Analyze Text Structure study island

The Aztec Empire Between the 12th century and the 15th century Spanish invasion, a people called the Aztec settled in what is now Central Mexico, creating an impact on culture and language that is still felt and studied today. Before the rise of the Aztec Empire, Nahuatl-speaking peoples first appeared in Mexico in the 6th century. The Mexica, a Nahua-people, traveled from their northern homeland of Aztlan in the early 12th century to find a place to settle in what is now known as Mexico. Various attempts to settle were thwarted by other groups in the area, specifically the Tepaneca. Eventually, Tenochtitlán was settled by the Mexica in 1325. Tenochtitlán then became the capital of what would later be the Aztec Empire. The Empire's rise underwent multiple ups and downs for the next 100 years, including wars and alliances, flooding, and famine. A religious ruler and several kings took the place of power during this time, with both short and long reigns. This period was marked by instability, as conflict with the Tepaneca once again disrupted the Empire's growth. The eventual outcome of the ongoing conflict was a Triple Alliance between the Mexica, the Acolhua in the city Texcoco, and the Tepaneca. This shaped the foundation of the Empire. The Aztec Empire was officially formed around 1428. The height of the Aztec Empire began with the reign of Moctezuma I in 1440. The subsequent rulers helped rebuild damage done during the previous century, bringing growth and stability back to Tenochtitlán. Even another large-scale flood could not stop them. However, once explorers started to make appearances on the Aztec's land, a slow decline began developing in the background. The Aztec did not yet feel the pressure of these explorers, though, and Moctezuma II, perhaps their most famous ruler, reigned from 1502 to 1520. It was at this time that Hernán Cortés, a more aggressive colonizer, disrupted the Aztec Empire for good. Two years of struggle between the Spanish and the Aztec ended with the fall of Tenochtitlán in 1521. Two more rulers followed Moctezuma II, Cuitahuac and Cuauhetemoc, but the former died of smallpox and the latter surrendered and was killed by the Spaniards in 1525. The Spanish rebuilt Tenochtitlán, now Mexico City, and claimed it the capital of New Spain. Although the Aztec Empire fell long ago, the primary language spoken by the Aztec, Nahuatl, is still spoken by over 1 million people today. Some artifacts from the Empire are still being found, and many have had considerable impact on modern scholars' view of the Aztec, like the Aztec calendar stone, one of the most famous works of Aztec sculpture. Which two statements explain how paragraph 4 contributes to the development of ideas in the passage? []It introduces the idea that the Aztec Empire was no match for foreign invaders. []It contradicts previous assumptions about the Aztec Empire's inability to govern itself. []It gives examples of how the Aztec Empire's careless mistakes led to its downfall. []It highlights explorers' interest in goods and land controlled by the Aztec Empire. []It shows the Aztec Empire's ability to remain persistent and united despite obstacles.

*It introduces the idea that the Aztec Empire was no match for foreign invaders. *It shows the Aztec Empire's ability to remain persistent and united despite obstacles.

True Friends CHARACTERS: LISA, eleven-year-old girl KURT, twelve-year-old boy MRS. DELANO, Lisa's mother Scene 1 Stage Set: Driveway of a one-story home with a "SOLD" sign in the small front yard. (Mrs. Delano hands Lisa a box from the very back of a moving van, wipes her hands on her jeans and hops down to meet Lisa on the driveway.) MRS. DELANO: Well, that's it! Once that box has been carried inside, our move is officially complete. Isn't this neighborhood wonderful? LISA: (quietly) It sure is, Mom. MRS. DELANO: (gently lifts the box out of Lisa's arms as the two begin to walk towards their new front door) Change is always a little scary, Lisa. But this move is the start of something terrific for you; I can feel it. LISA: Thanks, Mom, but, I'm not scared. I have all of my books and art supplies waiting to be unpacked inside. And I didn't exactly leave a lot of friends behind at my old school, so this isn't much of a change for me. MRS. DELANO: I love how much you love reading and art, Lisa, but try to keep an open mind about meeting new people here. Look, right across the street is another family that just moved in. When I picked up the keys last week, I saw a boy just about your age wheeling his bike into the garage. (excitedly) There he is now, coming out the front door with his mother! LISA: (mildly disgusted) He's wearing football pads and carrying a helmet. He must have joined the school team. I don't know anything about sports, Mom. And he probably doesn't have any interest in sketching nature scenes or reading science-fiction novels. I don't think we're meant to be friends. MRS. DELANO: You might be surprised, Lisa. Sometimes true friendships are formed when you meet someone who can teach you something new. Scene 2 Stage Set: Three months later, in the busy hallway of a school (During a passing period, dozens of students talk and laugh loudly as they make their way through the crowd as lockers are heard slamming shut.) KURT: (Walking with a group of boys his age, joking and laughing, Kurt's smile widens when he spots Lisa in the crowd.) Lisa! Hey, Lisa! LISA: (Walking much slower than the rest of the students, Lisa is reading a book as she makes her way down the hall, seemingly unaware of the crowd.) Oh, hi, Kurt. What's up? KURT: Not much, I just wanted to make sure you are still free to come over after school today. I have hockey practice until 4, so maybe we can meet up at 4:30? I was hoping to borrow the next book in the Space Gadgets series; I read the last one in only three days! LISA: Sure, 4:30 works for me. The book is all yours, on one condition. Basketball try-outs are next week and I need some advice on my jump shot. This is my first try-out for an athletic team, so I want to make sure I'm ready. KURT: Of course, Lisa. That's what friends are for! See you at 4:30! (smiles, waves, and jogs a bit to catch up with the group he was walking with) LISA: (smiling and bringing her book back up to eye level as she continues down the hall) Yes, that's what friends are for. What effect does the repetition of the phrase "that's what friends are for" by both main characters at the end of Scene 2 have on the play? A. The repetition of the phrase shows that both Lisa and Kurt are happy to have met a person that introduced them to new activities. B. The repetition of the phrase explains why Lisa and Kurt spend time with different people while at school. C. The repetition of the phrase proves that friendships are only valuable if two people have opposite interests. D. The repetition of the phrase illustrates that Lisa and Kurt are both willing to participate in activities they don't enjoy in order to spend time with a good friend.

A. The repetition of the phrase shows that both Lisa and Kurt are happy to have met a person that introduced them to new activities.

True Friends CHARACTERS: LISA, eleven-year-old girl KURT, twelve-year-old boy MRS. DELANO, Lisa's mother Scene 1 Stage Set: Driveway of a one-story home with a "SOLD" sign in the small front yard. (Mrs. Delano hands Lisa a box from the very back of a moving van, wipes her hands on her jeans and hops down to meet Lisa on the driveway.) MRS. DELANO: Well, that's it! Once that box has been carried inside, our move is officially complete. Isn't this neighborhood wonderful? LISA: (quietly) It sure is, Mom. MRS. DELANO: (gently lifts the box out of Lisa's arms as the two begin to walk towards their new front door) Change is always a little scary, Lisa. But this move is the start of something terrific for you; I can feel it. LISA: Thanks, Mom, but, I'm not scared. I have all of my books and art supplies waiting to be unpacked inside. And I didn't exactly leave a lot of friends behind at my old school, so this isn't much of a change for me. MRS. DELANO: I love how much you love reading and art, Lisa, but try to keep an open mind about meeting new people here. Look, right across the street is another family that just moved in. When I picked up the keys last week, I saw a boy just about your age wheeling his bike into the garage. (excitedly) There he is now, coming out the front door with his mother! LISA: (mildly disgusted) He's wearing football pads and carrying a helmet. He must have joined the school team. I don't know anything about sports, Mom. And he probably doesn't have any interest in sketching nature scenes or reading science-fiction novels. I don't think we're meant to be friends. MRS. DELANO: You might be surprised, Lisa. Sometimes true friendships are formed when you meet someone who can teach you something new. Scene 2 Stage Set: Three months later, in the busy hallway of a school (During a passing period, dozens of students talk and laugh loudly as they make their way through the crowd as lockers are heard slamming shut.) KURT: (Walking with a group of boys his age, joking and laughing, Kurt's smile widens when he spots Lisa in the crowd.) Lisa! Hey, Lisa! LISA: (Walking much slower than the rest of the students, Lisa is reading a book as she makes her way down the hall, seemingly unaware of the crowd.) Oh, hi, Kurt. What's up? KURT: Not much, I just wanted to make sure you are still free to come over after school today. I have hockey practice until 4, so maybe we can meet up at 4:30? I was hoping to borrow the next book in the Space Gadgets series; I read the last one in only three days! LISA: Sure, 4:30 works for me. The book is all yours, on one condition. Basketball try-outs are next week and I need some advice on my jump shot. This is my first try-out for an athletic team, so I want to make sure I'm ready. KURT: Of course, Lisa. That's what friends are for! See you at 4:30! (smiles, waves, and jogs a bit to catch up with the group he was walking with) LISA: (smiling and bringing her book back up to eye level as she continues down the hall) Yes, that's what friends are for. How does Mrs. Delano's advice to Lisa in Scene 1 about keeping an open mind add to the meaning of the play? A. It highlights the contrast between Lisa's old friends and her friends at her new school. B. It explains why the setting will help Lisa and Kurt become fast friends. C. It foreshadows the friendship that becomes the basis of the theme of the play. D. It shows why Lisa did not have many friends at her old school.

C. It foreshadows the friendship that becomes the basis of the theme of the play.

In December of 2004, a 9.0 magnitude earthquake occurred off the northwest coast of the island of Sumatra. The earthquake triggered the deadliest tsunami in recorded history. The tsunami killed over a quarter of a million people and injured a half a million people. It left millions of people homeless. The tsunami was felt as far away as the Atlantic coast of the United States. How is the passage above organized? A. compare and contrast B. cause and effect C. problem and solution D. sequence

B. cause and effect

The storm came out of nowhere, it seemed. Sally rushed to find shelter off of the street. She found herself under the overhang of a convenience store. As she wiped the water out of her eyes, she noticed a nice-looking gentleman standing next to her. They began to talk about the storm, about New York, about fate. Soon, Sally had a date with the handsome man. Her new suede shoes were ruined, but it was worth it! What a fabulous storm! Which text structure did the writer mainly use to develop this passage? A. question and answer B. cause and effect C. compare and contrast D. problem and solution

B. cause and effect

True Friends CHARACTERS: LISA, eleven-year-old girl KURT, twelve-year-old boy MRS. DELANO, Lisa's mother Scene 1 Stage Set: Driveway of a one-story home with a "SOLD" sign in the small front yard. (Mrs. Delano hands Lisa a box from the very back of a moving van, wipes her hands on her jeans and hops down to meet Lisa on the driveway.) MRS. DELANO: Well, that's it! Once that box has been carried inside, our move is officially complete. Isn't this neighborhood wonderful? LISA: (quietly) It sure is, Mom. MRS. DELANO: (gently lifts the box out of Lisa's arms as the two begin to walk towards their new front door) Change is always a little scary, Lisa. But this move is the start of something terrific for you; I can feel it. LISA: Thanks, Mom, but, I'm not scared. I have all of my books and art supplies waiting to be unpacked inside. And I didn't exactly leave a lot of friends behind at my old school, so this isn't much of a change for me. MRS. DELANO: I love how much you love reading and art, Lisa, but try to keep an open mind about meeting new people here. Look, right across the street is another family that just moved in. When I picked up the keys last week, I saw a boy just about your age wheeling his bike into the garage. (excitedly) There he is now, coming out the front door with his mother! LISA: (mildly disgusted) He's wearing football pads and carrying a helmet. He must have joined the school team. I don't know anything about sports, Mom. And he probably doesn't have any interest in sketching nature scenes or reading science-fiction novels. I don't think we're meant to be friends. MRS. DELANO: You might be surprised, Lisa. Sometimes true friendships are formed when you meet someone who can teach you something new. Scene 2 Stage Set: Three months later, in the busy hallway of a school (During a passing period, dozens of students talk and laugh loudly as they make their way through the crowd as lockers are heard slamming shut.) KURT: (Walking with a group of boys his age, joking and laughing, Kurt's smile widens when he spots Lisa in the crowd.) Lisa! Hey, Lisa! LISA: (Walking much slower than the rest of the students, Lisa is reading a book as she makes her way down the hall, seemingly unaware of the crowd.) Oh, hi, Kurt. What's up? KURT: Not much, I just wanted to make sure you are still free to come over after school today. I have hockey practice until 4, so maybe we can meet up at 4:30? I was hoping to borrow the next book in the Space Gadgets series; I read the last one in only three days! LISA: Sure, 4:30 works for me. The book is all yours, on one condition. Basketball try-outs are next week and I need some advice on my jump shot. This is my first try-out for an athletic team, so I want to make sure I'm ready. KURT: Of course, Lisa. That's what friends are for! See you at 4:30! (smiles, waves, and jogs a bit to catch up with the group he was walking with) LISA: (smiling and bringing her book back up to eye level as she continues down the hall) Yes, that's what friends are for. What do the stage directions "mildly disgusted" help the reader understand about Lisa? A. Lisa is physically ill at the thought of having to attend a crowded sporting event. B. Lisa is opposed to contact sports and does not think people her age should play them. C. Lisa is not a sports fan and can be quick to judge people who do enjoy sports. D. Lisa is upset with her mother for enrolling her in a school that offers sports but not art programs.

C. Lisa is not a sports fan and can be quick to judge people who do enjoy sports.

Internet Safety Nearly three billion people in the world have Internet access. For many of those people, the Internet is a primary source of communication. Email, chat programs, and online phone calls allow people to connect with each other all over the world. People also use the Internet to do research. Many websites offer information that is only available online. Students, business people, curious parents, and news reporters are just a few of the types of people who search for information online. The Internet is not just about communication and research, though. There are a lot of ways to have fun online. You can look at pictures, listen to music, and even watch movies. If you like games, there are numerous formats that allow you to compete against your friends. Social media sites can show you what your family and friends are doing. With so much personal information available online, it is important to be safe when using your computer. The Internet reveals a lot about other people's lives. Every day there are stories on the news about hackers stealing private emails and personal information such as addresses and credit card numbers. Keeping your information private may seem impossible, but there are a few steps you can take to stay safe online. Do not sign up for sites without a parent's permission. Most social media sites have age limits. You should check to make sure you are allowed to use a site before you sign up. You should also be sure your parents know which sites you visit. They may be able to give you some advice about how to use the site safely. Create unique passwords. Commonly used passwords such as "12345" and "password" make it easy for people to access your online accounts. Decide on a password that is both easy to remember and unique to you. One easy way to do this is to make your password a short phrase or sentence, such as "LivinginChicago." To make the password even more unique, you can add numbers to it. For example, if your street address is 288 Highland Street, your password could be "Living288inChicago." Read website privacy policies. Most people do not take the time scroll to the bottom of a website in order to read the privacy policy, but doing so is worth the effort. The privacy policy will tell you if the website sells your personal information to outside companies. If it does, consider logging in as a guest, rather than setting up an account. Do not share personal information online with people you do not know. Even though you may feel like you know a person when you read about him or her online, be careful not to share personal information with anyone. You should never reveal where you live, your phone number, or any other private data. Be aware of scams. One way to stay safe online is to know what techniques hackers are using to steal personal information. If you know what to look for, you can easily avoid becoming a victim. The Internet has a lot to offer, but one must also be wary. By following the five steps above, you should be able to enjoy the Internet and feel safe while doing so. Taking advantage of all of the great things available online is better and safer when you keep your privacy. Which two ways does the third paragraph contribute to the development of ideas in the passage? *It supports the idea in the first paragraph that the Internet is a primary source of communication for people today. *It supports the idea in the second paragraph that certain websites provide information that can only be found on the Internet. *It adds to the information in the first two paragraphs by describing how the Internet can be used for entertainment. *It contradicts the first two paragraphs by talking in detail about the dangers of giving out personal information on the Internet. *It talks about the importance of reading privacy policies, which is something people need to start doing more often.

*It supports the idea in the first paragraph that the Internet is a primary source of communication for people today. *It adds to the information in the first two paragraphs by describing how the Internet can be used for entertainment.

Quick! Is a tomato a fruit or a vegetable? Most people would probably say that it is a vegetable. After all, we eat them in a salad, right? But scientifically, tomatoes are classified as fruit. In fact, there is probably a bunch of other fruits that you would call vegetables and vice versa. In biology, the study of life, a true fruit is one that develops with seeds inside of it. Oranges, raspberries, and grapefruit are examples of true fruits. However, by this definition, bean pods, corn kernels, and wheat grains are also considered fruit. Some common fruits, like apples and pears, are considered false or accessory fruits. This is because they grow around or near the actual fruit, or the part of the plant that contains the seeds. The core of the apple is actually the fruit because it contains the seeds. The part of the apple that we eat is considered an accessory to the fruit. In addition to the tomato, the group of fruits that we cook and eat like vegetables includes eggplants, cucumbers, and pumpkins. Which sentence from the passage helps the reader determine what kind of organization is being used? A. After all, we eat them in a salad, right? B. In addition to the tomato, the group of fruits that we cook and eat like vegetables includes eggplants, cucumbers, and pumpkins. C. The core of the apple is actually the fruit because it contains the seeds. D. However, by this definition, bean pods, corn kernels, and wheat grains are also considered fruit.

B. In addition to the tomato, the group of fruits that we cook and eat like vegetables includes eggplants, cucumbers, and pumpkins.

A Wonder of the World Archaeologists travel the world looking for remnants of ancient civilizations to better understand the past. However, Egypt produces clues to the past that are over six million tons and can be seen from space—the Pyramids of Egypt. The Pyramids of Egypt were built approximately 4,500 years ago. They are an engineering feat, and scientists today are not entirely sure how they were built. Archaeological digs have revealed that the workers lived in a highly organized community that helped them get the job done. Researchers recently discovered in an experiment that wet sand helped them get the material up the tremendous height of the Pyramids because a certain amount of dampness decreased the pulling force. According to one of the researchers, a wall painting in a tomb confirms this since it depicts a person in front of a pulled sledge and pouring water over the sand in front of it. How does the first paragraph develop the passage as a whole? A. It establishes the significance of archaeologists to understanding the pyramids. B. It explains why wet sand was important to the builders of the pyramids. C. It establishes the incredible size of the Pyramids of Egypt. D. It shows that Egypt's pyramids are the most important ones in the world.

C. It establishes the incredible size of the Pyramids of Egypt.

Fire by C. Vesely I watch my heart engulfed in burning flame The colors of my childhood turn to black I search throughout but find no one to blame So much of my life I will not get back The fire moves fast and consumes it all Table, seats, photo albums, Christmas tree I sorrow that this misfortune did fall But it cannot destroy my memory With everything ash, I have what I need Your arms around me, the hope in my heart All my possessions had filled me with greed I now look forward to another start Come with me love on a lovely journey Vagabonds we both shall be—lost and free. How does the structure of the sonnet contribute to the poem's meaning? A. Each quatrain describes a new part of the fire metaphor, and the ending couplet creates the new idea of a journey. B. The first two quatrains show the narrator's evil nature, and the third quatrain shows the narrator's honorable side. C. The rhyme scheme compares and contrasts the fire with the narrator's life. D. Each stanza presents a different side of the argument about the effects of fire.

A. Each quatrain describes a new part of the fire metaphor, and the ending couplet creates the new idea of a journey.

Food allergy and food intolerance are both the body's reactions to some ingredient in food. However, they affect different body systems. When a person is allergic to a food, his or her body mistakes an ingredient in the food as harmful. A protein in a food is usually the culprit. The body's immune system tries to attack the food. The most common food allergies are to nuts, milk, soy products, fish, shellfish, and wheat. On the other hand, food intolerance is a digestive system problem. When someone is intolerant to a food, it means that his or her body cannot properly digest or break it down. The food irritates his or her digestive system. Lactose (the sugar found in dairy products like milk and cheese) is the most common food intolerance. While some of the symptoms of food allergy and intolerance are the same—nausea and stomach pain—most of them are drastically different. Common symptoms of food intolerance are mostly annoying or uncomfortable. They include diarrhea, gas, cramps, bloating, and headaches. Food intolerance can be treated with over-the-counter medication. Food allergies can be very severe. Some people develop rashes or hives, have chest pains or shortness of breath, and in some cases, they can even go into shock. When this happens, a person may not be able to breathe, and his or her blood pressure drops very quickly. Food allergies can even result in death. Many people have to carry around medicine that is prescribed by a doctor in case they have an allergic reaction. Which sentence from the passage indicates that one illness is more severe than the other? A. Food allergies can even result in death. B. Common symptoms of food intolerance are mostly annoying or uncomfortable. C. The food irritates his or her digestive system. D. Lactose (the sugar found in dairy products like milk and cheese) is the most common food intolerance.

A. Food allergies can even result in death.

There are many different types of writing. However, it can be divided into two main groups: nonfiction and fiction. There are many different kinds of fiction stories. A fable is a moral story that is used to teach a lesson. This kind of story often includes animals as characters. Fairy tales usually include magical characters, like fairies, elves, or witches. Tall tales are usually exaggerated stories. They talk about events that couldn't possibly happen in real life. There are also several different types of nonfiction writing. People write autobiographies to tell their life stories. A biography is a story that is written about someone else's life. Other examples of nonfiction writing can be found in textbooks and newspapers. Which of these sentences from the passage helps the reader tell how the passage is structured? A. However, it can be divided into two main groups: nonfiction and fiction. B. They talk about events that couldn't possibly happen in real life. C. People write autobiographies to tell their life stories. D. This kind of story often includes animals as characters.

A. However, it can be divided into two main groups: nonfiction and fiction.

Shakespeare and Greatness adapted from the National Endowment for the Humanities William Shakespeare once wrote, "But be not afraid of greatness; some are born great, some achieve greatness, and some have greatness thrust upon 'em." William Shakespeare achieved greatness by proving his astonishing skill with the English language. He had a great ability to capture the realities of human existence in a few well-chosen words, and these words are his legacy. The details of Shakespeare's youth are largely unknown. Born to middle-class parents in the agricultural town of Stratford-upon-Avon in 1564, Shakespeare could not claim to have been born great. His father, John Shakespeare, was a maker of leather goods. William received a typical education for a man of his class and may have worked in his father's business before going to London to work in the theater. Shakespeare's greatness was not "thrust upon" him, but rather his achievement came through his labors on the stage and with his pen. How does the first paragraph develop the ideas in the passage? A. It establishes a central theme so that the author can discuss how Shakespeare achieved greatness. B. It demonstrates the main idea that Shakespeare artfully described universal qualities like greatness. C. It defines the quality of greatness so that the reader can understand why Shakespeare demonstrated it. D. It introduces the central claim that Shakespeare achieved greatness in a variety of ways.

A. It establishes a central theme so that the author can discuss how Shakespeare achieved greatness.

Have you ever found it difficult to determine whether you have a cold or the flu? Both of these illnesses can make you feel tired or achy, but the severity of your symptoms can help you tell them apart. A cold can make you feel bad for a few days. It usually starts with a sore throat. This may go away after a day or two. This is followed by a runny nose, a stopped-up, achy chest, and a cough over the next few days. Most adults do not have a fever when they have a cold. Children sometimes do. During the first three days that you have cold symptoms, you are contagious. You should stay home and get rest to avoid passing your germs to others. A cold can be caused by any of several hundred different viruses. However, the flu can make you feel really ill for days or even weeks. Flu symptoms are more severe than those of a cold. They can include fever, chills, headache, muscle aches, achy chest, and cough. Even though flu symptoms may start to get better after a few days, it is not unusual to feel tired and weak for a week or more. One common thread between these two illnesses is what you can do to prevent them. Frequently washing your hands and keeping them away from your nose and mouth are the best things you can do to avoid catching a cold or the flu. How does the organizational structure of this passage support the author's purpose? A. The author is able to point out similarities and differences between the two infections. B. The author shows readers a timeline of when a cure was first found and implemented. C. The author is able to break down a large group into several smaller groups. D. The author shows the reader how one event caused the outcome of another.

A. The author is able to point out similarities and differences between the two infections.

If you have ever been to countries in Asia, Africa, or the Caribbean, you may have encountered an animal called the mongoose. Although mongooses are as common as squirrels and can sometimes resemble them, the two are not related. They are also not related to geese. There are more than 35 mongoose species in the world. They mostly live in southern Asia, Africa and southern Europe. They have also been known to live on some Caribbean and Hawaiian islands. However, they were brought to those islands by people. Mongooses can be tiny, or they can be the size of household pets. The dwarf mongoose is the same size as a squirrel at almost 10 ounces. The white-tailed mongoose can grow to be more than 9 lbs. This is about the size of a cat. Egyptian mongooses are known to live alone. Africa's meerkat (a smaller species of mongoose) lives in groups. Some species of mongoose are even kept as pets and used to control the rodent population. However, mongooses sometimes destroy plant life. That is why it is illegal to import them into the United States. Interestingly enough, mongooses cannot be affected by some poisonous snake venom. Indian mongooses are sometimes used to fight and kill snakes like cobras. Mongooses can do this because they are quick, light on their feet, and have thick skin. Which of the following sentences helps the reader understand how this passage is organized? A. There are more than 35 mongoose species in the world. B. This is about the size of a cat. C. Although mongooses are as common as squirrels and can sometimes resemble them, the two are not related. D. If you have ever been to countries in Asia, Africa, or the Caribbean, you may have encountered an animal called the mongoose.

A. There are more than 35 mongoose species in the world.

Beginning in 1921, the U.S. economy entered a period of strong growth. Seeing this, President Warren G. Harding cut both taxes and government spending. He then left the economy alone. The economy continued growing as Calvin Coolidge took office. Like Harding, Coolidge was not interested in guiding the economy or business. He felt that such activities were the jobs of individual states. Economic growth began to slow in 1924. This led the Federal Reserve to create $500 million in new money that banks could lend to struggling businesses and families. Instead of getting out of debt, businesses and people sunk deeper into the debts that they could not pay. Many businesses and people cut their spending in order to pay their debts. This led to less of a demand for new products. The lower demand for new products led to fewer new jobs. As the unemployment rate grew to 25%, incomes fell by 20-50%. This led to the cycle of debt, bank failures, and inflation that pushed the United States into The Great Depression. This piece outlines some of the causes of the Great Depression of the 1930s. What is one effect the author mentions? A. a high unemployment rate B. strong economic growth C. a decrease in bank failures D. less government spending

A. a high unemployment rate

You have probably heard of gypsies before. This word is often used to refer to people who spend their lives traveling from place to place. Many people enjoy seeing different parts of the world. But could you imagine not having a country to call home? A stateless person is someone who does not have a citizenship. Sometimes, countries cease to exist. A new government needs to be established in order for the people there to have citizenship. If a new country is not formed, the people who live there could be considered stateless. This can also happen in places where there is a dispute over territory. Countries also sometimes refuse to give citizenship to groups of people altogether. Other times, countries may decide to take a person's citizenship. One case where this might happen is if someone fights in a country's army that opposes his or her home country. The country may decide to strip this person of his or her citizenship. Which of these fits the examples of statelessness listed in the passage? A. a person born in a disputed territory B. a person who moves to another country C. a person born under a new government D. a person who works in foreign territory

A. a person born in a disputed territory

Have you ever found it difficult to determine whether you have a cold or the flu? Both of these illnesses can make you feel tired or achy, but the severity of your symptoms can help you tell them apart. A cold can make you feel bad for a few days. It usually starts with a sore throat. This may go away after a day or two. This is followed by a runny nose, a stopped-up, achy chest, and a cough over the next few days. Most adults do not have a fever when they have a cold. Children sometimes do. During the first three days that you have cold symptoms, you are contagious. You should stay home and get rest to avoid passing your germs to others. A cold can be caused by any of several hundred different viruses. However, the flu can make you feel really ill for days or even weeks. Flu symptoms are more severe than those of a cold. They can include fever, chills, headache, muscle aches, achy chest, and cough. Even though flu symptoms may start to get better after a few days, it is not unusual to feel tired and weak for a week or more. One common thread between these two illnesses is what you can do to prevent them. Frequently washing your hands and keeping them away from your nose and mouth are the best things you can do to avoid catching a cold or the flu. According to the passage, which symptom could be a sign of the flu? A. chills B. stopped-up chest C. runny nose D. sore throat

A. chills

You have probably heard of gypsies before. This word is often used to refer to people who spend their lives traveling from place to place. Many people enjoy seeing different parts of the world. But could you imagine not having a country to call home? A stateless person is someone who does not have a citizenship. Sometimes, countries cease to exist. A new government needs to be established in order for the people there to have citizenship. If a new country is not formed, the people who live there could be considered stateless. This can also happen in places where there is a dispute over territory. Countries also sometimes refuse to give citizenship to groups of people altogether. Other times, countries may decide to take a person's citizenship. One case where this might happen is if someone fights in a country's army that opposes his or her home country. The country may decide to strip this person of his or her citizenship. The organizational structure of this passage is A. definition because it explains what statelessness is. B. classification because it breaks down groups of gypsies. C. cause/effect because it explains what causes countries to cease to exist. D. compare/contrast because it compares statelessness and homelessness.

A. definition because it explains what statelessness is.

Food allergy and food intolerance are both the body's reactions to some ingredient in food. However, they affect different body systems. When a person is allergic to a food, his or her body mistakes an ingredient in the food as harmful. A protein in a food is usually the culprit. The body's immune system tries to attack the food. The most common food allergies are to nuts, milk, soy products, fish, shellfish, and wheat. On the other hand, food intolerance is a digestive system problem. When someone is intolerant to a food, it means that his or her body cannot properly digest or break it down. The food irritates his or her digestive system. Lactose (the sugar found in dairy products like milk and cheese) is the most common food intolerance. While some of the symptoms of food allergy and intolerance are the same—nausea and stomach pain—most of them are drastically different. Common symptoms of food intolerance are mostly annoying or uncomfortable. They include diarrhea, gas, cramps, bloating, and headaches. Food intolerance can be treated with over-the-counter medication. Food allergies can be very severe. Some people develop rashes or hives, have chest pains or shortness of breath, and in some cases, they can even go into shock. When this happens, a person may not be able to breathe, and his or her blood pressure drops very quickly. Food allergies can even result in death. Many people have to carry around medicine that is prescribed by a doctor in case they have an allergic reaction. In what ways are food allergies and food intolerance similar? A. They both are caused by an immune system reaction. B. They both involve the body's reaction to certain foods. C. Both have mild symptoms that are easily treated. D. Affected persons must see a doctor for medical treatment.

B. They both involve the body's reaction to certain foods.

adapted from What is a Supernova? by NASA A supernova is the explosion of a star. It is the largest explosion that takes place in space. Where Supernovas Take Place Supernovas are often seen in other galaxies. But supernovas are difficult to see in our own Milky Way galaxy because dust blocks our view. In 1604, Johannes Kepler discovered the last observed supernova in the Milky Way. NASA's Chandra telescope discovered the remains of a more recent supernova. It exploded in the Milky Way more than a hundred years ago. How Supernovas Form A supernova happens where there is a change in the core, or center, of a star. This change can occur in two different ways. The first type of supernova happens in binary star systems. Binary stars are two stars that orbit the same point. One of the stars steals matter from its companion star. Eventually, that star accumulates too much matter. Having too much matter causes the star to explode, resulting in a supernova. The second type of supernova occurs at the end of a star's lifetime. As the star runs out of fuel, some of its mass flows into its core. Eventually, the core is so heavy that it cannot withstand its own gravitational force. The core collapses, which results in the giant explosion of a supernova. Why Scientists Study Supernovas A supernova burns for only a short period of time, but it can tell scientists a lot about the universe. One kind of supernova has shown scientists that we live in an expanding universe. Scientists also have determined that supernovas play a key role in distributing elements throughout the universe. When the star explodes, it shoots elements and debris into space. In fact, many of the elements we find here on Earth are actually made in the core of stars. How NASA Scientists Look for Supernovas NASA scientists use different types of telescopes to look for and study supernovas. Some telescopes are used to observe light from the explosion. Others record data from the X-rays and gamma rays that are also produced. Both NASA's Hubble Space Telescope and Chandra X-ray Observatory have captured images of supernovas. What You Can Do to Help You do not have to be a scientist, or even have a telescope, to hunt for supernovas. For example, in 2008 a teenager discovered a supernova. Then in January 2011, a 10-year-old girl from Canada discovered a supernova while looking at night sky images on her computer. The images, taken by an amateur astronomer, just happened to include a supernova. With some practice and the right equipment, you could find the next supernova. Which text structure did the writer use to develop the section titled "How Supernovas Form"? A. chronological order B. cause and effect C. problem and solution D. question and answer

B. cause and effect

Have you ever found it difficult to determine whether you have a cold or the flu? Both of these illnesses can make you feel tired or achy, but the severity of your symptoms can help you tell them apart. A cold can make you feel bad for a few days. It usually starts with a sore throat. This may go away after a day or two. This is followed by a runny nose, a stopped-up, achy chest, and a cough over the next few days. Most adults do not have a fever when they have a cold. Children sometimes do. During the first three days that you have cold symptoms, you are contagious. You should stay home and get rest to avoid passing your germs to others. A cold can be caused by any of several hundred different viruses. However, the flu can make you feel really ill for days or even weeks. Flu symptoms are more severe than those of a cold. They can include fever, chills, headache, muscle aches, achy chest, and cough. Even though flu symptoms may start to get better after a few days, it is not unusual to feel tired and weak for a week or more. One common thread between these two illnesses is what you can do to prevent them. Frequently washing your hands and keeping them away from your nose and mouth are the best things you can do to avoid catching a cold or the flu. Which of the following best describes the text structure of this passage? A. The author classifies all the different kinds of bacterial infections. B. The author defines both the ideas of a cold and the flu. C. The author compares and contrasts a cold with the flu. D. The author discusses how a cold can cause you to get the flu.

C. The author compares and contrasts a cold with the flu.

The storm came out of nowhere, it seemed. Sally rushed to find shelter off of the street. She found herself under the overhang of a convenience store. As she wiped the water out of her eyes, she noticed a nice-looking gentleman standing next to her. They began to talk about the storm, about New York, about fate. Soon, Sally had a date with the handsome man. Her new suede shoes were ruined, but it was worth it! What a fabulous storm! Which text structure did the writer mainly use to develop this passage? A. question and answer B. compare and contrast C. cause and effect D. problem and solution

C. cause and effect

Claire and Bonnie competed for everything: boys, grades, and first chair in band. They were both wonderful girls with their own strengths and weaknesses. Bonnie, for example, was better at basketball while Claire tended to excel at gymnastics and cheerleading. Claire had curly blonde hair, and Bonnie had short black hair. Bonnie was stronger at math, but Claire was better at foreign languages. They both had a crush on Josh Martin, but Josh Martin dated Cristy Summers. Even still, Josh was good friends with both Claire and Bonnie. In fact Bonnie helped Josh pass his algebra test, and Claire helped him learn French. To express his gratitude, he threw them a party for being the best tutors and friends that he knew. The section above uses its text structure A. to show how Josh is similar to Claire but how he is different from Bonnie. B. to explain the benefits of learning a foreign language while in high school. C. to show how Claire and Bonnie are the same and how they are different. D. to illustrate the steps one needs to take in order to pass an algebra exam.

C. to show how Claire and Bonnie are the same and how they are different.

You have probably heard of gypsies before. This word is often used to refer to people who spend their lives traveling from place to place. Many people enjoy seeing different parts of the world. But could you imagine not having a country to call home? A stateless person is someone who does not have a citizenship. Sometimes, countries cease to exist. A new government needs to be established in order for the people there to have citizenship. If a new country is not formed, the people who live there could be considered stateless. This can also happen in places where there is a dispute over territory. Countries also sometimes refuse to give citizenship to groups of people altogether. Other times, countries may decide to take a person's citizenship. One case where this might happen is if someone fights in a country's army that opposes his or her home country. The country may decide to strip this person of his or her citizenship. How does the organizational structure of this passage support the author's purpose? A. It compares the causes of statelessness and lists many of its effects. B. It gives arguments to persuade people that denying citizenship is right. C. It compares and classifies the different kinds of citizenships and residencies. D. It gives facts and explanations about the idea of statelessness.

D. It gives facts and explanations about the idea of statelessness.

Nasal Attraction by Tia Caribbean CHARACTERS: CHARLIE DION CAMERON DESIREE BRENDA SHAYNA EXTRAS SETTING: In a school hallway before the first class of the day. Dion and Cameron are standing by their lockers discussing football. DION: We are in great shape this season. I think we'll go all the way to the state finals. CAMERON: Yeah, buddy. You are an awesome quarterback. Keep that arm healthy, and we'll definitely make it to state! CHARLIE: (Wearing his leather jacket, he walks up to Dion and Cameron.) Hey guys! Check this out. (pulls out a bottle of Attract Cologne and sprays it on the inside of his jacket) The ladies are gonna go wild for me today! DION: Oh really. Let's see if it works. Go over there and try it out on Desiree Finestein. (He nods his head toward a girl getting books out of her locker.) CHARLIE: Okay. No problem. She's gonna melt. (He strides over to Desiree and puts his hand on the locker next to hers with his arm outstretched.) Hello, Desiree. How you doin'? DESIREE: (turns around to face Charlie) Fine. Now move so I can get to class. (She doesn't give Charlie time to say anything else. She ducks under his arm and quickly walks away.) CHARLIE: (talking to himself) That's odd. This cologne says it attracts women—not subtracts them. I must not be wearing enough. I bet Desiree couldn't smell it. A few more squirts and I'll be attracting the ladies like mud attracts pigs. (He pulls the cologne out of his jacket pocket and sprays it all over his clothes, neck, and wrists. He uses about half of the bottle.) DION: It looks as if Charlie didn't do so well with Desiree. CAMERON: She took off like lightning. Oh look, he's trying it again with Brenda Heartsmith. This will be classic. CHARLIE: (walks over to Brenda and her friend Shayna) Hello, ladies. How are you two fine young women doing today? (He puts his hands in his front pockets, fans open his jacket with his arms, and twists from side to side to spread his scent.) If you're not doing anything exciting after school, you should come over to my place. BRENDA: Ewww! What's that smell? SHAYNA: It smells like a dead skunk! CHARLIE: I think you ladies need to get a little closer to me so you can get a good whiff of my cologne. It will make you forget about dead skunks. (He moves toward Brenda and Shayna.) BRENDA: Oh gross! Charlie, that smell is coming from YOU! SHAYNA: Come on, Brenda! Let's get out of here! (Shayna grabs Brenda's arm and leads her away from Charlie.) CHARLIE: (talking to himself again) I just don't get it. Why isn't it working? There must be something wrong with this bottle of cologne. I'll go back to Discount Drugstore and exchange this cologne for a new bottle. (Dion and Cameron walk over to Charlie.) DION: So what happened? Did you get a date? CHARLIE: Ummm. Brenda said she'd think about it. I played it cool. I can't come on too strong—my cologne is already overpowering enough. CAMERON: You can say that again. DION: We should get to class before the bell rings. (Dion, Cameron, and Charlie exit stage left. Several other students exit stage right.) How do Charlie's soliloquies contribute to the overall plot? A. They contrast Charlie with his friends Dion and Cameron. B. They let the other characters know how Charlie feels. C. They add suspense by making the audience guess what Charlie will do next. D. They show what Charlie is thinking and why he is acting the way he is.

D. They show what Charlie is thinking and why he is acting the way he is.

Quick! Is a tomato a fruit or a vegetable? Most people would probably say that it is a vegetable. After all, we eat them in a salad, right? But scientifically, tomatoes are classified as fruit. In fact, there is probably a bunch of other fruits that you would call vegetables and vice versa. In biology, the study of life, a true fruit is one that develops with seeds inside of it. Oranges, raspberries, and grapefruit are examples of true fruits. However, by this definition, bean pods, corn kernels, and wheat grains are also considered fruit. Some common fruits, like apples and pears, are considered false or accessory fruits. This is because they grow around or near the actual fruit, or the part of the plant that contains the seeds. The core of the apple is actually the fruit because it contains the seeds. The part of the apple that we eat is considered an accessory to the fruit. In addition to the tomato, the group of fruits that we cook and eat like vegetables includes eggplants, cucumbers, and pumpkins. What method of organization is used in the passage above? A. definition B. comparison and contrast C. cause and effect D. classification

D. classification