E.1 Analyze the development of informational passages: set 1
Order the key details to create a summary of the text. Languages change because of new concepts and evolving usage. Vocabulary, sentence structure, and pronunciation all change. Language change affects all languages. Languages change due to social, economic, and political pressures.
1. Language change affects all languages. 2. Languages change due to social, economic, and political pressures. 3. Languages change because of new concepts and evolving usage. 4. Vocabulary, sentence structure, and pronunciation all change.
Order the key details to create a summary of the text. Lewis was nicknamed the Grace Darling of America. Multiple places have been named for Lewis. Lewis won numerous awards for her rescues. Lewis took over her father's work when he fell ill.
1st- Lewis took over her father's work when he fell ill. 2nd- Lewis was nicknamed the Grace Darling of America. 3rd- Lewis won numerous awards for her rescues. 4th- Multiple places have been named for Lewis.
Order the key details to create a summary of the text. The use of wind energy to generate electricity has grown internationally. Wind pumps and turbines declined in use with the arrival of power lines that could transmit electricity. Oil shortages and environmental concerns inspired a focus on alternative energy sources. Wind energy was an ancient technology that gradually spread around the world.
1st- Wind energy was an ancient technology that gradually spread around the world. 2nd- Wind pumps and turbines declined in use with the arrival of power lines that could transmit electricity. 3rd- Oil shortages and environmental concerns inspired a focus on alternative energy sources. 4th- The use of wind energy to generate electricity has grown internationally.
Order the key details to create a summary of the text. Maps vary for a number of reasons, from place of origin to intended purpose. The mapmaker's artistic choices shape how the map is experienced. One can use details of a map to understand its purpose and its potential biases. A map's purpose shapes its design, including the scale, the symbols, and the information presented. Submit
1st-Maps vary for a number of reasons, from place of origin to intended purpose. 2nd-A map's purpose shapes its design, including the scale, the symbols, and the information presented. 3rd- One can use details of a map to understand its purpose and its potential biases. 4th-The mapmaker's artistic choices shape how the map is experienced.
Review the text. Test Anxiety Order the key details to create a summary of the text. Test anxiety can cause harmful negative thinking. Test anxiety can affect behavior, including procrastination. Test anxiety can affect physiology, such as heart rate. Test anxiety has a variety of detrimental effects.
1st-Test anxiety has a variety of detrimental effects. 2nd-Test anxiety can cause harmful negative thinking. 3rd- Test anxiety can affect physiology, such as heart rate. 4th-Test anxiety can affect behavior, including procrastination.
How do the first and second paragraphs work together? The first paragraph establishes a fact, and the second paragraph helps explain that fact. The first paragraph makes a claim, and the second paragraph provides the evidence. The first paragraph establishes a misconception, and the second paragraph refutes it.
The first paragraph establishes a fact, and the second paragraph helps explain that fact.
How do the fifth and sixth paragraphs work together? They both give reasons as to why wind power is more popular than other energy sources. They both detail the benefits of increased wind power usage in the U.S. They both outline factors related to increased interest in alternative, renewable energy sources.
They both outline factors related to increased interest in alternative, renewable energy sources.
Review the first and second paragraphs. Test Anxiety How do the first and second paragraphs work together? They describe a general phenomenon and then an uncommon case. They describe a general phenomenon and then a specific version of it. They describe a generally harmful phenomenon and then a harmless one.
They describe a general phenomenon and then a specific version of it.
How do the first, second, and third paragraphs work together? They emphasize how wind power has been used differently in different locations. They paint a picture of wind power as an old, outdated technology. They describe the early uses of wind power and its spread.
They describe the early uses of wind power and its spread.
How do the first and second paragraphs work together? They show why maps varied in the past and then why maps vary today. They show how maps vary outside western society and then how maps vary within it. They give several reasons why maps vary and then focus on an additional reason.
They give several reasons why maps vary and then focus on an additional reason.
How do the second and third paragraphs work together? They mention a political event and then show its impact. They mention a personal event and then show its impact. They provide biographical facts and then their historical context.
They mention a personal event and then show its impact.
Which of the following would be most relevant to add to the fourth paragraph? an example of how English sentence structure has changed over time an example of vocabulary used by older generations an explanation of how social, economic, and political pressures drive language change
an example of how English sentence structure has changed over time
Which of the following would be most relevant to add to the fourth paragraph? an explanation of how artistry is used in map creation an explanation of what "generalize the data" means an explanation of why cartographers don't show all features
an explanation of what "generalize the data" means
Read the text. Language Change In some ways, it is surprising that languages change. After all, they are passed down through the generations reliably enough for parents and children to communicate with each other. Yet linguists find that all living languages change over time—albeit at different rates. For example, while Japanese has changed relatively little over a thousand years, English evolved rapidly in just a few centuries. Many present-day speakers find Shakespeare's sixteenth-century plays difficult and Chaucer's fourteenth-century The Canterbury Tales nearly impossible to read. Languages change for a variety of reasons. Large-scale shifts often occur in response to social, economic, and political pressures, as there are many examples of language change fueled by invasions, colonization, and migration. Even without these kinds of influences, a language can change dramatically if enough users adopt a new way of speaking. Frequently, the needs of speakers drive language change. New technologies, industries, products, and experiences simply require new words. By using new and emerging terms, we all drive language change. But the unique way that individuals speak also fuels language change because no two individuals use a language in exactly the same way. The vocabulary and phrases people use depend on where they live, their age, education level, social status, and other factors. Through our day-to-day interactions, we pick up words and sayings from other people and integrate them into our speech. Teens and young adults, for example, often use different words and phrases from their parents. Some of them spread through the population and slowly change the language. The three main areas of language that change over time are vocabulary, sentence structure, and pronunciation. Vocabulary can change quickly as new words are borrowed from other languages, or as words get coined, combined, or shortened. Some words are even created through misinterpretation of form. As noted in the Linguistic Society of America's publication Is English Changing?, the word pea is one such example. Up until about four hundred years ago, pease could refer to either a single pea or many peas. At some point, people assumed that pease was the plural form of a new word, pea, based on the way pease sounded. While vocabulary can change quickly, sentence structure—the order of words in a sentence—changes more slowly. Changes in sound are somewhat harder to document, but just as interesting. For example, during the Great Vowel Shift five hundred years ago, the pronunciation of vowels in English changed dramatically. This shift represents the biggest difference between the pronunciation of Middle English and Modern English. For a language to change, speakers must adopt new words, sentence structures, and/or sounds; spread them through the community; and transmit them to the next generation. According to many linguists, children can serve as agents of language change: In the process of learning a language, children can acquire and internalize the sounds and structures differently from previous generations. Over time, children can propagate these variations in the language and potentially catalyze long-term language change. Adapted from the National Science Foundation, "Language and Linguistics: Language Change" What is the main focus of the text? why different languages evolve at different rates why the works of Shakespeare and Chaucer are difficult for modern readers how and why language changes over time
how and why language changes over time
Review the third paragraph. Which of the following would be most relevant to add to the third paragraph? more information about Lewis's skills a description of Lime Rock more examples of Lewis's rescues
more information about Lewis's skills
Read the text. Maps: The Art of a Science 1 The history of civilization has been illustrated by maps—maps that depict battles, scientific phenomena, and discoveries of new land throughout history. These maps can vary in numerous ways. For instance, by modern convention—and for no scientific reason—modern maps are usually oriented with north at the top. But Al Idrisi's 1154 world map shows the Arabian Peninsula in the top center of the map, with south at the top. Different societies in different parts of the world literally have different perspectives, which result from differences in physical geography, language, religion, cultural values and traditions, and history. Furthermore, maps are made for many reasons, and as a result, there are many kinds of maps. Some made for general purposes may show roads, towns and cities, rivers and lakes, parks, and state and local boundaries. An example of a general-purpose map, or base map, is a topographic map, which portrays natural and manmade features of an area. Other maps are much more specific, conveying information primarily on a single topic. A map that depicts earthquake occurrences throughout the United States is an example of a special-purpose map, or thematic map. In general, every map is made for a specific purpose. A map's purpose guides its design. In choosing the scale, for instance, mapmakers consider how large an area they want to map and how much detail they want to show. The selection of symbols, which can include lines, patterns, and colors, also affects the utility of the map. And of course, there's the question of what information to feature versus what to omit. For example, scientific maps like Edmund Halley's 1701 map of magnetic compass variations across the Atlantic Ocean usually show only enough geographic data to orient the user, while emphasizing the theme. Likewise, maps created for a completely different purpose include only as much detail as necessary; for example, the 1886 Sanborn Fire Insurance maps include all the details needed for assessing insurance coverage, but nothing more. A map's purpose is usually clear from its title and explanation, but other information—author, date, publisher, source of funding, etc.—hints at why and for whom the map was made. A knowledgeable map reader, recognizing that a map is both a simplification and a distortion of reality, will look for clues to the cartographer's purpose—and even his or her biases. After all, maps are the result of conscious design decisions. Cartographers only show the features they want to show, and they often generalize the data. Cartography blends science and art, and the artistic choices affect the experience of the map. A beautiful map may become popular, even though it may be less accurate than a plainer version. Details of cartographic style affect how a map is perceived, and perception varies with perspective. Studying maps shows us that people understand the world differently and express this understanding in different ways. Adapted from U.S. Geological Survey, "Exploring Maps—Information" What is the main focus of the text? the history of cartography and how it has recently become an art and a science the most common purposes that maps have some ways in which maps vary and why they vary
some ways in which maps vary and why they vary
Which of the following would be most relevant to add to the sixth paragraph? some potential benefits of test anxiety strategies students could use to deal with test anxiety why the cognitive, affective, and behavioral aspects of test anxiety are problematic
strategies students could use to deal with test anxiety
Read the text. Ida Wilson Lewis, Lighthouse Keeper What is the main focus of the text? the education and training of lighthouse keeper Ida Wilson Lewis the achievements and honors of lighthouse keeper Ida Wilson Lewis the legacy of Ida Wilson Lewis, a lighthouse keeper little known in her time
the achievements and honors of lighthouse keeper Ida Wilson Lewis
Where would a discussion of a famously ugly and unpopular map fit best? the first paragraph the fourth paragraph the fifth paragraph
the fifth paragraph
Where would a mention of test anxiety's effect on sweating fit best? the third paragraph the fourth paragraph the fifth paragraph
the fourth paragraph
Where would recent statistics about wind energy use outside the U.S. fit best? the first paragraph the second paragraph the seventh paragraph
the seventh paragraph
Review the text. Where would information about Lewis's funeral fit best? the fifth paragraph the sixth paragraph the seventh paragraph
the sixth paragraph
Where would a reference to googling and selfies fit best? the first paragraph the second paragraph the third paragraph
the third paragraph
Read the text. Wind Energy 1 Although the use of wind energy has flourished in the U.S. in recent years, people all over the world have been harnessing the power of wind for thousands of years. As early as 5000 BCE, wind energy was used to propel boats along the Nile River. By 200 BCE, simple wind-powered water pumps were used in China, and windmills with woven-reed blades were grinding grain in Persia and the rest of the Middle East. 2 New ways to use wind energy eventually spread around the world. By the eleventh century, people in the Middle East were using wind pumps and windmills extensively for food production. Merchants and returning crusaders brought wind technology to Europe. The Dutch developed large wind pumps to drain lakes and marshes in the Rhine River Delta. Immigrants from Europe eventually brought wind energy technology with them to the Western Hemisphere. American colonists used windmills to grind grain, to pump water, and to cut wood at sawmills. Homesteaders and ranchers installed thousands of wind pumps as they settled the western United States. In the late 1800s and early 1900s, small wind-electric generators (turbines) were also widely used. But the use of pumps and small turbines began to decline in the 1930s, when power lines were built to transmit electricity to rural areas. Nonetheless, some ranches still use wind pumps to supply water for livestock. Small wind turbines remain in limited use as well, mainly to supply electricity in remote and rural areas. More recently, there has been renewed interest in wind power. The oil shortages of the 1970s—during which oil prices doubled or quadrupled and motorists faced rationing and long gas station lines—changed the energy environment for the United States and the world. These shortages sparked greater interest in developing ways to use alternative energy sources, such as wind energy, to generate electricity. The U.S. federal government supported research and development of large wind turbines. In the early 1980s, thousands of wind turbines were installed in California, largely because of federal and state policies that encouraged the use of renewable energy sources. Other factors have also influenced increased usage of wind power. In the 1990s and 2000s, in response to a renewed concern for the environment, the U.S. federal government established incentives to use renewable energy sources. The federal government also provided research and development funding to help reduce the cost of wind turbines and offered tax and investment incentives for wind-power projects. In addition, state governments enacted new requirements for electricity generation from renewable sources, and electric-power marketers and utilities began to offer green power to their customers. These policies and programs resulted in an increase in the number of wind turbines and in the amount of electricity generated from wind energy. Although the share of U.S. electricity generation from wind is growing—from less than one percent in 1990 to about six percent in 2016, for instance—wind energy is far from an American phenomenon. Incentives in Europe have resulted in a large expansion of wind-energy usage there, and China, which has been investing heavily in wind energy, now has the largest wind electricity generation capacity in the world. This increased interest in wind energy across the globe continues the long tradition of harnessing the power of wind. Adapted from U.S. Energy Information Administration, "History of Wind Power" What is the main focus of the text? the use of wind energy from ancient times to modern day the key reasons why wind energy is used more today than in the past the important role of government in promoting the use of wind energy
the use of wind energy from ancient times to modern day
