pro*essional sports have
"hanged over the years *ro! enHoy!ent 1:63 0oth !y #rothers 'ho live in A"apul"o
have to *inan"ial gain. Ho#s in the "o!puter *ield.
c. parti"ipating in pro*essional sports has a. 0oth !y #rothers 'ho live in A"apul"o
"hanged over the years *ro! enHoy!ent b. 0oth o* !y t'o #rothers 'ho live
to *inan"ial gain. in A"apul"o
d. parti"ipate in pro*essional sports has c. Fy #rothers, #oth 'ho live in
A"apul"o, "hanged over the years *ro! enHoy!ent d. Fy t'o #rothers in
A"apul"o
to *inan"ial gain. e. Fy t'o #rothers, living in A"apul"o,
e. parti"ipation in pro*essional sports have
"hanging over the years *ro! enHoy!ent
to *inan"ial gain.
1:83 7his 'ee)As #as)et#all pra " ti"e 'as !issed 11:3 Although %ha'n 'as sure that the letter 'ould
#e"ause 'e had a dentistAs appoint!ent that "o!e today, one loo) at his !otherAs *a"e and
'e had to )eep. he )ne' he hadnAt gotten no !ail yet.
a. 7his 'ee)As #as)et#all pra"ti"e 'as !issed a. he )ne' he hadnAt gotten no !ail yet.
b. Be !issed this 'ee)As #as)et#all pra"ti"e b. he )ne' he had not gotten no !ail
yet. c. 7his 'ee)As #as)et#all pra"ti"e 'e !issed c. he )ne' he hadnAt gotten any
!ail yet. d. Be !issed the #as)et#all pra"ti"e that 'as d. he )ne' he hasnAt gotten any
!ail yet.
this 'ee) e. he )ne' he hadnAt got no !ail yet.
e. 0as)et#all pra"ti"e this 'ee) 'as !issed
1113 7he a!a?ing pie"e o* !usi" that Ji"toria
1:93 =""asionally, singers li)e Phil Collins played during the "li!ax o* the entire or"hes
and <o# 7ho!as 'ill leave their #ands, tra "on"ert.
go out on their o'n, and su""eed #eyond a. 7he a!a?ing pie"e o* !usi" that
Ji"toria anyoneAs expe"tations. played during the "li!ax o* the
entire
a. leave their #ands, go out on their o'n or"hestra "on"ert.
b. leave your #ands, go out on other o'n b. 7he a!a?ing pie"e o* !usi" Ji"toria played
c. leave his #ands, go out on his o'n during the "li!ax o* the entire or"hestra
d. leave her #ands, go out on her o'n "on"ert.
e. leave our #ands, go out on our o'n c. +uring the "li!ax o* the entire or"hestra
"on"ert, an a!a?ing pie"e o* !usi" 'as
1:63 A""ording to the poli"e report, it 'as a#un played #y Ji"toria.
dantly "lear to everyone involved that the d. Ji"toria played an a!a?ing pie"e o*
pri"eless dia!ond had #een stoled !usi" during the "li!ax o* the entire
so!eti!e during the night. or"hestra "on"ert.
a. the pri"eless dia!ond had #een stoled e. Ji"toria, during the "li!ax o* the entire
so!eti!e during the night. or"hestra "on"ert, an a!a?ing pie"e o*
b. the pri"eless dia!ond had #een stolen !usi" she played.
so!eti!e during the night.
c. the pri"eless dia!ond stolen so!eti!e
during the night.
d. the pri"eless dia!ond stealed so!eti!e
during the night.
e. the pri"eless dia!ond having #een stolen
so!eti!e during the night.
1123 Internet sear"h engines are revolutionary in 1143 7he *irst interspe"ies transplant is #elieved to
their "apa"ity to provide a *ree servi"e to users, have #een "o!pleted in the early .300s, 'hen
also o**ering targeted, lo')ey adve r tise!ents s"ientists gra*ted the tail o* a rat onto the
that assist users in their sear"h. "o!# o* a rooster.
a. also o**ering targeted, lo')ey advertise a. 'hen s"ientists gra*ted the tail o* a rat
onto !ents that assist users in their sear"h. the "o!# o* a rooster.
b. 'hile o**ering targeted, lo')ey advertise b. 'ith the gra*ting o* the tail o* a rat onto
the !ents that assist users in their sear"h. "o!# o* a rooster #y s"ientists.
c. 'hile, o**ering advertise!ents that are c. 'hen s"ientists, 'ith the tail o* a rat,
lo' )ey and targeted to assist users in gra*ted it onto the "o!# o* a
rooster.
their sear"h. d. s"ientists had gra*ted the tail o* a rat onto
d. 'hile they o**er targeted advertise!ents the "o!# o* a rooster.
that are lo' )ey and assist users to *ind e. thus, the tail o* a rat had #een gra*ted
onto 'hat theyAre loo)ing *or. a roosterAs "o!#.
e. as 'ell as o**ering targeted, lo')ey
advertise!ents to help users *ind things. 1153 A*ter spending the last *our hours in the
)it"hen, the gour!et !eal 'as an in"redi#le
1133 %o!e authors 'rite a !onu!ental #estseller tr iu!ph *or Felanie, even i* her !otherin
and then never 'rite anything else, Carper la' didnAt happen to agree.
Lee and Fargaret Fit"hell are t'o per*e"t a. the gour!et !eal 'as an in"redi#le tri
exa!ples o* this. u!ph *or Felanie,
a. 'rite anything else, Carper Lee and b. FelanieAs gour!et !eal 'as an in"redi#le
Fargaret Fit"hell triu!ph,
b. 'rite anything else Carper Lee and c. an in"redi#le triu!ph the gour!et !eal
Fargaret Fit"hell 'as *or Felanie,
c. 'rite anything else #e"ause Carper Lee and d. FelanieAs in"redi#le triu!ph 'as the gour
Fargaret Fit"hell !et !eal
d. 'rite anything elseG Carper Lee and e. the gour!et !eal, an in"redi#le triu!ph
Fargaret Fit"hell *or Felanie,
e. 'rite anything else unless Carper Lee and
Fargaret Fit"hell
1163 Although I had not 'anted to attend the "on 1163 A""ording to the A!eri"an +ental %o"iety,
" e r t, I 'as soon "overed in goose #u!ps as I there is !any di**erent reasons that so!e
peo listened to the #eauti*ul !usi" soar through ple are !ore prone to dental "avities
than
the auditoriu!. other people.
a. Although I had not 'anted to attend a. there is !any di**erent reasons
the "on"ert b. there 'as !any di**erent reasons
b. $nless I had not 'anted to attend c. there 'ill #e !any di**erent reasons
the "on"ert d. there is !any di**ering reasons
c. 0e"ause I had not 'anted to attend e. there are !any di**erent reasons
the "on"ert
d. A*ter I had not 'anted to attend the "on"ert 12:3 7he *a!ilyAs "olle"ted photographs, "ards, let
e. I* I had not 'anted to attend the "on"ert ters, and other !e!ora#ilia *ills the s"rap
#oo) *ro! the very *irst page to the last one.
1183 In order to re"eive the "ontestAs grand pri?e, a. *ills the s"rap#oo) *ro! the very *irst page
the 'inner !ust *ollo' the rules "loselyG they to the last one.
!ust 'rite an essay #et'een .,400 and 2,400 b. *illing the s"rap#oo) *ro! the very *irst
'ords long, and you have to "enter it on the page to the last one.
!ost via#le solution to the ongoing pro#le! c. did *ills the s"rap#oo) *ro! the very *irst
o* 'orld *a!ine. page to the last one.
a. the 'inner !ust *ollo' the rules "loselyG d. *ill the s"rap#oo) *ro! the very *irst page to
they !ust 'rite an essay the last one.
b. the 'inner !ust *ollo' the rules "loselyG he e. *ull o* the s"rap#oo) *ro! the very *irst
or she !ust 'rite an essay page to the last one.
c. the 'inner !ust *ollo' the rules "loselyG
you !ust 'rite an essay 1213 Bireless te"hnology is "hanging so *ast that d.
the 'inner !ust *ollo' the rules "loselyG I it o*ten see!s li)e 'hatever produ"t you #uy
!ust 'rite an essay is already o#solete #e*ore one even leaves
e. the 'inner !ust *ollo' the rules "loselyG 'e the store.
!ust 'rite an essay a. already o#solete #e*ore one even
leaves the store.
1193 7he plasti" surgeon anti"ipated !y eve r y b. already o#solete #e*ore one even #egins
to /uestionG he ans'ered every single one o* leave the store.
the! #e*ore I "ould even put it into 'ords. c. already o#solete #e*ore you even leave
a. !y every /uestionG he ans'ered the store.
b. !y every /uestion he ans'ered d. already o#solete #e*ore 'e "an even leave
c. !y every /uestion, he ans'ered the store.
d. !y every /uestion until he ans'ered e. already o#solete #e*ore the "usto!er even
e. !y every /uestion i* he ans'ered leaves the store.
1223 7o "lean out her van #e*ore she pi")ed up her 1253 ;e' young people today re!e!#er 'hen
the inla's, Iaren pi")ed up all o* the *ast*ood singer Prin"e te!porarily de"ided to
"hange 'rappers, put all the C+s #a") in their "ases, his na!e to a sy!#ol, "ausing late
night tal) piled up the !is"ellaneous li#rary #oo)s, and sho' hosts to du# hi! Kthe artist
*or!ally she is also 'ashing ea"h one o* the 'indo's. )no'n as Prin"e.M
a. and she is also 'ashing ea"h one o* the a. to du# hi! Kthe artist *or!ally
)no'n 'indo's. as Prin"e.M
b. and 'ashed ea"h one o* the 'indo's. b. du##ing hi! Kthe artist *or!erly )no'n
c. and 'ashing ea"h one o* the 'indo's. as
Prin"e.M
d. she also 'ashed ea"h one o* the 'indo's. c. to du# hi! Kthe artist *or!erly )no'n
e. and 'ashes ea"h one o* the 'indo's. as Prin"e.M
d. du#s hi! Kthe artist *or!ally )no'n
1233 7he ne' laptop 'as *aster and !ore advan"ed as Prin"e.M
te"hnologi"ally than any "o!puter I had e. du##ed hi! Kthe artist *or!erly )no'n
e v er seen. as Prin"e.M
a. than any "o!puter I had ever seen.
b. than any other "o!puter I had ever seen. 1263 A""ording to the previe's 'e 'at"hed
#e*ore c. than any other "o!puter I had ever sa'. the !ovie started, that huge ne'
#lo")#uster d. than any "o!puter I has seen. 'ith =rlando 0loo! 'ill #e
opening in Hust a e. than any other "o!puter ever seen. !atter o* 'ee)s.
a. A""ording to the previe's 'e 'at"hed
1243 Although I had #een thin)ing a#out nothing #e*ore the !ovie started, that huge ne'
else *or 'ee)s, I still had not de"ided 'hether #lo")#uster 'ith =rlando 0loo! 'ill #e
to *ly #a") to Indiana or ta)e the train. opening in Hust a !atter o* 'ee)s.
a. 'hether to *ly #a") to Indiana or ta)e b. 7hat huge ne' #lo")#uster 'ith =rlando
the train. 0loo!, in the previe's 'e 'at"hed #e*ore
b. 'eather to *ly #a") or ta)e the train the !ovie started, 'ill #e opening in Hust a
to Indiana. !atter o* 'ee)s.
c. 'eather to *ly #a") to Indiana or ta)e c. In Hust a !atter o* 'ee)s, that huge ne'
the train. #lo")#uster 'ith =rlando 0loo! 'ill #e
d. 'eather I should *ly or ta)e the train #a") released, a""ording to the previe's 'hi"h
to Indiana. 'e 'at"hed #e*ore the !ovie started.
e. 'hether *lying #a") to Indiana to ta)e d. =pening in Hust a !atter o* 'ee)s is that
the train. huge ne' #lo")#uster 'ith =rlando 0loo!
'hi"h 'as in the previe's that 'e 'at"hed
#e*ore the !ovie started in the previe's.
e. A""ording to the previe's that huge ne'
#lo")#uster 'ith =rlando 0loo! 'ill #e
opening in Hust a !atter o* 'ee)s it said
#e*ore the !ovie started.
1283 Fargaret si!ply "ould not #elieve it 'hen 13:3 Although !any people )no' that Feg <yan
she 'as as)ed to Hoin the "ity "oun"ilG she and 7o! Can)s starred together in 6ou%"e
(ot had #een 'aiting *or an opportunity li)e this 4ail and Sleepless in Seattle, *e' see! to
*or years. re!e!#er that they 'ere also together in ;oe
a. 'hen she 'as as)ed to Hoin the "ity "oun"ilG " e rsus the 5olcano.
b. 'hen she 'as as)ing to Hoin the "ity "oun"ilG a. *e' see! to re!e!#er that they 'ere also
c. 'hen she 'as as)ed to Hoin the "ity "ounselG together in ;oe "ersus the 5olcano.
d. 'hen she 'as as)ed to Hoin the "ity "onsulG b. *e' are re!e!#ering that they 'ere also
e. 'hen she 'as #eing as)ed to Hoin the together in ;oe "ersus the 5olcano.
"ity "oun"ilG c. *e' re!e!#ered that they 'ere also
together in ;oe "ersus the 5olcano.
1293 It 'as so "old in the house that the )ids 'ere d. *e' see! to #e re!e!#ering that they
'ere sho")ed to dis"over that they "ould see their also together in ;oe "ersus the
5olcano.
o'n #reathe. e. *e' see!ingly re!e!#er that they 'ere
a. that they "ould see their o'n #reathe. also together in ;oe "ersus the 5olcano.
b. they you "ould see their o'n #reath.
c. that their o'n #reathe they "ould see. 1313 $ntil 'e get an un#elieva#ly *ast and )no'l
d. seeing their o'n #reath, they "ould. edgea#le "a# driv e r, 'e 'ill never #e a#le to
e. that they "ould see their o'n #reath. !a)e our plane departure on ti!e.
a. $ntil 'e get an un#elieva#ly *ast and
1263 Bhile the vast !aHority o* a""ountants )no'ledgea#le "a# driver
'ould advise their "lients to prepare their b. Although 'e get an un#elieva#le *ast and
*ederal in"o!e taxes #y the end o* ;e#ruary, )no'ledgea#le "a# driver
a si?a#le portion o* people until the very last c. %in"e 'e get an un#elieva#ly *ast and
possi#le !inute. )no'ledgea#le "a# driver
a. a si?a#le portion o* people d. Bhen 'e get an un#elieva#ly *ast and
b. a si?a#le portion o* !ost people )no'ledgea#le "a# driver
c. a si?a#le portion o* people 'ait e. Bhether 'e get an un#elieva#ly *ast and
d. a si?a#le portion o* people 'aiting )no'ledgea#le "a# driver
e. a si?a#le portion o* people 'aits
1323 A*ter shopping at the !all *or *ive hours 1343 +espite the in"redi#ly in"le!ent 'eather,
!y nonstop, the plush "hair *elt a!a?ingly so*t parents and I drove all the 'ay #a") *ro!
the and 'el"o!ing to FeganAs tired legs. "oastG 'e *ortunately arrived ho!e sa*ely
in
a. A*ter shopping at the !all *or *ive hours plenty o* ti!e *or !e to get to 'or).
nonstop, the plush "hair *elt a!a?ingly so*t a. !y parents and I drove all the 'ay
#a") and 'el"o!ing to FeganAs tired legs. *ro! the "oastG
b. %hopping at the !all *or *ive hours nonstop, b. !y parents and I drived all the 'ay
#a") the plush "hair *elt a!a?ingly so*t and *ro! the "oastG
'el"o!ing to FeganAs tired legs. c. !y parents and I are driving all the 'ay
c. FeganAs legs 'ere tired, and a*ter shopping #a") *ro! the "oastG
*or *ive hours nonstop, the plush "hair *elt d. !y parents and I driven all the 'ay #a")
a!a?ingly so*t and 'el"o!ing to the!. *ro! the "oastG
d. 7he plush "hair *elt a!a?ingly so*t and e. !y parents and I have #een driven all
the 'el"o!e to FeganAs tired legs a*ter she 'ay #a") *ro! the "oastG
had #een shopping at the !all *or *ive
hours nonstop. 1353 Caving )i")ed her door shut, Caroline *elt ter
e. A*ter shopping at the !all *or *ive hours ri#ly disappointed a#out not getting a "ar *or
nonstop, Fegan thought that the plush her #irthday.
"hair *elt a!a?ingly so*t and 'el"o!ing a. Caving )i")ed her door shut, Caroline
*elt to her tired legs. terri#ly disappointed a#out not
getting a
"ar *or her #irthday.
1333 7he Little League #ase#all tea! has de"ided to b. 7erri#ly disappointed a#out not getting
a postpone their annual "ar 'ash #e"ause the "ar *or her #irthday, Caroline )i")ed
her rainy season o**i"ially "o!es to an end. door shut.
a. #e"ause the rainy season o**i"ially "o!es to c. Ii")ing her door shut, terri#ly disap
an end. pointed a#out not getting a "ar *or her
b. #e*ore the rainy season o**i"ially "o!es to #irthday 'as Caroline.
an end. d. Caroline didnAt get a "ar *or her #irthday,
c. until the rainy season o**i"ially "o!es to there*ore, she )i")ed her door shut as
she an end. 'as terri#ly disappointed.
d. although the rainy season o**i"ially "o!es e. &ot getting a "ar *or her #irthday, the
to an end. door 'as )i")ed shut #y a terri#ly
e. 'hereas the rainy season o**i"ially "o!es to disappointed Caroline.
an end.
1363 Cu!an #eings are taller and stronger than 200 1393 ;or de"ades, the !ystery has "ontinued to
years agoG sin"e .300, the average adult height #a**le young peopleG i* Pluto is a dog, 'hat
in has in"reased #y .3 in"hes. the 'orld is >oo*yE
a. Cu!an #eings are taller and stronger than a. young peopleG i* Pluto is a dog
200 years agoG b. young people, i* Pluto is a dog
b. Cu!an #eingAs are taller and stronger than c. young people i* Pluto is a dog
200 years ago, d. young people and i* Pluto is a dog
c. Cu!ans, #eing taller and stronger than e. young people #e"ause i* Pluto is a
dog they 'ere 200 years agoG
d. Cu!an #eings are taller and stronger than 1363 Lydia suddenly reali?ed that the reason her
they 'ere 200 years agoG "ar 'as not 'or)ing 'as it didnAt have no
gas
e. 0eing taller and stronger than 200 years ago, le*t in it.
a. it didnAt have no gas le*t in it.
1383 Fartin *ound that s"ien"e "lass 'as hardest b. it did not have no gas le*t in it.
during the senior year, Hust li)e Carson. c. it does not have no gas le*t in
it. a. Fartin *ound that s"ien"e "lass 'as hardest d. it do not have any gas le*t in
it.
during the senior year, Hust li)e Carson. e. it didnAt have any gas le*t in it.
b. Li)e Carson, Fartin *ound that s"ien"e
"lass 'as hardest during the senior year. 14:3 7he 'orld has seen the rise and de!ise o*
c. Fartin *ound that s"ien"e "lass 'as hardest re"ord al#u!s, eighttra") tapes, and "assette
during the senior year, Hust li)e Carson did. tapes, one has to 'onder 'hat 'ill *ollo'
d. %"ien"e "lass 'as the hardest during the sen "o!pa"t dis"s.
ior year is 'hat Fartin and Carson *ound. a. "assette tapes, one has to 'onder
e. %enior year s"ien"e "lass 'as hardest as b. "assette tapes one has to 'onder
*ound out #y #oth Fartin and Carson. c. "assette tapes, one "ertainly has to 'onder
d. "assette tapesG one has to 'onder
e. "assette tapes sin"e one has to 'onder
1413 +riving *or the *irst ti!e, the tra**i" inti!i 1433 7he vineyards o* southern Cali*ornia are at
dated the teenager and she 'orried a#out on"e #reathlessly vi#rant, o#sessively sy!!et
)eeping tra") o* the "ars #ehind and in ri"al, and the green is pro*ound.
*ront o* her. a. and the green is pro*ound.
a. +riving *or the *irst ti!e, the tra**i" inti!i b. and its green is /uite pro*ound.
dated the teenager and she 'orried a#out c. and pro*oundly green.
)eeping tra") o* the "ars #ehind and in d. and it is pro*oundly green.
*ront o* her. e. and so pro*ound green.
b. +riving *or the *irst ti!e, the teenager 'as
inti!idated #y the tra**i" and 'orried 1443 0e"ause you !issed the "ollege orientation
a#out )eeping tra") o* the "ars #ehind and !eeting, the *irst 'ee) on "a!pus !ight #e
in *ront o* her. so!e'hat "on*using *or you.
c. +riving *or the *irst ti!e and inti!idated a. 0e"ause you !issed the
"ollege #y the tra**i", the "ars #ehind and in *ront orientation !eeting,
o* the teenager 'orried her. b. Although you !issed the "ollege
d. 7he teenager 'as inti!idated #y the tra**i" orientation !eeting,
as she 'as driving *or the *irst ti!e and c. $ntil you !issed the
"ollege )eeping tra") o* the "ars #ehind and in orientation
!eeting,
*ront o* her 'orried her. d. Bhile you !issed the "ollege
e. 7he tra**i" inti!idated the teenager and she orientation !eeting,
'orried a#out )eeping tra") o* the "ars e. 7hough you !issed the
"ollege #ehind and in *ront o* her sin"e she 'as orientation !eeting,
driving *or the *irst ti!e.
1453 0e"ause the position did not have all o* the
1423 &o !atter ho' hard I "on"entrated on the test ne"essary Ho# re/uire!ents, so Far"us
/uestion, the solution to it )ept alluding !e. politely de"lined the o**er.
a. the solution to it )ept alluding !e. a. so Far"us politely de"lined the o**er.
b. alluding !e 'as the solution to it. b. #ut Far"us 'as politely de"lining the o**er.
c. the solution 'as )eeping allusive. c. and this resulted in Far"us politely
d. the solution 'as )ept elusive. de"lining the o**er.
e. the solution to it )ept eluding !e. d. Far"us politely de"lined the o**er.
e. and Far"us politely de"lined the o**er.
1463 Although Patri"ia had #een raised on a /uiet, 1493 7here are !any struggling authors in
little *ar! *ar out in the "ountry, she longed the 'orld and the *astest 'ay *or the! to
*or a ti!e so!e'here in the *uture 'hen her #e"o!e !illionaires is to have your
#oo) residen"e 'ould #e situated right in the !id re"o!!ended on the Oprah sho'.
dle o* a loud, #ustling, he"ti" "ity. a. the *astest 'ay *or the! to #e"o!e !illion
a. right in the !iddle o* a loud, #ustling, he" aires is to have your #oo) re"o!!ended
ti" "ity. b. the *astest 'ay *or the! to #e"o!e !illion
b. right in the !iddle o* a loud and #ustling aires is to have their #oo) re"o!!ended
and he"ti" "ity. c. the *astest 'ay *or you to #e"o!e a !illion
c. right in the !iddle o* a loud #ustling he"ti" aire is to have your #oo) re"o!!ended
"ity. d. the *astest 'ay *or anyone to #e"o!e a !il
d. right in the !iddle o* a loud, yet #ustling lionaire is to have your #oo) re"o!!ended
and he"ti" "ity. e. the *astest 'ay *or us to #e"o!e !illion
e. right in the !iddle o* a loud, although aires is to have our #oo) re"o!!ended
#ustling, he"ti" "ity.
1463 I* one is sin"erely interested in eventually earn
1483 Bhen you do resear"h on the Internet, it is ing a position in the "o!!unity or"hestra,
i!portant that you evaluate ea"h site "riti then they !ust pra " ti"e on a regular #asis
and "allyG you need to "onsider the date o* the play !ore 'ith passion than 'ith
o#ligation. in*or!ation, the relia#ility o* the author, a. then they !ust pra"ti"e on a
regular #asis and the a""ura"y o* the *a"ts. b. then he or she !ust pra"ti"e
on a
a. Bhen you do resear"h on the Internet regular #asis
b. Bhen you did your resear"h on the Internet c. then 'e !ust pra"ti"e on a regular #asis
c. Bhen you have done your resear"h on d. then you !ust pra"ti"e on regular #asis
the Internet e. then they !ust pra"ti"e on a regularly #asis
d. Bhen you had done your resear"h on
the Internet
e. Bhen you 'ill do your resear"h on
the Internet
15:3 Although so!e #elieve that li*e is guided 1523 >oing to "ollege "an lead to so!e *antasti"
pri!arily #y a predeter!ined destiny, others "aree rs, young adults 'ho do not pursue
"o!pletely "onvin"ed that ea"h individual additional edu"ation "an also *ind
extre!ely de"ision "hanges *ate on a daily #asis. *ul*illing and ex"iting pro*essions
as 'ell.
a. others "o!pletely "onvin"ed that ea"h indi a. >oing to "ollege "an lead to
so!e vidual de"ision "hanges *ate on a daily #asis. *antasti" "areers
b. others, "o!pletely "onvin"ed that ea"h indi b. Although going to "ollege "an lead to
so!e vidual de"ision "hanges *ate, on a daily #asis. *antasti" "areers
c. others are "o!pletely "onvin"ed that c. %in"e going to "ollege "an lead to so!e
ea"h individual de"ision "hanges *ate *antasti" "areers
on a day #asis. d. I* going to "ollege "an lead to so!e
d. others are "o!pletely "onvin"ed that *antasti" "areers
ea"h individual de"ision "hanges *ate e. $nless going to "ollege "an lead to
so!e on a daily #asis. *antasti" "areers
e. others are "o!pletely "onvin"ing that
ea"h individual de"isions "hanges *ate 1533 7o LanaAs disappoint!ent, the 'edding
on a daily #asis. plans 'erenAt getting no easier as her
#ig
day approa"hed.
1513 7he death o* Coretta %"ott Iing tou"hed the a. the 'edding plans 'erenAt getting no easier
hearts o* !illions her strength and "ourage b. the 'edding plans 'asnAt getting any easier
a*ter the death o* her hus#and in .163 'as c. the 'edding plans 'erenAt getting any
easier inspiring to !any. d. the 'edding plans isnAt getting any
easier
a. hearts o* !illions her strength and "ourage e. the 'edding plans arenAt getting no easier
b. hearts o* !illions, her strength and "ourage
c. hearts o* !illions until her strength and 1543 7he nu!ereous side e**e"ts o* "he!otherapy
"ourage are "aused #y the *a"t that the "he!i"als )ill
d. hearts o* !illions although her strength healthy "ells as 'ell as "an"erous " e lls, they
are and "ourage una#le to distinguish #et'een the t'o.
e. hearts o* !illionsG her strength and "ourage a. "ells, they are una#le to distinguish
b. "ells #e"ause una#le to distinguish
c. "ells, 'hi"h are una#le to distinguish
d. "ells #e"ause the "he!i"als are una#le
to distinguish
e. "ells, 'hi"h arenAt distinguished
1553 7his su!!er 'ill !ar) the *i*th anniversary 1593 7he present 'as given to the ne'ly !arried
o* us "o!ing to live on Al#erta %treet "ouple 'ith the #ig, red satin #o' 'rapped
in ;ar!ington. around it.
a. o* us "o!ing to live on Al#erta %treet a. 7he present 'as given to the ne'ly !arried
in ;ar!ington. "ouple 'ith the #ig, red satin #o' 'rapped
b. o* 'e arriving on Al#erta %treet around it.
in ;ar!ington. b. 7he present that 'as given to the ne'ly
c. o* 'e living on Al#erta %treet in ;ar!ington. !arried "ouple 'ith the #ig, red satin
d. o* us to "o!e and live on Al#erta %treet #o' 'rapped around it.
in ;ar!ington. c. 7he present, 'ith the #ig, red satin #o'
e. o* our "o!ing to live on Al#erta %treet 'rapped around it, given to the ne'ly
in ;ar!ington. !arried "ouple.
d. 7he present 'ith the #ig, red #o'
1563 +uring the *ire'or)s, the "olors that *illed the 'rapped around it 'as given to
s)y li)e star#ursts. the ne'ly !arried "ouple.
a. the "olors that *illed the s)y e. 7he ne'ly !arried "ouple 'ith the #ig,
b. the "olors *illing the s)y red satin #o' 'rapped around it 'as
c. the "olors *illed the s)y given the present.
d. the "olors, 'hi"h *illed the s)y
e. the "olors 'ill *ill the s)y 1563 K0loody %undayM re*ers to t'o di**erent histor
i"al events, the .104 !assa"re o* hundreds o*
1583 Bhen "hoosing a sport, young people are "ivilians engaged in a pea"e*ul !ar"h in %t.
en"ouraged to thoroughly "onsider ho' hard Peters#urg, <ussia, 'hereas in .122, in +er r y ,
it is to learn, 'hat )ind o* s)ills it ta)es, 'hat Ireland, 0ritish soldiers )illed .9 pea"e*ul
e/uip!ent it re/uires, and its overall "ost. de!onstrators.
a. its overall "ost. a. 'hereas in .122, in +erry, Ireland, 0ritish
b. ho' !u"h it "osts overall. soldiers )illed .9 pea"e*ul de!onstrators.
c. i* it "osts !oney. b. and the .122 )illing #y 0ritish soldiers o* .9
d. the "ost o* it. pea"e*ul de!onstrators in +erry, Ireland.
e. the !oney needed *or it. c. #ut in .122, there 'ere .9 pea"e*ul
de!onstrators )illed #y 0ritish
soldiers in +erry, Ireland.
d. in "ontrast, the .122 )illing #y 0ritish
soldiers o* .9 pea"e*ul de!onstrators
in +erry, Ireland.
e. and in .122, there 'as the )illing #y 0ritish
soldiers o* .9 people 'ho 'ere de!onstrat
ing pea"e*ully in +erry, Ireland.
16:3 Although !ost o* us 'ould pre*er to spend 1613 A*ter learning the i!portant lessons *ro!
spring #rea) in +isneyland, 'e understand !ore than -00 'riting /uestions and essay
that visiting our relatives in Fontana is pro!pts, you 'ill !ost li)ely #e ready to ta)e
!ore i!portant. a #rea).
a. spring #rea) in +isneyland, 'e understand a. you 'ill !ost li)ely #e ready to ta)e a #rea)
b. spring #rea) in +isneylandG 'e understand b. you 'ill !ost li)ely #e ready *or ta)ing
c. spring #rea) in +isneyland 'e understand a #rea)
d. spring #rea) in +isneyland, #ut c. you 'ill !ost li)ely #e ready to have
ta)en 'e understand a #rea)
e. spring #rea) in +isneyland, until d. you 'ill !ost li)ely #e readier to ta)e
'e understand a #rea)
e. you 'ill !ost li)ely #e readiest to ta)e
a #rea)

Ans1'! s
13 c. 7his is a senten"e *rag!ent #e"ause it is !iss sho' the "orre"t relationship #et'een the
t'o ing a ver#. =nly "hoi"e c adds the ver# in the thoughts, ho'ever.
right tense. 93 b. 7he dependent "lause in the *irst hal* o* this
23 e. 7he se"ond part o* this senten"e is a *rag!ent senten"e does not have the right
relationship and is !issing the "o!plete ver#. Choi"e e adds to the se"ond hal*. =nly the
addition o* the the ver# begin to !a)e it "orre"t. 'ord although "onne"ts the
t'o halves.
33 b. 7his is a runon senten"e 'ith t'o independent 63 e. (ou need to loo) at the relationship #et'een
"lauses Hoined #y a "o!!a. 7he 'ay to "orre"t the t'o independent "lauses. 7he su#ordinate
the error is to Hoin the "lauses 'ith a se!i"olon "onHun"tion has to "onne"t the "lauses so that
as in "hoi"e b. they !a)e sense. =nly the 'ord since does
this.
43 c. 7o "orre"t this runon senten"e, you "an turn 1:3 d. 7his is a runon senten"e that is #est repaired
the *irst independent "lause into a dependent #y adding a se!i"olon. 7he "onHun"tions in
the one. 7o do this su""ess*ully, ho'ever, you have other exa!ples do not sho' the
relationship
to "hoose a su#ordinate "onHun"tion 5although6 #et'een the senten"es "orre"tly.
to sho' ho' the t'o senten"es relate to ea"h 113 c. In the original *or!, the 'ord that
"reates other. 3ecause and hene"er do not do this. a dependent "lause in the *irst part
o* the
53 b. 7his is an exa!ple o* a !ispla"ed !odi*ier. senten"e. Putting the 'ord and #et'een
7he introdu"tory "lause should !odi*y the the su#He"t and ver# !a)es the senten"e
#oys, not the "ou"h. "on*using and in"orre"t. 7he #est solution
63 e. 7his senten"e "ontains *aulty parallelis!. All is to ta)e any 'ord in that position out,
three ver#s !ust #e the sa!e. 7he *irst t'o end as in "hoi"e c.
in )ing, so the third one needs to #e "hanged so 123 e. Cere is a runon senten"e.(ou "an *ix this
that it does, too. pro#le! #y using the appropriate "oordinating
133 a. 7he original *or! is the #est. 283 c. Cere are t'o independent "lauses that you
143 c. 7his is an exa!ple o* a !ispla"ed !odi*ier. need to "onne"t "orre"tly. In this "ase, a
7he introdu"tory "lause should !odi*y the se!i"olon is the #est option.
!edi"ation, not the physi"ian. 293 c. In this senten"e, t'o independent "lauses are
153 b. 7he se"ond part o* this senten"e is an "onne"ted #y the "onHun"tion and! Although
independent "lause, #ut it is !issing a ver#. gra!!ati"ally "orre"t, the t'o senten"es
relate Choi"e b adds the ver# and !aintains the to ea"h other and re/uire a "onHun"tion
that su#He"tver# agree!ent. de!onstrates that relationship. In this
"ase,
163 d. 7his is an exa!ple o* a runon senten"e, and the #est "hoi"e is the "onHu"tion although!
adding a se!i"olon repairs the error. Inserting 263 e. 7his is an exa!ple o* *aulty parallelis!.
7he the "onHun"tions 'ould "hange the !eaning *irst t'o exa!ples are parallel in *or!,
#ut
o* the senten"e. the third one is not. Choi"e e "orre"ts the
183 c. In this senten"e, the phrase from the local high error 'hile retaining the overall !eaning
school history class is !odi*ying student, so it o* the senten"e.
needs to #e shi*ted 'ithout "hanging the 3:3 b. 7his is an exa!ple o* *aulty parallelis!. 7he
!eaning o* the senten"e. *irst "lause is 'ritten 'ith the ver# in the
)ing
193 a. 7he original *or! is the #est. *or!, and the ver#8'hi"h is !issing in the
163 e. 7he !ispla"ed !odi*ier at the #eginning o* the se"ond "lause8should !at"h, as in "hoi"e b.
senten"e should #e !oved so that it properly 313 e. 7his senten"e is "on*using. In 'hat order did
!odi*ies /athleen and /e"in instead o* ocean! things a"tually happenE (ou need to
rearrange
2:3 a. 7he original *or! is the #est. this senten"e so that it !a)es !ore sense, as in
213 d. Caving #oth couldn%t and hardly in this "hoi"e e.
senten"e "reates a dou#le negative. 7o #est 323 c. 7he 'ay this senten"e is 'ritten the #i)e
repair it, one o* the negatives needs to #e appears to #e 'earing the shiny green pants.
re!oved, as in "hoi"e d. 7he senten"e needs to #e rearranged so that
223 d. 7he 'ord that turns the last hal* o* the sen the !odi*iers are "learly des"ri#ing the !es
ten"e into a dependent "lause. %i!ply ta)ing senger, not the #i)e.
that out, as in "hoi"e d, !a)es this senten"e 333 d. Cere is an exa!ple o* a !ispla"ed
!odi*ier. "o!plete and "orre"t. It appears as i* the i"y roads are
going to the
233 c. 7his is an exa!ple o* a runon senten"e or "on"ert. 7he senten"e has to #e re'ritten
to t'o independent "lauses 'ith nothing to "on sho' that it 'as people 'ho 'ere
headed ne"t the!. 7he insertion o* the se!i"olon is to the "on"ert instead.
the !ost "o!!on 'ay to repair this error. 343 c. 7his senten"e sho's a pro#le! 'ith ver# tense.
243 b. 7his is a "o!!a spli"e, or a runon senten"e. It s'it"hes in the !iddle o* the senten"e. 7o
7he #est and easiest repair *or this type o* !aintain "onsisten"y, the ver# tenses !ust
error is the addition o* a se!i"olon. !at"h. Choi"e c is the only option that !at"hes
253 e. 7he se"ond hal* o* this senten"e is a depend the ver# tenses.
ent "lause, so the se!i"olon is not "orre"t. A 353 e. +id you spot the pronoun shi*t in this
"o!!a is needed instead. senten"eE 7he pronouns shi*t *ro! one
363 b. 7his /uestion tests su#He"tver# agree!ent. singular, too. Their is plural, so it should
#e 7he su#He"t is option, 'hi"h is singular, so the repla"ed 'ith his or her, 'hi"h is
singular. ver# !ust #e singular, too. 493 e. 7his senten"e shi*ts *ro! the
a"tive to the
383 e. 7he error here is *aulty "o!parison. 7he passive voi"e #et'een the *irst and se"ond
senten"e "o!pares the t'o 7ush 0our !ovies. "lause. =nly "hoi"e e puts the se"ond
"lause %tandard usage di"tates that you in"lude the into a"tive voi"e, so it re!ains
"onsistent. 'ord other 'ith a "o!parison li)e this. 463 b. In this "hoi"e, the su#orninate
"onHun"tion
393 a. 7his is #est in its original *or!. hile "learly and e**e"tively expresses the
363 e. Conscience is a !oral a'arenessG conscious right relationship #et'een the t'o
"lauses. is a physi"al a'areness. Losh 'as a'a)e and In "hoi"e a, although does not
express the physi"ally a'are o* his environ!ent. "orre"t relationship. Choi"e
cAs use o*
4:3 b. Bhen re*erring to people, you should use the hoe"er is "orre"t, #ut it is pre"eded #y
a 'ord ho! Bhen re*erring to things, you "an "o!!a instead o* a se!i"olon,
"reating use the 'ord that! a runon senten"e. Choi"e d
also "reates
413 b. 7his senten"e "ontains *ar too !any unne"es a runon senten"e and does not o**er a
sary 'ords. Choi"e b re!oves the !ost 'ords "oordinating or su#ordinating
"onHun"tion 'hile retaining the senten"eAs original !eaning. to express the "ontrast
#et'een the t'o
423 e. 7his senten"e "ontains a dou#le negative "lauses. Choi"e e repeats the original error
5didn%t and nothing6. =ne has to #e "hanged and adds unne"essary 'ordy "onstru"tions.
or re!oved to !a)e the senten"e "orre"t. 5:3 a. 7his senten"e is #est in its original *or!.
Choi"e e does this. 513 d. 7he pronoun agree!ent is in"orre"t in this
433 d. 7his is a "o!!a spli"e. Either a se!i"olon senten"e. It s'it"hes *ro! one to you! 7o
#e or a "oordinating "onHun"tion that sho's "onsistent, the pronouns !ust !at"h, so
the "orre"t relationship #et'een the t'o one should #e "hanged to you!
independent "lauses "an "orre"t this error. 523 c. 7his /uestion tests pronounPante"edent agree
=nly "hoi"e d repairs the pro#le! "orre"tly. !ent. 7he last hal* o* the senten"e reads e,
so
443 a. 7his is #est in its original *or!. that i!plies that the spea)er had to #e part o*
453 c. 7he error in this senten"e is a pronoun shi*t. the thirdgrade "lass. 7he only pronoun that
7he senten"e #egins 'ith they and "hanges to in"ludes the spea)er is our!
one! Choi"e c does the #est Ho# o* !a)ing the 533 d. Cere is a pro#le! o* !ispla"ed
!odi*iers. pronouns "onsistent 'ithout "hanging the 7he senten"e, as 'ritten,
i!plies that !eaning o* the senten"e. !oney is a#le to loo) through
laundry.
463 c. 7his senten"e tests your a#ility to re"ogni?e a 7he order o* events is not /uite "lear
pro#le! 'ith ver# tense. 7he *irst part o* the #e"ause o* the !ispla"ed !odi*iers. =nly
senten"e is in the past tense, and the se"ond "hoi"e d "lari*ies 'hat a"tually happened.
part is in the present tense. 7o !aintain "on 543 e. 7his senten"e is 'ordy and a')'ard. Cut
it sisten"y, the ver# in the underlined portion do'n to only the ne"essary 'ords that
563 a. 7he original *or! o* the senten"e is #est. mud baths is not parallel to you can get your
583 d. 7his is an exa!ple o* *aulty "o!parison. (ou hair cut and styled# too! 7he last exa!ple
needs should #e "o!paring the t'o "o!puters, not to #e re'ritten in noun *or! to !at"h
the
a "o!puter to a person or a house. previous exa!ples.
593 b. Bhen there are t'o 'ords !odi*ying the 663 d. 7his senten"e "ontains an error in
di"tion. sa!e noun or ver#, you need to put a "o!!a <e!e!#er, adver#s !odi*y
a"tive ver#s. #et'een the!. 7his sho's that #oth o* 'ords 7he "orre"t 'ord to !odi*y
to play is ell, are des"ri#ing the sa!e thing 5rela-ing and not good!
soothing #oth !odi*y massage6. 8:3 e. 7o *ix this idio! error, the 'ord here should
563 a. 7he original *or! o* the senten"e is #est. #e repla"ed 'ith in hich!
6:3 d. 7he 'ord near is !odi*ying glamorous, 813 a. 7he original *or! o* the senten"e is the
#est. 'hi"h !a)es it an adver#. 7o put near 823 b. They does not dire"tly relate to any
noun
in adver# *or!, you need to add the or pronoun in the senten"e and needs to
)ly ending. #e "lari*ied.
613 e. 7his is a "o!!a spli"e error. A se!i"olon 833 a. 7his senten"e is #est in its original *or!.
needs to #e inserted #et'een the t'o inde 843 b. 7his is a "o!!a spli"e, 'here t'o
independ pendent "lauses. 0e "are*ul to retain the "o! ent "lauses are in"orre"tly
"onne"ted #y a
!as that separate the list o* nouns, though. "o!!a. In this ans'er "hoi"e, the error is "or
623 c. 7his is a senten"e *rag!entG it is !issing a re"ted #y inserting the "onHun"tion that
sho's ver#. =nly "hoi"e c provides the ver# 'ithout the proper relationship #et'een the
"lauses. altering the senten"eAs original !eaning. 853 c. 7his senten"e has a pronoun shi*t in
it. It starts
633 b. Cere, you !ust identi*y the *aulty parallelis!. 'ith 1 and then "hanges to you! Choi"e c !a)es
7he last phrase does not !at"h the othersG #oth o* the pronouns "onsistent.
only "hoi"e b repairs this error. 863 d. 7he 'ord proud needs to #e an adver#,
643 d. 7he *irst part o* this state!ent is a depend #e"ause it is !odi*ying loo$ed! Proud
ent "lause, so it needs to #e *ollo'ed #y an re/uires the )ly ending.
independent "lause. <e!oving the "onHun" 883 e. Bhen you see the 'ord neither, re!e!#er
tion 5yet6 !a)es the se"ond part an that you need to use nor 5instead o* or6.
independent "lause. Also, note that neither is singular, so
653 a. 7he original *or! o* the senten"e is the #est. you need a singular ver# as 'ell.
663 e. 0e"ause the se"ond hal* o* the senten"e 893 d. In this senten"e, *uic$ needs to #e an adver#,
is a dependent "lause 5#eginning 'ith #e"ause it is !odi*ying gu++led! Quic$ re/uires
the "onHun"tion so6, the *irst hal* needs the )ly ending.
to #e independent. 7hat "an #e done #y 863 c. 7his is another exa!ple o* a pronoun shi*t.
re!oving the 'ord since! Pronoun usage !ust #e "onsistent throughout
683 c. 7his is a runon senten"e. 7he t'o independent the senten"e.
"lauses should #e separated #y either a se!i 9:3 b. In the underlined phrase, the su#He"t is
"olon or the "orre"t "onHun"tion. Choi"e c baby, 'hi"h is singular, so the ver#
!ust inserts the ne"essary se!i"olon. #e singular, too. Are should #e
"hanged
923 d. Choi"e a has a !ispla"ed !odi*ierG it 'as se"ond dependent "lause has to #e
"hanged the "ere!ony that 'as held in .122, not Presi into an independent "lause. 7he
only 'ay dent Coolidge. Choi"e b retains this error to do this is #y re!oving the
"onHun"tion, and adds a 'ordy "onstru"tion. Choi"e c is as in "hoi"e d.
gra!!ati"ally "orre"t #ut not as "on"ise as 643 b. 7his is a senten"e *rag!ent. 7he 'ord that
"hoi"e d #e"ause it uses the passive voi"e. turns an independent "lause into a depend
Choi"e e is a senten"e *rag!ent. ent one. 7he solution is to re!ove that!
933 c. 7he 'ay this senten"e is 'ritten, it sounds as 653 e. A se!i"olon is used to "onne"t t'o
independ i* the store 'as dented and past its expiration ent "lauses. 7his senten"e has a
se!i"olon date. 7he senten"e needs to #e re'ritten so "onne"ting an independent and a
dependent that these details !odi*y canned peaches! "lause, 'hi"h is in"orre"t. (ou
need to
943 d. 7his senten"e has *aulty parallelis!. 7he last repla"e the se!i"olon 'ith a "o!!a.
phrase, and ho it tastes best o"erall, does not 663 d. 7his is an exa!ple o* a runon
senten"e. !at"h the pattern o* the others 5the fla$iest 7he insertion o* the se!i"olon
*ixes the crust# the seetest cherries6. 7o !a)e these error. 7he "onHun"tions
suggested in the
phrases parallel, you need to "hange the last other ans'er "hoi"es do not sho' the
appro phrase to and the best o"erall taste! priate relationship #et'een the
"lauses.
953 d. 7his /uestion tests su#He"tver# agree!ent. 683 c. 7his is an exa!ple o* *aulty "oordination.
7he su#He"t is artists, 'hi"h is plural, so the ver# 7he t'o independent "lauses do not see!
5tour6 needs to !at"h. Also, #e"ause regular is to have any reasona#le relationship to
ea"h used as an adver#, it needs to )eep the )ly ending. other. 7he addition o* the right
"onne"ting
963 c. In the underlined phrase, the su#He"t is player, 'ord 5hile6 is essential.
'hi"h is singular. 7he pronoun used is they, 693 b. 7his senten"e is an exa!ple o* *aulty
paral 'hi"h is plural. =nly "hoi"e c *ixes the pro lelis!. What his blood o-ygen le"els
ere is noun so it is "onsistent 'ith the su#He"t. not parallel to his heart rate, his
breathing,
983 b. 7his is a "ase o* an inde*inite pronoun. 7he and his o"erall coherency. Choi"e b
!a)es 'ord they does not dire"tly relate to any noun the! all parallel and eli!inates
the
or pronoun in the senten"e. Bords need to #e redundan"y o* his.
inserted to "lari*y 'ho they are. 663 a. 7he senten"e is #est in its original *or!.
993 a. 7his senten"e is #est in its original *or!. 1::3 c. 7his is a "ase o* *aulty su#ordination. 7he
963 a. 7his senten"e is #est in its original *or!. relationship #et'een the ideas is not "lear or
6:3 e. Bhen the 'ord caught is used, standard usage logi"al. In this exa!ple, the e**e"t is
presented di"tates that the phrase should #e caught on, #e*ore the "ause, 'hi"h "auses
"on*usion.
not caught up! 1:13 d. 7his is a "ase o* *aulty su#ordination. 7he
613 a. 7his senten"e is #est in its original *or!. su#ordinating "onHun"tion at the #eginning
623 c. 7his is an idio!ati" /uestion. Through the o* this senten"e is 'hat deter!ines the
rela cloc$ is not the "orre"t expression. %tandard tionship #et'een the ideas, so it !ust
1:23 e. 7his /uestion tests su#He"tver# agree!ent. relationship is really one o* si!ultaneity.
0e"ause there are plural su#He"ts in this sen Choi"e c has a super*luous "o!!a
ten"e 5bottle and sponges6, the ver# needs to a*ter hile and uses a 'ordy that "lause.
#e plural, too. <e!e!#er, 'hen the su#He"ts Choi"e d is 'ordy. Choi"e e !a)es the
are things, hich and ho are not used. original error and uses the vague phrase
<ather, the 'ord that should #e applied. find things!
1:33 a. 7his senten"e is #est in its original *or!. 1133 d. 7his is an exa!ple o* a "o!!a spli"e
1:43 b. 7his is an exa!ple o* a *aulty ver# *or!. 5t'o independent "lauses "onne"ted 'ith
Bith an irregular ver# li)e to sell, a helping a "o!!a6. 7o "orre"t this pro#le!, either a
ver# has to #e added and the "orre"t ver# se!i"olon or the right "onHun"tion is
needed. tense 5the past6 !ust #e !aintained. 0e"ause the "onHun"tions here do
not sho'
1:53 c. 7his senten"e "ontains a pronoun error. the "orre"t relationship #et'een the
"lauses, 0e"ause you and your are used through adding the se!i"olon is the #est
solution. out the senten"e, their is in"orre"t in the 1143 a. 7his senten"e is #est in its
original *or!. underlined se"tion. 1153 b. Cere, the introdu"tory
"lause is !odi*ying
1:63 d. Although this senten"e is gra!!ati"ally the !eal instead o* Felanie. 7he
senten"e "orre"t, it is redundant and 'ordy. 0y "ut needs to #e re'ritten 'ith the
!odi*ier in ting out the unne"essary 'ords 'hile retain the "orre"t pla"e.
ing the senten"eAs original !eaning, you "an 1163 a. 7his senten"e is #est in its original *or!.
*ix this pro#le!, as sho'n in "hoi"e d. 1183 c. 7his is a /uestion o* pronoun use. 0e"ause
1:83 b. 7his phrase is 'ritten in the passive the su#He"t is singular 5inner6, the
pronoun voi"e, instead o* the a"tive voi"e. 7he !ust #e singular, too. 7o )eep the
senten"e passive voi"e is not as dire"t and "lear "onsistent, it !ust #e you to !at"h
the
as the a"tive voi"e. other pronoun.
1:93 a. 7his senten"e is #est in its original *or!. 1193 a. 7his senten"e is #est in its original *or!.
1:63 b. To steal is another exa!ple o* an irregular 1163 e. 7he su#He"t o* this senten"e is
reasons, ver#. 7he past tense is stolen and re/uires 'hi"h is plural. 7he ver#
!ust agree,
a helping ver# in the "orre"t tense to !at"h so is should #e are!
the su#He"t. 12:3 d. 7he su#He"t in this senten"e is "o!pound
11:3 c. 7his senten"e "ontains a dou#le negative. 5photographs# cards# letters# and other
memo) 0oth hadn%t and no are negatives. <e!ove rabilia6, so the ver# has to #e
plural. Change one, 'hile !aintaining the "orre"t ver# tense. fills to fill!
1113 d. 7his senten"e is a *rag!ent, !issing the 1213 c. 7he pronoun shi*t needs to #e repaired in
!ain ver#. Although several o* the "hoi"es this senten"e. 7he senten"e #egins using
you add a ver#, only "hoi"e d does so 'ithout and then s'it"hes to one! 7o stay
"onsistent, "hanging the senten"eAs !eaning or !a)ing the se"ond part o* the senten"e
should also the senten"e a')'ard and "on*using. #e you!
1123 b. 7his is the !ost "on"ise version and the 1223 b. 7his is an exa!ple o* *aulty parallelis!.
7he one that #est expresses the relationship last part o* the senten"e #rea)s the
pattern #et'een the "lauses. 7he use o* also in and needs to #e re'ritten 'ith the
1233 b. 7his is an error 'ith *aulty "o!parison. 7he 1363 d. =nly this ans'er "hoi"e "orre"ts the
*aulty senten"e "o!pares one "o!puter to another. "o!parison, Cu!an #eings are
taller and %tandard usage di"tates that you in"lude the stronger than they ere 200
years ago, not 'ord other! taller and stronger than 200
years ago.
1243 a. 7his senten"e is #est in its original *or!. Choi"e b has an apostrophe error in
1253 c. 7his is a pro#le! 'ith 'ord "hoi"e. 7he being%s! Choi"es c and e are *rag!ents.
"orre"t ter! is formerly, not formally! 1383 b. 7his is an exa!ple o* an illogi"al
"o!par
1263 a. 7his senten"e is #est in its original *or!. ison. As it is 'ritten, the senten"e states
1283 a. 7his senten"e is #est in its original *or!. 7his that Carson and s"ien"e "lass are
#oth is another /uestion testing your a#ility to very di**i"ult.
!a)e the right 'ord "hoi"e. Council !eans 1393 a. 7his senten"e is #est in its original *or!.
"o!!ittee, counsel !eans to give advi"e, and 1363 e. 7his senten"e "ontains a dou#le
negative. consul !eans a person appointed to a position =ne o* the negatives has to #e
re!oved, #y a *oreign govern!ent. and the ver# tense has to #e
!aintained.
1293 e. 7his is an exa!ple o* in"orre"t 'ord "hoi"e. 14:3 d. 7his is an exa!ple o* a "o!!a spli"e,
'here 7he 'ord that should #e used is breath, a t'o independent "lauses are
"onne"ted 'ith noun, instead o* breathe, 'hi"h is a ver#. a "o!!a. Instead o* a
"o!!a, the senten"e
1263 c. 7his is a senten"e *rag!ent. It is !issing the needs a se!i"olon or an appropriate
su#ordi !ain ver#. =nly "hoi"e c provides the !ain nating "onHun"tion. 7he
"onHun"tions o**ered ver# in the "orre"t tense. here do not *it, so
adding a se!i"olon is the
13:3 a. 7his senten"e is #est in its original *or!. #est solution.
1313 d. 7he error in this senten"e is the su#ordinat 1413 b. 7his is a "ase o* a !ispla"ed !odi*ier. As
ing "onHun"tion in the dependent "lause. 'ritten, the senten"e suggests that the tra**i"
8ntil does not !a)e sense and does not 'as driving *or the *irst ti!e. 7he entire
sho' the relationship #et'een the ideas. senten"e needs to #e "hanged so that the
=nly the "onHun"tion unless "orre"ts this. introdu"tory "lause is !odi*ying the
1323 e. 7his is an exa!ple o* a !ispla"ed !odi*ier. teenager instead o* the tra**i".
As 'ritten, the senten"e expresses that the 1423 e. 7his /uestion deals 'ith in"orre"t 'ord
"hair has #een shopping *or *ive hours "hoi"e. 7he "orre"t 'ord is elude, 'hi"h
nonstop, instead o* Fegan. 7he !odi*ier !eans to stay Hust out o* rea"h. Allude
has to #e !oved so that it is !odi*ying the !eans to indire"tly re*er to so!ething.
"orre"t noun. 1433 c. 7his is an exa!ple o* *aulty parallelis!.
1333 c. 7he su#ordinating "onHun"tion in this 7he pattern is adver# and ver#, until the
senten"e does not !a)e sense. =nly the last phrase. ;or "onsisten"y, the last phrase
su#ordinating "onHun"tion until !a)es a needs to #e re'ritten to !at"h the others.
logi"al "onne"tion #et'een the ideas. 1443 a. 7his senten"e is #est in its original *or!.
1343 a. 7his senten"e is #est in its original *or!. 1453 d. 7his senten"e "ontains a dependent
1353 b. 7his senten"e "ontains *aulty su#ordination, "lause *ollo'ed #y another dependent
"lause. 'hi"h !a)es it di**i"ult to understand. 7he <e!oving so *ro! the se"ond
1493 b. 7his is a /uestion a#out pronoun agree!ent. is a runon senten"e. Choi"e b is !issing
a <epla"e the pronoun your 'ith their to #e noun or pronoun a*ter because. Choi"es
c "onsistent 'ith the rest o* the nouns and and e are illogi"al.
pronouns in the senten"e. 1553 e. 7his /uestion is loo)ing at pronoun use. In
1463 b. 7his /uestion tests pronoun agree!ent. 7he this senten"e, a possessive pronoun is
needed, *irst pronoun is one, so he or she, not they, so the ans'er "hoi"e 'ith our is
"orre"t. 'ould !aintain "onsisten"y. 1563 c. As it is 'ritten, this senten"e is a
*rag!ent,
15:3 d. 7his is a senten"e *rag!ent. 7he ver# is #e"ause o* the 'ord that! 0y
re!oving !issing *ro! the se"ond hal* o* the senten"e. that, the senten"e is
"orre"ted.
=nly d inserts a ver# and in the "orre"t tense. 1583 b. 7his is an exa!ple o* *aulty parallelis!. 7he
1513 e. 7his is an exa!ple o* a runon senten"eG pattern is interrupted 'ith the last
ele!ent. it has t'o independent "lauses that are not In "hoi"e b, this ele!ent is
re'ritten to Hoined 'ith a "onHun"tion or pun"tuation. !a)e it parallel 'ith rest.
Choi"e e provides the solution #y adding 1593 d. 7he !odi*ying "lause is in the 'rong
pla"e a se!i"olon. in this /uestion. 7he senten"e
suggests that
1523 b. 7his is a runon senten"e #e"ause it has t'o the "ouple is 'rapped in a red, satin
#o'. independent "lauses that are not Hoined 'ith 7he "lause needs to #e !oved
"loser to
a "onHun"tion or se!i"olon. In this ans'er the noun it !odi*ies, present!
"hoi"e, the appropriate "onHun"tion is added 1563 b. CoordinationPsu#ordination, parallel stru"
to the introdu"tory "lause, !a)ing the intro ture, and 'ordiness are the !ain issues here.
du"tory "lause dependent and the senten"e Choi"e a uses the illogi"al su#ordinating
gra!!ati"ally "orre"t. "onHun"tion hereas and la")s parallel stru"
1533 c. 7his senten"e "ontains a dou#le negative. ture. Choi"e c uses an in"orre"t "onHun"tion,
=ne o* the negatives !ust #e re!oved to is 'ordy #e"ause it uses the passive voi"e,
and !a)e the senten"e "orre"t. In this ans'er is not /uite parallel. Choi"e d
in"orre"tly uses "hoi"e, no is "hanged to any! in contrast instead o*
expressing addition and
1543 d. 7he !ain error here is the un"lear pronoun uses the passive voi"e. Choi"e e expresses
a re*eren"e in they, 'hi"h "an re*er to either logi"al relationship #et'een the "lauses
the "he!i"als or the "an"erous "ells. =nly #ut is 'ordy and uses the passive voi"e.
"hoi"e d "lari*ies this #y stating because the 16:3 a. 7his senten"e is #est in its original
*or!. chemicals are unable to distinguish! Choi"e a 1613 a. 7his senten"e is #est in its original
*or!.
C H A P T E R
I!proving
!
@uestions
Paragraphs
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(&n(#&n)&n/ )-' %a&n &*'a3
63
23
43
113
133
153
223
243
313
333
353
423
443
IMPRO=ING PARAGRAPHS
13 a " * ' 213 a " * ' 413 a " * '
a " * ' a " * ' a " * '
33 a " * ' 233 a " * ' 433 a " * '
a " * ' a " * ' a " * '
53 a " * ' 253 a " * ' 453 a " * '
63 a " * ' 263 a " * ' 463 a " * '
83 a " * ' 283 a " * '
93 a " * ' 293 a " * '
63 a " * ' 263 a " * '
1:3 a " * ' 3:3 a " * '
a " * ' a " * '
123 a " * ' 323 a " * '
a " * ' a " * '
143 a " * ' 343 a " * '
a " * ' a " * '
163 a " * ' 363 a " * '
183 a " * ' 383 a " * '
193 a " * ' 393 a " * '
163 a " * ' 363 a " * '
2:3 a " * ' 4:3 a " * '
65
I MPRO=ING PARAGRAPHS QUESTI ONS

Q0's) & #ns
Cere are so!e pra"ti"e dra*ts and /uestions *or you
to read through. Challenge yoursel* to see ho'
!u"h you )no'D
5.6 7he Chunnel is one o* the !ost re!ar)a#le
*eats o* ar"hite"ture ever "reated, as it is the
under'ater tunnel that runs underneath the
English Channel #et'een England and ;ran"e. 526
7he in"redi#le notion o* "onne"ting those t'o
po'er*ul "ountries that had #een separated *or
!ore than .2,000 years had #een tossed around
*or !ore than t'o "en turies. 596 Everyone *ro!
engineers to ar"hite"ts to politi"ians had "o!e up
'ith a plan or a #lueprint. 5-6 7oday, the Chunnel
is "onsidered to #e one o* the true 'onders o* the
!odern 'orld *or its si?e and "o!plexity. 546
Also *or the *a"t that it su" "eeded even though
it 'as *ull o* stru"tural dile! !as. 566 It also had
!any #udget "atastrophes and sa*ety night!ares.
526 7he idea *or a "onne"tion #et'een
;ran"e and England 'as *irst !entioned at the
end o* the eighteenth "entury. 536 Although
*re/uently ignored, s/uashed, and thro'n out, the
idea Hust 'ould not die. 516 It "ontinued to pop up
again and again *or over 200 years. 5.06 0oth
European "ountries 'ere gaining in po'er and
trade #et'een the! 'as on the rise. 5..6 A "entury
ago, the 20plus !iles that sep arated the! !ade
trade not only slo', #ut also /uite dangerous. 5.26
$nder the #est 'eather "onditions, the trip *ro!
one "oastline to the other too) six to eight hours,
and *re/uently, vi"ious stor!s delayed ships *or
days8even 'ee)s. 5.96 ;rustration on #oth
ends gre' as ship!ents *ell #ehind s"hedule and
'or)ers arrived at the do")s too seasi") to load or
unload their "argo. 5.-6 Even later, 'hen *erries
and airplanes "a!e along to !a)e the trip *aster
and sa*er, passengers still had to put up 'ith
paying high transportation *ees, standing in
"ro'ded air ports and other in"onvenien"es.
5.46 ;or de"ades, the de#ate had raged over
the #est 'ay to lin) these t'o "ountries. 5.66
Ideas ranged *ro! sun)en tu#es to iron #ridges.
5.26 Bhi"h "ould #e easiest and sa*est8a #ridge,
a tun nel, or so!e "o!#ination o* the t'oE 5.36
Every sin gle plan posed so!e )ind o* uni/ue
pro#le!s. 5.16 A #ridge over 20 !iles long 'as a
night!are to try and support. 5206 Experts argued
that it 'ould "ause pro#le!s 'ith the !any ships
that needed to pass through the Channel. 52.6
Even the #est o* light houses, *oghorns, and other
pre"autions not enough to 'arn a ship that the
#ridge 'as ahead. 5226 7hat 'as as)ing *or a real
disaster.
13 Bhi"h o* the *ollo'ing is the #est revision
o* senten"e . 5reprodu"ed #elo'6E
The Chunnel is one of the most remar$able
feats of architecture e"er created# as it is the
undera) ter tunnel hich runs underneath the
English Channel beteen England and 9rance!
a. 7he Chunnel, one o* the !ost re!ar)a#le
*eats o* ar"hite"ture ever "reated, is the
under'ater tunnel 'hi"h runs underneath the
English Channel #et'een England and
;ran"e.
b. 7he Chunnel, or under'ater tunnel that
runs underneath the English Channel #et'een
England and ;ran"e, is one o* the !ost
re!ar) a#le *eats o* ar"hite"ture ever "reated.
c. 7he under'ater tunnel that runs underneath
the English Channel #et'een England and
;ran"e is the Chunnel, 'hi"h is one o* the
!ost re!ar)a#le *eats o* ar"hite"ture
ever "reated.
d. 0et'een ;ran"e and England is the under'a
ter tunnel, 'hi"h runs underneath the English
Channel and is one o* the !ost re!ar)a#le
*eats o* ar"hite"ture ever "reated, the
Chunnel.
e. 7he Chunnel, 'hi"h runs underneath the
English Channel #et'een England and
;ran"e, is an under'ater tunnel #e"ause
it is one o* the !ost re!ar)a#le *eats
o* ar"hite"ture ever "reated.
23 Bhi"h o* the *ollo'ing is the #est revision o* 33 Bhi"h 'ould #e the !ost e**e"tive 'ay to
"o! senten"e 2. 5reprodu"ed #elo'6E #ine senten"es -, 4, and 6 5reprodu"ed
#elo'6E
E"en the best of lighthouses# foghorns# and other Today# the Chunnel is considered to be one of
precautions not enough to arn a ship that the true onders of the modern orld for its
si+e the bridge as ahead! and comple-ity! Also for the fact that it
succeeded
a. Even the #est o* lighthouses and *oghorns and
e"en though it as full of structural dilemmas!
1t
other pre"autions not enough to 'arn a ship
also had many budget catastrophes and safety
that the #ridge 'as ahead.
nightmares!
b. =ther pre"autions, li)e the #est o* lighthouses a. 7oday, the Chunnel is "onsidered to #e one
and *oghorns, not /uite enough to 'arn a ship o* the true 'onders o* the !odern 'orld,
that the #ridge 'as ahead. not only *or its si?e and "o!plexity, #ut also
c. Even the #est o* lighthouses, *oghorns, and *or the *a"t that it su""eeded even though
it other pre"autions !ight not #e enough to 'as *ull o* stru"tural dile!!as and it
had 'arn a ship that the #ridge 'as ahead. !any #udget "atastrophes and !any
sa*ety
d. &ot #e /uite enough to 'arn a ship that the night!ares.
#ridge 'as ahead, other pre"autions, li)e the b. 7oday, the Chunnel is "onsidered to #e one
o* #est o* lighthouses and *oghorns. the true 'onders o* the !odern 'orld *or
its
e. Even the #est o* lighthouses, *oghorns, and si?e and "o!plexity, it su""eeded even
though other pre"autions, Hust not enough to 'arn a it 'as *ull o* stru"tural dile!!as and
it has ship that the #ridge 'as ahead. #udget "atastrophes and sa*ety
night!ares.
c. Although the Chunnel is "onsidered to #e one
o* the true 'onders o* the !odern 'orld, it is
*or its si?e and "o!plexity and *or the *a"t that
it su""eeded even though it 'as *ull o* stru"
tural dile!!as li)e #udget "atastrophes and
sa*ety night!ares.
d. 7oday, the Chunnel is one o* the true 'onders
o* the !odern 'orld, not only *or its si?e and
"o!plexity, #ut *or the *a"t that it su""eeded
even though *ull o* stru"tural dile!!as plus
#udget "atastrophes and also sa*ety night!ares.
e. 7oday, the Chunnel is "onsidered to #e one
o* the true 'onders o* the !odern 'orld, not
only *or its si?e and "o!plexity, #ut also *or
the *a"t that it su""eeded even though it 'as
*ull o* stru"tural dile!!as, #udget "atastro
phes, and sa*ety night!ares.
IMPRO=ING PARAGRAPHS QUESTIONS
43 Bhi"h o* the *ollo'ing #est des"ri#es the purpose 5.6 7he trapdoor spider "annot spin a 'e#, it
!ust o* paragraph 2E use a di**erent )ind o* devious strategy in
order to a. to explain ho' the Chunnel 'as originally #uilt "apture its desired prey. 526 Instead o*
spinning a b. to outline the di**erent "onstru"tion ideas that ho!e, it uses its long legs to dig a
tunnel in the 'ere "onsidered ground. 596 ItAs a#out .. in"hes deep.
5-6 Fost o* the
c. to sho' the i!!ense "o!plexity o* the ti!e, itAs t'o in"hes 'ide. 546 It lines the 'alls 'ith
Chunnel plans sil), and then, using a "o!#ination o* sil) and dirt,
d. to de!onstrate 'hy the Chunnel 'as it "reates a tri")y trapdoor to "over the top. 566
7he truly ne"essary lid )eeps out heat, rain, "old, and predators, plus
it
e. to prove that a tunnel 'as !u"h s!arter than *ools potential prey.
a #ridge 526 7he trapdoor spider 'aits *or the slightest
vi#ration underneath the hidden door. 536 Bhen it
53 0ased on the !ain idea o* paragraph 9, 'hi"h "o!es along, the spider thro's open the door and
o* the *ollo'ing senten"es 'ould #e the !ost gra#s the unsuspe"ting prey, *ro! a sna")si?ed
e**e"tive one to *ollo' senten"e 22E !oth or #eetle to a *east o* a *rog or #a#y #ird.
a. =n the other hand, a tunnel #uilt hundreds 516 7he trapdoor spiderAs ho!e is not only a
o* *eet #elo' the 'ater o* the Channel see!ed hiding pla"e *or gra##ing !eals #ut also hiding in
i* e/ually ris)y. the spider *eels threatened. 5.06 7hese spiders
run
b. 7he "ost o* the proHe"t 'ould #e very /ui")ly and o*ten !ust es"ape *ro! inti!idat
truly astrono!i"al and hard to Husti*y ing and po'er*ul predators.
to either govern!ent.
c. Pri!e Finister Fargaret 7hat"her 'as espe 63 In "ontext, 'hi"h 'ord should #e pla"ed at
the "ially "on"erned a#out getting all o* the English #eginning o* senten"e . 5reprodu"ed
#elo'6E and ;ren"h to use the "o!pleted tunnel.
d. Fen *ro! all di**erent pro*essions and #a")
The trapdoor spider cannot spin a eb# it must
grounds su#!itted proposals *or every )ind
use a different $ind of de"ious strategy in order to
o* "onstru"tion possi#le.
capture its desired prey!
e. 7he Chunnel "onsisted o* three tunnels, t'o a. Fean'hile
running parallel *or rail tra**i" and a third *or b. 0e"ause
servi"e and se"urity. c. Co'ever
d. &onetheless
e. ;ortunately
83 Bhi"h o* the *ollo'ing is the #est 'ay to "o! 63 In "ontext, 'here 'ould the *ollo'ing
senten"e #ine senten"es 2, 9, and - 5reprodu"ed #elo'6E *it #est 'ithin the essayE
1nstead of spinning a home# it uses its long legs to To do this# they build a fe e-tra hidden
dig a tunnel in the ground! 1t%s about 11 inches entrances# escape tunnels# and side
passages deep! 4ost of the time# it%s to inches ide! for *uic$ getaays!
a. Instead o* spinning a ho!e, it uses it long a. *ollo'ing senten"e .
lets to dig a tunnel in the ground, it is a#out b. *ollo'ing senten"e
-
.. in"hes deep and t'o in"hes 'ide. c. *ollo'ing senten"e 2
b. Instead o* spinning a ho!e, they use its long d. *ollo'ing senten"e 1
legs to dig a tunnel in the ground and it is a#out e. *ollo'ing senten"e
.0
.. in"hes deep and a#out t'o in"hes 'ide.
c. Instead o* spinning a ho!e, it uses its long legs 5.6 Curiosity drove Pierre and Farie Curie. 526
7heir to dig a tunnel in the ground a#out .. in"hes earlier experi!ents had *ound the three
!inerals deep and t'o in"hes 'ide. that "ontained the !ost uraniu!. 596
Co'ever,
d. Instead o* spinning a ho!e, it uses .. in"hes through a very slo' and detailed pro"ess, they
also deep and t'o in"hes 'ide long legs to dig a dis"overed so!ething else. 5-6 7here 'ere t'o
other tunnel in the ground. !ysterious ele!ents 'ithin those !inerals in
very
e. Instead o* spinning a ho!e, !ost o* the ti!e, it s!all /uantities. 546 Co' "ould they identi*y
the!E uses its long legs to dig a tunnel in the ground 566 It 'as not a *un or *ast pro"edure.
526 Farie that is .. in"hes deep and is Hust a#out t'o )ne' that a produ"t "alled pit"h#lende
'as the #est in"hes 'ide. to use *or their experi!ents. 536 =ne
sa") o* it only !ade a thi!#le*ul o* these un)no'n ele!ents. 516
93 Bhi"h o* the *ollo'ing is the #est revision *or 7o get even 'as a /uite a
"hore.
senten"e 2 5reprodu"ed #elo'6E 5.06 ;irst the pit"h#lende 'as si*ted. 5..6
7hen it 'as ground. 5.26 Farie #oiled it in a #ig
iron pot,
The trapdoor spider aits for the slightest "ibra)
stirring *or hours 'ith an iron rod. 5.96 7he li/uid
tion underneath the hidden door!
'as thro'n a'ay. 5.-6 Pierre 'ould ta)e 'hat 'as
a. 7he trapdoor spider 'ait *or the slightest le*t and treat it 'ith di**erent "he!i"als. 5.46 7his
vi#ration underneath the hidden door. helped hi! )no' 'hi"h ele!ents he 'anted to
b. 0ut *or the slightest vi#ration, the trapdoor thro' a'ay and 'hi"h he 'anted to study. 5.66
spider 'aits underneath the hidden door. 0et'een Farie and Pierre, they *ound the!. 5.26
c. 7he hidden door is 'here the trapdoor spider 7he *irst they na!ed poloniu! in honor o*
Poland. 'ait *or the slightest vi#ration. 5.36 It is lo"ated in eastern Europe. 5.16 7he
se"ond
d. 7he trapdoor spider 'aits underneath the hid one they "alled radiu!.
den door *or the slightest vi#ration.
e. Although the trapdoor spider 'aits underneath
1:3 Bhi"h o* the *ollo'ing #est des"ri#es the pur 123 Bhi"h o* the *ollo'ing senten"es *ro! the pas
pose o* paragraph 9E sage should #e deletedE
a. to explain the pro"ess o* separating a. senten"e .
di**erent !inerals b. senten"e 4
b. to prove ho' the Curies dis"overed uraniu! c. senten"e 6
c. to sho' ho' Pierre !et and !arried d. senten"e .2
Farie Curie e. senten"e .3
d. to dis"uss 'hat things "an #e !ade 'ith radiu!
e. to de!onstrate ho' hard it 'as to 133 In senten"e .6, the 'ord them "ould #est #e
*ind pit"h#lende repla"ed 'ith 'hi"h o* the *ollo'ingE
a. radiu!
113 Bhat is the !ost e**e"tive 'ay to "o!#ine sen b. pit"h#lende
ten"es .0, .., and .2 5reprodu"ed #elo'6E c. the t'o
ele!ents
d. poloniu!
9irst the pitchblende as sifted! Then it as
e. #oth experi!ents
ground! 4arie boiled it in a big iron pot# stirring
for hours ith an iron rod!
5.6 A s"rap#oo) is an easy *a!ily "ra*t that "an
a. ;irst, the pit"h#lende 'as si*ted, then ground re*le"t the style, *or!at, and "ontents o* its
"reatorAs *inally #oiled in a #ig iron pot and stirred *or uni/ue personality. 526 All it ta)es is
initiative. 596 hours 'ith an iron rod #y Farie. Interest and inspiration help too. 5-6
0egin #y
b. 7he pit"h#lende 'as *irst si*ted, then ground, "hoosing a "over style *or your s"rap#oo). 546
(ou and *inally #oiled in a #ig iron pot, 'hile "an pur"hase one pre!ade in a store or "reate
your Farie stirred it *or hours 'ith an iron rod. o'n. 566 (ou !ight 'ant to use a plasti"
#inder
c. ;irst, the pit"h#lende 'as si*ted, ground #y 'ith a "lear *ront "over and put stu** on it. 526
&ext, Farie and then it 'as #oiled in a #ig iron pot, "hoose 'hat the!e you 'ant *or your
s"rap#oo). 536 stirring *or hours 'ith an iron rod. Is it *or your entire *a!ily or Hust
youE 516 +o you
d. Farie, #oiled in a #ig iron pot and stirred *or 'ant it to *o"us on s"hool a"tivities alone or your
li*e hours 'ith an iron rod, si*ted the pit"h#lende in generalE 5.06 Perhaps you 'ould li)e it to
Hust #e and then ground it. a#out spring #rea) or su!!er va"ation.
e. 7he #ig iron pot 'as stirred *or hours 'ith an 5..6 +o you )no' 'hat to in"lude in your
iron rod #y Farie and then the pit"h#lende s"rap#oo)E 5.26 7he !ore variety you use, the #et
'as si*ted and then ground. ter. 5.96 Co' a#out so!e photographs, ti")et
stu#s, and post"ardsE 5.-6 (ou !ight 'ant to in"lude per
sonal letters, dra'ings, report "ards, or greeting
"ards. 5.46 =ther possi#ilities in"lude ne'spaper
"lippings, pressed *lo'ers, "on"ert progra!s, and
"erti*i"ates. 5.66 I have all o* those in !ine and it
loo)s *antasti".
143 Bhi"h o* the *ollo'ing is the #est 'ay to "o! 153 Bhi"h revision o* senten"e 6 5reprodu"ed #elo'6
#ine senten"es ., 2, and 9 5reprodu"ed #elo'6E is the #estE
A scrapboo$ is an easy family craft that can 6ou might ant to use a plastic binder ith
a reflect the style# format# and contents of its clear front co"er and put stuff on it!
creator%s uni*ue personality! All it ta$es is
a. (ou !ight 'ant to use a "lear #inder and then
initiati"e! 1nterest and inspiration help too!
put so!e stu** on it.
a. A s"rap#oo) is an easy *a!ily "ra*t that b. Putting so!e stu** on it, a "lear *ront
"overed "an re*le"t the style, *or!at, and "ontents o* its plasti" #inder "ould #e used.
"reatorAs uni/ue personality, all it ta)es is ini c. A plasti" #inder 'ith a "lear *ront "over "an
#e tiative and interest and inspiration helps too. used *or all )inds o* things.
b. A s"rap#oo) is an easy *a!ily "ra*t that d. (ou !ight 'ant to use a plasti" #inder 'ith
a "an re*le"t the style, *or!at, and "ontents o* "lear *ront "over and de"orate it.
its "reatorAs uni/ue personality, and all it ta)es e. Perhaps you "ould add a lot o* things to
the is so!e initiative, interest, and inspiration. plasti" #inderAs "lear *ront "over.
c. Although a s"rap#oo) is an easy *a!ily "ra*t
re*le"ting the style, *or!at, and "ontents o* 163 Bhat is the !ain idea o* this essayE
its "reatorAs uni/ue personality, #ut it ta)es a. 'hat )ind o* plasti" #inder you "an !a)e
*or initiative, interest, and inspiration. a s"rap#oo)
d. An easy *a!ily "ra*t re*le"ting the style, *or!at, b. ho' to arrange photographs and "ards
in and "ontents o* its "reatorAs uni/ue personality, a s"rap#oo)
initiative, interest, and inspiration are need to c. 'hy it is *airly si!ple *or so!eone to
!a)e !a)e a s"rap#oo). a s"rap#oo)
e. Initiative, interest, and inspiration help the d. 'hat the!es a person "ould use *or
style, *or!at, and "ontents o* the "reatorAs his or her s"rap#oo)
uni/ue personality 'hile !a)ing an easy e. 'hen so!eone should *irst "onsider "reating
*a!ily "ra*t li)e a s"rap#oo). a s"rap#oo)
183 Bhi"h o* the *ollo'ing senten"es 'ould *it #est
*ollo'ing senten"e .0E
a. (ou !ight even 'ant to add lo")s o* hair,
#ro"hures, or !aga?ine arti"les.
b. (ou "ould al'ays !a)e one out o* "ard#oard,
"onstru"tion paper, and glue.
c. 7he "over should !a)e a state!ent a#out 'ho
you are and 'hat the the!e is.
d. Consider using sti")ers, glitter, *a#ri" paint, or
anything else that you really li)e.
e. (ou "ould also e!phasi?e "hur"h
a"tivities, s"hool *ield trips, or your #est
*riends.
193 Bhi"h senten"e in the essay should #e deleted to 163 In the "ontext o* the *irst paragraph, 'hi"h o*
the i!prove the organi?ationE *ollo'ing revisions is #est *or senten"e .
5repro
a. 0egin #y "hoosing a "over style *or your du"ed #elo'6E
s"rap#oo).
b. +o you 'ant it to *o"us on s"hool a"tivities
One thing about riting ell is that it is challeng)
alone or your li*e in generalE
ing to do it right# although most teachers ill tell
c. +o you )no' 'hat to in"lude in your s"rap#oo)E
you there%s really no single correct ay to do it# so
d. (ou !ight 'ant to in"lude personal letters,
that%s confusing!
dra'ings, report "ards, or greeting "ards. a. %in"e !ost tea"hers tell you thereAs no single
e. I have all o* those in !ine and it loo)s *antasti". right 'ay to 'rite 'ell, it "an #e
"on*using to try to 'rite right.
5.6 =ne thing a#out 'riting 'ell is that it is "hal b. ItAs "on*using and di**i"ult to 'rite
'ell, lenging to do it right, although !ost tea"hers 'ill tell although !ost tea"hers 'ill tell
you
you thereAs really no single "orre"t 'ay to do it, so thereAs no single right 'ay to do it.
thatAs "on*using. 526 Bhat I learned in s"hool is that c. It is di**i"ult to 'rite 'ell, and itAs
"on*using you start 'ith an idea, and so!e ideas are easier to that !ost tea"hers say thereAs no
single right develop than others. 596 Co!pli"ating !atters is 'ay to do it.
that so!eti!es you donAt )no' 'hi"h one is 'hi"h d. =ne thing a#out 'riting 'ell thatAs
di**i"ult until you get into it. 5-6 Any'ay, you start 'ith a *irst is that itAs "on*using *or tea"hers
to tell you dra*t, using a te"hni/ue su"h as *ast'riting. 546 thereAs really no single "orre"t
'ay to do it. 7here you ta)e an idea and Hust start 'riting a#out e. ItAs "on*using that !ost
tea"hers tell you
it until you get to the end. 566 7he advantage o* that thereAs no single right 'ay to 'rite
'ell, is that you donAt have to #e so "riti"al a#out 'hat and then itAs di**i"ult to do it
"orre"tly. youAre 'riting 'hile youAre doing it. 526 (ou Hust say
'hat you have to say *irst and then go #a") and
loo) over it later and !a)e any "hanges that you
need to. 536 Alternatively, you "an start #y !a)ing
an outline. 516 %o!eti!es, that helps, #ut
so!eti!es, it !a)es you less "reative, 'hi"h is a
good thing.
5.06 =n"e you get your *irst dra*t do'n, its
ti!e to start revising it. 5..6 (ou have to loo) *or
stu** li)e runon senten"es, !isspelled 'ords, and
!ispla"ed !odi*iers. 5.26 7hatAs so!ething I do all
the ti!e, so no' I al'ays 'at"h out *or that. 5.96
And you have to #e sure that 'hat you said !a)es
sense. 5.-6 7hatAs the !ain "onsideration, and not
to #e *orgotten.
5.46 Fa)ing your #est e**ort is very
i!portant, espe"ially 'hen it "o!es to 'riting.
5.66 Al!ost everything you do in s"hool, 'or),
2:3 Bhi"h o* the *ollo'ing 'ould #e the !ost "lear 213 In "ontext, 'hi"h o* the *ollo'ing is the
#est and "on"ise 'ay to "o!#ine senten"es 2 and 9 revision o* the underlined portion o*
5reprodu"ed #elo'6E senten"e 4 5reprodu"ed #elo'6E
What 1 learned in school is that you start ith an There you ta$e an idea and =ust start
riting idea# and some ideas are easier to de"elop than about it until you get to the end!
others! Complicating matters is that sometimes you
a. 7here an individual
don%t $no hich one is hich until you get into it!
b. As *ar as *ast'riting is "on"erned, you
a. I learned in s"hool that you start 'ith an c. Bith this, you
idea, #ut so!e ideas are easier to develop d. 7here one "ould
than othersG and, #esides, to "o!pli"ate !at e. In this te"hni/ue, you
ters, so!eti!es you donAt )no' ho' di**i"ult
an idea is until you start 'riting. 223 Bhi"h o* the *ollo'ing revisions is !ost ne"es
b. In s"hool I learned that you start 'ith an idea, sary in the *inal senten"e o* paragraph .E
and so!e ideas are easier to develop than oth a. &o "hange is ne"essary.
ers, #ut it "o!pli"ates !atters that so!eti!es b. Change the "o!!a to a
se!i"olon. you donAt )no' 'hi"h it is until you get into it. c. Change hich to and
creati"ity!
c. Bhat I learned in s"hool8that you start 'ith d. Change that to an
outline! an idea8is "o!pli"ated #e"ause so!e ideas e. Change it to an
outline! are easier to develop than others, and so!e
ti!es you donAt )no' 'hi"h one is 'hi"h 5.6 Fore than 400 years ago, a #reed o* horse
'as until you get into it. #red *or its #eauty, strength, and agility. 526 It
'as
d. I learned in s"hool that you start 'ith an idea, )no'n as the Lipi??aner. 596 It 'as not long #e*ore
#ut it "o!pli"ates !atters that so!eti!es you they 'ere !ade part o* the Austrian e!perorAs
royal donAt )no' 'hether or not an idea is easy to sta#les. 5-6 7hese elegant and talented
horses still develop until you get into it. exist today, and thousands o* people
"o!e to 'at"h
e. Although so!e ideas are easier to develop it per*or! its a!a?ing tri")s.
than others, I learned in s"hool that you start 546 7he *irst tri") the Lipi??aner do are
"hange 'ith an ideaG and it "o!pli"ates !atters that "olor. 566 Fost o* the! are #orn "oal
#la") or so!eti!es you donAt )no' ho' di**i"ult it is #ro'n, #ut #y the ti!e they are ten
years old, they until you get into it. have turned 'hite. 526 At the age o*
three, the !ost pro!ising young horses are separate *ro! the oth
ers and #egan their training. 536 It is not long
#e*ore they are paired 'ith a teenage rider 'ho is
also in the !idst o* training. 516 7hese t'o 'ill
re!ain together *or up to eight years learning s)ills
that re/uire #al an"e and strength on #oth parts.
5.06 0y the ti!e they are ready to go on tour
*or audien"es around the 'orld, Lipi??aner "an
per *or! pirouettes, po'er*ul )i")s, and
un#elieva#le leaps. 5..6 7hey enthrall "ro'ds
233 Bhi"h o* the *ollo'ing represents the #est revi 253 In "ontext, 'hi"h o* the *ollo'ing is the
#est sion, in "ontext, o* the underlined part o* sen revision o* senten"e 2 5reprodu"ed
#elo'6E ten"e - 5reprodu"ed #elo'6E
At the age of three# the most promising young
These elegant and talented horses still e-ist today# horses are separate from the others and
began and thousands of people come to atch it per form their training!
its ama+ing tric$s!
a. At the age o* three, the !ost pro!ising young
a. "o!e to 'at"h hi! per*or! his a!a?ing horses, although separate *ro! the others,
tri")s. #egan their training.
b. "o!e to 'at"h the! per*or! their a!a?ing b. At the age o* three, the !ost pro!ising young
tri")s. horses are separating *ro! the others and
c. "a!e to 'at"h it per*or! its a!a?ing tri")s. #eginning their training.
d. is "o!ing to 'at"h hi! per*or! its a!a?ing c. At the age o* three, the !ost pro!ising
tri")s. young horses separate and #egan training
e. "o!e to 'at"h us per*or! our a!a?ing tri")s. *ro! the others.
d. At the age o* three, the !ost pro!ising young
243 In "ontext, 'hi"h o* the *ollo'ing is the #est horses are separated *ro! the others and
revision o* senten"e 4 5reprodu"ed #elo'6E #eginning their training.
e. At the age o* three, the !ost pro!ising young
The first tric$ the &ipi++aner do are change color!
horses are separated *ro! the others and
a. 7he *irst tri") the Lipi?annerAs do are #egin their training.
"hange "olor.
b. 7he *irst tri") the Lipi??aner does is 263 Bhat is the !ain purpose o* the essayAs
se"ond "hange "olor. paragraphE
c. 7he *irst tri") the Lipi?annerAs did is a. to outline the training that the Lipi??aner go
"hange "olor. through in li*e
d. 7he *irst tri") the Lipi??aner do is "hange "olor. b. to provide #a")ground on 'here the
e. 7he *irst tri") the Lipi?anners are doing is Lipi??aner horses *irst "a!e *ro!
"hange "olor. c. to sho' all o* the di**erent tri")s these
horses learn ho' to per*or!
d. to des"ri#e a Lipi??aner per*or!an"e to
potential *uture audien"es
e. to de!onstrate the extensive history o* the
Lip i??aner #reeding line
283 7he logi"al *lo' o* the passage as a 'hole 'ould 293 In "ontext, 'hi"h o* the *ollo'ing is the
#est #e !ost i!proved #y !a)ing 'hi"h o* the *ol revision o* senten"e 4 5reprodu"ed
#elo'6E lo'ing "hanges to the se"ond paragraphE
a. A*ter senten"e 4, insert a senten"e listing the
There isn%t much you can do about that
putting
other tri")s the horses "an do.
things on the outside of your loc$er is usually
b. A*ter senten"e 6, insert a senten"e na!ing the
froned upon in most public school systems!
s"ienti*i" pro"ess o* ho' their "olor "hanges. a. 7here isnAt !u"h you "an do a#out that so
c. A*ter senten"e 2, insert a senten"e a#out ho' putting things on the outside o* your
lo")er the horses respond to separation. is usually *ro'ned upon in !ost
pu#li"
d. A*ter senten"e 3, insert a senten"e detailing s"hool syste!s.
'hi"h teenagers are "hosen. b. 7here isnAt !u"h you "an do a#out that
e. A*ter senten"e 1, insert a senten"e des"ri#ing #e"ause putting things on the outside o*
the exer"ises they do together. your lo")er is usually *ro'ned upon in
!ost pu#li" s"hool syste!s.
5.6 +o you 'ant to spi"e up your s"hool daysE c. 7here isnAt !u"h you "an do a#out that,
Bould you li)e the other )ids in s"hool to )no' putting things on the outside o* your
!ore a#out you 'ithout ever saying a 'ordE 526 lo")er is usually *ro'ned upon in
Bhy not de"orate your lo")erE !ost pu#li" s"hool syste!s.
596 %"hool lo")ers "an #e /uite dull on the d. 7here isnAt !u"h you "an do a#out putting
outside. 5-6 Ea"h one loo)s Hust li)e the one on either things on the outside o* your lo")er is
usually side o* it. 546 7here isnAt !u"h you "an do a#out that *ro'ned upon in !ost pu#li"
s"hool syste!s. putting things on the outside o* your lo")er is usu e. 7here isnAt !u"h you "an do
a#out that,
ally *ro'ned upon in !ost pu#li" s"hool syste!s. 566 ho'ever, putting things on the outside o*
your 7he inside, ho'ever, is your o'n personal spa"e and lo")er is usually *ro'ned upon in !ost
pu#li" one "an de"orate it in !any uni/ue 'ays to re*le"t s"hool syste!s.
their distin"t individuality.
526 ;ortunately, in re"ent years, a nu!#er o*
"o!panies have !anu*a"tured various )inds o*
lo")er gear. 536 (ou "an go to !ost large
depart!ent stores and *ind !irrors, shelves,
photo *ra!es or pen and pen"il holders. 516
0eyond 'hat you "an #uy, ho'ever, you "an also
"reate on your o'n.
5.06 ;or exa!ple, you "an ta)e so!e o* your
*avorite toys or *igurines. 5..6 Add peel and sti")
!agnets to the #a") o* the!. 5.26 (ou "an also
la!inate your dra'ings and turn the! into !ag
nets as 'ell. 5.96 7his 'ay, you "an sti") the! on
the sides, top or #otto! o* your lo")er. 5.-6 0e
sure to avoid using tape or any )ind o* glue. 5.46
(ou 'ant to #e a#le to re!ove your things at the
263 In "ontext, 'hi"h o* the *ollo'ing represents the 313 Bhi"h o* the *ollo'ing represents the #est
revi #est 'ay to revise and "o!#ine senten"es .0, .., sion, in "ontext, o* the underlined part o*
sen and .2 5reprodu"ed #elo'6E ten"e 6 5reprodu"ed #elo'6E
9or e-ample# you can ta$e some of your fa"orite The inside# hoe"er# is your on personal
space toys or figurines! Add peel and stic$ magnets to and one can decorate it in many uni*ue
ays to the bac$ of them! 6ou can also laminate your reflect their distinct indi"iduality!
draings and turn them into magnets as ell!
a. one "an de"orate it in !any uni/ue 'ays to
a. ;or exa!ple, ta)e so!e o* your *avorite toys or re*le"t oneAs distin"t personality.
*igurines or la!inate so!e o* your dra'ings b. they "an de"orate it in !any uni/ue 'ays
to and then add peel and sti") !agnets to the re*le"t their distin"t personality.
#a") o* the! to turn the! all into !agnets. c. he "an de"orate it in !any uni/ue 'ays to
b. 7a)e so!e o* your *avorite toys or *igurines, re*le"t his distin"t personality.
plus your la!inated dra'ings, *or exa!ple, d. you "an de"orate it in !any uni/ue 'ays to
and add peel and sti") !agnets to the #a") o* re*le"t your distin"t personality.
the! to turn the! into !agnets as 'ell. e. 'e "an de"orate it in !any uni/ue 'ays to
c. ;or exa!ple, you "an ta)e so!e o* your re*le"t our distin"t personality.
*avorite toys or *igurines or la!inated dra'
ings and add peel and sti") !agnets to the 5.6 Fost .3yearolds spend their ti!e getting
#a") o* the!. ready *or graduation. 526 %o!e are preparing *or
d. 0y adding peel and sti") !agnets to the #a") "ollege. 596 =thers are loo)ing *or *ullti!e Ho#s.
5-6 o* your *avorite toys or *igurines or so!e o* A young !an na!ed Fi"hael %essions has *ar
di* your la!inated dra'ings, you "an turn the! *erent plans. 546 Ce is 'or)ing on an outline
*or all into !agnets. 'hat he 'ants to a"hieve as one o* the
"ountryAs
e. La!inate your *avorite dra'ings and then put youngest !ayors in history.
peel and sti") !agnets on the #a") o* the! or 566 In the &ove!#er 2004 ele"tions held in
ta)e so!e o* your toys and *igurines and do Cillsdale, Fi"higan, %essions, a high s"hool
senior, the sa!e thing to the!. re"eived over 200 votes and *ound hi!sel*
the ne' !aHor o* his s!all to'n. 526 Ce ran his entire "a!
3:3 Bhi"h o* the *ollo'ing senten"es, i* added a*ter paign o** the S200 that he earned during the su!
senten"e 1, 'ould #est serve to lin) the third !er. 536 Ce used it to go door to door throughout
paragraph to the *ourth paragraphE his "ity, !eeting people. 516 7he personal tou"h
'as a. (ou "an o*ten do this Hust #y using typi"al /uite su""ess*ul. 5.06 %essions 'as too young
to sign ite!s already *ound in your ho!e. up at the ti!e o* the spring registration *or
"andi
b. 7he typi"al s"hool lo")er is gray, !etal, and dates, so he 'aited until he turned .3 and
then *eatures nothing !ore than a nu!#er. entered as a 'ritein "andidate. 5..6 7his
!eant
c. Fany sites *ound on the Internet *eature a that voters had to re!e!#er it and 'rite it on the
huge variety o* lo")er produ"ts *or sale. #allot in order to vote *or hi!.
d. (ou "an let people gli!pse into 'hat is i!por 5.26 Although %essions is still in s"hool,
he tant to you #y doing this. per*or!s his !ayoral duties in the late
a*ternoons,
323 In "ontext, 'hi"h o* the *ollo'ing represents
the #est 'ay to revise and "o!#ine senten"es .,
2, and 9 5reprodu"ed #elo'6E
4ost 1?)year)olds spend their time getting
ready for graduation! Some are preparing for
college! Others are loo$ing for full)time =obs!
a. Fost .3yearolds spend their ti!e getting
ready *or graduation, preparing *or
"ollege, or loo)ing *or *ullti!e Ho#s.
b. Fost .3yearolds spend their ti!e getting
ready *or graduation, prepare *or "ollege or
loo) *or *ullti!e Ho#s.
c. Fost .3yearolds spending their ti!e getting
ready *or graduation, preparing *or "ollege, or
loo)ing *or *ullti!e Ho#s.
d. Fost .3yearolds spend their ti!e get ready
*or graduation, prepare *or "ollege, and loo)
*or *ullti!e Ho#s.
e. Fost .3yearolds spend their ti!e getting
ready *or graduation, preparing *or
"ollege, and loo)ed *or *ullti!e Ho#s.
333 In the "ontext o* the passage as a 'hole, 'hi"h
o* the *ollo'ing is the #est 'ay to revise the
under lined portion o* senten"e .. 5reprodu"ed
#elo'6E
This meant that "ote rs had to remember it
and rite it on the ballot in order to "ote for
him!
a. 7his !eant that they had to re!e!#er it
and 'rite
b. 7his !eant that voters had to re!e!#er his
na!e and 'rite
c. 7his !eant that voters have #een
re!e!#er ing it and 'rite
d. 7his !eant that voters had to re!e!#er it
and 'rote
e. 7his !eant that voters re!e!#ered it
and 'rote
343 Bhat is the !ain idea o* this passage as a 'holeE
a. ho' to get ele"ted to a politi"al o**i"e
'hile still in high s"hool
b. 'hat li*e is li)e the s!all "ity o*
Cillsdale, Fi"higan
c. ho' a high s"hool student got ele"ted to o**i"e
d. 'hy %essions 'as a#le to #eat out
the area in"u!#ent
e. 'here to get a su!!er Ho# in order to pay
*or a "a!paign
353 In "ontext, 'hi"h 'ord should #e pla"ed at
the #eginning o* senten"e - 5reprodu"ed
#elo'6E
A young man named 4ichael Sessions has
far different plans!
a. $n*ortunately
b. 0e"ause
c. $n)no'ingly
d. Co'ever
e. Clearly
5.6 7he vast !aHority o* s"hools entered the high
te"h age years ago #y installing "o!puters
through out their li#raries. 526 7hey also pla"ed
the! in their "lassroo!s. 596 All ad!inistrative
o**i"es 'ere e/uipped 'ith "o!puter syste!s as
'ell. 5-6 7he ne' trend, ho'ever, is ta)ing this
one step *urther at an innovative s"hool in
Ari?ona, 'hi"h is providing an all ne' 'ay *or
students to do their ho!e'or). 546 7hey provide
the! 'ith their o'n laptopD
566 Instead o* using !oney to #uy all ne'
text #oo)s *or E!pire Cigh %"hool, laptop
"o!puters 'ere #ought #y the ad!inistration
'ith the *unds. 526 7he tea"hers "o!!only sele"t
edu"ational !ate rials on the Internet *or students
to "onsult to "o! plete ho!e'or) assign!ents.
536 7o !a)e the laptops *eel !ore personal,
students are allo'ed to store their o'n !usi"
"olle"tions on the!.
516 Instead o* handing in reports and ho!e
'or) on paper, these Ari?ona students Hust e!ail
it into their individual tea"hers. 5.06 %o !u"h *or
that old ex"use that the dog ate your ho!e'or)D
363 In "ontext, 'hi"h o* the *ollo'ing is the #est 'ay 393 In "ontext, 'hi"h o* the *ollo'ing
represents to revise senten"e 4 5reprodu"ed #elo'6E the #est 'ay to revise and
"o!#ine senten"es
., 2, and 9 5reprodu"ed #elo'6E
They pro"ide them ith their on laptop@
a. 7hey provide the student 'ith their o'n laptopsD
The "ast ma=ority of schools entered the high)
tech
b. 7he s"hool provides the! 'ith their
age years ago by installing computers
throughout
o'n laptopsD
their libraries! They also placed them in
their
c. 7he students provide the! 'ith our
classrooms! All administrati"e offices ere
o'n laptopsD
e*uipped ith computer systems as ell!
d. 7he s"hool provides the students 'ith the a. 7he vast !aHority o* s"hools entered the
high o'n laptopD te"h age years ago #y installing
"o!puters
e. 7he s"hool provides ea"h o* the students 'ith throughout their li#raries and in their
his or her o'n laptopD "lassroo!s and lastly, in their ad!inistrative
o**i"es as 'ell.
383 In "ontext, 'hi"h o* the *ollo'ing is the #est 'ay b. 7he vast !aHority o* s"hools entered the
high to revise senten"e 6 5reprodu"ed #elo'6E te"h age years ago #y installing "o!puters
throughout their li#raries and "lassroo!s
1nstead of using money to buy all ne te-tboo$s
and they e/uipped all o* the
ad!inistrative
for Empire 0igh School# laptop computers ere
o**i"es too.
bought by the administration ith the funds!
c. 7he vast !aHority o* s"hools entered the high
a. Instead o* using !oney to #uy all ne' te"h age years ago #y installing "o!puters
text#oo)s *or E!pire Cigh %"hool, the throughout their li#raries, "lassroo!s, and
*unds 'ere used #y the ad!inistration ad!inistrative o**i"es.
to #uy laptop "o!puters. d. 7he vast !aHority o* s"hools entered the high
b. Instead o* using !oney to #uy all ne' text te"h age #y installing "o!puters in li#raries,
#oo)s, laptop "o!puters 'ere #ought 'ith "lassroo!s, and o**i"es *or the ad!inistration.
the !oney #y the ad!inistration *or E!pire e. 7he vast !aHority o* s"hools entered the high
Cigh %"hool. te"h age years ago #y installing, throughout
c. Laptop "o!puters 'ere #ought #y the their li#raries, "lassroo!s and ad!inistrative
ad!inistration 'ith the *unds that 'ere o**i"es, "o!puters.
supposed to go to #uy all ne' text#oo)s
*or E!pire Cigh %"hool.
d. Instead o* using !oney to #uy all ne'
text#oo)s *or E!pire Cigh %"hool, the
ad!inistration
used the *unds to pur"hase laptop "o!puters.
e. E!pire Cigh %"hool ad!inistration too)
the !oney *or #uying all ne' text#oo)s and
instead they used it to #uy laptop "o!puters.
363 Bhi"h o* the *ollo'ing #est des"ri#es the pur involves as)ing /uestions and doing resear"h. 566 It
pose o* the *irst paragraphE also ta)es "o!#ing through real and virtual
ar"hives. a. to explain ho' the students do their ho!e'or) 526 Perhaps even a *ield trip or t'o to
pla"es li)e on "o!puters "e!eteries. 536 A*ter all, a graveyard is
really li)e a
b. to point out ho' s"hools have entered the !useu! 'ithout 'alls sin"e it "ontains
*as"inating "o!puter age histori"al arti*a"ts that are hundreds o*
years old, all
c. to de!onstrate 'here the !oney *or the in the *or! o* gravestones. 516 Ce!eteries are not
the "o!puters "a!e *ro! s"ary pla"es that !any horror *il!s try to
"onvey.
d. to sho' ho' the students !a)e the "o!puters 5.06 Another great sour"e are the "ensus
their o'n re"ords that "an #e *ound on the Internet. 5..6
e. to dis"uss ho' tea"hers use online sites *or =*ten, you *ind out !ore than Hust #irth and death
ho!e'or) help re"ords. 5.26 <esour"es *or in*or!ation in"lude
&ational Ar"hives, as 'ell as lo"al *a!ily re"ords.
4:3 7his passage dis"usses everything ENCEP7 5.96 (our lo"al li#rary "an "onne"t you 'ith #asi"
a. the di**erent 'ays students "an "arry genealogy guide#oo)s and re*eren"e #oo)s as 'ell.
their laptops. 5.-6 Fa)e sure not to overloo) one o* the #est
b. the role o* "o!puters in !odern high s"hools. resour"es o* all8your *a!ily. 5.46 >randparents,
c. the 'ays tea"hers "an utili?e 'e#sites un"les, aunts, and "ousins are o*ten 'onder*ul
*or tea"hing. sour"es o* stories, traditions, *a"ts, and other help
d. the ne' !ethod o* e!ailing in *ul in*or!ation. 5.66 7a)ing the ti!e to tal) to
the! ho!e'or) assign!ents. a#out this "an #ring all o* you "loser8
another side
e. the innovative tea"hing !ethods at E!pire #ene*it *ro! a proHe"t li)e this one.
Cigh %"hool.
413 Bhi"h is the #est revision o* senten"e .0
5repro 5.6 In a day and age 'here storytelling is #eginning du"ed #elo'6E
to #e "onsidered one o* the lost arts and )eeping
re"ords !eans #ooting up instead o* 'rite do'n,
Another great source are the census records that
*a!ilies !ay *ind the!selves 'ondering ho' to "re
can be found on the 1nternet!
ate and preserving their genealogy. 526 Perhaps they a. Another great sour"e is the "ensus re"ords
that 'ant to Hust save the *a!ily stories or tra"e the !ost "an #e *ound on the Internet.
re"ent generations. 596 =thers !ight 'ant to explore b. Another great sour"e 'as the "ensus
re"ords their *a!iliesA role in history or Hust put so!ething that "an #e *ound on the Internet.
together to "o!!e!orate an anniversary or other c. Another great sour"e are the "ensus re"ords
i!portant event. 5-6 Putting together a *a!ily tree that 'ill #e *ound on the Internet.
!ay sound li)e a great idea, #ut ho' do you even d. Another great sour"e is the "ensus re"ords
that #egin to !a)e the *irst step, and ho' "an it #e a total are #e *ound on the Internet.
*a!ily proHe"tE e. Another great sour"es 'ere the "ensus re"ords
546 Investigating the !any di**erent people that "an #e *ound on the Internet.
'ho "a!e #e*ore you is a !ultilayered tas) that
423 Bhi"h o* the *ollo'ing is the #est revision o* 433 Bhi"h is the #est 'ay to "o!#ine senten"es 4,
6, senten"e . 5reprodu"ed #elo'6E and 2 5reprodu"ed #elo'6E
1n a day and age here storytelling is beginning 1n"estigating the many different people ho came
to be considered one of the lost arts and $eeping before you is a multilayered tas$ that in"ol"es
records means booting up instead of rite don# as$ing *uestions and doing research! 1t also ta$es
families may find themsel"es ondering ho to combing through real and "irtual archi"es!
Perhaps create and preser"ing their genealogy! e"en a field trip or to to places li$e
cemeteries!
a. In a day and age 'here storytelling is #egin a. Investigating the !any di**erent people
'ho ning to #e "onsidered one o* the lost arts "a!e #e*ore you is a !ultilayered tas)
that and )eeping re"ords !eans #oot up instead involves as)ing /uestions, doing
resear"h,
o* 'rite do'n, *a!ilies !ay *ind the!selves "o!#ing through real and virtual ar"hives,
'ondering ho' to "reate and preserve and a *ield trip or t'o to pla"es li)e
"e!eteries. their genealogy. b. Investigating the !any di**erent
people 'ho
b. In a day and age 'here storytelling is #egin "a!e #e*ore you is a !ultilayered tas)
that ning to #e "onsidered one o* the lost arts and involves as)ing /uestions, doing
resear"h, )eep re"ords !eans #ooting up instead o* "o!#ing through real and virtual
ar"hives, 'riting do'n, *a!ilies !ay *ind the!selves and even ta)ing a *ield trip or
t'o to pla"es 'onder*ul ho' to "reating and preserving li)e "e!eteries.
their genealogy. c. Investigating the !any di**erent people 'ho
c. In a day and age 'here storytelling is #egin "a!e #e*ore you is a !ultilayered tas) that
ning to #e "onsidered one o* the lost arts and is involving as)ing /uestions, doing resear"h,
)eeping re"ords !eans #ooting up instead o* "o!#ing through real and virtual ar"hives,
'riting do'n, *a!ilies !ay *ind the!selves and even ta)ing a *ield trip or t'o to pla"es
'ondering ho' to "reate and preserve their li)e "e!eteries.
genealogy. d. Investigating the !any di**erent people 'ho
d. In a day and age 'here storytelling is #egin "a!e #e*ore you is a !ultilayered tas)
that ning to #e "onsidered one o* the lost arts and involves as) /uestions, do resear"h,
"o!# )ept re"ords !eans #oot up instead o* 'rite through real and virtual ar"hives,
and ta)e do'n, *a!ilies !ay *ound the!selves 'onder a *ield trip or t'o to pla"es li)e
"e!eteries. ing ho' to "reate and preserve their genealogy. e. Investigate the !any di**erent
people 'ho
e. In a day and age 'here storytelling #egan to "a!e #e*ore you is a !ultilayered tas)
that #e "onsidered one o* the lost arts and )eeping involves as)ing /uestions, doing
resear"h, re"ords !eans #ooting up instead o* 'riting "o!#ing through real and virtual
ar"hives do'n, *a!ilies !ay *ind the!selves 'onder and ta)ing a *ield trip or t'o to
pla"es
ing ho' to "reate and preserve their genealogy. li)e "e!eteries.
443 7o i!prove the "oheren"e o* paragraph 2, 463 Bhi"h o* the *ollo'ing is the #est revision
o* 'hi"h o* the *ollo'ing senten"es 'ould #e senten"e .6 5reprodu"ed #elo'6E
the #est to deleteE
a. senten"e - Ta$ing the time to tal$ to them about this can
b. senten"e 2 bring all of you closerAanother side benefit from a
c. senten"e 1 pro=ect li$e this one!
d. senten"e .2
e. senten"e .- a. 7a)ing the ti!e to tal) to the! a#out this "an
#ring all o* the! "loser8another side #ene*it
453 Bhi"h o* the *ollo'ing senten"es is !ost in need *ro! a proHe"t li)e this one.
o* *urther support and develop!entE b. 7a)ing the ti!e to tal) to the! a#out *a!ily
a. =thers !ight 'ant to explore their *a!iliesA stories "an #ring all o* you "loser8another
role in history or Hust put so!ething together side #ene*it *ro! a proHe"t li)e this one.
to "o!!e!orate an anniversary or other c. 7a)ing the ti!e to tal) to us a#out *a!ily sto
i!portant event. ries "an #ring us all "loser8another side #en
b. (our lo"al li#rary "an "onne"t you 'ith #asi" e*it *ro! a proHe"t li)e this one.
genealogy guide#oo)s and re*eren"e #oo)s d. 7a)ing the ti!e to tal) to you a#out this
"an as 'ell. #ring all o* you "loser8another side
#ene*it
c. Fa)e sure not to overloo) one o* the #est *ro! a proHe"t li)e this one.
resour"es o* all8your *a!ily. e. 7a)ing the ti!e to tal) to everyone a#out stu**
d. =*ten, you *ind out !ore than Hust #irth and "an #ring all o* you "loser8another side #en
death re"ords. e*it *ro! a proHe"t li)e this one.
e. 7a)ing the ti!e to tal) to the! a#out this "an
#ring all o* you "loser8another side #ene*it
*ro! a proHe"t li)e this one.

Ans1'! s
13 b. 7his is a revision /uestion. It ta)es one o* the 33 e. 7his is a senten"e "o!#ining /uestion.
(our a')'ard senten"es *ro! the essay and as)s you Ho# is to *igure out the #est 'ay to
"o!#ine to *igure out ho' to "orre"t any !ista)es in it. three senten"es into one in order
to !ore
In this senten"e, the des"ription o* the Chunnel a""urately express the senten"eAs
!eaning. is at the end o* the senten"e instead o* next to Choi"es a and d are 'ordyG
"hoi"e b is a 'hat it is des"ri#ing. Choi"es a, c, d, and e are runon senten"eG and
"hoi"e c !a)es no
all 'ordy and a')'ard. =nly "hoi"e b eli!i sense. =nly "hoi"e e retains all ne"essary
nates extra 'ords and !oves the des"riptive in*or!ation in a !ore e**i"ient !anner.
phrase 'here it #elongs. 43 d. 7his is a "ontent /uestion. It is as)ing a#out
a
23 c. 7his senten"e *rag!ent is !issing the ne"es se"tion o* the essayG in this "ase, the /uestion
sary ver#. 7he other "hoi"es !ove the 'ords as)s a#out the se"ond paragraph. (ou need
ideas o* the *irst paragraph, and "hoi"e e is the !et, ho' they dis"overed uraniu!, 'hat "an
#e !ain idea o* the last paragraph. !ade 'ith radiu!, or ho' to *ind
pit"h#lende.
53 a. (ou are #eing as)ed ho' to tie the in*or!ation 113 b. 7his /uestion is tri")yG you have a lot o*
together. Choi"e b deals 'ith "ost, 'hi"h is in*or!ation to put together and in a logi"al
"overed in another se"tion o* the essay. order. =nly "hoi"e b does this "orre"tly.
Choi"e c is irrelevant to the in*or!ation 123 e. 7his "ontent /uestion as)s you to re!ove
the "overed in the essay. Choi"e d #elongs unne"essary senten"e. Choi"es a, b, c,
and d earlier in the essay. Choi"e e is truth*ul are all relevant to ea"h other. Choi"e
e, ho' in*or!ation #ut not relevant to the essay. ever, "ontains unne"essary extra
in*or!ation.
63 b. 7he dependent "lause at the #eginning o* 133 c. 7his is a pronoun re*eren"e pro#le!. Them
this senten"e needs an introdu"tory 'ord to re*ers to t'o nouns *ro! the previous
senten"e. !a)e it "o!plete, #ut the 'ord has to sho' 143 b. Choi"e a is a runon senten"e. Choi"e
c has a
the relationship #et'een the "lause and the dependent "lause introdu"ed #y although, 'hi"h
rest o* the senten"e. 4eanhile i!plies a does not *it 'ith the "oordinating "onHun"tion
ti!e relationship, 'hi"h does not apply. but! Choi"e d has a pro#le! 'ith 'ordiness
0oe"er and nonetheless i!ply "ontrast, and ver# tense, and "hoi"e e is "on*using and
'hi"h also does not apply. 9ortunately loses the senten"eAs original !eaning.
i!plies good ne's, and does not 'or) *or 153 d. 7he #iggest pro#le! in this state!ent is the
this senten"e. =nly because *itsG this 'ord 'ord stuff! It is a poor 'ord "hoi"e #e"ause it
is explains 'hy a di**erent strategy is needed. too general. Choi"es a and b donAt "hange
this
83 c. 7his /uestion re/uires you to put together 'ord. Choi"es c and e "hange the !eaning o*
three senten"es into one gra!!ati"ally "orre"t the original senten"e. 0y repla"ing stuff 'ith
senten"e 'ithout losing the original !eanings. decorate, the senten"e is !u"h !ore pre"ise.
Choi"e a is a runon senten"e. Choi"e b uses 163 c. Cere, you need to pinpoint the !ain point
o* the 'rong pronouns. Choi"e d does not !a)e the entire essay. Although "hoi"es a, b, d,
and sense, and "hoi"e e is 'ordy and "ontains e 'ere all in the essay, they 'ere
supporting unne"essary in*or!ation. details instead o* the !ain point.
93 d. 7his is a "ase o* a !ispla"ed !odi*ier. 7he 183 e. 7o ans'er this, you have to go #a") and
reread phrase underneath the hidden door is des"ri# senten"e .0 to identi*y the su#He"t. In
this "ase, ing 'here the spider is hiding, not the vi#ra the su#He"t is 'hat )ind o* the!e
you 'ant *or tion. Choi"e a does not repair this, "hoi"e b your s"rap#oo).
!a)es no sense, "hoi"e c has the 'rong ver# 193 e. =n"e again, you are identi*ying 'hi"h
sen tense, and "hoi"e e is a senten"e *rag!ent. ten"e !ust #e deleted. 7he one that
"learly
63 e. 7his is a "ontent /uestion, and you have to does not #elong is "hoi"e e #e"ause it
shi*ts de"ide 'here the in*or!ation #est *its into the *ro! you to 1!
essay overall. 7his in*or!ation #etter *its at 163 c. 7he senten"e, as 'ritten, is "on*using.
the end o* the essay, *ollo'ing senten"e .0. 7here are several pronouns 'ithout "lear
1:3 a. 7his "ontent /uestion singles out a spe"i*i" ante"edents, 'hi"h !ust #e "lari*ied. Choi"e
b paragraph and as)s you to *igure out its !ain !ispla"es the "on*usion "aused #y tea"hers.
2:3 d. 7hese t'o senten"es have three essential ideas, given, #ut not extensive history. 7he "orre"t
all o* 'hi"h need to #e "onveyed "learly and ans'er is "hoi"e a.
"on"isely. 7he phrase in the se"ond senten"e 283 e. 7his is another type o* "ontent /uestion 'here
until you get into it is pro#le!ati", in that it 'ould #e #est to insert so!e additional
in*or thereAs no "lear ante"edent to it! Choi"es b !ation. In "hoi"es a, b, c, and d, the
suggested and c repeat this a!#iguity. Choi"e d "learly extra in*or!ation is unne"essary
and not
!a)es idea the ante"edent o* it! Choi"e e is related to the rest o* the essay strongly
enough. unne"essarily 'ordy and also *ails to "learly 293 b. 7his is a runon senten"e, #e"ause it
is t'o esta#lish the ante"edent o* it! "o!plete senten"es put together 'ithout
proper
213 e. 7he pro#le! 'ith the underlined portion o* the pun"tuation or "onHun"tions. 7he "onHun"tion
senten"e is that there is vague, 'ith an un"lear so does not 'or) in the senten"e, as in "hoi"e
a. ante"edent. 0y "alling *ast'riting a techni*ue, Choi"e c only adds a "o!!a, so it is still a
run you "lari*y the "on"ept as 'ell as the senten"e. on senten"e. Choi"e d is still a runon
senten"e. Choi"e b is needlessly 'ordy and repetitive. Choi"e e, 'hi"h adds hoe"er,
i!plies a "ontrast Choi"es a and c does not "orre"t the un"lear and does not *it 'ith the
rest o* the senten"e. re*eren"e pro#le!, nor does "hoi"e d, 'hi"h 263 c. 7his /uestion is as)ing
you to "o!#ine three also su**ers *ro! stu**y hyper"orre"tness that senten"es into one. It is
easy to #e"o!e too doesnAt !esh 'ith the overall tone. 'ordy as in "hoi"es a, b,
d, and e. =nly "hoi"e
223 c. 7he pri!ary pro#le! 'ith this senten"e is c ta)es out unne"essary 'ords and retains
the that the ante"edent o* hich is un"lear. As senten"eAs original !eaning.
'ritten, the senten"e !a)es "reativity sound 3:3 a. 7his "ontent /uestion is as)ing you to
i!prove li)e an undesira#le /uality in 'riting. 7he the "oheren"e and organi?ation o*
the essay #y 'ord but, ho'ever, !a)es it "lear that this is adding another senten"e to !ove
*ro! one
not the authorAs intention. &one o* the other paragraph to the next. 7o !a)e sure you have
ans'er "hoi"es addresses this pro#le!. !ade the "orre"t "hoi"e, you have to reread
the
233 b. 7he error here is the pronoun in the under senten"es around it. 7he only one o* the *ive
lined part o* the senten"e. 7he noun is horses, "hoi"es that relates to the topi" o* *inding
'hi"h is plural, #ut the pronoun used is singu things to de"orate your lo")er 'ith is "hoi"e
a.
lar. 7he pronoun should #e "hanged to their! 313 d. In this revision /uestion, the pro#le! is the pro
243 d. I* the noun 'as &ipi+anner, you 'ould need noun. 7he essay has #een using the pronoun
you the plural ver# are! Co'ever, the noun is tric$, and suddenly s'it"hes to one and the
pronoun 'hi"h is singular, so you need the ver# is! their. =nly "hoi"e d "orre"ts #oth
pronouns to
253 e. 7his senten"e "ontains ver# tense pro#le!s. )eep the! in line 'ith the rest o* the essay.
7he only "hoi"e that gets #oth ver# *or!s 323 a. 7he )ey to "o!#ining these three senten"es
is "orre"t is "hoi"e e. )eeping the ver#s parallel throughout, as
in
263 a. 7his "ontent /uestion as)s you to identi*y "hoi"e a. 7he ver#s all need to end in )ing.
ele"ted or 'hat li*e is li)e in Cillsdale. It does any'here in the essay. In this "ase, the only
not list the 'ays %essions #eat the in"u!#ent. one that is not !entioned is "hoi"e a.
Although a su!!er Ho# is !entioned, it is not 413 a. 7he pro#le! 'ith this senten"e is su#He"t
ver# !entioned in detail to sho' ho' he *inan"ed agree!ent. It is easy to thin) that the
su#He"t is the "a!paign. records, 'hi"h is plural, #ut the
su#He"t o* the
353 d. (ou need to reread the senten"es, so you senten"e is really source, 'hi"h is singular.
understand the relationship a!ong the!. 7he 423 c. 7here are a lot o* ver# tenses in this state!ent.
only ans'er "hoi"e that sho's that relation (ou have to "are*ully "hoose the "hoi"e that
ship "orre"tly uses hoe"er to sho' "ontrast. !aintains the "orre"t ver# tense throughout
363 e. 7he pro#le! in this senten"e is an inde*inite the senten"e.
pronoun. 7he "o!#ination o* they, them, and 433 b. (ou have to !a)e sure all the ver#s are the sa!e
their in the senten"e is "on*using. =nly "hoi"e tense and parallel throughout this
senten"e. e repla"es the pronouns to !a)e the senten"e 443 c. 7his "ontent /uestion as)s you
to pi") the !ore understanda#le. senten"e that does not #elong
in the essay.
383 d. 7he introdu"tory "lause in this senten"e is 7he only senten"e that veers o** topi" is
a#out a#out the ad!inistration, not a#out the "e!eteries in s"ary !ovies. 7he rest o*
the "o!puters. Choi"e a does not repair thisG it "hoi"es are all relevant and relate dire"tly
to Hust repeats the pro#le! #y putting the 'ord the !ain idea.
funds 'here the 'ord computers 'as. Choi"e b 453 d. Cere, you need to *ind out 'hat state!ent
also repeats the original pro#le!. Choi"e c is in the essay is not expanded on enoughG it
is "on*using, and "hoi"e e is a')'ard. la")ing in spe"i*i"s and the essay 'ould
#e
393 c. 7here are a lot o* extra 'ords in these three stronger #y adding !ore details. In this
"ase, senten"es and !ost o* these 'ords need to #e the #est solution is "hoi"e d. Although
this eli!inated in order to !a)e the senten"e read "hoi"e !entions *inding !ore than Hust
#irth s!oothly and "learly. and death re"ords, it stops there. It does
not
363 b. Cere, you have to *igure out the overall !essage say 'hat else you !ight *ind.
o* the *irst paragraph. All the other "hoi"es are 463 b. 7his is a "ase o* an inde*inite pronoun. Choi"e
b a#out topi"s that are *ound in other se"tions o* is the only ans'er "hoi"e that "lari*ies the
pro the essay. nouns to !a)e the senten"e
understanda#le.
4:3 a. 7his /uestion is testing you to see i* you "an
pinpoint the one topi" that is not "overed
C H A P T E R
"
Pro!pts
<esponding to
@uotation
W-'n y#0 )a$' )-' 'ssay (#!)&#n #. )-' SAT, y#0 s-#0+* #ns)!0)
a s)!#n/ (#&n) #. v&'1, #nv'y y#0! &*'as &n #-'!'n) #!*'!, an*
&%(+'4 %'n) a0!a)' +an/0a/'3
Y
ou 'ill #e re/uired to 'rite your essay on the lines provided on your ans'er sheet, and no additional
paper 'ill #e distri#uted. 7o ensure that you have enough spa"e *or your essay, do not use 'ide !ar
gins and )eep your hand'riting to a reasona#le si?e. <e!e!#er to 'rite legi#ly *or the trained
high s"hool and "ollege tea"hers 'ho 'ill #e s"oring your essay.
Bhen ans'ering the pra"ti"e 'riting pro!pts in this "hapter, give yoursel* a#out 24 !inutes, 'hi"h is
ho' !u"h ti!e you 'ill have during the a"tual %A7. 0e "are*ul not to 'rite on another topi" 'hen ans'ering
these pro!ptsG during the %A7, an o**topi" essay 'ill #e given a s"ore o* ?ero.
118
13 'Creati"ity is alloing oneself to ma$e mista$es! 43 '1f you ha"e made mista$es ! ! ! there is alays
Art is $noing hich ones to $eep!, 8%"ott Ada!s another chance for you ! ! ! you may ha"e a fresh
start any moment you choose# for this thing e
call
Assignment: Bhat is your opinion on the :failure% is not the falling don# but the staying
relationship #et'een !ista)es and "reativityE don!, 8Fary Pi")*ord
Plan your response and support your position
'ith spe"i*i" points and exa!ples *ro! your Assignment: Co' "an a person use *ailure to
o#servations, studies, reading, or personal i!prove his or her li*eE Plan your response
experien"es. and support your position 'ith spe"i*i" points
and exa!ples *ro! your o#servations, studies,
23 'E"en if smog ere a ris$ to human life# e must reading, or personal experien"es.
remember that life in nature# ithout technology#
is holesale death!, 8Ayn <and 53 '8ntil you ha"e learned to be tolerant ith those
ho do not alays agree ith youB until you
ha"e
'1f it $eeps up# man ill atrophy all his limbs but culti"ated the habit of saying some $ind ord
of the push)button finger!, 8;ran) Lloyd Bright those hom you do not admireB until you
ha"e
formed the habit of loo$ing for the good
instead Assignment: Consider the t'o "ontrasting of the bad there is in others# you ill
be neither state!ents. Choose the /uotation that !ost successful nor happy!, 8&apoleon
Cill
"losely re*le"ts your vie'point. Brite an essay
that explains your "hoi"e. Plan your response Assignment: Are these the ele!ents you need
and support your position 'ith spe"i*i" points to #e a#le to a"hieve happiness and su""essE
and exa!ples *ro! your o#servations, studies, Plan your response and support your position
reading, or personal experien"es. 'ith spe"i*i" points and exa!ples *ro! your
o#servations, studies, reading, or personal
33 '1 didn%t belong as a $id and that alays bothered experien"es.
me! 1f only 1%d $non that one day my differentness
ould be an asset# then my early life ould ha"e 63 1n one of his most famous lines# Sha$espeare%s
been much easier!, 80ette Fidler 0amlet says# '1 must be cruel# only to be
$ind!,
Assignment: Co' do you vie' things that Assignment: +o situations exist 'here an
are di**erent around you in your li*eE Plan individual !ust #e "ruel in order to #e )indE
your response and support your position Plan your response and support your position
'ith spe"i*i" points and exa!ples *ro! 'ith spe"i*i" points and exa!ples *ro! your
your o#servations, studies, reading, or o#servations, studies, reading, or personal
personal experien"es. experien"es.
RESPONDING TO QUOTATION PROMPTS
83 '6ou can ma$e more friends in to months by 1:3 'The orst sin toards our fello creatures is not
to becoming interested in other people than you can hate them# but to be indifferent to themB that%s
the
in to years by trying to get other people interested essence of inhumanity!, 8>eorge 0ernhard %ha'
in you!, 8+ale Carnegie
Assignment: Can #eing indi**erent to'ard
Assignment: Is CarnegieAs idea the #est 'ay to others a**e"t the! in negative 'aysE Plan
!a)e *riendsE Plan your response and support your response and support your position
your position 'ith spe"i*i" points and exa! 'ith spe"i*i" points and exa!ples *ro!
ples *ro! your o#servations, studies, reading, your o#servations, studies, reading, or
or personal experien"es. personal experien"es.
93 '1 $no you%"e heard it a thousand times before! 113 'To be nobody but yourselfAin a orld hich is
3ut it%s trueAhard or$ pays off! 1f you ant to doing its best# night and day# to ma$e you e"ery)
be good# you ha"e to practice# practice# practice! body elseAmeans to fight the hardest battle hich
1f you don%t lo"e something# then don%t do it!, any human being can fightB and ne"er stop fight)
8<ay 0rad#ury ing!, 8E.E. Cu!!ings
Assignment: Is it possi#le in todayAs so"iety to Assignment: Is #eing yoursel* a "hallenge in
only spend your ti!e doing so!ething you todayAs 'orldE Plan your response and support
enHoyE Plan your response and support your your position 'ith spe"i*i" points and exa!
position 'ith spe"i*i" points and exa!ples ples *ro! your o#servations, studies, reading,
*ro! your o#servations, studies, reading, or or personal experien"es.
personal experien"es.
123 'There are three $inds of death in this orld!
63 '0o far you go in life depends on your being There%s heart death# there%s brain death#
and tender ith the young# compassionate ith the there%s being off the netor$!, 8>uy
Al!es aged# sympathetic ith the stri"ing# and tolerant
of the ea$ and the strong! 3ecause someday in '1%d ipe the machines off the face of the
earth life you ill ha"e been all of these!, again# and end the industrial epoch
absolutely#
8>eorge Bashington Carver li$e a blac$ mista$e!, 8+.C. La'ren"e
Assignment: Co' "an relating to so!eone Assignment: Consider the t'o "ontrasting
"ause you to go *ar in li*eE Plan your response state!ents. Choose the /uotation that !ost
and support your position 'ith spe"i*i" points "losely re*le"ts your vie'point. Brite an essay
and exa!ples *ro! your o#servations, studies, that explains your "hoi"e. Plan your response
reading, or personal experien"es. and support your position 'ith spe"i*i" points
reading, or personal experien"es.
133 7ho!as Edison, the reno'ned inventor, is 163 '1 li$e nonsenseB it a$es up the brain cells!
9antasy *a!ous *or having said, K>enius is one per"ent is a necessary ingredient in li"ingB it%s a
ay of loo$) inspiration, ninetynine per"ent perspiration.M ing at life through the rong end of a
telescope!
Which is hat 1 do# and that enables you to
Assignment: +o you agree 'ith this de*inition laugh at life%s realities!, 8+r.
%uess o* geniusE Plan your response and support
your position 'ith spe"i*i" points and exa! Assignment: Are *antasy and nonsense ne"es
ples *ro! your o#servations, studies, reading, sary ele!ents in daily li*eE Plan your response
or personal experien"es. and support your position 'ith spe"i*i" points
143 'Aerodynamically# the bumble bee shouldn%t be reading, or personal experien"es.
able to fly# but the bumble bee doesn%t $no it#
so it goes on flying anyay!, 8Fary Iay Ash 183 'Are you bored ith lifeC Then thro
yourself into some or$ you belie"e in ith
all your
Assignment: Bhat does this i!ply a#out the heart# li"e for it# die for it# and you ill find
#eeE Co' does this in*or!ation then apply happiness that you had thought could
ne"er to people in generalE Plan your response and be yours!, 8+ale Carnegie
support your position 'ith spe"i*i" points
and exa!ples *ro! your o#servations, studies, Assignment: +o you agree or disagree that
reading, or personal experien"es. this is the #est solution to #oredo!E Plan your
response and support your position 'ith spe
153 'Courage is not the absence of fear but the mastery "i*i" points and exa!ples *ro! your o#serva
of it!, 8Far) 7'ain tions, studies, reading, or
'9eel the fearAand do it anyay!, 8%usan
Le**ers
193 'People are alays blaming their circumstances
for hat they are! 1 do not belie"e in
circumstances! Assignment: Consider the t'o "ontrasting The people ho get on in this orld
are the people state!ents. Choose the /uotation that !ost ho get up and loo$ for the
circumstances they "losely re*le"ts your vie'point. Brite an essay ant# and if they cannot find
them# ma$e them!, that explains your "hoi"e. Plan your response 8>eorge 0ernard %ha'
and support your position 'ith spe"i*i" points
and exa!ples *ro! your o#servations, studies, Assignment: Can people "reate their o'n
per reading, or personal experien"es. sonal "ir"u!stan"es or are they at the
!er"y o*
those "ir"u!stan"esE Plan your response and
support your position 'ith spe"i*i" points and
exa!ples *ro! your o#servations, studies,
163 Alexander %!ith said, K7he great !an is the !an s"ore. %"ores range *ro! a lo' o* . 5sho'ing
'riting 'ho does a thing *or the *irst ti!e.M in"o!peten"e6 to a !axi!u! o* 6
5de!onstrating "lear and "onsistent "o!peten"e6. 7he graders 'ill
Assignment: +o you agree 'ith this de*inition *o"us on the strength o* your argu!ent. In addition to
o* greatnessE Plan your response and support loo)ing *or this "ontent, the graders 'ill #e paying
your position 'ith spe"i*i" points and exa! attention to your 'riting style.
ples *ro! your o#servations, studies, reading, A !odi*ied "opy o* the grading guidelines *ollo's,
or personal experien"es.
2:3 7he inventor and states!an 0enHa!in ;ran)lin # points
said, KFoney never !ade a !an happy yet, nor

+e!onstrates outstanding 'riting s)ills
'ill it. 7here is nothing in its nature to produ"e

In"ludes a "lear and insight*ul point o* vie'
happiness.M and re*le"ts ex"ellent "riti"al thin)ing, using
strong exa!ples and other eviden"e to sup
Assignment: Can !oney produ"e happinessE port the point o* vie'
Plan your response and support your position

Contains strong organi?ation and *o"us, a 'ith
spe"i*i" points and exa!ples *ro! your sense o* unity, and a s)ill*ul *lo' o* ideas

+e!onstrates a strong "o!!and o* language,
experien"es. 'ith varied and appropriate 'ord "hoi"e and
!eaning*ul variation in senten"e stru"ture

Contains *e', i* any, errors in gra!!ar, usage,

S#! & n/ G0& *' an* Sa%(+ ' and !e"hani"s
Essays
" points
As the expert graders s"ore your paper, they 'ill #e

+e!onstrates e**e"tive 'riting s)ills
grading it holisti"ally. 7his !eans that rather than

In"ludes a "lear point o* vie' and re*le"ts
strong using a point syste! that a'ards you a "ertain nu!#er "riti"al thin)ing, using e**e"tive
exa!ples and
o* points *or ea"h "o!ponent, they 'ill #e loo)ing at other eviden"e to support the point o*
vie' your response as a 'hole and a'arding it a s"ore. Co'

Contains strong organi?ation and
*o"us, a ever, as they deter!ine that overall s"ore, the graders sense o* unity, and a *lo' o*
ideas
'ill #e *o"using on *our areas, !eaning 5"ontent6,

+e!onstrates a good "o!!and o* language,
develop!ent 5support6, organi?ation 5*lo' o* ideas6, 'ith appropriate 'ord "hoi"e and variation in
and language use or !e"hani"s 5gra!!ar6. senten"e stru"ture
Although a spe"i*i" point value is not assigned *or

Contains *e' errors in gra!!ar,
usage, ea"h "o!ponent, these are the areas that 'ill #e and !e"hani"s
assessed and "onsidered 'hen the grader arrives at a
! points 2 points

+e!onstrates "o!petent 'riting s)ills, #ut

+e!onstrates li!ited 'riting s)ills and !ay
the /uality o* the 'riting !ay #e in"onsistent "ontain serious *la's

In"ludes a point o* vie' and re*le"ts "o!pe

In"ludes a li!ited or vague point o* vie'
tent "riti"al thin)ing, using su**i"ient and re*le"ts poor "riti"al thin)ing, using inad
exa!ples to support the point o* vie' e/uate or irrelevant exa!ples or other support

Contains a general organi?ational plan and

+isplays a 'ea) sense o* organi?ation andPor
*o"us, 'ith so!e unity and *lo' o* ideas *o"us, and !ay la") unity andPor *lo' o* ideas

+e!onstrates a su**i"ient #ut in"onsistent

+e!onstrates an inade/uate "o!!and o*
"o!!and o* language, 'ith !ostly appropri language, 'ith li!ited or in"orre"t
vo"a#ulary, ate 'ord "hoi"e and so!e variation in and in"orre"t or *la'ed senten"e
stru"ture senten"e stru"ture

Contains serious errors in gra!!ar,
usage,

Contains so!e errors in gra!!ar, usage, andPor !e"hani"s that !ay !a)e the 'riting
and !e"hani"s di**i"ult to understand
points 1 point

+e!onstrates inade/uate #ut not in"o!petent

+e!onstrates in"o!peten"e in 'riting and
'riting s)ills "ontains serious *la's

In"ludes a point o* vie' that re*le"ts so!e

+oes not "ontain a point o* vie', or provides
"riti"al thin)ing, #ut the point o* vie' !ay #e little or no support *or the point o* vie'
in"onsistent or in"o!plete, and support !ay

La")s organi?ation andPor *o"us, unity, and a
#e la")ing *lo' o* ideas

Contains a li!ited organi?ational strategy and

Contains serious errors in vo"a#ulary and sen
*o"us, 'ith a 'ea) or in"onsistent sense o* ten"e stru"ture
unity and *lo' o* ideas

Contains serious errors in gra!!ar, usage,

+e!onstrates a developing #ut 'ea) "o!!and andPor !e"hani"s that !a)e the 'riting
di**i o* language, 'ith 'ea) or inappropriate vo"a#u "ult to understand
lary, little or no variation in senten"e stru"ture,
and !ay "ontain errors in senten"e "onstru"tion ' points

Contains !any errors in gra!!ar, usage,

An essay that does not address the pro!pt or
and !e"hani"s is #lan) re"eives a ?ero.
DAdapted from The College 3oard<
Sa%(+' Essays student, not athleti" enough to #e a Ho"), and not
'ild enough to #e a radi"al. It 'as a very lost and
33 '1 didn%t belong as a $id and that alays bothered alone *eeling and I *elt al!ost a pri!itive level drive to
me! 1f only 1%d $non that one day my differentness "hange !ysel* in so!e 'ay so that I "ould !erge
'ith ould be an asset# then my early life ould ha"e one o* these groups. Instead, I *ound that
there are been much easier!, 80ette Fidler a lot o* us not that
#eauti*ulPs!artPathleti"P'ild )ids in s"hool. 7hese people are no' !y #est *riends.
Assignment: Co' do you vie' things that Fy di**erentness is not even apparent 'hen I a!
are di**erent around you in your li*eE Plan 'ith the! #e"ause 'e all share that trait in one
your response and support your position aspe"t or another. It has taught !e that
di**erent 'ith spe"i*i" points and exa!ples *ro! ness is not right or 'rongG it Hust isD &o'
I Hust hope your o#servations, studies, reading, or that one day, li)e Fidler, 'e 'ill loo) #a")
on our high personal experien"es. s"hool days and see Hust ho' our
di**erentness !ade us the uni/ue, spe"ial, and 'onder*ul adults
S#!' 6 Essay 'e are #e"o!ing.
Fore than 40 years ago, psy"hologist A#raha!
Faslo' "reated 'hat he "alled a hierar"hy o* needs. Scoring e"aluationE 7he student has a strong opinion
on It 'as a pyra!id representation o* 'hat hu!an this issue and !a)es his or her points /uite "lear
in an #eings needed !ost in li*e, in order *ro! the !ost introdu"tion, #ody, and "on"lusion *or!at.
Jo"a#ulary i!portant to the least. =#viously, the !ost i!por use is very strong, and the use o* the
Faslo' exa!ple tant needs are the ones people have to have to ties in po'er*ully 'ith the !essage
in the essay. Cis or survive, su"h as air, *ood, 'ater, and shelter. 0eyond her personal exa!ples also !a)e
ea"h point stronger, that, ho'ever, 'as the need to #elong and *it in 'ith and spelling and gra!!ar are
all error*ree.
others. It is a po'er*ul drive in hu!ans and no'here
is that !ade "learer than in the typi"al high s"hool, S#!' 5 Essay
'here di**erentness, as Fidler "alls it, is a "urse. I *ir!ly #elieve that it is our Kdi**erentnessM that
I see Kdi**erentnessM all the ti!e in the s"hool !a)es us spe"ial. Even though #eing di**erent is
hall'ays and o*ten, it "arries a #urden o* una""ep *ro'ned upon in high s"hool, I thin) that i* 'e "an
tan"e along 'ith it. 7he )ids that donAt *it in #e"ause hang on to our uni/ue traits no', 'e 'ill *ind,
as o* their "lothes, their #a")ground, or their #ehavior Fidler says, that later in li*e it is those very
traits
"o!!only struggle to !esh 'ith the other stu that 'ill serve us #est.
dents surrounding the!. =thers 'ill go the opposite 7here is a strong push in our so"iety, espe"ially
dire"tion, *ighting to #e as unli)e the average stu evident in high s"hools, to'ard "on*or!ity. I* so!e
dent as possi#le. =* "ourse, 'hen enough o* the! do one 'ears so!ething outrageous to s"hool, it is
all that, they all *ind that suddenly, they #elong to a everyone tal)s a#out. 7he student 'ho doesnAt li)e
the group, al#eit a group o* K!is*its.M sa!e !usi" as everyone else listens to, 'ho
eats Bhen I *irst started high s"hool, I 'as )eenly 'eird things in the "a*eteria, or 'ho doesnAt
appear a'are o* !y o'n di**erentness and ho' it !ade it to have any interest in dating anyone on
the *oot
in"reasingly di**i"ult to *it in 'ith the groups that I #all tea!P"heerleaders, is auto!ati"ally suspe"t.
'anted to #e a part o*. I 'as not #eauti*ul enough to I a! one o* those non"on*or!ists, I
#elieve. #e a "heerleader, not s!art enough to #e an honors Although I do not ta)e it to the extre!e
students 'ith dyed hair, !ultiple pier"ings, and she is right. Cer loo)s are not typi"al and I #et her
nothing #ut #la") in their "losets, I still a! a'are #ehavior 'asnAt either. (et, today, those traits
help that I donAt *it in 'ith !ost o* the people in !y "lass. to su""eed. Perhaps that 'ill happen to !e
too and I 'ould rather stay ho!e 'ith !y *a!ily and go to the di**erentness that I have today 'ill
!a)e !e a one o* the lo"al !useu!s than hang out at the !ore su""ess*ul adult. I sure do li)e the
idea.
!all. I a! taller than !ost girls, #ut I a! re!otely
athleti"!inded. I* I get so!e spare ti!e #et'een Scoring e"aluationE 7here is not a huge a!ount o*
s"hool and ho!e'or), I 'ill usually pi") up a s)et"h develop!ent here, #ut the exa!ples given are rele
#oo) rather than a *ashion !aga?ine. Fy 'ee)ends vant. 7he senten"e variety is li!ited 'ith a lot o*
are spent volunteering at the ani!al shelter and !y "hoppy senten"es that "ould #e i!proved. Co'ever,
the *avorite pla"e to go is the ar#oretu! Hust a*ter student did a de"ent Ho# o* ans'ering the
/uestion, they "hange the displays. <ight no', this #ehavior providing so!e personal experien"es *or
support and la#els !e K'eirdM #ut I thin) that perhaps one day then #ringing it to a "on"lusion #y
re*erring #a") to the that 'ill "hange and the la#el 'ill read K*as"inating.M original /uote.
Scoring e"aluationE Although this is slightly shorter than S#!' 3 Essay
the *irst essay, it is still /uite strong. 7he exa!ples are all 0eing di**erent is Hust 'eird, I thin). I !ean, I see
all good and relate dire"tly to the test /uestion. Jo"a#ulary these )ids in s"hool 'ho are al'ays trying to
loo) is good, and there are no spelling or gra!!ar errors. di**erent and they Hust "o!e o** loo)ing
stupid.
Bhat is the #ig deal a#out 'hat you put on your
S#!' 4 Essay #odyE Bhy does it have to "arry so!e stupid #rand
Every#ody is di**erent in one 'ay or another and na!e on itE I donAt even pay attention to that stu**.
that is the 'ay it should #e. A *e' !onths ago, I sa' &ever have. I Hust get up and get dressed in 'hat
an old K7'ilight ToneM episode that 'as supposed to ever is
"lean.
ta)e pla"e in the *uture. In it, everyone loo)ed the ;itting in in high s"hool is not easy, no !atter
sa!e. I* you happened to loo) di**erent, you 'ere 'hat you do or 'ear, in !y opinion. I* you 'or) hard
*or"ed to have surgery. It !ade you loo) li)e the oth to #e di**erent, it is even 'orse, in !y opinion. I
Hust ers. 7hat 'as their de*inition o* #eauty. It 'as really try to )eep !y !outh shut, do !y ho!e'or)
and get interesting. I do not thin) that it 'as too i!possi thru the day. I donAt 'ant to ro") the
#oat and #le either. ItAs not a *ar*et"hed idea *or our "ulture have people pay extra attention to !e
*or anything. at all. 0eing di**erent gets attention. +onAt
'ant that. I 'ill 0eing di**erent is natural #ut it is rarely easy. I Hust stay /uiet and 'ait until
graduation. 7hatAs !y
*ind that I tend to hide !y di**erentness *ro! !ost opinion on it.
people. I only *eel li)e I "an #e !ysel* 'hen I a! at
ho!e or 'ith !y t'o #est *riends. 7he other ti!e, I Scoring e"aluationE 7here is a sin"ere atte!pt to
ans'er try really hard Hust to #e li)e everyone else. I* you the /uestion here, #ut it gets lost so!e'here
along the donAt do this, people tal) a#out you and I donAt 'ant 'ay 5perhaps in #et'een all o* those
K!y opinionM that to happen to !e. re!ar)s6. 7here is very little support
*or any points the 0ette Fidler says that it 'as her di**erent student tries to !a)e, and there are a
nu!#er o* *rag
S#!' 2 Essay ;or the last *ive years I have gone to a variety
Every#ody is di**erent in so!e 'ay or another. It is o* "a!ps. %o!e o* the! 'ere "hur"h sponsored,
Hust part o* li*e. Li)e sno'*la)es, you )no'E 7hey 'hile others had to do 'ith >irl %"outs, -C, and
are all di**erent. 7hat is 'hat !a)es the! pretty. At Ca!p ;ire >irls. Ea"h ti!e I 'ould go hoping
to least, in !y opinion. I* 'e all loo)ed and a"ted and !a)e !any ne' *riends and ea"h year, I "a!e
ho!e tal)ed and dressed and did the sa!e things it disappointed. I had !et so!e interesting
people 'ould #e #oring, donAt you thin)E %o yes, di**erent is #ut no one that I truly "onne"ted 'ith on
a deep good li)e in that old 0urger Iing "o!!ershul. level. 7his past su!!er, that "hanged and
it 'as all <e!e!#er that oneE #e"ause o* so!ething !y >rand!a
as)ed !e. %he drove !e to "a!p and on the 'ay as)ed !e i* I had
Scoring e"aluationE 7here are so!e things that "ould any *riends 'ho also 'ere attending. I explained !y
#e used as a the!e here, #ut the student drops the! past *ailures at !a)ing those *riends and she
'ithout any develop!ent. An opinion is listed turned to !e and as)ed a si!ple /uestion, KBhen
#ut not supported, and then the student veered o** you !eet so!eone ne', 'hat do you say to the!EM
topi" "o!pletely. I stu!#led around and *inally said that I told the!
a#out 'hat !ovies and !usi" I li)ed, 'hat !y s"hool
S#!' 1 Essay 'as li)e, and other details a#out !e. >rand!a
;eeling di**erent. &ot so #ad. I *eel it su!ti!es. "hu")led and said, K7hatAs no 'ay to !a)e *riends.
+onAt "are i* I do. ItAs o). 7heyAre are di**rent peopel Bhy donAt you as) the! 'hat !ovies and !usi"
every'here. %o 'hatE &ot right or 'rong, Hust is. they li)eEM I didnAt )no' 'hat to say. I had never even
"onsidered as)ing the! /uestions #e*ore I intro
Scoring e"aluationE 7here is virtually nothing to redee! du"ed !ysel*, #ut the idea had possi#ilities so I
this essay other than the student did ans'er the test thought IAd try it.
/uestion. 7here are !ultiple errors that !a)e it very Bhat a di**eren"e it !adeD 0y approa"hing
hard to understand. other girls at the "a!p and as)ing the! si!ple
/uestions 5anything *ro! 'here did you get that
83 '6ou can ma$e more friends in to months by "ute tshirt to 'hy donAt you li)e !ustard6, they
becoming interested in other people than you 'anted to tal) to !e. It 'asnAt long #e*ore 'e 'ere
can in to years by trying to get other people i!!ersed in a "onversation a#out ea"h other and
interested in you!, 8+ale Carnegie Fr. CarnegieAs /uote "a!e true. I* only 'e ta)e the
ti!e to sho' interest in others, *riendship "annot
Assignment: Is CarnegieAs idea the #est 'ay to #e *ar #ehind.
!a)e *riendsE Plan your response and support
your position 'ith spe"i*i" points and exa! Scoring e"aluationE 7his is a si!ple, #ut 'elldone
essay. ples *ro! your o#servations, studies, reading, Although there are no pro*ound vo"a#ulary
'ords and or personal experien"es. the senten"e stru"ture is *airly typi"al, the
student does a great Ho# o* lin)ing her personal experien"e 'ith
S#!' 6 Essay ans'ering the /uestion. 7he support is "lear and
Although I have never read this /uote #y Fr. understanda#le, and the *or!at o* introdu"tion, #ody,
Carnegie #e*ore, I have to say that I agree 'ith it and "on"lusion is very strong.
.00O. A year ago I !ight not have *elt this 'ay, #ut
a re"ent event "hanged that.
S#!' 5 Essay not the other 'ay around. It !a)es sense. It pro#
I agree 'ith Fr. CarnegieAs state!ent #ut I thin) a#ly 'or)s. I thin) I 'ill try it so!eti!e !ysel*.
that it goes *urther than that. I #elieve that !a) I re"ently 'ent to a !eeting 'ith !y !o! and
ing *riends is an i!portant part o* li*e that ta)es she put this suggestion into a"tion right in *ront o*
s)ill and dedi"ation to !aintain. !e. %he had #een put in "harge o* the "o!!ittee to
Bhen I 'as in Hunior high, I 'as #est *riends raise !oney *or repairing part o* the li#rary. %he did
'ith a girl na!ed Folly. Be did everything together, not )no' anyone else on the "o!!ittee. %he 'as
*ro! sleepovers every 'ee)end to signing up *or the really nervous too. %he 'as not sure 'hat to say
to sa!e su!!er art "lasses. Be 'ere insepara#le and the!. %he started #y Hust reading the
!ission I thought 'e 'ould stay that 'ay *or the rest o* our state!ent and other #oring stu**.
7hen, she did lives. $n*ortunately, high s"hool disrupted those so!ething a!a?ing. %he stopped
and as)ed ea"h plans. +uring our *irst year, Folly Hoined the tra") person to introdu"e hi! or hersel*
to the rest o* the tea! and suddenly, !y "losest *riend 'as a "o! group. Bith ea"h person, she
as)ed /uestions. 7hey plete stranger. %he "hanged the 'ay she tal)ed, all lit up 'hen she did that.
%he as)ed a#out their dressed, ate and a"ted so that she 'as Hust li)e the ho##ies and Ho#s and other
stu**. 0y the ti!e every other girls on the tea!. Be no longer appeared to one had done it,
everyone 'as s!iling and "hat have anything in "o!!on. I )ne' that she 'as doing ting. I told her
she did a great Ho# later.
these things in order to *it in 'ith the other girls and I thin) 'hat !y !o! did 'as exa"tly 'hat
Fr. #e a""epted #y the! and 'hile I "ould understand Carnegie 'as re"o!!ending. It sure 'or)ed *or
her. her !otives, I did not share the!. =ur *riendship In "on"lusion, I thin) that Fr. Carnegie 'as
right and *aded a'ay /ui")ly and today, Folly doesnAt even !y !o! 'as #rilliant.
a")no'ledge !e 'hen she sees !e at s"hool.
Although Folly is *ar !ore popular than I a! in Scoring e"aluationE 7his essay has so!e really good
s"hool no', I donAt !ind. I have spent !y ti!e "ul points. 7he exa!ple used to support the studentAs
opin tivating t'o girls 'ho are truly !y #est *riends. Be ion is vivid and relevant. 7here is a de*inite
introdu"tion, do everything together and throughout all o* it, 'e #ody, and "on"lusion to the essay. 7he
#iggest *la's are la") are ourselves. Be ta)e a sin"ere interest in ea"h o* senten"e variety and too !u"h
repetition.
otherAs interests 'hile 'e !aintain our individual
uni/ueness. 7o !e, that is the )ey to real *riendship. S#!' 3
Essay
I "an appre"eate Fr. CarneigAs advi"e #ut I donAt
Scoring e"aluationE 7his is another strong essay, although )no' that I agree 'ith it. I* you are too
interested it tends to ra!#le a little #it !ore than it should. 7he in another person and as) the! a lot o*
/uestions gra!!ar and spelling are ex"ellent, and the personal and stu**, you !ight have the "ops "alled
on you *or illustration supports the original test /uestion. 7he three harassing the!. Fay#e they 'ill
thin) you are a parts 5introdu"tion, #ody, and "on"lusion6 are easy to stal)er or so!ething. %"ary stu**
*or sure.
see, and the senten"e stru"ture has good variety. Fa)ing *riends, in !y opinion, is all a#out
*ind ing out 'hat you has in "o!!on. I li)e to play
#ase
S#!' 4 Essay #all and so does !ost o* !y *riends, *or exa!ple. I
In !y personal opinion, I thin) that Fr. +ale Carnegie also li)e to *iddle around 'ith ha! radios and
graphi" novels do'n at !y *avorite store. Be li)e the Carnegie got it good, I thin). Agree 'ith
hi!. sa!e series 'hi"h is The Sandman #y &eil >ai!an. ;reinds is Hust su!thin you got to have to
!a)e li*e It has a!a?ing stories o* de!ons and 'i?ards and !ore *un, ya )no'E
other stu** in it.
Fay#e I should learn to as) others a#out the! Scoring e"aluationE As 'ith !ost lo' s"oring essays,
this selves !ore #ut then, I donAt 'ant the poli"e a*ter one is so riddled 'ith errors that it is di**i"ult to
read. !e, so !ay#e not. I thin) I 'ill sti") to the *riends I 7here are in"o!plete senten"es, spelling errors,
ver# already have. =ther people "an give CarngieAs idea tense errors, and slang. 7here is no sense o*
organi?a a try. tion and no exa!ples to support an
opinion.
Scoring e"aluationE 7his student ans'ers the /uestion 63 '0o far you go in life depends on your being
and provides a personal experien"e exa!ple *or sup tender ith the young# compassionate ith
port. A portion o* the exa!ple is "o!pletely o** topi", the aged# sympathetic ith the stri"ing# and
'hi"h hurts the essay as a 'hole. Ce also has ver# tense tolerant of the ea$ and the strong! 3ecause
and agree!ent errors, as 'ell as spelling issues. someday in life you ill ha"e been all of
these!,
8>eorge Bashington Carver
S#!' 2 Essay
I donAt have a lot o* *riends. Bish I did though. Fay#e Assignment: Co' "an relating to so!eone
I should stop tal)ing a#out !e and as) a#out the! "ause you to go *ar in li*eE Plan your response
li)e that !an Carnegie said in the /uote on this test and support your position 'ith spe"i*i" points
/uestion. Bhen !e and !y *rinds get together and exa!ples *ro! your o#servations, studies,
though, 'e Hust donAt do that !u"h tal)ing. Be play reading, or personal experien"es.
so!e Playstation ga!es and so!eti!es 'e go out
and shoot so!e hoops. 7al)ing is pretty rare. S#!' 6 Essay
Is that 'rongE I donAt )no'. Fay#e I "ould try it. 7here is an old saying that you should not #egin to
%o, in "on"lusion and to su!!ari?e, I thin) that Hudge a person until you have 'al)ed in their shoes.
Carnegie 'as on the right tra") on the *rend thing. In !any 'ays, I thin) that this is 'hat >eorge
Bash I 'ill )eep it in !ind. ington Carver 'as trying to say as 'ell. It is
i!por tant *or all o* us, as hu!an #eings, to #e )ind to
Scoring e"aluationE 7he student does ans'er the /ues others in other "ir"u!stan"es, #e"ause
eventually tion in a 'ay, and yet, it is lost a!id the errors and the 'e !ay *ind ourselves in this very sa!e
situation at ra!#ling a#out other things that do not tie to the !ain so!e ti!e in our li*e.
/uestion. Although an introdu"tion and #ody are Carver re!inds us that it is essential that not
pri!arily !issing, he or she does try to put in a "on only are 'e gentle and "o!passionate to people
"lusion, although in a 'ordy and unne"essary 'ay. 'ho are younger, older, or struggling, #ut that
doing so 'ill in*luen"e 'hat 'e a"hieve in the rest o* our
S#!' 1 Essay lives. 7his "ertainly re!inds !e o* the *a!iliar
)ar!i" ;reinds are i!portant. I have t'o good ones. <eally saying o* K'hat goes around, "o!es
around.M In good. 7al) a#out stu**. <ode #i)es and stu**. >otta other 'ords, 'hatever you personally
proHe"t out "are #out the other one or it Hust donAt 'or). into the 'orld is 'hat you 'ill
eventually get in
return. I* 'e are e!patheti" to others, then 'hen 'e too di**i"ult to do and it "ould help a lot o*
people are in need o* )indness ourselves, it 'ill #e there one 'ho need it.
'ay or another. 0y ta)ing the ti!e to help those 'ho are
in
%o!e 'ho read CarverAs /uote !ay thin) that need, I !ight #e a#le to help !a)e the 'orld a #et
the phrase Kho' *ar you go in li*eM !ay re*er to *inan ter pla"e. I* Carver is "orre"t, it Hust !ight !a)e
!e "ial andPor pro*essional su""ess, #ut that is not a #etter hu!an #eing 'ith a #righter *uture as
'ell. ho' I per"eived it at all. Instead, I *eel as i* Carver 'as
trying to i!part a !ore pro*ound !essage, that Scoring e"aluationE Although this is a shorter essay, it
is our #ehavior to'ard other people *ro! all 'al)s o* li*e still very strong. 7he "on"lusion !a)es an
o#vious is 'hat 'ill deter!ine our o'n personal happiness. "onne"tion #a") to the introdu"tion and
the /uote. I* this is indeed true, then it 'ill "hange ho' I loo) at 7he gra!!ar, senten"e stru"ture, and
vo"a#ulary are the entire 'orld and perhaps that, a*ter all, 'as all strong.
'hat Carver 'as trying to "onvey.
S#!' 4 Essay
Scoring e"aluationE 7his is a great exa!ple o* a student I thin) that Carver is telling us 'e need to #e ni"e
to 'ho is truly exa!ining 'hat a /uote !eans. 7here is a all )inds o* people, the old, young, hurt, or 'ea).
I* 'e lot o* thought put into 'hat he or she 'rites, along 'ith do that, you "an go *urther in li*e and do
#etter. I a! great senten"e varietyG po'er*ul supporting exa!plesG not sure that is true, #ut it !a)es
sense to !e. I try ex"ellent gra!!ar and vo"a#ularyG and a "lear intro to #e ni"e to people that I !eet.
du"tion, #ody, and "on"lusion. I ta)e "are o* !y younger si#lings a lot. 7hat
!eans I a! ni"e to the younger. And to the 'ea)er.
S#!' 5 Essay I visit !y grandparents a "ouple o* ti!es a !onth.
>eorge Bashington CarverAs /uote is an a!a?ing I a! al'ays ni"e to the!. I reali?e that I 'as on"e
philosophy to live #y. I thin) that *or anyone 'ho lives young and one day, I 'ill #e old too and I try to
)eep in a very large "ity li)e I do, it has spe"ial !eaning. that in !ind. Bhether or not that 'ill
a"tually ta)e Every single day I see ho!eless people standing on !e *urther in li*e, I donAt )no' #ut it
helps !e to the "orners do'nto'n. 7hey "o!e in all shapes, )no' that i* I a! ni"e to people no',
then, hope*ully, si?es, and ages. 7hey al'ays loo) so sad and deso people 'ill treat !e ni"ely in the
*uture.
late that I loo) a'ay #e"ause I donAt )no' 'hat
else to do. Co!elessness is su"h a huge issue in our Scoring e"aluationE 7his student is trying to ans'er
the "ity and it see!s li)e no one has the right solution. /uestion and does provide so!e supporting
exa!ples I* I *ollo'ed CarverAs advi"e, ho'ever, perhaps *ro! his or her perspe"tive. 7here is not !u"h
senten"e loo)ing a'ay 'ould #e the 'orst thing I "ould do. variety and no outstanding vo"a#ulary, #ut
there is a
Fay#e, instead, I should ta)e a !o!ent to thin) se!#lan"e o* an introdu"tion, #ody, and "on"lusion.
a#out 'hat it !ust #e li)e to #e in a situation li)e
that and then respond 'ith so!e )ind o* personal S#!' 3 Essay
a"tion. I have read that the #est thing to do is I disagree 'ith Carver. 7hat has nothing to do 'ith
donate so!e ti!e to a ho!eless shelter or ta)e in ho' 'ell you do in li*e. It !ay have to do 'ith
ho' so!e o* the ite!s they need !ost li)e #lan)ets, !u"h people li)e you. 0ut it donAt !atter
other'ise. hats and gloves, and "anned *ood. 7hat 'ould not #e Co' *ar you go in li*e is a#out 'or).
Card 'or). 7hat
is 'hat !y parents al'ays tell !e. %o I 'or) hard. I Scoring e"aluationE 7he student a"tually did partially
go to s"hool. I have a partti!e Ho# a*ter s"hool. ans'er the /uestion, #ut goes o** topi", has no
support 0eing ni"e to old people and young people is or exa!ples, and has no organi?ation 'hatsoever.
o)ay. I 'ould not #e !een. 0ut I donAt get 'hat it has
to do 'ith su""ess in li*e. (ou "anAt put it on a 143 Aerodynamically# the bumble bee shouldn%t be
able resu!e. %ure, so!e day you 'ill #e all those things. to fly# but the bumble bee doesn%t $no it so
it goes %o 'hatE It all goes #a") to 'or)ing hard. I 'ill have on flying anyay! 8Fary Iay Ash
the !oney I need to ta)e "are o* !ysel* i* I 'or) hard
enough. Carver 'as pro#ly a ni"e person #ut he 'as Assignment: Bhat does this i!ply a#out the
all 'rong a#out this one. #eeE Co' does this in*or!ation then apply to
people in generalE Plan your response and
Scoring e"aluationE 7his student de*initely has an opin support your position 'ith spe"i*i" points and
ion on the !atter and does use a little personal experien"e exa!ples *ro! your o#servations, studies,
to support itG ho'ever, that is a#out the only thing done reading, or personal
experien"es. "orre"tly. 7here are in"o!plete senten"esG !isspellingsG
and no sense o* introdu"tion, #ody, or "on"lusion. S#!' 6 Essay
I #elieve that this illustration o* the #ee is a
S#!' 2 Essay re!inder to ea"h and every one o* us that 'e truly
Carver is telling people to #e ni"e to ea"h other. "an a""o!plish anything 'e 'ant to in li*e as long as
Bhi"h is a great idea, #y the 'ay. I de*initely agree 'e #elieve that 'e "an. 7he #ee *lies, not #e"ause
'ith hi!. Everyone should agree 'ith an idea li)e this nature designed it that 'ay, #ut #e"ause it doesnAt
one. Ce says #e extra ni"e to old people and stu** li)e )no' that it "anAt. In the sa!e vein, I #elieve that
that. I a! al'ys extra ni"e to !y grand!a. %he people "an a"hieve !ira"ulous things, not #e"ause
!a)es really good "oo)ies too. o* their geneti"s, #ut #e"ause they have the sel*
I guess he also says to #e ni"e to little people "on*iden"e and inner drive to rea"h their goals. plus
really 'ea) people. Li)e #a#ies, !ay#e. Everyone Exa!ples o* this philosophy "an #e *ound every
)no's that. Bho 'ould #e !ean to a #a#yE I* you are, 'here 'e loo). People are deter!ined to lose
'eight, you should #e lo")ed up *orever. %ee, Carver said so. /uit s!o)ing, run a !arathon, or go #a")
to s"hool
or any o* hundreds o* personal a!#itions. 7hey do
Scoring e"aluationE 7here is an atte!pt to ans'er the this #e"ause they *ir!ly #elieve they "an. A philos
/uestion here, #ut there is little else that is good to say ophy li)e this "an literally trans*or! your li*e.
It a#out it. 7he student *ills up spa"e #y repeating unne" opens the doors to endless possi#ilities and
virtu essary in*or!ation. 7here is virtually nothing to sup ally eli!inates the "on"ept o* KI "anAt.M Bhat a
'on port his or her opinion and no sense o* introdu"tion, der*ul 'ay to approa"h li*eD
#ody, or paragraph. =ne o* !y *avorite songs has a line in it 'hi"h
states, KI!agine 'hat you 'ould do i* you )ne' you
S#!' 1 Essay "ould not *ail.M 7hat al'ays !a)es !e stop and
I thin) hes tryin to say you #etter #e ni"e. 7o every thin) #e"ause so !any ti!es, I #elieve 'e are
held one, yung, old, so on. I* you donAt, you 'ill #e really, #a") #y nothing other than *ear o* *ailure.
Bhy really sorry. 0ad thingsAll happen !ay#e. Carver 'as #other Hoining the de#ate tea!E Be 'ill never
#e a#le a s!art guy. Ce ne' his stu**. Bho is he any'ayE to hold our o'n in an argu!ent. Bhy ta)e
the ti!e Fay#e I shud read so!ething he 'rote. to exer"iseE Be 'ill Hust gain the 'eight
#a"). Bhy
studyE Be 'ill Hust s"re' up the test. 7his line o* springD I sure a! glad that I ignored the! and "on
thin)ing is dangerousG it "an lead to a des"ending "entrated on Hust doing !y #est instead.
spiral o* su"h negative thin)ing that soon 'e "an Bhat !a)es so!ething possi#le in li*e is the
not get out o* our #eds in the !orning. I have seen sheer deter!ination to !a)e it happen. 7hat is
this happen to so!eone "lose to !e and it 'as a 'hat spurred on people li)e Anthony, the Brights,
'a)eup "all *or !e and ho' I loo)ed at !y o'n and Ieller8and !e. All o* us 'ere "o!pletely ded
*uture. It taught !e a vital lesson a#out 'hat I "an i"ated to a""o!plishing so!ething and 'e did it.
expe"t. &o', I hope to approa"h li*e 'ith the sa!e 7he sa!e is true *or all o* us. All 'e have to do is
attitude as that #u!#le #ee. =* "ourse I "an *lyD As de"ide that 'e 'ant to a"hieve so!ething and 'ho
long as I #elieve I "an and no one tries to tell !e oth )no's ho' *ar it !ay ta)e usE Perhaps 'e
'onAt er'ise, I plan to soarD a"hieve exa"tly 'hat 'e had set out to, #ut
as the old saying goes, K%hoot *or the !oon. Even i* you
Scoring e"aluationE 7his essay per*e"tly sho's ho' a !iss, youAll land a!ong the stars.M And the stars
student "an ans'er a /uestion using a "lear introdu" 'ould not #e too #ad a pla"e to #e, rightE Fay#e
'e tion, #ody, and "on"lusion, 'ith relevant exa!ples 'ill spot a #u!#le #ee *lying pastD
and personal experien"es. >ra!!ar, spelling, and
vo"a#ulary are ex"ellent 'ith strong senten"e variety. Scoring e"aluationE 7his is another strong essay 'ith a
&ote ho' 'ell the student !aintained the right pro great tie in #et'een the introdu"tion and "on"lusion.
nouns 5ePus6 throughout the essay. It has relevant exa!ples *ro! history, as 'ell as *ro!
personal experien"e. 7his essay uses a little !ore rep
S#!' 5 Essay etition than it should and senten"e variety "ould #e
7he #u!#le #ee *lies #e"ause it has never #een told i!proved a little, #ut other'ise an ex"ellent exa!ple
o* that it "annot do so. I thin) this is a great idea *or ho' to 'rite an essay.
everyone to adopt in their o'n lives. Lust i!agine
'hat hu!ans "ould do i* they had never #een told it S#!' 4 Essay
'as i!possi#leD Bhile I thin) this is a 'onder*ul thing *or #u!#le
Cistory is *ull o* exa!ples o* people 'ho have #ees, I donAt see ho' it applies to hu!an #eings at
done 'hat others told the! 'as si!ply i!possi#le. all. Ani!als o*ten "an do things that s"ientists do
%usan 0. Anthony "a!paigned *or voting rights *or not understand #ut it is not #e"ause they are
'o!en 'hen her "ulture told her she 'as "ra?y. 7he deter!ined or anything li)e that. As ani!als, they
Bright 0rothers pursued hu!an *light 'hen others are not "apa#le o* higher thin)ing li)e that. =nly
thought it 'ould never happen. Celen Ieller 'ent hu!ans have that a#ility.
a*ter a *ull edu"ation and "areer even though she Be stop ourselves *ro! doing things that see!
'as dea*, !ute, and #lind. I a! sure !any told her i!possi#le #e"ause 'e are a#le to reason things out,
that it 'as i!possi#le. rather than Hust #e guided #y geneti"s and instin"t.
Even I have "o!e up against ti!es 'here people <ightE 7hat !a)es sense. %o, 'hile #ees !ay #e
a#le have told !e so!ething 'as i!possi#le #ut I didnAt to *ly even though s"ien"e says they "annot,
'e are listen. Bhen I de"ided to try out *or the tra") tea!, di**erent. Be listen to 'hat the s"ientists
tell us !y #rothers laughed at !e. 7hey said I 'ould never a#out 'hat is possi#le. And 'hat is not.
7hat is *or !a)e it #e"ause I 'as too )lut?y. Bere they ever our o'n sa*ety. I* 'e thought 'e "ould
*ly, a lot o* us surprised 'hen I set a ne' re"ord in sprints last 'ould #e Hu!ping o** "li**s and
s)ys"rapers and
*inding out the hard 'ay that it really 'as i!possi Scoring e"aluationE Although there is an atte!pt to
#le a*ter all. Bhat lesson 'ould you learn thenE ans'er the /uestion here, it ra!#les /uite a #it and has
a Let those #ees )eep *lying. Ignorant o* the *a"t nu!#er o* errors in it. 7here is no real insight into the
that they "anAt. In the !eanti!e, I 'ill )eep !y *eet /uestion and too !u"h slang or in*or!al language.
7he on the ground and i* so!eone told !e so!ething is organi?ation is very loose, and there is a lot o*
repetition.
not possi#le, I 'ill listen "are*ully. Bho )no'sE 7hey
!ay #e 'rong #ut I 'onAt ris) hurting or even )illing S#!' 2 Essay
!ysel* to *ind out, you )no'E 0ees *ly li)e people 'al). It is 'hat they do. I donAt
)no' i* they have to )no' ho' it 'or)s to #e a#le to
Scoring e"aluationE 7his student has a very valid point. do it. I donAt )no' ho' I 'al). It Hust happens. I i!ag
Ce or she disagrees that the /uote applies to hu!ans ine that it ho' it is 'ith #ees too.
5re!e!#er that you are &=7 s"ored on i* you agree or %"ien"e is strange. I donAt al'ays understand
it. disagree6 and has so!e relevant support in the exa!ples &ot !y *avorite "lass at all. I "an as) !y
tea"her. used. 7here are so!e spelling and gra!!ati"al errors Explain it to !e so that I understand 'hy
#ees "an and a lot o* repetitionP'ordiness. 7here are so!e pro# really *ly.
le!s 'ith pronoun shi*ting and ver# tense issues as
'ell.
Scoring e"aluationE 7he student is responding to the
S#!' 3 Essay /uestion 'ithout any "lear opinion, supporting exa!
0u!#le #ees are pretty neat inse"ts. I a! not sur ples, or a sense o* organi?ation. Ce or she !isses the
prised to *ind out that they are not supposed to #e o#He"tive o* ans'ering the essay pro!pt 'ith his or her
a#le to *ly, #ut they still do. 7hey see! li)e o'n opinion, 'hi"h is evident in the KdonAt )no'M
deter!ened "reatures to !e. I thin) that the /uote and KdonAt understandM state!ents. In the se"ond para
is #asi"ally saying that you "an do anything you graph, the student veers o** topi" "o!pletely.
'ant i* I 'ant to enough. 7hat is a ni"e idea and I
hope that it is true. S#!' 1 Essay
=* "ourse, there are li!its. I !ean, people !ay 7his is du!#. 0ees 'ouldnAt understand it any'ay.
'ant to #e a#le to *ly, #ut they "anAt, rightE I 'ould 0ees *ly. 7hey 'ant to. Bhy notE Bhat else
'ould li)e to live on the other side o* the "ountry, #ut I they do. I donAt get it. Bho said thisE Pro#ly
s"ientist. donAt see that happening anyti!e soon either. %o, Applies to people. &o "lue. Lust
#ees, rightE 'hile the #ee idea is a ni"e one, I thin) it has to have Ieep *lying is all they "an do.
alot o* li!its on it.
I guess the ans'er is to Hust )eep trying. +onAt Scoring e"aluationE 7he student "learly does not get
give up. 7hat is 'hat !y parents are al'ays telling the point o* the /uote and is una#le to 'rite anything
!e at least. 7hey )eep telling !e to Hust hang in in the essay. 7here are too !any !ista)es to #e a#le
to there and not give up 'hen I a! struggling 'ith !y read it, no exa!ples, and no organi?ation.
ho!e'or) or pra"te"ing !y piano. 7hin) I !ust #e
as deter!ened as a #ee, I guess.
183 'Are you bored ith lifeC Then thro yourself play. I 'as enthralled #y live theater. Bat"hing
live into some or$ you belie"e in ith all your per*or!an"es only a *e' ro's a'ay 'as
a#solutely heart# li"e for it# die for it# and you ill find thrilling *or !e and #e"a!e a personal
o#session. 7o happiness that you had thought could ne"er help support !y love o* theater, !y
parents had !e be yours!, 8+ale Carnegie volunteer at the "o!!unity
theater as an usher. I ushered *or three years and although you 'ould
Assignment: +o you agree or disagree that thin) I 'as pri!arily interested in #e"o!ing an
a"tor, this is the #est solution to #oredo!E Plan !y #iggest passion 'as in 'at"hing the
theaterAs your response and support your position "horeographer tea"hing dan"e steps.
=ne day, he 'ith spe"i*i" points and exa!ples *ro! noti"ed !y interest and #e*ore long,
he 'as telling your o#servations, studies, reading, or !e ho' he #e"a!e a "horeographer.
7'o years later, personal experien"es. I a! ta)ing three dan"e "lasses
and a! loo)ing
seriously at a "areer tea"hing other dan"ers.
S#!' 6 Essay Cidden in #et'een ea"h step I ta)e is that
7he "on"ept o* *inding happiness through 'or) is not spar)le o* #oredo! that *ueled the dis"overy. I
one that you hear pro!oted very o*ten in todayAs *ound it and )no' that, 'ithout a dou#t, it led to
"ulture. Instead, Ho#s are so!ething that 'e toler !y happiness.
ate, a ne"essary evil in li*e. Bhat a #reath o* *resh
air to learn Fr. CarnegieAs opinion instead. I have Scoring e"aluationE 7his student "learly responds to the
every intention o* spending !y li*e i!!ersed in a test /uestion and does it in a "lear, organi?ed *ashion.
type o* 'or) that #rings !e *ul*ill!ent, happiness %enten"e variety is ex"ellent as is use o* vo"a#ulary.
Cis and yes, an end to #oredo!. or her personal experien"es relate dire"tly to the
topi" and 0oredo! is a natural part o* li*e and "an o*ten are given 'ith strong supporting details. Ce
or she
#e the spring#oard that you need to dis"over de*initely provided personal insight into the issue in a
so!ething ne' and ex"iting. Fy !other al'ays told very strong
essay.
!e the sa!e thing 'henever I told her that I 'as
#ored. %he 'ould respond 'ith, KCo' 'onder*ul *or S#!' 5 Essay
youD Bhat a!a?ing things !ight you *ind out 0eing #ored 'ith li*e is a ridi"ulous notion to !e.
todayEM %he *re/uently re!inded !e that #oredo! Bith all there is to dis"over, ho' "an anyone
have is a gi*tG people 'ho are struggling to survive rarely the "han"e to #e #oredE I thin) #oredo! is
usually have the ti!e or luxury to #e #ored. I did not appre either a sign o* la?iness or ignoran"e.
"iate her input as !u"h as I should have thenG I I have seen !any )ids !y age #ored. 7hey are
do no'. #ored all su!!er 'hen s"hool is out. 7hey are #ored
I #elieve the )ey to spending too !u"h o* your sitting in the "lassroo!. 7hey are #ored hanging out
ti!e !ired in #oredo! is si!ply *inding so!ething at the !all. 7hey are #ored 'hile tal)ing to ea"h
that *as"inates you and pursue it. Bho )no's ho' other on the phone. I have to 'onder 'hy it is so
di* *ar it !ay ta)e youE (ou never )no' 'hat dire"tion *erent *or !e. Bhy a! I not #ored li)e the!E I
thin) it !ay lead. ;or exa!ple, 'hen I 'as younger, I "o! the ans'er lies in the *a"t that I have a lot
o* ho# !only "o!plained o* #eing #ored during the su!!er. #ies. %o!e )ids tease !e a#out it, #ut
those ho# =ne night 5pro#a#ly to Hust shut !e upD6, !y !o! #ies )eep !y !ind a"tive and #oredo!
is Hust never too) !e to the lo"al "o!!unity theater to see a an issue.
7he *ree ti!e I have a*ter s"hool and on 'ee) the idea. %he thought it sounded li)e a good thing
ends is usually spent on one o* these ho##ies. ;or to do. %o no', t'o !onths later. IA! still helping
out. exa!ple, I do a lot o* dra'ing. I spend a great deal In the su!!er, they are going to start paying
!e. o* ti!e outside 'ith !y s)et"h pad, dra'ing 'hat 0eing #ored led !e to a really *un Ho#. Bho 'ould
have ever "o!es to !ind. I )eep a Hournal, so so!eti!es, ever thought thatE
'hen I a! done s)et"hing, I 'ill 'rite in it. Another
ho##y is that !y volunteer Ho# at the lo"al retire!ent Scoring e"aluationE Along 'ith #eing too short,
this "enter. I spend a#out .4 hours a !onth there read essay !a)es the !ista)e o* running
everything ing out loud to so!e o* the residents. 7hey see! to together. Bhile there !ay #e a sense o*
organi?ation, it li)e it and IAve !ade so!e really great *riends there. is lost in this *or!atting. %enten"e
variety is /uite li! I truly #elieve that #oredo! "o!es *ro! a la") ited, and there is a great deal o*
repetition. 7he student
o* thin)ing o* other things to do. I* other )ids did ans'er the /uestion and use a personal experien"e
'ould Hust thin) a#out ho##ies to start, pla"es to as support *or his or her opinion.
volunteer, and interesting things to learn ho' to
do, #oredo! 'ould disappear and happiness 'ould S#!' 3 Essay
#e guaranteedD Fr. +ale Carnegie said that i* you are #ored 'ith
li*e, you should *ind so!e )ind o* 'or) that you li)e
and
Scoring e"aluationE 7his student ta)es a "o!pletely di* pour yoursel* into it. Ce said to pi") so!ething
you *erent perspe"tive on the /uestion #ut responds very 'ould put your heart into. Ce said that you
'ould #e 'ell 'ith relevant personal exa!ples and good organ happy then.
i?ation. 7here is so!e repetitive senten"e stru"ture and I guess he is right. I guess that i* you
*ound vo"a#ulary, #ut *or the !ost part, this is a strong and so!ething li)e that, you "ould #e happy. I
thin) it 'elldone essay. 'ould #e hard to *ind though. I thin)
!any people sear"h o* it all o* there lives really. I )no' !y parents
S#!' 4 Essay tal) a#out getting Ho#s he 'ould li)e #etter #ut not
0eing #ored is rarely *un. It "an lead to so!e *un sure 'hat.
things though. ;or exa!ple, one ti!e I 'as really Fr. +ale Carnegie 'as a s!art !an, I #et.
#ored 'hile I 'as sitting in the "ar 'aiting *or !y Advi"e sounds good. I 'ill tell !y parents 'hat he
!o! to "o!e #a") out o* the gro"ery store. Bhile I said. Could help, !ay#e. BouldnAt that #e ni"eE
'as there, I 'as 'at"hing this !an plant *lo'ers in %o, in !y opinion, Fr. +ale Carnegie is right
the storeAs side lot. Ce 'as right next to our "ar. I a#out 'hat he said a#out #oredo!. 7hat is the
didnAt have anything to do, so I started "hatting "on"lusion I "a!e to a*ter reading his /uote.
'ith hi! through the 'indo'. Ce 'as ni"e. Ce
'or)ed
*or a lands"aping "o!pany. 7hey plants *lo'ers, Scoring e"aluationE 7his student is using a "o!!on
plants and trees *or #usinesses and ho!e o'ners. te"hni/ue to !a)e the essay longer. 7he *irst
paragraph Ce had #een doing it *or !ore than 20 years. A*ter is nothing #ut a repeat o* the test /uestion
5only 'ith I had as)ed a lot o* /uestions, he 'anted to )no' out senten"e variety6. 7here is a great deal
o* repetition 'hy I 'as so interested. I told hi! I li)ed doing out in the se"ond paragraph, although it is
an atte!pt to door 'or). 0y the ti!e !y !o! "a!e #a") *ro! the provide a personal experien"e
exa!ple *or support. store, 'e 'ere already tal)ing a#out !y 'or)ing as 7he ending is another exa!ple
o* trying to !a)e the a volunteer at his lands"aping "o!pany. Fo! li)ed essay longer 'ithout a"tually
S#!' 2 Essay S#!' 1 Essay
0oredo! is a'e*ul. It happens to !e al!ost every Bell, 'ho isAnt #ored no' and thenE Part o* li*e.
Bor) single day. I thin) itAs pretty nor!al, rightE I suppose sure arenAt the anser either. I* I a! #ored I
Hust go *inding so!ething inneresting 'ould #e a good thing to sleep. =r "all !y *rends. I "an tal) *or
hours.
to do #ut I "an never "o!e up 'ith nothing. Fy sis Fay#e I Hust donAt get it. Bhy is this Carngie guy
ter al'ays pi")s up a #oo). 0ut that is too !u"h li)e saying you should 'or) i* your #oredE &o sense
in ho!e'or) *or !e. Fy parents are giving !e "horeAs. that. %o, in "on"lusion, I guess I thin) heAs
'rong. Is I donAt li)e that too. that o)E
7he !an says to thro' yoursel* into su!thin.
Li)e 'hatE I need ideas. Cate #eing #ored. I si") o* Scoring e"aluationE 7he student has pretty !u"h !issed
it really. >uess I "ould go outside. <ains a lot. &o, I the 'hole point o* this /uote. Cis or her response is
so thin), in !y opinion, in "on"lusion, that #oredo! is hard to read #e"ause o* the errors that the essay
"ould not turri#le #ut a part o* li*e. Be all deal 'ith. possi#ly get !ore than a .. 7here are
spelling errors, gra!!ar errors, o**topi" responses, and a#solutely no
Scoring e"aluationE 7he student is responding to the sense o* organi?ation or supporting exa!ples.
/uestion, #ut 'ithout any "lear sense o* an opinion and
so *ull o* errors, it is hard to *igure out 'hat is #eing
said. In the end, he or she tries to !a)e the essay
longer #y thro'ing in KI thin), in !y opinion, in
"on"lusion,M 'hi"h is a sure sign to all s"orers that
this student has nothing to truly say.
C H A P T E R
#
<esponding to
Idea Pro!pts
R'a* )-!#0/- an* ans1'! )-' .#++#1&n/ (!a)&' 1!&)&n/ (!#%()s, /&v&n/
y#0!s'+. a"#0) 25 %&n0)'s .#! 'a- 'ssay3 R'%'%"'!, )-'!' &s n#
!&/-) #! 1!#n/ a!/0%'n), "0) %a$' s0!' y#0 s)ay #n )#(&3
135
13 Fany people #elieve that television is extre!ely Assignment: +o you thin) that elderly
edu"ational and a vital part o* )eeping up 'ith drivers should #e tested !ore o*ten the
todayAs 'orld. =thers *eel that it is a negative usual driverE Bhat age do you thin) is #estE
in*luen"e, espe"ially on youth. 7hey thin) it Bhat #oundaries 'ould you set *or allo'ing
"an lead to violen"e, apathy, and stunted the! to get or not get their li"enses
rene'edE #rain gro'th. Plan your response and support
your posi
tion 'ith spe"i*i" points and exa!ples *ro!
Assignment: +o you thin) television your o#servations, studies, reading, or
has helped or hurt our "ultureE Plan your personal experien"es.
response and support your position 'ith
spe"i*i" points and exa!ples *ro! your 43 Fany parents give "hildren a 'ee)ly or !onthly
o#servations, studies, reading, or allo'an"e regardless o* their #ehavior #e"ause
personal experien"es. they #elieve an allo'an"e tea"hes "hildren to #e
*inan"ially responsi#le. =ther parents only give
23 As auto!o#ile !anu*a"turers struggle to !a)e "hildren an allo'an"e as a re'ard *or "o!pleting
their produ"ts !ore *uel e**i"ient and environ "hores or 'hen they have #ehaved properly.
!entally sa*e, a gro'ing nu!#er o* people are
advo"ating giving up "ars altogether in *avor Assignment: Bhi"h !ethod do you thin)
o* #i"y"les. 7hey #elieve that they are the #etter tea"hes "hildren the #est lessonE Plan your
!ode o* transportation, saving gas, avoiding response and support your position 'ith
pollution, and providing exer"ise all at the spe"i*i" points and exa!ples *ro! your
sa!e ti!e. o#servations, studies, reading, or
Assignment: Bould the 'orld i!prove i*
!ore people used #i"y"les instead o* "arsE 53 It is #e"o!ing a#undantly "lear that !ales and
Plan your response and support your position *e!ales learn in di**erent 'ays. In response to
'ith spe"i*i" points and exa!ples *ro! your this, a *e' !odel s"hools are separating the
o#servations, studies, reading, or personal sexes so that "lasses are all one gender. 0y
doing experien"es. this, the tea"her "an *o"us on tea"hing to
that
sexAs pri!ary learning styles.
33 A""ording to so!e people, elderly drivers should
#e re/uired to reapply *or their driving li"enses Assignment: +o you thin) separating #oys
#e"ause 'ith age "o!es di!inished vision, hear and girls into di**erent "lassroo!s is the right
ing, and rea"tion ti!e. 7his, in turn, "an !ean 'ay to goE Plan your response and support
#igger threats to the older drivers, as 'ell as to your position 'ith spe"i*i" points and exa!
the drivers around the!. Fany elderly drivers, ples *ro! your o#servations, studies,
reading, ho'ever, re/uire driving li"enses *or daytoday or personal experien"es.
a"tivities, li)e gro"ery shopping or do"tor
appoint!ents.
RESPONDING TO I DEA PROMPTS
63 Fany s"hools o**er students 'ho are native Assignment: Bhi"h shopper 'ould you
agree spea)ers o* another language the opportunity to or disagree 'ithE Plan your response
and sup ta)e "lasses in their native tongue so that they port your position 'ith spe"i*i"
points and
"an !ore easily assi!ilate and #etter understand exa!ples *ro! your o#servations, studies,
the !aterial. %o!e edu"ators #elieve that this is a reading, or personal experien"es.
disservi"e and that these students should #e
i!!ersed in the English language. 63 7odayAs top pro*essional athletes o*ten have
salaries and #onuses in the tens o* !illions o*
Assignment: +o you thin) i!!ersion dollars. >ol*er 7iger Boods !a)es !ore
than should #e !andatory *or students 'ho are S30 !illion per year and *oot#all pro
Peyton native spea)ers o* another languageE Plan Fanning !a)es over S-2 !illion.
your response and support your position
'ith spe"i*i" points and exa!ples *ro! Assignment: +o you thin) these athletes
your o#servations, studies, reading, or deserve su"h high "o!pensationE Plan
personal experien"es. your response and support your position
'ith spe"i*i" points and exa!ples *ro!
83 Fany people *eel that the use o* surveillan"e your o#servations, studies, reading,
or "a!eras in pu#li" pla"es, su"h as par)ing lots, personal experien"es.
is a good idea that "an help ensure our sa*ety.
=thers 'orry that too !any "a!eras violate 1:3 Fany people #elieve that "o!petition is a natu
our right to priva"y and give la' en*or"e ral part o* li*e and #elongs in the pu#li" s"hool
!ent o**i"ials too !u"h po'er. syste!. %tudents regularly "o!pete in everything
*ro! the *oot#all tea! and the de#ate tea! to
Assignment: Is installing !ore surveillan"e "hoir "ontests and even in grades. =thers
#elieve "a!eras in pu#li" pla"es a !atter o* sa*ety that "o!petition is har!*ul and
dis"ouraging
or priva"yE Plan your response and support to students and should #e dee!phasi?ed,
your position 'ith spe"i*i" points and exa! 'hile lessons on tea!'or) and "ooperation
ples *ro! your o#servations, studies, reading, are en"ouraged instead.
or personal experien"es.
Assignment: Bhi"h opinion do you agree
93 Bhen people go shopping, so!e go to the 'ith the !ostE Plan your response and sup
larger depart!entP"hain stores. 7hese stores port your position 'ith spe"i*i" points and
o*ten have the lo'est pri"es and 'idest sele"tion exa!ples *ro! your o#servations, studies,
o* produ"ts. =n the other hand, so!e shoppers reading, or personal experien"es.
spe"i*i"ally try to shop at s!all, lo"ally o'ned
#usinesses instead. 7hey !ay have to pay !ore,
#ut *eel they are supporting their "o!!unity in
the pro"ess.
113 A""ording to the &ational Center *or %tatisti"s Assignment: %hould students #e re/uired
and Analysis o* the &ational Cigh'ay 7ra**i" %a*ety to say the pledge, should it re!ain
optional, Ad!inistration, at any given !o!ent during the or should the pra"ti"e #e
"o!pletely haltedE day, 12-,000 "ars on the road are #eing driven #y Plan your response and
support your posi
a person tal)ing on a "ell phone. %o!e states have tion 'ith spe"i*i" points and exa!ples
!ade it illegal to do this. =ther states are giving *ro! your o#servations, studies,
reading, the idea so!e thought. or personal experien"es.
Assignment: %hould it #e illegal *or the 143 Fany Hunior high and high s"hools around the
driver o* a vehi"le to use a "ell phoneE Plan "ountry re/uire their students to spend a "ertain
your response and support your position nu!#er o* hours doing volunteer 'or) or "o!
'ith spe"i*i" points and exa!ples *ro! !unity servi"e. %o!e people #elieve that this is
your o#servations, studies, reading, or an ex"ellent idea that pro!otes good "iti?enship
personal experien"es. and "ultivates "o!passion. =thers *eel that *or"ed
volunteeris! is not a"tually volunteeris! at all.
123 Fany al#u!s and C+s no' "ontain sti")ers
'arning parents that the lyri"s o* so!e o* the Assignment: Bhi"h opinion do you agree
songs !ay not #e suita#le *or "hildren. %o!e 'ith in this issueE Plan your response and sup
people argue that si!ply putting a sti")er port your position 'ith spe"i*i" points and
on a la#el is not enough. =thers thin) it is an exa!ples *ro! your o#servations, studies,
in*ringe!ent on the *reedo! o* spee"h to put reading, or personal experien"es.
a la#el on a C+ at all.
153 7oday, !ore and !ore "olleges and universities
Assignment: Are these inappropriate lyri"s are o**ering not only individual "ourses #ut
entire 'arnings ne"essaryE Plan your response and degree progra!s online. %o!e edu"ators
'orry support your position 'ith spe"i*i" points and that online progra!s do not provide the
sa!e exa!ples *ro! your o#servations, studies, /uality as an on"a!pus edu"ation and that
in reading, or personal experien"es. an online progra!, students "an get others to
do their 'or). =thers #elieve online "ourses
133 ;or de"ades, ele!entary s"hool students a"ross o**er "onvenien"e and *lexi#ility, 'hi"h
ena#les the "ountry have #een re/uired to stand up and students, 'ho !ight other'ise not #e
a#le, to say the Pledge o* Allegian"e to the A!eri"an *lag. earn a degree and "o!plete their
edu"ations. 7hat pra"ti"e has re"ently #een "alled into /ues
tion, and no', standing and re"iting the pledge Assignment: %hould "olleges and universities
is optional. o**er degrees entirely onlineE Plan your
response and support your position 'ith
spe"i*i" points and exa!ples *ro! your
experien"es.
163 Personal "o!puters are a part o* !ost s"hools Assignment: +o you thin) that ho!es"hool
and ho!es today. %tudents spend hours every ing is a valua#le edu"ational !ethodE Plan
day at the )ey#oard doing ho!e'or), tal)ing your response and support your position
to *riends, do'nloading !usi", printing papers, 'ith spe"i*i" points and exa!ples *ro!
and !ore. %o!e experts 'orry that young peo your o#servations, studies, reading, or
ple are spending too !u"h ti!e on the "o!puter personal experien"es.
and advise parents to li!it the ti!e to no !ore
than three hours a day. 163 Fany "ities su**er *ro! serious air and noise
pol lution8as 'ell as endless tra**i" Ha!s8
#e"ause
Assignment: +o you #elieve that "o!puter o* too !any "ars. %o!e people *eel that "ities
ti!e should #e restri"tedE Plan your response 'ith extensive pu#li" transportation syste!s
and support your position 'ith spe"i*i" points should #an passenger "ars and *or"e people to
and exa!ples *ro! your o#servations, studies, 'al), #i)e, or use pu#li" transportation.
Assignment: %hould the nu!#er o* passenger
183 Fany s"hools e!ploy se"urity guards and "ars #e li!ited #y la'E Plan your response
and have installed se"urity e/uip!ent su"h as video support your position 'ith spe"i*i" points
and "a!eras and !etal dete"tors in the #uilding. exa!ples *ro! your o#servations, studies,
Poli"e have #rought in dogs to sni** out drugs, reading, or personal experien"es.
and lo")ers are so!eti!es sear"hed rando!ly.
7he s"hools #elieve that these steps are ne"essary 2:3 A""ording to so!e health organi?ations,
in order to !aintain sa*ety, #ut so!e students !any *oods on the gro"ery store shelves are
*eel li)e they are attending a prison instead o* !ade 'ith generi"ally !odi*ied ingredients.
a s"hool. 7his pro"ess helps redu"e sus"epti#ility to
disease, i!prove *lavor, and redu"e overall "osts.
Assignment: Are se"urity !easures in s"hools Fost o* these *oods, ho'ever, do not have a
ne"essaryE Plan your response and support geneti"ally !odi*ied organis! 5>F=6 la#el.
your position 'ith spe"i*i" points and exa!
ples *ro! your o#servations, studies, reading, Assignment: %hould la's re/uire !anu*a"
or personal experien"es. turers to la#el *oods "ontaining >F=sE Plan
your response and support your position
193 =ne o* the #iggest edu"ational trends in re"ent 'ith spe"i*i" points and exa!ples *ro!
years is ho!es"hooling. It is gro'ing ea"h year your o#servations, studies, reading, or
#y approxi!ately .4O. Fore than one !illion personal experien"es.
"hildren o* all ages are "urrently #eing edu"ated
at ho!e.

S#! & n/ G0& *' an* Sa%(+ ' to !a)e things run s!oothly *or the 'hole *a!ilyG it
Essays re'ards "hildren in a realisti", pra"ti"al 'ay *or
good #ehaviorG and it helps tea"h "hildren ho' to
7hese types o* 'riting essays are graded in the sa!e handle !oney.
'ay as the /uotation#ased essays. <e*er to Chapter 4 I )no' that so!e people "onsider !oney *or
*or detailed s"oring guidelines. "hores a *or! o* #ri#ery, and others *eel that "hil
dren should Hust do their "hores any'ay, 'ithout the
Sa%(+' Essays in"entive o* an allo'an"e. 7hey argue that giving
)ids !oney *or doing "hores under!ines the lesson
43 Fany parents give "hildren a 'ee)ly or !onthly that they need to help the *a!ily and do their
part. allo'an"e regardless o* their #ehavior #e"ause I "an understand that point o* vie', and
'hen par they #elieve an allo'an"e tea"hes "hildren to #e ents give their "hildren too !u"h
!oney, it does *inan"ially responsi#le. =ther parents only give under!ine those lessons. 0ut 'hen
the allo'an"e is "hildren an allo'an"e as a re'ard *or "o!pleting s!all, it is si!ply a !odern
version o* the ageold "hores or 'hen they have #ehaved properly. pra"ti"e o* re'arding good
#ehavior. =n"e "hildren rea"h a "ertain age, !oney is an appropriate and
Assignment: Bhi"h !ethod do you thin) e**e"tive re'ard that helps the! learn ho' to #e
tea"hes "hildren the #est lessonE Plan your responsi#le and ho' to !anage !oney. 7hey get a
response and support your position 'ith sense o* 'hat things are 'orth and ho' !u"h they
spe"i*i" points and exa!ples *ro! your have to save and spend to get 'hat they 'ant.
o#servations, studies, reading, or And learning to save in order to pur"hase a desired
personal experien"es. ite! tea"hes the! patien"e and helps "hildren #et
ter understand the value o* hard 'or).
S#!' 6 Essay >iving "hildren !oney *or doing "hores is also a
%tarting 'hen I 'as a#out eight years old, !y par good introdu"tion to the reality o* the 'or)pla"e. I*
ents gave !e a list o* "hores that had to #e "o! they do the 'or), they get paidG i* they donAt do
the pleted ea"h 'ee). I* I did !y "hores, I got an 'or), they donAt. Extra 'or) "an #e re'arded
'ith allo'an"e, a #it o* "hange that I "ould use as I #onuses and extra praiseG poor 'or) !ay result
in a pleased. I* I didnAt do !y "hores, I didnAt get !y pay "ut or de!otion.
allo'an"e. 7here 'as no other punish!ent, #ut no ItAs i!portant *or parents to *ind the right
other punish!ent 'as ne"essary. 7hat dollar or a!ount to give. 7oo !u"h !oney !ay !a)e a "hild
t'o a 'ee) 'as all the in"entive I needed to help out *eel li)e hired help and 'ill under!ine the goal o*
around the house. Bhether it 'as the latest 0ar#ie tea"hing "hildren to help si!ply #e"ause they are
or a sixpa") o* Cu##a 0u##a "he'ing gu!, there part o* a *a!ily that !ust 'or) together. =n the
'as al'ays so!ething I 'anted to #uy. Fy parents other hand, too little !oney !ay !a)e a "hild *eel
"ould al'ays "ount on !e doing !y "hores. resent*ul, as i* his or her 'or) isnAt 'orth anything
I thin) that giving "hildren an allo'an"e *or to the household. BhatAs an appropriate a!ountE It
doing "hores is a s!art parenting !ove, *or it depends upon the a!ount o* "hores the "hild is
a""o!plishes *our i!portant goals, It helps ensure expe"ted to do and the "hildAs age. I* your
nine that i!portant 'or) gets done around the houseG yearold is only expe"ted to "lean his or her
roo!, a it tea"hes "hildren that they need to do their part dollar a 'ee) is pro#a#ly plenty. I* your
.-yearold
is expe"ted to )eep his roo! "lean, ta)e out the their 'ants at all. 7hey si!ply used the !oney as
trash, 'ater the plants, and va"uu! the house, they 'anted to. 7hat sounded great to !e. As I
'as then ten dollars a 'ee) is !ore appropriate. 'riting !y spee"h to "onvin"e !y parents
in !y 0eing paid *or !y "hores helped !e have a good !ind, !y t'o younger "ousins #egan to argue.
Lust attitude a#out house'or), taught !e ho' to save then, !y Aunt &an"y "a!e in and said, K+o
you t'o !oney and spend it 'isely, and ena#led !e to appre 'ant an allo'an"e this 'ee) or notEM 0oth
o* the! "iate the hard 'or) !y parents did around the s!iled at ea"h other and said, K%orryDM
7he !inute house. IA! really grate*ul that this 'as the 'ay !y their !o! 'as out o* the roo!,
ho'ever, they 'ent parents "hose to handle "hores in our household. right #a") to #i")ering. It 'as
i!!ediately "lear to !e that they only pretended to !a)e up #e"ause
Scoring e"aluationE 7his essay re"eives the !axi!u! their allo'an"e depended on it, not #e"ause they
s"ore *or apparent reasons. It ta)es a stan"e 5giving truly *elt re!orse*ul. 7hat see!ed 'rong to !e.
)ids allo'an"es *or "hores done6 and then supports it I #egan thin)ing a#out it and I de"ided that
'ith "lear and relevant exa!ples *ro! the studentAs paying "hildren *or good #ehavior is 'rong. >ood
personal li*e. Ea"h point is strongly presented 'ith log #ehavior is so!ething that is its o'n re'ard and
to i"al and "lear pointsG the gra!!ar and vo"a#ulary are put a pri"e tag on it re!oves the essential
lessons error*reeG the length is longer than so!e #ut 'ould *it it should provide. I* parents 'ant to give
their "hil depending on the hand'riting style. 7here is a "lear dren an allo'an"e, I #elieve it should #e
unrelated to introdu"tion, #ody, and "on"lusion to the essay, and it their #ehavior and instead, Hust given
as a gi*t *or stays on topi" *ro! #eginning to end. #eing part o* the *a!ily. 7his is 'hat I
plan to do 'ith
!y o'n "hildren in the *uture.
S#!' 5 Essay
I thin) that giving "hildren an allo'an"e #ased solely Scoring e"aluationE 7his is another ex"ellent response
to on their #ehavior is a huge !ista)e. 7he lesson the the 'riting pro!pt. It is so!e'hat shorter #ut
still )ids 'ill ta)e a'ay *ro! this is not the one !ost has a "lear introdu"tion, #ody, and "on"lusion.
7he that parents truly 'ant to i!part. studentAs point o* vie' is "learly stated
5allo'an"es Bhen I 'as younger, I 'as Healous o* !y "ousins given *or #ehavior is a !ista)e6, and her
personal ane" #e"ause they re"eived a regular allo'an"e. In !y dote supports her opinion. 7he
vo"a#ulary is not /uite household, this 'as not the "ase. Be 'ere expe"ted as strong as in a level 6 essay,
#ut still good. 7he gra!
to do "ertain "hores, o* "ourse, #ut there 'as no !ar is good, and the length is appropriate.
"o!pensation *or it other than appre"iation. I* 'e
needed !oney *or so!ething, 'e had to tell our S#!' 4 Essay
parents 'hat it 'as and 'hy 'e *elt it 'as i!por %hould parents pay "hildren *or doing "hores is a
tant *or us to pur"hase it. It 'as a!a?ing ho' silly good /uestion. Fy parents paid !e, and !y
#roth so!e o* the ite!s sounded 'hen a"tually des"ri#ed ers and sister. I never li)ed doing "hores, #ut
getting in detail to a parent. an allo'an"e ea"h 'ee) 5i* I did !y "hores6
!ade it Bhile I 'as over at !y "ousinAs house one a*ter not so #ad. In *a"t, so!eti!es I did extra 5li)e
reor noon, I listened enviously as !y "ousins told !e gani?ing the pantry6 to get so!e extra
!oney *or
the di**erent things they had #ought 'ith their so!ething I really 'anted.
allo'an"e. 7hey did not have to do any 'or) around I thin) having !y allo'an"e depend on !y
doing the house to earn it. 7hey did not have to Husti*y "hores !ade !e understand 'hat itAs li)e to
In the K<eal Borld,M you donAt get paid i* you donAt do Perhaps the #est ans'er is giving )ids
spending your 'or). 7hatAs ho' it 'as in our house. !oney o""asionally so that they "an
pur"hase 'hat I also learned that itAs hard 'or) to )eep a they 'ant. 7he !ista)e is in tying it to
"ertain )inds
house going, I learned to appre"iate all the hard o* #ehavior. I thin) it is really
'rong. 'or) !y !o! and dad use to do. In addition, I
learned ho' to save !oney. I 'ould set aside !y Scoring e"aluationE 7his essay tends to use "hoppier
allo'an"e to save up *or so!ething I 'anted, li)e a senten"es and overly in*or!al, slang ter!s. It is *ar
too ne' C+ player or out*it. short, and there are so!e #asi" errors li)e 'ord
"hoi"e In !y opinion, parents should give an allo'an"e 5acceptPe-cept and e-ceptPe-pect6. 7he vo"a#ulary
is
*or doing "hores, #ut it shouldnAt #e too !u"h. Chil li!ited, and there is little to no insight into the /ues
dren should )no' that they need to help no !atter tion that 'as as)ed.
'hat. 7oo !u"h !oney I thin) 'ould !a)e hi! or her
*eel li)e their hired help or so!ething. Contrarily, S#!' 2 Essay
too little !oney "an !a)e hi! or her *eel li)e their Allo'an"es, they are "ool. I al'ays loved getting
!ine. help isnAt 'orth anything to his or her parents. %o I plan to give !y )ids their o'n allo'an"es
so!eday *inding the right a!ount is i!portant. too. I thin) it gives the! so!e
*reedo!. And it In "on"lusion, giving "hildren an allo'an"e *or tea"hes the! a#out ho' to ta)e "are
o* !oney.
doing household "hores is a good idea. Children learn I usually got an allo'an"e no !atter 'hat I
did to 'or) *or their !oney and save 'hat they earn. or did not do. 7hat pro#ly didnAt tea"h !e the
#est lessons, I usually spent it on stupid things that
Scoring e"aluationE Although the student has a strong 'ould either #rea) or get lost in Hust a *e' days.
vie'point and supports it 'ith relevant exa!ples, the It !ust #e tough *or parents to !a)e a
de"ision vo"a#ulary is 'ea)er here, 'ith a lot o* repetition. %en li)e this. 7hey have to 'eigh a lot o*
di**erent *a"tors. ten"e variety is li!ited, and there are several gra!!ar =* "ourse, parenting is *ull o*
tough de"isions. 7hat and usage errors. It is also on the short side, "o!ing in is one reason I do not plan to
have any )ids *or a very at Hust a#out 240 'ords 'hen the ideal is 940 to -40. long ti!e.
Allo'an"es are a good idea. I 'ould give one to
S#!' 3 Essay !y )ids i* they 'ould ta)e the trash out *or !e. 7hat
I thin) allo'an"es are a #ad thing *or )ids. 7hey do is the one "hore I al'ays hated the !ost.
not learn responsi#ility li)e parents thin) they 'ill.
7hey Hust learn to spend !oney on stupid things. Scoring e"aluationE Although this student !ade an
In !y *a!ily, allo'an"es are not even up *or dis e**ort to *ill up the lines, there are !any errors in the
"ussion. Fy dad 'ould Hust say *orget it. &o 'ay. Ce essay, in"luding spelling. 7here is no senten"e
variety,
thin)s that 'e should Hust do things around the and !ost o* the essay tends to stray o** topi".
house #e"ause that is #eing part o* a *a!ily. I guess
that he is right in so!e 'ays a""ept I 'ould really S#!' 1 Essay
enHoy having !y o'n "ash no' and then. Fany "hildren they do not #ehave in properly, they
Children should #ehave 'ell. 7hey should do 'hat should #e punish, no getting re'ard. 7hey should
no they are told. 7hey should listen to their parents. #e allo'an"e anything. Chores is hard, on the
"on 7hey should not ex"ept !oney *or it either. trary, there to learn *or helping thatAs
;or !e, it 'as va"uu!ing and the dusting. Every stores, par)s, and road'ays. 7hey donAt li)e
the 'ee), *or %aturday or else. ;orgetting the allo'an"e, idea that they are #eing 'at"hed. 7hey 'orry
that there 'asnAt. =nly to #e punish *or 'hat not to do. the in*or!ation "aptured on the surveillan"e
tapes Children should listen, to their parents. Its very "an so!eho' #e used against the!. 0ut ho'E
It i!portant. see!s to !e that the only reason 'e should
'orry a#out #eing "aught on surveillan"e "a!eras is i* 'e
Scoring e"aluationE 7here is little right in this essay. are doing so!ething 'rong. I* 'e are #ehaving la'
Jer# tenses, pun"tuation, and spelling are all in"orre"t. *ully in a pu#li" pla"e, then 'hy 'orry i* it is
"aptured 0e"ause there are so !any errors, it 'ould #e hard *or on *il!E
a s"orer to read and understand 'hat is #eing said. %urveillan"e "a!eras "an provide t'o
i!!ensely i!portant servi"es. =ne, they "an help us
*ind those
83 Fany people *eel that the use o* surveillan"e 'ho "o!!it "ri!es, in"luding thieves, )idnappers,
"a!eras in pu#li" pla"es, su"h as par)ing lots, is vandals, and even !urderers. 7'o, they "an serve
as a good idea that "an help ensure our sa*ety. =th a po'er*ul deterrent to "ri!e. A thie* 'ho
plans to ers 'orry that too !any "a!eras violate our steal a "ar !ay thin) t'i"e i* he )no's
he 'ill #e right to priva"y and give la' en*or"e!ent o**i "aught on video. A 'o!an 'ho hopes to
)idnap a "ials too !u"h po'er. "hild !ay a#andon her plans i* she )no's
she 'ill #e
"aptured on *il!.
Assignment: Is installing !ore surveillan"e %urveillan"e "a!eras "an also help us in less
"a!eras in pu#li" pla"es a !atter o* sa*ety or "riti"al #ut nonetheless pra"ti"al 'ays. In so!e
to'ns priva"yE Plan your response and support your in England, *or exa!ple, radio deeHays use
in*or!a position 'ith spe"i*i" points and exa!ples tion *ro! surveillan"e "a!eras to
announ"e the *ro! your o#servations, studies, reading, or availa#ility o* par)ing spa"es in
"ro'ded pu#li" par) personal experien"es. ing lots. Pro#le!s o* all
shapes and si?es "an also #e noted and addressed through video surveillan"e.
S#!' 6 Essay ;or exa!ple, i!agine a video "a!era installed in a
&ot long ago, the nation 'as gripped #y the horri lo"al to'n s/uare. <evie'ing the *il!s, o**i"ials
*ying ne's that a #a#y had #een stolen *ro! a "ar !ight reali?e that people 'ho !eet in the
s/uare in a par)ing lot 'hile her !other, 'ho 'as returning !ove /ui")ly into the shade o* the one
tree in the a shopping "art, 'as Hust a *e' *eet a'ay. 7han)s "enter o* the s/uare. 7his "ould !ove
o**i"ials to to the des"ription o* the )idnapper "aptured #y plant !ore trees or provide ta#les 'ith
u!#rellas so surveillan"e "a!eras in the par)ing lot and #road that people "ould !eet and relax
in the shade. "ast over radios, television, and high'ay overpass %i!ilarly, a video "a!era in a
gro"ery store !ight signs, the )idnapper 'as /ui")ly "aught and the reveal that Aisle 2 is al'ays
over"ro'ded, pro!pt #a#y returned, unhar!ed, to her !other. Cad it not ing the !anager to re
arrange ite!s to !ore evenly #een *or those surveillan"e "a!eras, that !other distri#ute shoppers.
'ould pro#a#ly never have seen her #a#y girl again. =* "ourse itAs possi#le to have too !u"h o* a
I "anAt thin) o* a !u"h #etter argu!ent *or the good thing, and i* surveillan"e "a!eras "ross the
line use o* surveillan"e "a!eras in pu#li" pla"es. 7hat and start #eing installed on private property8
that #a#yAs li*e 'as saved #y those par)ing lot "a!eras. is, in our o**i"es and ho!es8then 'e 'ill
have the Fany people 'orry a#out the use o* surveil K0ig 0rother is 'at"hingM s"enario opponents
*ear. lan"e "a!eras in pu#li" pla"es su"h as par)ing lots, I* that 'ere the "ase, I 'ould #e against
"a!eras, too. 0ut as long as surveillan"e "a!eras re/uire!ents and red tape to *ul*ill #e*ore they "an
are li!ited to pu#li" pla"es, they "an help ensure #e utili?ed. I* not, regular, la'a#iding, honest "iti
our sa*ety. ?ens su"h as !ysel* 'ill "ontinue to 'orry that
they are #eing 'at"hed #y K0ig 0rotherM at all, and
Scoring e"aluationE 7his essay does it all, It has senten"e *re/uently inappropriate, ti!es.
varietyG po'er*ul and relevant exa!plesG a "lear 5and
gra##ingD6 introdu"tion, #ody, and "on"lusionG and an Scoring e"aluationE 7his essay does a good Ho# o*
ta)ing ex"ellent use o* vo"a#ulary. 7he student even loo)s a position and explaining it. 7here are not as
!any #rie*ly at the opposite side o* the issue and sho's 'hy strong exa!ples, #ut all o* the re/uire!ents
are here, it is understanda#le, #ut not logi"al. senten"e variety, strong vo"a#ulary, good
gra!!ar and usage s)ills, and an a#ility to "on"isely express
S#!' 5 Essay thoughts and *eelings. 7he "on"lusion is solid and ties
Bhile I do understand that surveillan"e "a!eras #a") to the opening paragraph.
have !any pra"ti"al purposes in todayAs 'orld, I
still *ind the very notion o* the! distur#ing and S#!' 4 Essay
unnerving. It is too easy to slip over the line #et'een Fany pu#li" pla"es no' have surveillan"e "a!eras,
ne"essary and invasive. 7hat line is Hust too thin. the !ain reason #eing to ensure sa*ety. I thin)
Bhile I reali?e that !any o* the surveillan"e this is a good idea, and that !ore pla"es should
"a!eras are installed in #uildings *or sound reasons, have
the!.
the idea that I a! #eing 'at"hed as I 'al) through %urveillan"e "a!eras are a good thing #e"ause
a store, a"ross a par)ing lot or into a "ity #us is they help )eep us sa*e. I* people )no' they !ight #e
unpleasant. I *ind !ysel* *eeling guilty and sel* on video then, they pro#a#ly 'onAt do so!ething
"ons"ious 'hen I have no logi"al reason *or it. It is #ad or against the la', li)e stealing. 7his is a #ig
pro si!ilar to the *eeling I get 'hen a poli"e "ar is #ehind te"tion *or us. It !a)es !e *eel sa*er,
espe"ially li)e !e during tra**i". I al!ost adopt suspi"ious #ehav in a par)ing lot in the night ti!e.
7he other good ior8*idgeting 'ith !y hair, glan"ing repeatedly at thing a#out surveillan"e "a!eras,
is that they "an the "a!eras and shi*ting *ro! one position to help us "at"h so!eone 'ho does
do so!ething #ad. another8and Hust #e"ause I )no' that perhaps ;or exa!ple, stealing a "ar in
a par)ing lot. 7he so!e'here so!eone is 'at"hing !y every !ove. "a!era "an get a good pi"ture
o* the thie* and the 0e"ause surveillan"e e/uip!ent is so "o!!on, poli"e 'ill have a good
des"ription o* the person
I also 'orry that it 'ill #e used i!properly, either 'ho stole the "ar. 7hat !a)es it a lot easier to
"o!!er"ially or personally. I *ear that these "a! "at"h the thie*.
eras 'ill #e put in pla"es that are truly unne"essary, I thin) surveillan"e "a!eras "an also #e used
*or 'hether it #e pu#li" restroo!s, store dressing other good things, li)e helping *ix tra**i" Ha!s in
gro roo!s or "lu# lo")er roo!s. Bhile it sounds unli)ely, "ery stores. I !ean i* you "an see that
people are I suspe"t that so!e people 'ould *ind a 'ay to al'ays "ro'ding in one isle, *or exa!ple.
explain the ne"essity o* these parti"ular "a!eras, I )no' that so!e people are upset a#out this
one 'ay or another. )ind o* thing 5#eing on *il!6 and thin) that itAs
li)e Bhile a !ini!al nu!#er o* surveillan"e e/uip K0ig 0rother is 'at"hing,M or so!ething. Also, so!e
!ent truly is ne"essary in a violent and "ri!e*illed people Hust donAt li)e #eing on "a!eras. Co'ever, i*
'orld as ours, I thin) there should #e a plethora o* youAre not doing anything 'rong, it shouldnAt
!atter.
7heir only *or *inding people 'ho do things 'rong. 7o S#!' 2 Essay
!e, I thin) that !a)es a lot o* sense. %hould 'e install survellan"e "a!eras in !ore
pu# li" pla"es or not. 7hat is an ex"ellent /uestion.
It is
Scoring e"aluationE 7his student gives it a good try, #ut a good thin) to thin) a#out. It is i!portant.
*alls short in several areas. 7here is a lot o* repetition, 7hese "a!eras 'at"h people. I guess they
and the exa!ples "ited do not su**i"iently support his 'at"h !e so!eti!es, I never noti"ed. I 'ill )eep an
vie'point. 7here are so!e gra!!ar errors 5*rag!ents, eye out *or the! !ore o*ten no'. I 'onder i* they
are et".6, and the essay shi*ts pronouns o*ten, *ro! they and in alot o* pla"es. I #et they "at"h "ri!enals.
7hey people to me and us! It is also too short. see! to pop up on tv all the ti!e.
%o I guess that !ore o* these "a!eras 'ould #e
S#!' 3 Essay o). 7hey Hust #etter not put the! in pla"es 'here
%urveillan"e "a!eras are i!portant. 7hey are the people "hange "lose and stu**.
)ey eviden"e in "apturing "roo)s and other "ri!inals.
Co' !any ti!es have you turned on the television Scoring e"aluationE 7his essay ta)es a lot o* spa"e to
say and seen endless replays o* the latest tape "at"h virtually nothing. 7here are spelling errors, as
'ell as ing so!eone in the a"t o* "o!!itting a "ri!eE 'ord "hoi"e 5closePclothes6. 7here are no
supporting >rainy #la") and 'hite pi"tures leads to going to exa!ples o* any )ind.
trial. Eventually, prison.
=* "ourse these "a!eras invade priva"y. 7hat is S#!' 1 Essay
not even up *or de#ate. It is o#vious. 7he thing peo In !y opinion, should 'e install !ore surveillan"e
ple have to *igure out is i* so!e lost o* priva"y is "a!eras in pu#li" pla"esE I thin), Kyes,M is a
good 'orth !ore sa*ety. I #elieve that the !aHority o* peo idea. Bhy or 'hy notE In !y opinion, it is *or
!a)ing ple 'ould say yes. It is de*inetely 'orth it. ensured the sa*ety in pla"es su"h as
par)ing lots.
<e"ently, I 'as grate*ul *or surveillan"e "a! 7his is 'hat our 'rite to priva"y "an do and tell the
eras. Bhen so!e illegal a"tivity o""urred in the la' en*or"e!ent o**i"ials and govern!ent too.
s"hool par)ing lot 5I 'onAt say 'hat it 'as6 !y na!e
'as turned in *or doing it. I !ade it very "lear that Scoring e"aluationE 0esides #eing too short, repetitive,
I 'as not a part o* it. 0ut I 'as not let go until the and not ans'ering the a"tual essay /uestion, this
essay surveillan"e tape 'as vie'ed several ti!es. 7hat is al!ost in"o!prehensi#le.
tape !ade it "lear. I 'as not a part o* the deal.
7hat
'as "ool. 63 7odayAs top pro*essional athletes o*ten
have
I do not li)e the idea o* #eing 'at"hed all the salaries and #onuses in the tens o* !illions o*
ti!e. &o one does. It *eels "reepy. 0ut it has its dollars. >ol*er 7iger Boods !a)es !ore
than points. In "on"lusion, these "a!eras "an #e really S30 !illion per year and *oot#all pro
Peyton i!portant. I thin) 'e should have !ore o* the!. Fanning !a)es over S-2 !illion.
Scoring e"aluationE 7he student tried hard to *ill out all Assignment: +o you thin) these
athletes o* the lines, #ut in doing so, used "hoppy senten"es and deserve su"h high
"o!pensationE Plan
a great deal o* repetition, plus the 'riter 'a**les on your response and support your position
S#!' 6 Essay exor#itant salaries !ore than "over their !edi"al
Bhen he 'as at the height o* his #as)et#all "areer, "osts. And theirs is not the only highris) Ho#.
Bhat Fi"hael Lordan 'as !a)ing approxi!ately S900,000 a#out !iners, "onstru"tion 'or)ers, or
*ire*ight per ga!e. 7hatAs !ore than !ost people !a)e in a ersE 7hey are at ris) *or physi"al inHury
every day, yearG indeed, itAs !ore than so!e people earn in a li*e too8inHuries that "ould li)e'ise end
their "areers. ti!e. (es, Fi"hael Lordan 'as a pheno!enal #as)et 0ut they sure arenAt earning
!illions o* dollars a #all player. (es, he 'as also a *antasti" role !odel. year.
0ut no, he did not deserve to earn su"h a ridi"ulously It is also true that pro*essional athletes !ay
high salary. Lordan, li)e !any other top pro*essional spend years and years pra"ti"ing 'ith *ar! tea!s
athletes, 'as grossly overpaid. *or a *ra"tion o* the salary they re"eive on"e they
Bhy do top athletes earn su"h in*lated !a)e it to the top. 0ut in every "areer path, 'e
salariesE 0e"ause they #ring #ig #u")s into their start o** 'ith lo'er 'ages and !ust pay our dues
"ities and *ran"hises. 0ut 'hat sort o* servi"e do and 'or) our 'ay up. 0esides, *ar! tea! salaries
they provide to so"ietyE +o they save livesE &o. +o are not al'ays so lo'.
they i!prove the standard o* living or pro!ote BeAre a sports"ra?y "ountry, a nation o*
positive so"ial "hangeE &o. +o they help )eep our *anati" sports *ans and "ele#rity 'orshippers.
BeAre streets sa*e or edu"ate our )idsE &o. 7rue, !any a'ed and entertained #y the #est o* the!
8the o* the top athletes are good role !odels *or our Fi"hael Lordans, the Alex <odrigue?es, the
E!!itt "hildren. 0ut seven*igure salaries donAt al'ays %!iths. 0ut as !u"h as they !ay
inspire and !ean !odel #ehavior. 7a)e &.0.A. star Latrell a!use us, pro*essional athletes do
not deserve %pre'ell, *or exa!ple, 'ho "ho)ed and threatened su"h high salaries. 7hose !illions
"ould #e !u"h to )ill his "oa"h. !ore 'isely spent.
It is true that pro*essional athletes 'or) hard,
and !any have spent their lives pursuing their goals. Scoring e"aluationE 7his student uses su"h strong
exa! It is also true that !ost pro*essional athletes have ples that his or her essay is /uite persuasive.
7here is a a relatively short "areer span8a de"ade perhaps "lear introdu"tion, #ody, and "on"lusion
and a great at the top o* their ga!e. Li!ited as their pro*es use o* senten"e variety and vo"a#ulary.
%in"e it is *ree sional sporting "areer !ay #e, they donAt deserve o* any gra!!ati"al, usage, or spelling
errors as 'ell, it su"h high salaries. A*ter their pro*essional sports is "lear 'hy this essay 'ould s"ore a
6.
"areers are over, they "an "ertainly pursue other
"areers and 'or) KregularM Ho#s li)e the rest o* us. S#!' 5 Essay
Ending their stint as pro*essional athletes doesnAt 7he /uestion o* 'hether or not pro*essional ath
!ean they have to stop earning in"o!es. 7hey Hust letes are paid too !u"h is really not de#ata#leG
vir have to earn in"o!es in a di**erent 'ay. Bhy should tually everyone 'ho is as)ed is sure to agree on
the they #e any di**erent *ro! the rest o* us 'ho !ay su#He"t. =* "ourse they are paid too !u"h,
o*ten need to s'it"h "areersE o#s"enely so. 0ut as !u"h as people !ay
protest It is also true that pro*essional athletes !ay and "o!plain, !any o* the! are the very sa!e
peo
#e inHured 'hile on the Ho#G their 'or) is indeed phys ple 'ho happily shell out !oney not only *or ti")ets
i"al, and espe"ially in "onta"t sports li)e *oot#all, to see these athletes per*or!, #ut also !oney to
inHuries are #ound to happen. 0ut, li)e the rest o* us, "a#le "o!panies to 'at"h live ga!es and #ig
#u")s they have insuran"e, and in nearly all "ases, their
*or the !ultiple produ"ts they endorse. In !any his or her state!ents 5Kin !y opinionM6, this essay is
a
'ays, this see!s hypo"riti"al to !e. strong one that 'ould easily get a good s"ore.
In our so"iety, e"ono!y is usually a "ase o*
supply and de!and. It is the sa!e 'ith sports, in !y S#!' 4
Essay
opinion. 7hese athletes "ould never "o!!and the +o athletes get paid too !u"hE (ou #et. 7hatAs
!y i!!ense salaries they do i* thousands o* *ans 'ere opinion. Pro*essional athletes, 'hat do they do
'ith not 'illing to support the! in !ultiple 'ays. 7he all that !oneyE I!agine Fi"hael Lordan
earning *ans de!and the ti")ets, the ga!es, and the prod S900,000 per ga!eD Plus all his !oney
*ro! &i)e u"ts and so the sports stars supply it, earning and other advertising. I thin) that !oney
"an #e put huge in"o!es in the pro"ess. I* these sa!e *ans to !u"h #etter use in this "ountry.
turn around and 'hine a#out the athletesA enor Pro*essional athletes should get good salaries,
!ous pay "he")s, their "o!plaints see! hollo' and #ut not the !illions li)e they get no'. ItAs Hust too
insin"ere, in !y opinion. !u"h. 7heir Ho# isnAt dangerous, ex"ept !ay#e *or
Perhaps the )ey to li!iting athleteAs salaries lies *oot#all or i"e ho")ey 'here itAs easy to get a #ad
'ith the *ans the!selves. Bhile I a! not a sports inHury. ItAs easy to get a #ad inHury in lots o* other
enthusiast !ysel*, I "an see that it "ould possi#ly Ho#s, too, li)e "onstru"tion, #ut they donAt get !il
#e in*luential i* *ans 'ould si!ply say no to paying lions o* dollars. I guess, the di**eren"e is that
no#ody high pri"es *or ti")ets, ga!es, and produ"ts. I* they li)es to 'at"h "onstru"tion 'or)ers.
7hereAs *un in stopped #uying the! and perhaps even *ollo'ed up the ga!e and people li)e the
"o!petition, sports this voluntary #oy"ott 'ith letters to the editor o* tea!s #ring lots o* !oney
into a "ityAs e"ono!y. sports !aga?ines and other pu#li"ations, "hanges I* pro*essional athletes
"ould guarantee theyAd !ight o""ur do'n the line. Perhaps this is si!ply also #e a good role !odel
*or )ids, then !ay#e they 'ish*ul thin)ing or *alse opti!is!, #ut I li)e to thin) "ould have su"h high
salaries. 0e"ause theyAd #e that the little people "an !a)e a real di**eren"e. doing so!ething good
*or so"iety sin"e so !any )ids
Pro*essional athletes are "o!!only paid !il are 'at"hing. ;or no' though, itAs too !u"h.
lions o* dollars every year, !a)ing *ar !ore !oney
than the average person 'ill ever see in an entire li*e Scoring e"aluationE 7here is a lot o* ra!#ling in this
ti!e, in"luding !ysel*. +o they earn itE 7here is lit essay. Bhen you add in spelling errors, repetition, lit
tle /uestion that they 'or)ed hard to rea"h their tle senten"e variety, and gra!!ar !ista)es, you "an
see level o* s)ill and are extraordinarily talented at 'hat 'hy this 'ould only earn a -.
they do, #ut in a 'orld 'here people li)e tea"hers,
so"ial 'or)ers, and other "o!!unity 'or)ers "an S#!' 3 Essay
hardly !a)e ends !eet, the *airness o* their Can you i!agine getting paid hundreds o* thou
salaries is de"idedly de#ata#le. sands o* dollars *or Hust a *e' hours o* your ti!eE
BouldnAt that #e ni"eE I guess so. Pro*essional
ath Scoring e"aluationE 7his essay is an exa!ple o* a student letes do. Co' "an they #e 'orth all o* thatE
I donAt 'ho 'rote on a so!e'hat un*a!iliar topi" 5he or she get it.
is not a sports *an6 #ut in a "onvin"ing and logi"al =* "ourse, people li)e 7iger Boods and Fi"hael
!anner. It has great vo"a#ularyG good exa!plesG and a Lordan are very talented. 7hey 'or)ed hard to
rea"h "lear introdu"tion, #ody, and "on"lusion. Although the level they are. I donAt dou#t that *or one
!inute. the 'riter 'ould #ene*it *ro! not /uali*ying so!e o*
0ut do they deserve to #e paid !illions o* dollars pay *or 'ith the !oney, li)e ho!elessness. 7his is
every yearE I personally say no 'ay. the need to #e "hanged.
I li)e to 'at"h sports. I appre"iate the talent
that goes into #eing a#le to play li)e that. =* "ourse, Scoring e"aluationE Li)e other essays that only s"ore a
. i* I "ould !a)e the !u"h !oney doing it, I 'ould #e on the %A7, this one is al!ost in"o!prehensi#le due
to 'illing to pra"ti"e a little !ore o*ten !ysel*. 7hen I errors. It is not "lear 'hat the student is atte!pting
to "ould !a)e too !u"h !oney and people "ould "o! say, and the essay is too *ull o* *la's to !a)e any
sense. plain alot a#out !e.
113 A""ording to the &ational Center *or %tatisti"s
Scoring e"aluationE 7his essay sounds li)e a phone "on and Analysis o* the &ational Cigh'ay 7ra**i"
versation #et'een t'o *riends, rather than an essay %a*ety Ad!inistration, at any given !o!ent dur
that is supposed to have an introdu"tion, #ody, and ing the day, 12-,000 "ars on the road are #eing
"on"lusion 'ith supporting exa!ples. It strays *ro! the driven #y a person tal)ing on a "ell phone.
%o!e !ain topi" and is too in*or!al *or the assign!ent. states have !ade it illegal to do this. =ther
states
are giving the idea so!e thought.
S#!' 2 Essay
Bo', these people sure do !a)e a lot o* !oney. It Assignment: %hould it #e illegal *or the driver
o* !ust #e ni"e to never have to 'orry a#out paying *or a vehi"le to use a "ell phoneE Plan your
response things. Li)e 'e do. Fay#e I should pra"te"e !ore and support your position 'ith
spe"i*i" points o*ten to. and exa!ples *ro! your
o#servations, studies,
Are they paid too !u"hE (eah. I sure do thin) so. reading, or personal experien"es.
7hey !a)e as !u"h *ro! !a)ing tv "o!!er"ials
than playing ga!es. 7hat stin)s. =ther people S#!' 6 Essay
deserve to !a)e that !u"h. Li)e tea"hers. Li)e !in &o !atter ho' "are*ul a driver you !ay #e, 'hen
you isters. =r !ay#e the people 'ho !a)e sure )ids *ind do so!ething else 'hile driving, 'hether itAs
drin)ing parents to adopt the!. "o**ee, "hanging the radio station, loo)ing
at a !ap, In "on"lusion, I #elieve that athleets do not or !a)ing a "all on your "ell phone, you
endanger deserve this high "o!pensation at all. It is not *air. yoursel* and others #e"ause you are
distra"ted *ro! your driving. Even a *ra"tion o* a se"ond o* distra"
Scoring e"aluationE 7his essay atte!pts to ans'er the tion is enough to "ause an a""ident. Bhile no state
/uestion #ut gets "o!pletely #ogged do'n in *rag "an !a)e it illegal to drin) "o**ee or s'it"h stations
!ents, !isspelled 'ords, and irrelevant exa!ples. 'hile driving, all states "an, and should, !a)e it
illegal to drive 'hile tal)ing on a "ellular phone.
S#!' 1 Essay In the past de"ade, as the popularity o* "ellu
7oday the athleets so !u"h !oney. Fillions an !il lar phones has risen, so have the nu!#er o* a""i
lions o* the dollars. 7hey playing #ase#all, #as)et#allG dents "aused #y people tal)ing on their "ell phones.
*oot#all, even *or gol*. 7his is the not o* the dan Bhether they 'ere dialing a nu!#er, listening to a
gerous sport, even less than !any o* the others. !essage, or si!ply in a heated "onversation, they
7he !oney, itAs too !u"h, giving !ine opinon. ;or 'ere !o!entarily distra"ted *ro! the tas) o* driv
the tee!s and the "itys its so !u"h thereAs else to ing, and suddenly8"rashD ;ortunately, !any o*
these a""idents have #een !inor *ender#enders.
0ut all too !any have #een deadly a""idents that Scoring e"aluationE Anyone 'ho reads this "an spot
"ould have #een prevented #y a stri"ter "ellphone that this is a very strong essay. It uses a 'ide variety
o* use la's. senten"e stru"ture and an i!pressive
vo"a#ulary.
Cell phone proponents !ay argue that tal)ing %pelling and gra!!ar !ista)es are a#sent. 7he
student on a "ell phone is no !ore dangerous than, *or exa! !a)es a very strong "ase against using a
"ell phone ple, having a "up o* "o**ee 'hile on the road or tal) 'hile driving and i!ple!enting la's *or
that reason. ing to so!eone in the #a") seat. 0ut unli)e a "up o* %upporting details are signi*i"ant, and
ea"h point is "o**ee, 'hi"h you "an put do'n #et'een sips, you very relevant to the /uestion as)ed.
!ust )eep the phone in your hand. 7hat !eans that
you have only one hand on the 'heel 'hile youAre S#!' 5 Essay
driving. 7hat !a)es "ell phones dou#ly dangerous, Although driving 'hile tal)ing on a "ell phone "an #e
&ot only are you distra"ted #y dialing or #y the potentially /uite dangerous, I thin) that !a)ing it
"onversation, #ut you are also driving onehanded, illegal is ta)ing the issue 'ay too *ar. Instead, I
thin) 'hi"h !eans you are less in "ontrol. I* you suddenly that "ell phone "o!panies need to *o"us on
alter need #oth hands on the 'heel to prevent an a""i native produ"ts that 'ill still allo' people to
a""ess dent or to )eep your "ar *ro! sliding, the extra se" the "onvenien"e o* a "ell phone 'ithout the
ris).
ond it ta)es to get your hand #a") on the 'heel "an %everal years ago, in response to a rising
"on !a)e the di**eren"e #et'een an a""ident and an "ern a#out the danger o* tal)ing on a "ell phone
'hile a""ident narro'ly averted or #et'een a serious #ehind the 'heel, a nu!#er o* "o!panies #egan
pro inHury and a !inor one. du"ing "ell phones that "ould #e !ounted to
the Cell phones are also dangerous #e"ause 'hen dash. 7his )ept driversA hands *ree, #ut still allo'ed
you are #usy tal)ing, espe"ially i* you really have to the! to !a)e "alls and tal) to *riends, *a!ily, and
"on"entrate on the !atter you are dis"ussing, #usiness asso"iates as needed. $n*ortunately, this
your !ind is not *ully *o"used on the road, and this did not al'ays produ"e the sound /uality so!e
has a signi*i"ant e**e"t on your rea"tion ti!e. (ou 'anted and so other options are still needed.
'ill #e slo'er to !a)e i!portant driving de"isions I #elieve that "ell phone "o!panies are going to
su"h as ho' soon to #ra)e and 'hen to s'it"h "reate innovative ne' options #e*ore a la' against
lanes, and you 'ill #e less a#le to respond to situ using a "ell 'hile driving is passed throughout the
ations on the road. "ountry. %everal possi#ilities are already e!erging
Fany people use "ell phones to report a""i on the !ar)et. ;or exa!ple, so!e people have a
dents and e!ergen"ies, to let loved ones )no' theyAll produ"t that they atta"h to their ears and
"onne"t #e late, and to stay in tou"h 'hen theyAre out o* re!otely to the "ell phone. $sing this, they
"an tal) to'n. IA! not arguing that you shouldnAt have a "ell and listen 'hile )eeping #oth hands on the
'heel and
phone in your "ar. Bhat I a! saying is that you !aintain high /uality sound.
shouldnAt #e driving 'hen youAre tal)ing on that In the near *uture, I i!agine that other high
phone. $ntil your state outla's handheld "ell te"h phones 'ill #e invented to #e used hands*ree.
phones in "ars, pull over to the side o* the road 'hen I "an even pi"ture a day 'here "ell phone
te"hnology you are ready to !a)e a "all. It !ay add a *e' extra is i!planted under our s)in or are
installed as part !inutes to your "o!!ute, #ut it Hust !ight save o* typi"al ne' "ar design. I hope
that these )inds o* your li*e. things happen #e*ore the
la' #anning the! is passed. I *eel that it is too extre!e a rea"tion and
that "ell phones are too !u"h a part o* our daily S#!' 3 Essay
routines to go 'ithout. 7al)ing on the "ell phone 'hile you are #ehind the
'heel is not only stupid and annoying #ut dangerous
Scoring e"aluationE 7his is also a strong essay 'ith so!e as 'ell. I donAt )no' 'hy people do it. It really !a)es
good points supporting the idea o* #eing a#le to use a !e !ad. I see it on the rode all the ti!e.
"ell phone sa*ely. 7he exa!ples are strong, and the I do not live in one o* the states 'ho has !ade
vo"a#ulary is ex"ellent. 7here is senten"e variety it illegal. I 'ish I did. I 'ould vote *or it. I 'ould, *or
throughout, and everything *o"uses on ans'ering the sure. I donAt get 'hy people *eel they have to tal)
!ain /uestion. 'hile they are diving. CanAt they 'aitE I !ean, you 'ill
#e out o* the "ar soon so 'hy not Hust 'ait until
S#!' 4 Essay thenE Co' hard "an it #eE
+riving 'ith a "ell phone is dangerous, and it should Perhaps people "ould get the )ind o* "ell
phone #e illegal. Its all ready illegal in so!e states, in !y that !ounts on the dash. 7hat is an
i!prove!ent. opinion it, should #e illegal in all o* the!. At least your hands are *ree. (ou
"ould also let a ;irst o* all, driving 'ith a "ell phone is danger passenger do the tal)ing *or you.
7his 'ay you
ous #e"ause your distra"ted. Espe"ially 'hen youAre 'ould )eep your eyes on tra**i" 'here they should
#e dialing a nu!#er, then youAre not even loo)ing at the at all ti!es.
road. Bhat i* the "ars in *ront o* you suddenly stopE %o, in "on"lusion, yes, it should #e !ade
illegal.
(ou "an also #e distra"ted #y the "onversation 7hat is Hust "o!!on sense. I hope it is a la' that
you are having and lose *o"us *ro! driving. 7his gets passed very soon.
!eans that you !ay not #e a#le to rea"t /ui")
enough to dangers on the road. Another pro#le! is Scoring e"aluationE Li)e others youAve read, this
student that 'ith a "ell phone, you donAt have #oth hands on uses a lot o* spa"e to say very little. 7he
senten"es are the 'heel, and thatAs *or the 'hole ti!e youAre tal) "hoppy, exa!ples are !issing
"o!pletely, and there is ing. (ou "anAt !a)e sharp turns and handle sudden an enor!ous a!ount o*
repetition.
"urves 'ith Hust one hand.
Lots o* people thin), oh, itAs Hust one /ui") "all, S#!' 2 Essay
no pro#le!. 0ut even Hust a /ui") "all !a)es you It is dangerous enu* to drive on !ost rodes today
distra"ted, even Hust *or a /ui") se"ond. 7hatAs 'ithout adding the pro#le! o* "ell phones. Bhy do
enough to "ause an a""ident. %o donAt drive 'hen people do itE It is not s!art. It is du!#. It should #e
you need to tal) on your "ell phone. Instead, #e sa*e illegal. %o, yes, I #elieve it should #e ilegal to tal)
on and pull over. a "ell phone 'hile driving.
I have 'at"hed !y dad tal) on the phone 'hile
Scoring e"aluationE Although this student has so!e he drives. Ce does not pay attention li)e he should.
good points to !a)e, so!e o* the !eaning is lost Ce !isses things. I had to 'arn hi! on"e to stop.
#e"ause o* the !ultitude o* errors, ranging *ro! 7hat proves it to !e. It realy does. %o !a)e it
ilegal. spelling to !isuse o* an adver# 5*uic$P*uic$ly6 to 'ord 7hat is !y opinion on "ell phones and
driving. "hoi"e 5all readyPalready6. All o* this pulls the s"ore
do'n, as does the overall la") o* vo"a#ulary and length.
Scoring e"aluationE It is "hallenging to *ill up those lines assu!ptions, and idle gossip. I a! personally
a 'hen you have not thought out 'hat you 'ant to say strong advo"ate o* ho!es"hooling #e"ause I
have as this student has done. Although there is an opinion experien"ed it on a daily #asisG I 'as
ho!es"hooled 'ith one supporting exa!ple, there is no sense o* intro *or *ive years.
du"tion, #ody, or "on"lusion. It reads !ore li)e ra! Bhen !y parents *irst #roa"hed the topi"
#ling than ans'ering a /uestion. 'ith !e, I responded /uite negatively. I raised the
!ost "o!!on o#He"tions, It "ould not #e legalG I
S#!' 1 Essay 'ould never have anyone to play 'ithG I 'ould #e
In !any states o* the $nited %tates they !a)e it horrendously #ored staying ho!e all the ti!e
and again the la' *or tal)ing 'hile driving 'ith "ellular "ertainly !y parents "ould never provide the
sa!e telephone. In !y opinion, is this a good ideaE I #elieve. high /uality edu"ation I 'ould get in pu#li"
s"hool.
;or to !any a""idents, are happening 'ith the +espite !y vo"al and vehe!ent argu!ents,
!y "ellular telephone, the driver he donAt see 5'hat parents 'ere deter!ined ho!es"hooling 'as
the happens6 ahead. 7his terri#le *or every one espe"ial #est option *or !y edu"ation. 7o rea"h a
"o!pro the ones they getting hurt. %o!e a""ident really !ise, 'e agreed to try it *or only a *e'
!onths and very terri#le and, everyone going to the hospital. then reevaluate. I 'as sure that
'hen that ti!e 7his should #e the la'. "a!e, 'e 'ould !utually agree
that it had #een a
disastrous de"ision.
Scoring e"aluationE Li)e the others 'ith this s"ore, this &o' I "an loo) #a") at the 'hole experien"e
and essay is so *ull o* errors that it is hard to understand reali?e ho' naRve and unedu"ated I on"e 'as
a#out 'hat is #eing said. Jer# tenses, 'ord "hoi"es, gra!!ar, ho!es"hooling. I had *allen prey to
the sa!e spelling, and *or! are all lost. !is"on"eptions that people "ontinue
to #elieve today. +uring !y *ive years o* ho!es"hooling, I
193 =ne o* the #iggest edu"ational trends in re"ent resear"hed the topi", through #oo)s, 'e#sites, and
years is ho!es"hooling. It is gro'ing ea"h year even regional and national "on*eren"es. Bhat I
#y approxi!ately .4O. Fore than one !illion learned8*ar outside o* !y daily "urri"ulu!8'as
"hildren o* all ages are "urrently #eing edu"ated that ho!es"hooling is one o* the #est edu"ational
at ho!e. options *a!ilies have today. Instead o* #eing illegal,
it 'as legal in all states. Instead o* #eing lonely and
Assignment: +o you thin) that ho!es"hooling #ored at ho!e, I 'as i!!ersed in "lasses, 'or)
is a valua#le edu"ational !ethodE Plan your shops, pot lu")s, !eetings, and play dates !any
response and support your position 'ith spe ti!es ea"h 'ee). I !ade !ultiple ne' *riends and
"i*i" points and exa!ples *ro! your o#serva "ontinued to see !y pu#li" s"hool *riends on the
tions, studies, reading, or personal experien"es. 'ee)ends. Fy edu"ation 'as high /ualityG indeed,
I *eel I learned !ore in those *ive years than I "ould
S#!' 6 Essay possi#ly have learned in s"hool. 0est o* all, I 'as I
*ir!ly #elieve that the only 'ay 'e "an !a)e 'ise allo'ed the ti!e to pursue so!e o* !y deepest pas
de"isions in li*e to !a)e in*or!ed de"isions. Fany o* sions, *ro! dra!a and theater to *oreign
languages. the people 'ho *or! opinions a#out ho!es"hooling I dis"overed a true love o* learning and
reali?ed that, )no' little to nothing a#out it. Instead, they #ase as Binston Chur"hill on"e said, KI a!
al'ays ready their per"eptions on "o!!on !yths, ina""urate to learn #ut I do not al'ays li)e #eing
taught.M
7oday, I try to re!ind !ysel* to never !a)e a never #e a#le to handle the "ollege li*estyle a*ter
hasty Hudg!ent a#out any "ontroversial issue #eing so isolated in their ho!es all o* their lives.
'ithout doing so!e resear"h. ;or!ing an opinion <alph Baldo E!erson on"e 'rote that
K7he a#out so!ething I personally )no' nothing o* is se"ret o* edu"ation lies in respe"ting the
pupil.M I *oolhardy. 7oo o*ten, I suspe"t later I !ight have to thin) that ho!es"hooling sho's no
respe"t at all eat those 'ords. #ut in *a"t, sho's disrespe"t *or
the 'ants and
needs o* all students.
Scoring e"aluationE 7he 'riter o* this essay has a strong
opinion a#out the issue and !a)es that "lear through Scoring e"aluationE 7his is a strong essay #ased on a
the po'er*ul exa!ples he or she uses. 7he introdu" strong opinion. 7he exa!ples "ited are relevant and
tion, #ody, and "on"lusion are all "learly stated, and *lo' 'ith good organi?ation *ro! one to the next.
7he there is ex"ellent senten"e variety and vo"a#ulary use. /uestion is ans'ered solidly, and there is good
senten"e variety and vo"a#ulary use. 7he /uote at the end is an
S#!' 5 Essay ex"ellent tou"h and ties the rest o* the essay together.
Bhile a large nu!#er o* *a!ilies are "hoosing to
ho!es"hool today, I thin) it is a !ista)e. I #elieve S#!' 4 Essay
they do it *or logi"al and understanda#le reasons, I* you had as)ed !e this /uestion last year, I 'ould
#ut in !y opinion, the negative aspe"ts out'eigh !ost li)ely have told you that ho!es"hooling 'as
any o* the positive ones. Co!es"hooling )eeps )ids not a good option *or )ids. I 'ould have #ased this
*ro! !a)ing *riends, playing sports, and getting opinion on little !ore than ru!ors and stories I
into "ollege. have seen on television a#out it. 7oday, I "an give you
I* )ids spend all o* their ti!e at ho!e, ho' "an a #etter opinion #e"ause !y #est *riend is ho!e
they #egin to learn the so"iali?ation s)ills that they s"hooled and I have learned a lot a#out it as 'e
got 'ill eventually need *or "oping 'ith people on the Ho# to )no' ea"h other.
or other situationsE All young people need ti!e to Bhen I *irst !et &i"ole, I had no idea she 'as
#e 'ith *riends, 'hether studying, tal)ing, or Hust ho!es"hooled. %he 'as ta)ing a so""er "lass at
#eing together. ;a!ilies are 'onder*ul #ut *riends the (FCA and so 'as I. %he see!ed really ni"e and
are e/ually essential. I* )ids do not attend s"hool, #e*ore long, 'e 'ere tal)ing on the phone a*ter "lass
they 'ill not get the opportunity to so"iali?e. and getting together to do things on the 'ee)ends.
Fany )ids 'ant to play so!e )ind o* sports Bhen I *inally reali?ed she 'as ho!es"hooled, I
and on"e again, #y not enrolling in a pu#li" s"hool, "ouldnAt #elieve it. %he see!ed so nor!al. %in"e
they 'ill not have the "han"e. Co' !any *uture then, I have learned that ho!es"hoolers are Hust
sports stars are lost #e"ause these young people li)e you and !e, they Hust learn in di**erent 'ays.
never get the "han"e to )i") a #all, s'ing a #at, or In so!e 'ays, I envy &i"ole. %he gets to sleep in
ra"e around the tra")E <egular physi"al exer"ise is in the !ornings and never has to deal 'ith riding
the a vital part o* good health and on"e again, these #us, 'hi"h I hate doing. %he gets a lot o* ti!e
to )ids are !issing out. read 'hatever she 'ants. 7hat 'ould #e ni"e. =n
the
Lastly, ho!es"hooled students 'ill never #e other hand, she spends a lot o* ti!e 'ith her
a#le to get into "ollege. 7hey 'ill not have the s"hool !other and her t'o #rothers and I a! not sure
re"ords, grade point averages, or test s"ores that ho' I 'ould *eel a#out that #e"ause I thin) I
'ould "ollege appli"ations re/uire. Foreover, they 'ould get tired o* that.
&i"ole has sho'n !e that there are a lot o* di* Scoring e"aluationE 7here are so!e good thoughts
here, *erent 'ays to learn in*or!ation. Bhen I told her #ut they si!ply are not developed enough. Fore
details a#out a %ha)espearian play 'e read in English "lass, and exa!ples are needed to !a)e it longer
and give it she told !e she had read it too and loved it. Later, support. 7he 'riter strays *ro! the topi"
several ti!es she got !e ti")ets to go and see it. into areas that are not pertinent, and
there is not !u"h
Co!es"hooling "ertainly is not *or everyone. I sense o* an introdu"tion and #ody in this exa!ple.
a! not sure i* I 'ould li)e it or not #ut I do #elieve it
'or)s 'ell *or so!e *a!ilys, li)e &i"oles. %he is a very S#!' 2 Essay
s!art and *un person and she has taught !e an Co!es"hooling, is it a good ideaE I donAt )no'. I
i!portant lesson, not to Hudge people until I really thin) it depends. %o!e *a!ilies !ight do it 'ell.
&ot )no' 'hat they are li)e. others. 7hey do not )no' 'hat they are doing.
7hey didnAt go to "ollege to #e tea"hers they are parents.
Scoring e"aluationE 7his is a pretty good essay 'ith a I 'ouldnAt !ind trying it. Fight #e inneresting. I* I
strong opinion, supported #y a personal exa!ple that is got to sleep in ea"h day that 'ould #e the #est
part. relevant. 7he vo"a#ulary use is not as good as it "ould #e, 7here are so!e ho!es"hoolers in !y
so""er and there are so!e pun"tuation, spelling, and usage "lass at the (. 7hey see! ni"e enough.
7hey donAt errors that inter*ere 'ith the essayAs reada#ility. loo) any di**erent *ro! anyone else.
%o, yes, I thin) ho!es"hooling is a good idea. I*
S#!' 3 Essay it is done right, that is.
I "annot #elieve that !ore than one !illion )ids are
#eing ho!es"hooled today I had no idea the nu!#er Scoring e"aluationE 7his student is Hust ra!#ling and
'as so high. I have heard a lot a#out ho!es"hooling. has no sense o* organi?ation or support *or 'hat he
or It is on the ne's and in the ne'spaper a lot. %o!e she is saying. %pelling and usage errors are
prevalent o* the stories say ho' good these students do, and !a)e the essay hard to read and
understand. others Hust say these people are not #eing 'at"hed
"are*ully enough and are "o!!itting "ri!es. S#!' 1 Essay
A good edu"ation is i!portant. (ou pro#a#ly Co!es"hooled )ids learn nuthin. I thin) there la?y.
"an get it in several 'ays. 7hat in"lues ho!e 7hey pro#ly get to do anything they 'ant. I 'anna
s"hooling. I thin) that parents have to #e very ded do that 5not go to s"hool6. %ounds *un.
i"ated to their )ids. ;a!ilies spend a lot o* ti!e I #et you "anAt go to "ollege. I* your ho!e
together. I 'ouldnAt !ind that part. I donAt see very s"hooled. Bhy 'ould you 'anna go any'ayE I
thin) !u"h o* !y *a!ily during the 'ee). Be are all going ho!e s"hooling is a #ig !ista)e you should not
do it. in opposite dire"tions. I !iss the!.
I thin) that ho!es"hooling "an #e a good idea Scoring e"aluationE =n"e again, this level o* essay
i* parents do it right. <esear"h it "are*ully. Fa)e leaves the reader "on*used and trying to uns"ra!#le
sure their )ids are )eeping up in all su#He"ts. Fa)e the !eaning #ehind the !ista)es. 7here is no
support sure their )ids get ti!e to play 'ith *riends and do *or the studentAs opinionG there is no
introdu"tion, *un stu**, rather than Hust stay ho!e and study all #ody, or "on"lusionG and no
senten"e variety or o* the ti!e. %o, I guess, in "on"lusion, i* done prop vo"a#ulary use. 7here is
al!ost nothing here to use erly, then going to s"hool at ho!e "an #e a s!art *or s"oring purposes.
idea, in !y opinion.
Posttest
N#1 &s y#0! -an' )# s-&n' an* (!#v' a++ )-a) y#0 -av' +'a!n'*
)-!#0/-#0) )-&s "##$3 I)7s )&%' .#! )-' (#s))'s)3 S-a!('n y#0! ('n&+, )a$'
a *''( "!'a)-, an* /#3 G##* +0$C
;
i)e the pretest, the posttest 'ill in"lude,

1 identi*ying senten"e error /uestions

.2 i!proving senten"es /uestions

9 i!proving paragraphs /uestions

. 'riting pro!pt
155
23
43
113
133
153
223
243
POSTTEST
13 a " * ' a " * ' 213 a " * '
a " * ' 123 a " * ' a " * '
33 a " * ' a " * ' 233 a " * '
a " * ' 143 a " * ' a " * '
53 a " * ' a " * '
63 a " * ' 163 a " * '
83 a " * ' 183 a " * '
93 a " * ' 193 a " * '
63 a " * ' 163 a " * '
1:3 a " * ' 2:3 a " * '
158

Q0's) & #ns
7he *ollo'ing senten"es test your )no'ledge o* gra!!ar, usage, di"tion, and idio!. %o!e senten"es are
"orre"t as is. &o senten"e has !ore than one error. (ou 'ill *ind the error, i* there is one, underlined and
lettered. Ele !ents o* the senten"e that are not underlined 'ill not #e "hanged. In "hoosing ans'ers, *ollo' the
re/uire!ents o* standard 'ritten English. I* there is an error, sele"t the one underlined part that !ust #e
"hanged to !a)e the senten"e "orre"t. I* there is no error, sele"t "hoi"e e.
13 A*ter 'at"hing #oth versions o* /ing /ong# !y *a!ily de"lared that the original 'as the dullest. &o error.
a b c d e
23 Cho"olate "hip oat!eal "oo)ies, 'hi"h are sold in the #a)ery Hust around the "orner,
a b
is !y *avorite a*ternoon treat during the 'inter. &o error.
c d e
33 I "ould not #elieve it 'hen !y !other told !e that s"hool had #een "an"elled *or the rest o* the 'ee)
a b c
#e"ause the !easles 'as going around. &o error.
d e
43 7he photographs and the "aptions *or the high s"hoolAs year#oo) goes into the editorAs !ail slot in the
a b c
!ain ad!inistrative o**i"e. &o error.
d e
53 0e"ause the history pro*essor 'as ex"eptionally late, the vast !aHority o* the students leave the roo!.
a b c d
&o error.
e
63 =""asionally, so!e divor"ing "ouples 'ill "hoose a disinterested third party to help the! *igure out the
a b c
*inan"ial and "ustodial aspe"ts o* their ne' arrange!ent. &o error.
d e
83 Elisa "an 'rite good, so it "a!e as no surprise 'hatsoever 'hen she 'on the regional essay "ontest
a b c
sponsored #y the "o!!unity "ollege. &o error.
d e
156
POSTTEST
93 <e"ent studies have sho'n that "hildren 'ho drin) an inordinate a!ount o* soda
a b c
*re/uent avoid drin)ing 'ater or *ruit Hui"es. &o error.
d e
63 Iaren or %arah 'ill raise their hands to let you )no' 'hen it is the per *e"t ti!e to !a)e your appearan"e.
a b c d
&o error.
e
7he *ollo'ing senten"es test "orre"tness and 1:3 7he overall de"rease in traditional pu#li" s"hool
e**e"tiveness o* expression. In "hoosing ans'ers, *ollo' *unding is o""asionally attri#uted to the steady
the re/uire!ents o* standard 'ritten EnglishG in other gro'th o* ho!es"hooling, it is in"reasing at an
'ords, pay attention to gra!!ar, "hoi"e o* 'ords, sen average o* .4O per year.
ten"e "onstru"tion, and pun"tuation. a. gro'th o* ho!es"hooling, it is in"reasing
In ea"h o* the *ollo'ing senten"es, part o* the b. gro'th o* ho!es"hooling it is in"reasing
senten"e or the entire senten"e is underlined. 0eneath c. gro'th o* ho!es"hoolingG it is
in"reasing
ea"h senten"e, you 'ill *ind *ive options *or phrasing d. gro'th o* ho!es"hooling, #ut it is in"reasing
that underlined part. Choi"e a repeats the original, so e. gro'th o* ho!es"hooling, although it
i* you #elieve it is "orre"t as is, this is the "orre"t is in"reasing
ans'er. (our "hoi"e should produ"e the !ost e**e"tive
senten"e8"lear and pre"ise, 'ithout a')'ardness 113 Although he stated earlier that he had planned to
or a!#iguity. retire *ro! 'riting nonstop #estsellers, %tephen
IingAs ne'est release titled The Cell.
a. %tephen IingAs ne'est release titled The Cell.
b. %tephen IingAs ne'est release is titled The Cell.
c. %tephen IingAs ne'est release, 'hi"h is titled
The Cell.
d. %tephen IingAs ne'est release )no'n as
The Cell.
e. %tephen IingAs ne'est release are titled
The Cell.
POSTTEST
123 A "lassi" novel 'as re!oved *ro! the re/uired 143 Although the "ost o* *ossil *uels has "ontinued
to reading list that 'as "onsidered to #e *ar too rise and people have vehe!ently protested,
#ut "ontroversial and ra"ist *or the !aHority o* "onsu!ers Hust )eep paying the exor#itant
pri"es the students. and *illing up their tan)s.
a. A "lassi" novel 'as re!oved *ro! the re/uired a. #ut "onsu!ers Hust )eep paying the
exor#itant reading list that 'as "onsidered to #e *ar too pri"es and *illing up their tan)s.
"ontroversial and ra"ist *or the !aHority o* b. paying the exor#itant pri"es and *illing
up the students. their tan)s, "onsu!ers )eep doing.
b. ;ar too "ontroversial and ra"ist *or the !aHor c. "onsu!ers Hust )eep paying the
exor#itant ity o* the students, the list re!oved the "lassi" pri"es and *illing up their
tan)s.
novel *ro! re/uired reading. d. and "onsu!ers Hust )eep paying the exor#itant
c. Considered to #e *ar too "ontroversial and pri"es and *illing up their tan)s.
ra"ist #y the !aHority o* the students, the e. exor#itant pri"es and *illing up their tan)s,
re/uired reading list re!oved the "lassi" novel. "onsu!ers Hust )eep paying and doing
d. A "lassi" novel that 'as "onsidered to #e *ar
too "ontroversial and ra"ist *or the !aHority 153 Bhile an a!a?ing nu!#er o* #ands *ro! the
o* the students 'as re!oved *ro! the .160s and .120s have tried to reunite *or touring
re/uired reading list. purposes, they rarely are as su""ess*ul as they
e. 7he !aHority o* students, *eeling the "lassi" had hoped.
novel 'as *ar too "ontroversial and ra"ist *or a. they rarely are as su""ess*ul as they had
hoped. the re/uired reading list, re!oved it. b. so they rarely are as su""ess*ul as they
had hoped.
133 7he i!!ense !ountain ranges o* the Pa"i*i" c. rarely as su""ess*ul as they had hoped are they.
&orth'est are "o!!only sprin)led 'ith sno', d. #e"ause they had hoped to #e as su""ess*ul.
"overed in "louds, and endless evergreen pine e. that they rarely are as su""ess*ul as they
hoped trees "over the!. to #e.
a. and endless evergreen pine trees "over the!.
b. 'ith pine trees endlessly evergreen
"overing the!.
c. plus "overs in endless evergreen pine trees.
d. #ut still endless evergreen pine trees "over the!.
e. and "overed 'ith endless evergreen pine trees.
POSTTEST
163 %in"e e!ails have #e"o!e su"h a popular and 163 7he ne' !useu! o**ers everything *ro!
"onvenient !ethod o* personal and #usiness su#!arine tours, planetariu! sho's, s"ien"e
"o!!uni"ation, so old*ashioned letter 'riting la# de!onstrations, and inter a " tive exhi#its,
is #e"o!ing a lost art. "hildren "onverge on the pla"e daily.
a. so old*ashioned letter 'riting is #e"o!ing a a. and intera"tive exhi#its, "hildren "onverge
lost art. b. and intera"tive exhi#its, #ut "hildren "onverge
b. old*ashioned letter 'riting is #e"o!ing a c. and intera"tive exhi#its "hildren "onverge
lost art. d. and intera"tive exhi#itsG "hildren "onverge
c. #e"ause old*ashioned letter 'riting has e. and intera"tive exhi#its 'hi"h "hildren
"onverge #e"o!e a lost art.
d. old*ashioned letter 'riting 'ill #e"o!e a 2:3 7odayAs gro'ing industry o* alternative
!edi"ine lost art. o**ers "onsu!ers healthier "hoi"es,
!ore natural
e. ho'ever, old*ashioned letter 'riting is treat!ents, 'ider options, and health"are pro*es
#e"o!ing a lost art. sionals 'ho truly "are.
a. 7odayAs gro'ing industry o* alternative
183 A variety o* 0road'ay sho's have #een attra"t !edi"ine o**ers "onsu!ers healthier
"hoi"es, ing huge audien"es and reviving the "on"ept o* !ore natural treat!ents, 'ider
options, and live theatre, Wic$ed and 4ama 4ia #rought in a health"are pro*essionals 'ho
truly "are. re"ord nu!#er o* ne' *ans. b. 7odayAs gro'ing industry o*
alternative !edi a. live theatre, Wic$ed and 4ama 4ia "ine o**ers "onsu!ers
healthier "hoi"es, !ore b. live theatre Wic$ed and 4ama 4ia natural treat!ents,
'ider options, and truly
c. live theatre, #ut Wic$ed and 4ama 4ia "aring health"are pro*essionals.
d. live theatre, ho'ever, Wic$ed and 4ama 4ia c. 7odayAs gro'ing industry o* alternative
e. live theatreG Wic$ed and 4ama 4ia !edi"ine o**ers "onsu!ers healthier "hoi"es,
naturaller treat!ents, 'ider options, and truly
193 Led #y su"h 'ell)no'n ro")ers as <od %te'art, "aring health"are pro*essionals.
"rooning #allads *ro! the .1-0s and .140s, d. 7odayAs gro'ing industry o* alternative
!edi a large and unexpe"ted "o!e#a") 'ith "ine o**ers "onsu!ers !ore healthy
"hoi"es, #a#y #oo!ers. !ore natural treat!ents, !ore 'ide
options a. #allads *ro! the .1-0s and .140s, a large and and !ore "aring pro*essionals in
health"are.
unexpe"ted "o!e#a") e. 7odayAs gro'ing industry o* alternative
b. #allads *ro! the .1-0s and .140sG a large and !edi"ine o**ers "onsu!ers healthier "hoi"es,
unexpe"ted "o!e#a") !ore natural treat!ents, 'ider options, and
c. #allads *ro! the .1-0s and .140s are !a)ing a health"are pro*essionals that are truly "aring.
large and unexpe"ted "o!e#a")
d. #allads *ro! the .1-0s and .140s !a)es a
large and unexpe"ted "o!e#a")
e. #allads *ro! the .1-0s and .140s 'ill #e !a)
ing a large and unexpe"ted "o!e#a")
POSTTEST
213 0e"ause he had already *inished his resear"h 546 +i")ens 'as !u"h li)e the %tephen Iing
o* paper three 'ee)s #e*ore it 'as due, Lason the .300s. 566 Every single one o* his #oo)s
'as a spent his entire 'ee)end reading and relaxing. #estseller. 526 People *ollo'ed the author
on the a. Lason spent his entire 'ee)end reading street. 536 7hey 'anted to !eet hi!. 516
7hey 'ere and relaxing. "urious a#out hi!. 5.06 Fany o* his
"hara"ters 'ere
b. so Lason spent his entire 'ee)end reading as 'ell )no'n as television a"tors are today. 5..6
I* and relaxing. a #eloved "hara"ter died in one o* his stories,
*ans
c. #ut Lason spent his entire 'ee)end reading !ourned to the point o* even re*using to go to
'or) and relaxing. or s"hool.
d. although Lason spent his entire 'ee)end read 5.26 Although +i")ens 'as an a!a?ingly
su" ing and relaxing "ess*ul author, it 'as the stage that 'as his true
pas
e. sin"e Lason spent his entire 'ee)end reading sion. 5.96 Ce loved a"ting in live theatre, and
during and relaxing. the last de"ade o* his li*e, he per*or!ed
ex"erpts *ro! his o'n #oo)s to "aptivated audien"es around
7he *ollo'ing passage is an early dra*t o* a stu the 'orld.
dentAs essay, and parts o* it need to #e re'ritten. <ead
the passage and ans'er the /uestions that *ollo' it. 223 Bhi"h o* the *ollo'ing is the #est 'ay to "o!
%o!e /uestions are a#out individual senten"es or parts #ine senten"es 2, 3, and 1 5reprodu"ed
#elo'6E
o* senten"es. Cere, you are as)ed to sele"t the "hoi"e
that 'ill i!prove the senten"e stru"ture and 'ord
People folloed the author on the
street!
"hoi"e. =ther /uestions re*er to parts o* the essay or
They anted to meet him! They
ere
even the entire essay and as) you to loo) "are*ully at its
curious about him!
organi?ation and develop!ent. (ou should *ollo' the a. People *ollo'ed the author on the street,
"onventions o* standard 'ritten English in ans'ering 'anting to !eet hi! as they 'ere "urious
the /uestions. a#out hi!.
b. People *ollo'ed the author on the street
5.6 Charles +i")ens 'rote an a!a?ing nu!#er o* #e"ause they 'ere "urious and 'anted
#oo)s in his li*eti!e. 526 0e*ore they 'ere put into to !eet hi!.
#oo) *or!at, ho'ever, they 'ere pu#lished in !ag c. ;ollo'ing the author on the street, people
a?ines, one "hapter at a ti!e. 596 7his )ept readers 'anted to !eet hi! #e"ause they 'ere
"urious. su#s"ri#ing to the pu#li"ations. 5-6 Bhenever one o* d. 0e"ause they 'anted to !eet hi!,
people
his stories appeared, the nu!#er o* "opies sold *ollo'ed the author on the street #e"ause
'ould s)yro")et. they 'ere "urious a#out hi!.
e. 7hey 'anted to !eet hi! and 'ere "urious,
so people *ollo'ed the author on the street.
POSTTEST
233 Bhi"h senten"e !ost appropriately *ollo's 243 7his passage dis"usses everything ENCEP7
senten"e .9E a. ho' *ans responded to +i")ensAs stories.
a. Even 'hen his health 'as de"lining, +i")ens b. the over'hel!ing popularity o*
+i")ensAs "ontinued to per*or! so!e o* the !ost #oo)s.
violent and e!otional a"ts *ro! his #oo)s. c. +i")ensAs *as"ination 'ith per*or!ing.
b. Ce is !ost 'ell )no'n *or his holiday "lassi", d. 'here +i")ensAs stories 'ere pu#lished.
A Christmas Carol# 'hi"h has #een turned into e. the #a")ground o* +i")ensAs *a!ily
!any di**erent plays and *il!s. and poverty.
c. In *a"t, 'hen a "hildrenAs "hara"ter na!ed
Little &ell died in one novel, people 'ere seen 253 A"tivist Leannette <an)in on"e said, K(ou "an
no "rying in the !iddle o* the street 'ith the !ore 'in a 'ar than you "an 'in an
earth/ua)e.M !aga?ine in their hands.
d. In *a"t, +i")ens 'as "onsidered the 'ealthiest Assignment: +o you agree or disagree 'ith
and !ost popular author o* his generation. this state!entE Plan your response and sup
e. It 'as 'here he *elt li)e he 'as truly in his port your position 'ith spe"i*i" points and
ele!ent and "ould sho' all o* the e!otion exa!ples *ro! your o#servations, studies,
he put into his stories. reading, or personal experien"es.
POSTTEST

Ans1'! s
13 d. 7his senten"e has an error in "o!parison. 113 b. 7his is a senten"e *rag!ent, #e"ause the
inde Bhen t'o things are "o!pared, the "o!para pendent "lause "ontains no ver#. 0oth
"hoi"es tive degree 5ending in )er or using the 'ord b and e supply a ver#, #ut "hoi"e e is
in"orre"t more6 is used, rather than the superlative #e"ause the noun is singular and
are is a degree 5ending in est or using the 'ord most6. plural ver#.
23 c. 7his senten"e has an error 'ith su#He"tver# 123 d. 7his is a "ase o* a !ispla"ed !odi*ier. 7he
list agree!ent. 7he su#He"t is coo$ies, 'hi"h is is not 'hat 'as "ontroversial and ra"istG
the plural, so the ver# is should #e "hanged to "lassi" novel is. 7he !odi*ying "lause
should the plural are! #e next to no"el, not list, as in "hoi"e
d.
33 d. 7here are so!e su#He"t 'ords that are singular, 133 e. 7his is a "ase o* *aulty parallelis!. 7here
#ut they appear to #e plural #e"ause they end are three ver# "lauses here. Bith the *irst t'o
in s. An exa!ple o* this is measles! 7he ver# "lauses, the pattern is ver#prepositionnoun,
should #e as instead o* ere! #ut the last phrase does not *ollo' this
pattern.
43 c. Bhen t'o nouns are Hoined #y an and, they 143 c. In this exa!ple, you have a "ause o* *aulty
are "onsidered "o!pound su#He"ts and "oordination. 7he t'o parts o* the senten"e
re/uire plural ver#s. (oes should #e go! do not *it together. 7he *irst part is a
depend
53 d. 7he pro#le! here is ver# tense. 7he *irst ver# ent "lause and it !ust #e *ollo'ed #y an inde
is as, indi"ating the past tense. 7he se"ond pendent "lause. 0e"ause the se"ond part o* the
ver# should also #e in the past tense to #e "on senten"e #egins 'ith but, ho'ever, it is also
sistent. &ea"e should #e left! dependent. 7he "onHun"tion needs to #e
63 e. 7here is no error in this senten"e. re!oved, as in "hoi"e c.
83 a. 7he 'ord good is an adHe"tive, and it should not 153 a. 7here is no error in this senten"e.
#e used a*ter !ost ver#s 5unless they are lin) 163 b. In this senten"e, there is *aulty
"oordination. ing ver#s6. (ood should #e repla"ed 'ith ell! (ou have a dependent "lause
*ollo'ed #y
93 d. 7his is an error 'ith using an adver#. 7he another dependent "lause. 0y re!oving the
so, 'ord fre*uent is !odi*ying the ver# a"oid! you have "orre"ted the pro#le!. %o!e
"hoi"es It should #e fre*uently! repla"e the so 'ith another
"onHun"tion, 'hi"h
63 b. Bhen singular ante"edents 5/aren and Sarah6 repeats the pro#le!. 7he other "hoi"e "hanges
are Hoined #y or or nor as in this senten"e, the the ver# tense and !a)es the senten"e
a')'ard. pronoun that *ollo's should also #e singular. 183 e. 7his is a runon senten"e, so the
t'o parts Their should #e her! need to #e separated #y either an
appropriate
1:3 c. 7his is an exa!ple o* a runon senten"e, or "onHun"tion or a se!i"olon. 7he insertion o*
t'o "o!plete senten"es i!properly Hoined. but or hoe"er does not !a)e sense 'ith the
7o #e repaired, you either need to insert a rest o* the senten"e, so the only "orre"t
ans'er se!i"olon or the appropriate "oordinating is "hoi"e e, 'hi"h adds the se!i"olon.
"onHun"tion. 7he t'o "oordinating "onHun" 193 c. 7his senten"e is a *rag!ent !issing a ver#.
POSTTEST
163 d. 7his is a runon senten"e that needs to #e #ro 223 b. 7his is a "o!#ination /uestion. Choi"e b is
)en into t'o parts or Hoined together 'ith the the only one that "o!#ines all three senten"es
appropriate "onHun"tion. =nly "hoi"e d does in a 'ay that is not a')'ard or 'ordy.
this. 7he addition o* but or hich does not *ix 233 a. 7his is a "ontent /uestion. Although all the
the pro#le!, as one o#s"ures the !eaning and "hoi"es 'ould *it into the essay at so!e point,
the other "reates a dependent "lause. only "hoi"e a is dire"tly related to the sa!e
2:3 b. 7his is an exa!ple o* *aulty parallelis!. 7he topi" as senten"e .9.
pattern esta#lished in the senten"e is *or an 243 e. All the topi"s !entioned in the "hoi"es 'ere
adHe"tive *ollo'ed #y a noun, and the last !entioned in the essay, ex"ept *or the topi" in
exa!ple #rea)s this pattern. "hoi"e e.
213 a. 7here is no error in this /uestion. 253 Ans'ers 'ill vary.
POSTTEST

411 SAT Essay Prompts and Writing Questions

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411 SAT Essay Prompts and Writing Questions

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