Post on 23-Jun-2018
2016 UPDATE
ENGLISH I EOC WRITINGSTAAR® Preparation and Practice
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
• 16 Revision and Editing passages and 10 Composition prompts
• 18 Skill Lessons with scaffolded practice• 3-step approach for efficient remediation
Use with Your Students!
Copyright © 2016 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.
STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.
STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.
Printed in Texas.
ISBN: 978-1-943008-06-3
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Thank you for respecting the copyright and supporting the effort involved in creating this product.
Sampler
iii Table of Contents
Table of Contents
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vAbout the STAAR English I EOC Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viHow to Use This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiSTAAR Multiple-Choice Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Section 1: RevisionIntroduction to Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
REVISION DIAGNOSTIC TESTPersuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Expository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
REVISION SKILLS1 Revising a Thesis or Position Statement (E1.15A, E1.16A) . . . . . . . . . . . . . . . . . . . . . . . 102 Adding Supporting Details (E1.15A, E1.16A, E1.16E) . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Combining Sentences (E1.13C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Improving Transitions (E1.13C, E1.15A, E1.16D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Revising for Coherence (E1.15A, E1.16D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Improving Clarity (E1.13C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
REVISION PRACTICERevision 1 Summer Employment Is About More Than Money . . . . . . . . . . . . . . . . . . . . 28Revision 2 Engage! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Revision 3 Getting By with Bad Looks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Revision 4 Texas’s Oldest Hangout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Revision 5 A World of Experience Awaits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
REVISION POST TESTPersuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Expository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Section 2: Editing Introduction to Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
EDITING DIAGNOSTIC TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
EDITING SKILLS1 Using Correct Capitalization (E1.18A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612 Using Commas Correctly (E1.18B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633 Using Pronouns Correctly (E1.13D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654 Using Verbs Correctly (E1.17A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675 Making Verbs Agree with Subjects (E1.13D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 706 Choosing Correct Spellings (E1.13D, E1.19A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 727 Using Correct Sentence Structure (E1.17C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 748 Answering Editing Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Included in Sampler
Sampler
iv English I EOC Writing
EDITING PRACTICEEditing 1 Trial and Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Editing 2 Turf Is Always Greener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Editing 3 Light Show in the Desert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Editing 4 Cryptids of Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Editing 5 Student Council: Your Ticket to Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . 95
EDITING POST TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Section 3: CompositionIntroduction to Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
COMPOSITION SKILLS1 Analyzing the Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1042 Drafting the Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1063 Developing Supporting Ideas and Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1084 Organizing Ideas and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1105 Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
COMPOSITION PRACTICEPrompt 1 The Role of Imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Prompt 2 Animals and People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Prompt 3 Diversity in a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121Prompt 4 Purposes of the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Prompt 5 Sports and Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127Prompt 6 Qualities of a Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Prompt 7 The Importance of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133Prompt 8 The Price of Fame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Prompt 9 The Importance of Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Prompt 10 The Art of Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Sampler
v Welcome Letter
Dear Students,
The STAAR English I assessment measures your knowledge of the English I standards (TEKS). STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon shows. But performing well on the STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!
Dys
lexi
cKid
s.ne
t
Qualities Not Measured by STAAR Tests
Big-Picture ThinkingComp�ionReliabilityMotivationHumorEmpathy
Sense of Beauty
Humility
Sense of Wonder
PersistenceCuriosityEnthusiasm
COURAGE
LeadershipCreativityCivic-Minded
Resourcefulness
PositivityResilience
What are some other important qualities of character and intelligence missing in STAAR tests?
This workbook was designed to help you prepare for the Writing part of the STAAR English I test by• teaching the skills to approach and answer different STAAR test questions, and by• providing practice questions that are similar to those you will answer on the actual test.
But as good as this workbook is, it only helps if you use it. So, please use this workbook!
Practicing Smart Is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. This is good news because you are in control of how much effort you put into practicing. But not all practice is the same… you need to practice smart.
First, practice with test questions that are very similar to the actual STAAR test. That’s easy because this workbook is full of them! Next, focus on your weaknesses —spend extra time on questions you have trouble with. Think of it like this: if your basketball shot needs improvement, you don’t practice dribbling. Instead, you practice shooting.
Focusing on your weaknesses also means carefully analyzing each test question you get wrong. Why did you get it wrong? Why is another answer correct? You can learn more from test questions you get wrong, so don’t be afraid of making mistakes. If your basketball shot is off, you identify what you are doing wrong (too far left) and correct it with your next shot (aim further right).
When you practice, give each question your full attention. Do not take a break until after you answer the question. Your attention is like a muscle that you can build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? No! Your attention is your greatest power. You develop it with practice.
Preparing for the STAAR test can actually be a fun challenge. And when you practice smart, you are building life skills while you prepare for the STAAR test!
Your partners in STAAR success,
The Sirius Education Team
Sampler
vii
How to Use This Book for STAAR Success3-Step Approach to Differentiate InstructionThis interactive workbook is easily adapted for different needs and includes an optional 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.
STEP 1 Identify Your Needs — Diagnostic Tests for Editing and RevisionUse the Diagnostic Tests for the Editing and Revision categories to identify what you know and what you need to review. Record your results in the Progress Monitoring Chart.
Diagnostic Test ■ Editing 59
F Delete the comma after begins
G Change receiving to recieving
H Delete the comma after limb
J Change fi ts to fi t
3 What change needs to be made in sentence 12? (E1.17A)
A Change would be to was
B Change engineering to engineerring
C Add a comma after and
D Change Syndey’s to Sydneys
4 What change needs to be made in sentence 15? (E1.13D)
F Change Mott Children’s Hospital to mott children’s hospital
G Change doctors to docters
H Add a comma after splints
J Change their to his
Editing Diagnostic
Read the selection and choose the best answer to each question.
Vince wrote the following paper in response to a class assignment. Proofread Vince’s paper and think about any corrections he needs to make. When you fi nish reading, answer the questions that follow.
xii Student Progress Monitoring Chart
Student Progress Monitoring Chart—How Am I Doing?Use the Diagnostic Tests to identify skill lessons you need to review. Use the steps below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons are connected to Readiness TEKS.
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct. Refer
back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as those in the Diagnostic Test.)
REVISION: PERSUASIVEQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Revising a Thesis or Position Statement (p. 10) E1.16A
2 Combining Sentences (p. 16) E1.13C
3 Improving Clarity (p. 25) E1.13C
4 Improving Clarity (p. 25) E1.13C
5 Improving Clarity (p. 25) E1.13C
6 Revising for Coherence (p. 21) E1.16D
Total / 6 Total / 6
REVISION: EXPOSITORYQuestion 1 2 Review: Skill Lesson 3 TEKS
7 Revising a Thesis or Position Statement (p. 10) E1.15A
8 Adding Supporting Details (p. 13) E1.15A
9 Improving Transitions (p. 19) E1.13C, E1.15A
10 Combining Sentences (p. 16) E1.13C
11 Revising for Coherence (p. 21) E1.15A
Total / 5 Total / 5
EDITINGQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Using Correct Capitalization (p. 61) E1.18A
2 Using Commas Correctly (p. 63) E1.18B
3 Using Verbs Correctly (p. 67) E1.17A
4 Using Pronouns Correctly (p. 65) E1.13D
5 Using Correct Sentence Structure (p. 74) E1.17C
6 Choosing Correct Spellings (p. 72) E1.13D, E1.19A
7 Making Verbs Agree with Subjects (p. 70) E1.13D
Total / 7 Total / 7
STEP 2 Focus Remediation — STAAR Instruction and PracticeUse your Diagnostic results to focus TEKS instruction and STAAR practice to meet your unique needs.
22 English I EOC Writing ■ Revision
Revision Skill 5Revising for Coherence
The coherence of a paper refers to how well the paper is organized and how well the ideas and details in each paragraph fit together and flow. On the STAAR test, you will be asked to revise paragraphs to make them more coherent by replacing sentences or inserting sentences into a paragraph.
Typically, STAAR questions about revising for coherence focus on
• transitions between paragraphs• clearer or more effective introductions and conclusions• adding relevant details to paragraphs
STAAR StrategyThe excerpt and question below are from a previous STAAR test. They are based on Leah’s essay asking for longer lunch periods. Read the item and work through the steps that follow to learn how to answer questions like this one.
1 Read the paragraph and the item. Look at the sentence that is going to be added, and think about what idea or detail it will bring to the paragraph.
2 Re-read the paragraph. Ask yourself, does this new sentence explain a more general idea in the paragraph? Does it provide a link between one idea and another? If you answer yes to either question, identify the sentence(s) that the new sentence explains or connects.
(E1.15A, E1.16D)
(6) When students are rushed, they are more likely to make unhealthy choices.
(7) According to a 2008 study published in the Journal of School Health, diet quality is
associated with academic performance. (8) In other words, eating an unhealthy lunch
could negatively affect how well a student does in school. (9) Giving students more
time to select and enjoy a healthy meal would therefore boost grades.
Leah wants to add the following idea to the paragraph.
Some resort to the faster à la carte line to grab chips and a drink; others skip lunch altogether.
Re-read the paragraph carefully. Where is the most effective place to add this sentence?
F After sentence 6
G After sentence 7
H After sentence 8
J After sentence 9 STAAR English I, 2013, #2
65
Editing Skill 3
Editing Skill ■ Pronouns
Using Pronouns CorrectlyA pronoun is a word used in place of a noun or more than one noun. The word that a pronoun stands for is called its antecedent. Antecedent means “the thing before,” and refers to the noun or proper noun that the pronoun refers to. You might see an item on the STAAR test that requires you to fix agreement between pronouns and antecedents.
Pronoun-Antecedent AgreementUse a singular pronoun to refer to a singular antecedent. Use a plural pronoun to refer to a plural antecedent. Also make sure a pronoun agrees with its antecedent in gender.
Mr. Romero is a good coach, and he has helped his players build better skills.
Two soccer matches are scheduled on Saturday. They will be canceled if it rains.
Skill Check For each sentence below, draw a box around the antecedent and then underline the correct pronoun inside the parentheses.
1. The two bald eagles add more material to (its, their) nest each year.
2. Richard has worked hard to earn (his, their) position as head of the debate team.
3. Neither girl would admit (her, their) role in the practical joke.
Agreement with Compound AntecedentsFor two or more singular antecedents joined by or or nor, use a singular pronoun. For two or more antecedents joined by and, use a plural pronoun.
SINGULAR: Either Marisa or Angela left her jacket on the floor.
PLURAL: Pablo and Jackie rode their bicycles to the lake.
Skill CheckFor each sentence below, draw a box around the word joining the antecedents, and then underline the correct pronoun inside the parentheses.
4. The singer and the band performed (its, their) songs beautifully.
5. Neither Scott nor Eduardo wanted to add (his, their) name to the petition.
6. If Lisa or Madeline needs a ride, tell (her, them) my mother can drive.
(E1.13D)
singular masculine pronounssingular antecedent
plural antecedent plural pronoun
plural pronoun
singular pronounjoining word is or
joining word is and
3 What is the most effective way to revise sentence 7? (E1.13C)
A This water, called seepage, wears down the limestone and eventually forms the caves.
B This water, called seepage, wears down the limestone, and eventually the water it forms the caves.
C Seepage is what the water is called that wears down the limestone and eventually forms the caves.
D Seepage, which is what this water is called, wears down the limestone and eventually by the water doing this it forms the caves.
Revision PracticeRevision 4
Read the selection and choose the best answer to each question.
Miguel wrote this paper in response to a class assignment. Read Miguel’s paper and think about the revisions he needs to make. Then answer the questions that follow.
Phot
o by
Lar
ry D
. M
oore
Texas’ Oldest Hangout
(1) Today people meet in buildings, such as coffee houses and offices. (2) But long
before office buildings were built, people still needed a place to meet that was secret, safe,
and also had a sense of importance or mystery. (3) Longhorn Cavern State Park in Burnet,
Texas, is just such a place.
(4) Texas is home to many caves and caverns. (5) For example, Longhorn Cavern,
STEP 3 Monitor Your Progress — Post TestsUse the Editing and Revision Post Tests to monitor progress and to identify additional lessons for review.
How to Use This Book for STAAR Success
Each item correlates to a TEKS and Skill lesson
TEKS
Independent Practice
Editing Post Test
Read the selection and choose the best answer to each question.
Deanna saw some vintage footage of a famous band performing onstage. She wrote this paper to tell about their style of music and how it came about. Read Deanna’s paper and think about the revisions she needs to make. Then answer the questions that follow.
TEKS
Diagnostic Tests for revision and editing
Practice mirrors released STAAR tests6 Revision
Skill Lessons
8 Editing Skill Lessonsxii Student Progress Monitoring Chart
Student Progress Monitoring Chart—How Am I Doing?Use the Diagnostic Tests to identify skill lessons you need to review. Use the steps below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons are connected to Readiness TEKS.
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct. Refer
back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as those in the Diagnostic Test.)
REVISION: PERSUASIVEQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Revising a Thesis or Position Statement (p. 10) E1.16A
2 Combining Sentences (p. 16) E1.13C
3 Improving Clarity (p. 25) E1.13C
4 Improving Clarity (p. 25) E1.13C
5 Improving Clarity (p. 25) E1.13C
6 Revising for Coherence (p. 21) E1.16D
Total / 6 Total / 6
REVISION: EXPOSITORYQuestion 1 2 Review: Skill Lesson 3 TEKS
7 Revising a Thesis or Position Statement (p. 10) E1.15A
8 Adding Supporting Details (p. 13) E1.15A
9 Improving Transitions (p. 19) E1.13C, E1.15A
10 Combining Sentences (p. 16) E1.13C
11 Revising for Coherence (p. 21) E1.15A
Total / 5 Total / 5
EDITINGQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Using Correct Capitalization (p. 61) E1.18A
2 Using Commas Correctly (p. 63) E1.18B
3 Using Verbs Correctly (p. 67) E1.17A
4 Using Pronouns Correctly (p. 65) E1.13D
5 Using Correct Sentence Structure (p. 74) E1.17C
6 Choosing Correct Spellings (p. 72) E1.13D, E1.19A
7 Making Verbs Agree with Subjects (p. 70) E1.13D
Total / 7 Total / 7
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✓
3 4
Focus on skills you need most
Monitor your progress
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Sampler
viii English I EOC Writing
How to Use This Book for STAAR SuccessFocused Remediation is provided by 14 skill lessons and 16 practice passages with questions based on released STAAR items .
Revision Skills6 Revision Skill lessons analyze released test items and model a 3-step STAAR Strategy that students learn and then apply in Guided Practice.
22 English I EOC Writing ■ Revision
Revision Skill 5Revising for Coherence
The coherence of a paper refers to how well the paper is organized and how well the ideas and details in each paragraph fit together and flow. On the STAAR test, you will be asked to revise paragraphs to make them more coherent by replacing sentences or inserting sentences into a paragraph.
Typically, STAAR questions about revising for coherence focus on
• transitions between paragraphs• clearer or more effective introductions and conclusions• adding relevant details to paragraphs
STAAR StrategyThe excerpt and question below are from a previous STAAR test. They are based on Leah’s essay asking for longer lunch periods. Read the item and work through the steps that follow to learn how to answer questions like this one.
1 Read the paragraph and the item. Look at the sentence that is going to be added, and think about what idea or detail it will bring to the paragraph.
2 Re-read the paragraph. Ask yourself, does this new sentence explain a more general idea in the paragraph? Does it provide a link between one idea and another? If you answer yes to either question, identify the sentence(s) that the new sentence explains or connects.
(E1.15A, E1.16D)
(6) When students are rushed, they are more likely to make unhealthy choices.
(7) According to a 2008 study published in the Journal of School Health, diet quality is
associated with academic performance. (8) In other words, eating an unhealthy lunch
could negatively affect how well a student does in school. (9) Giving students more
time to select and enjoy a healthy meal would therefore boost grades.
Leah wants to add the following idea to the paragraph.
Some resort to the faster à la carte line to grab chips and a drink; others skip lunch altogether.
Re-read the paragraph carefully. Where is the most effective place to add this sentence?
F After sentence 6
G After sentence 7
H After sentence 8
J After sentence 9 STAAR English I, 2013, #2
Think About Your Thinking In the chart below, evaluate each answer choice based on what you have learned about revising for coherence. One evaluation has been completed for you.
Answer Choices
EvaluationIs the
Answer Correct?
FThe new sentence seems to be about decorating. The paragraph isn’t all about decorating; only the second half is. The new sentence probably goes closer to the end.
no
G
3 Go through the answer choices, and try the new sentence in each spot. If the location is not close to the sentence(s) you identifi ed in step 2, cross it out. Choose the answer that gives the most logical spot for the new sentence.
F After sentence 6
G After sentence 7
H After sentence 8
J After sentence 9
Guided PracticeRead this paragraph and question from a previous STAAR test. Answer the question using what you have learned about revising for coherence. The paragraph is from Katy’s essay about a couple who live in an old school bus named Rosie.
(15) A few months later the bus was ready, and the newlyweds were preparing to
move in. (16) They were pleased that their new home had a living area, a bedroom,
and a small kitchen, complete with running water and a propane stove. (17) But Mike
and Natalie weren’t finished yet. (18) They wanted Rosie to feel like a home rather than
a recreational vehicle. (19) They carefully selected artwork to display in the foyer, or
entrance, of the bus. (20) They added potted plants and rugs. (21) Wooden furniture
was topped with photos, books, and lamps. (22) Mike explained, “We choose the few
things that have the most impact, that mean the most to us.”
Katy realizes that she left the following detail out of the paragraph.
While the Youngs had fun decorating their new home, they knew they had to be wise about what they brought into such a small space.
Where is the most effective place to insert this sentence?
A At the beginning of the paragraph
The details in the new sentence don’t fl ow from the idea in sentence 7, about the relationship between diet quality and academic performance.
The details in the new sentence don’t fl ow from the ideas in sentence 9. Sentence 9 actually sums up the whole paragraph.
Sentence 6 mentions unhealthy choices without being specifi c. The new sentence gives specifi c examples of unhealthy choices. Answer F is correct.
The details in the new sentence don’t explain the idea in sentence 8. In fact, sentence 8 explains sentence 7.
Editing Skills7 Editing Skill lessons provide instruction and practice in the grammar, usage, and punctuation rules and conventions that are tested. The 8th skill lesson gives students a strategy for answering STAAR editing questions.
65
Editing Skill 3
Editing Skill ■ Pronouns
Using Pronouns CorrectlyA pronoun is a word used in place of a noun or more than one noun. The word that a pronoun stands for is called its antecedent. Antecedent means “the thing before,” and refers to the noun or proper noun that the pronoun refers to. You might see an item on the STAAR test that requires you to fix agreement between pronouns and antecedents.
Pronoun-Antecedent AgreementUse a singular pronoun to refer to a singular antecedent. Use a plural pronoun to refer to a plural antecedent. Also make sure a pronoun agrees with its antecedent in gender.
Mr. Romero is a good coach, and he has helped his players build better skills.
Two soccer matches are scheduled on Saturday. They will be canceled if it rains.
Skill Check For each sentence below, draw a box around the antecedent and then underline the correct pronoun inside the parentheses.
1. The two bald eagles add more material to (its, their) nest each year.
2. Richard has worked hard to earn (his, their) position as head of the debate team.
3. Neither girl would admit (her, their) role in the practical joke.
Agreement with Compound AntecedentsFor two or more singular antecedents joined by or or nor, use a singular pronoun. For two or more antecedents joined by and, use a plural pronoun.
SINGULAR: Either Marisa or Angela left her jacket on the floor.
PLURAL: Pablo and Jackie rode their bicycles to the lake.
Skill CheckFor each sentence below, draw a box around the word joining the antecedents, and then underline the correct pronoun inside the parentheses.
4. The singer and the band performed (its, their) songs beautifully.
5. Neither Scott nor Eduardo wanted to add (his, their) name to the petition.
6. If Lisa or Madeline needs a ride, tell (her, them) my mother can drive.
(E1.13D)
singular masculine pronounssingular antecedent
plural antecedent plural pronoun
plural pronoun
singular pronounjoining word is or
joining word is and
66 English I EOC Writing ■ Editing
Agreement with Indefinite PronounsAn indefinite pronoun does not refer to a specific place or thing. Some indefinite pronouns are singular, and some are plural. Some can be either singular or plural, depending on their meaning in a sentence.
Each of the boys thinks he can help paint the garage.
Both of the kittens are sleeping on their backs.
Most of her artwork sells quickly because it appeals to many buyers.
Most of her paintings are small; they can fit on almost any wall.
Skill CheckFor each sentence below, draw a box around the indefinite pronoun and then underline the correct pronoun inside the parentheses.
7. Someone from the girls’ tennis team left (her, their) racket on the court.
8. Many of the volunteers stayed at (his, their) posts through the night.
9. Some of the people invited to the party sent (his or her, their) regrets.
Mixed PracticeFor each sentence below, draw a box around the antecedent, the word joining compound antecedents, or the indefinite pronoun. Then, underline the correct pronoun in parentheses.
1. Harry and Brad both enjoy spending (his, their) time at the animal shelter.
2. Everyone on the girls’ basketball team played (her, their) best in the big game.
3. Most of the cottages still have snow on (its, their) windowsills.
4. One of the hamsters has escaped from (its, their) cage.
5. None of the guests knew where (his or her, their) host was.
6. Carmen and Mona said (she, they) liked the idea of trying out for soccer.
7. If Lily or Debra arrives soon, please ask (her, them) to help set up the tables.
8. Several of the floral designers have won awards for (his or her, their) flowers.
9. The servers and manager worked hard because (he or she, they) wanted the customers to be happy.
10. We trimmed the lower branches so that we would stop bumping our heads on (it, them).
pluralplural indefinite pronoun
singular, refers to “artwork” as one whole thing
plural, refers to “paintings”
singular indefinite pronoun
singular
TEKS
TEKS
Revision Skills use released STAAR items
Varied activity types give students the most helpful form of practice
Mixed practice of the entire rule or convention
Step-by-step test-taking strategies
Show your thinking
Guided Practice
Focused practice of specific rules or conventions tested on released STAAR tests
8 Editing Skill Lessons
6 Revision Skill Lessons
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ix
How to Use This Book for STAAR SuccessRevision and Editing Practice16 passages offer authentic STAAR practice using grade-appropriate selections and test questions that closely match released STAAR tests.
40 English I EOC Writing ■ Revision
Revision Practice Revision 4
Read the selection and choose the best answer to each question.
Miguel wrote this paper in response to a class assignment. Read Miguel’s paper and think about the revisions he needs to make. Then answer the questions that follow.
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Texas’s Oldest Hangout
(1) Today people meet in buildings, such as coffee houses and offices. (2) But long
before office buildings were built, people still needed a place to meet that was secret, safe,
and also had a sense of importance or mystery. (3) Longhorn Cavern State Park in Burnet,
Texas, is just such a place.
(4) Texas is home to many caves and caverns. (5) For example, Longhorn Cavern,
which is at least 450 million years old, was formed in a different manner from the others.
(6) Most Texas caverns are created by water dripping through limestone over millions of
years. (7) This water, called seepage, wears down the limestone and eventually by the
water doing this it forms the caves. (8) In the case of Longhorn Cavern, the seepage that
formed earlier caves in the area became an underground river, and that river carved the
cavern, out of the limestone. (9) Longhorn Cavern is one of the few river-carved caverns in
the United States, and the only such cave in Texas.
A Cave with Many Occupants(10) Things excavated from the cavern show that it was home to many Ice Age
animals. (11) The cave has also been occupied by groups of people throughout the years.
(12) The largest room in the cavern is called the “Indian Council Room.” (13) About 400
years ago Comanche tribal leaders used it as a meeting place. (14) Not only was the cavern
used as a meeting place by the Comanche, but it was also used by the Confederate Army
as a secret place to hide and manufacture weapons during the Civil War. (15) The soldiers
collected bat guano from the cavern, turned it into gunpowder, and hid it there for use
against the Union Army.
An Outlaw Hideout(16) Criminals used the cave. (17) Rumor has it, that the notorious criminal Sam Bass
used it as a place to hide out from the law. (18) In fact, the entrance to the cave is called
the “Sam Bass Entrance.” (19) During Prohibition, the cavern was used as a speakeasy, a
place to serve illegal alcohol. (20) The state turned it into a park, and today, the cavern is
used for legal gatherings, like weddings and private parties. (21) The park also sponsors
a twice-monthly concert series called “Simple Sounds,” where visitors can hear live music
enhanced by the amazing acoustics of the cavern.
(22) The interesting way that way Longhorn Cavern was formed, along with its exciting
and varied history, makes it one of the most important natural landmarks in Texas. (23) In
fact, Longhorn Cavern was named a National Natural Landmark in 1971.
3 What is the most effective way to revise sentence 7? (E1.13C)
A This water, called seepage, wears down the limestone and eventually forms the caves.
B This water, called seepage, wears down the limestone, and eventually the water it forms the caves.
C Seepage is what the water is called that wears down the limestone and eventually forms the caves.
D Seepage, which is what this water is called, wears down the limestone and eventually by the water doing this it forms the caves.
Composition Skills and Practice5 Composition Skill lessons provide step-by-step writing instruction that focuses on the essential components of the expository composition. 10 practice prompts provide ample scaffolded practice of the writing skills students have learned.
106 English I EOC Writing ■ Composition
Composition Skill 2Drafting the Thesis
In an essay, the thesis statement, or thesis, states the topic and the writer’s main idea about the topic. It should directly respond to the question or direction in the prompt. It should also clearly tell your reader the controlling idea or topic of your essay. For the STAAR test, this means making a claim that can be supported and argued.
STAAR StrategyYour thesis should respond to the prompt directly and make a thorough claim that can be argued with reasons and examples. Read this prompt from the 2014 STAAR test.
Here is a working thesis for the prompt.
Failure can indeed strengthen a person.
This thesis does respond to the prompt directly. However, it is not a detailed claim, and it is unclear what the writer intends to argue in the essay. Here is a revision of the thesis.
Failure strengthens people because it reveals weaknesses that need improvement and motivates people to try harder.
This thesis is more specific. It points out the way that the writer believes failure builds strength. It directly responds to the prompt and makes a specific claim that can be argued. A good thesis will include a “because” type of explanation of the issue.
It is good to think about your thesis as a working thesis and not the final thesis for the essay. As you plan and draft your composition, you may need to revise the thesis slightly to better fit your thoughts. It is much easier to revise your thesis to better fit your essay than to revise your whole essay to fit your thesis.
WRITTEN COMPOSITION: Expository
Read the following quotation.
The greatest glory in living lies not in never falling, but in getting up each time you fall.
—Nelson Mandela
Think carefully about the following question.
Can failure make you stronger?
Write an essay explaining whether failure can strengthen a person. STAAR English I, 2014
115 Composition ■ Practice
Prompt 1Composition
Practice
Brainstorm IdeasWrite down any thoughts and ideas you have in response to the prompt. Don’t worry about writing complete sentences. And don’t judge your ideas—yet. After you think of a few ideas, read through them and look for one that answers the prompt, makes an argument or claim, and is an idea you think you can develop into a full essay.
Read the following quotation.
Imagination will often carry us to worlds that never were. But without it we go nowhere.
—Carl Sagan
Think carefully about the following question.
What role does imagination play in life?
Write an essay explaining the role imagination has in a person’s life.
Be sure to —• clearly state your thesis• organize and develop your ideas effectively• choose your words carefully• edit your writing for grammar, mechanics, and spelling
How to Use This Book for STAAR Success
Step-by-step Guided Practice
7 editing and 9 revision passages
Prompts match STAAR format and themes
Skills cover what graders evaluate
84 questions match the released STAAR test in content and format
Pre- and post- writing activities provide step-by-step support
TEKS
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xii Student Progress Monitoring Chart
Student Progress Monitoring Chart—How Am I Doing?Use the Diagnostic Tests to identify skill lessons you need to review. Use the steps below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons are connected to Readiness TEKS .
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct. Refer
back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as those in the Diagnostic Test.)
REVISION: PERSUASIVEQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Revising a Thesis or Position Statement (p. 10) E1.16A
2 Combining Sentences (p. 16) E1 .13C
3 Improving Clarity (p. 25) E1 .13C
4 Improving Clarity (p. 25) E1 .13C
5 Improving Clarity (p. 25) E1 .13C
6 Revising for Coherence (p. 21) E1.16D
Total / 6 Total / 6
REVISION: EXPOSITORYQuestion 1 2 Review: Skill Lesson 3 TEKS
7 Revising a Thesis or Position Statement (p. 10) E1.15A
8 Adding Supporting Details (p. 13) E1.15A
9 Improving Transitions (p. 19) E1 .13C, E1 .15A
10 Combining Sentences (p. 16) E1 .13C
11 Revising for Coherence (p. 21) E1.15A
Total / 5 Total / 5
EDITINGQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Using Correct Capitalization (p. 61) E1 .18A
2 Using Commas Correctly (p. 63) E1 .18B
3 Using Verbs Correctly (p. 67) E1 .17A
4 Using Pronouns Correctly (p. 65) E1 .13D
5 Using Correct Sentence Structure (p. 74) E1 .17C
6 Choosing Correct Spellings (p. 72) E1 .13D, E1 .19A
7 Making Verbs Agree with Subjects (p. 70) E1 .13D
Total / 7 Total / 7
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22 English I EOC Writing ■ Revision
Revision Skill 5Revising for Coherence
The coherence of a paper refers to how well the paper is organized and how well the ideas and details in each paragraph fit together and flow. On the STAAR test, you will be asked to revise paragraphs to make them more coherent by replacing sentences or inserting sentences into a paragraph.
Typically, STAAR questions about revising for coherence focus on
• transitions between paragraphs• clearer or more effective introductions and conclusions• adding relevant details to paragraphs
STAAR StrategyThe excerpt and question below are from a previous STAAR test. They are based on Leah’s essay asking for longer lunch periods. Read the item and work through the steps that follow to learn how to answer questions like this one.
1 Read the paragraph and the item. Look at the sentence that is going to be added, and think about what idea or detail it will bring to the paragraph.
2 Re-read the paragraph. Ask yourself, does this new sentence explain a more general idea in the paragraph? Does it provide a link between one idea and another? If you answer yes to either question, identify the sentence(s) that the new sentence explains or connects.
(E1.15A, E1.16D)
(6) When students are rushed, they are more likely to make unhealthy choices.
(7) According to a 2008 study published in the Journal of School Health, diet quality is
associated with academic performance. (8) In other words, eating an unhealthy lunch
could negatively affect how well a student does in school. (9) Giving students more
time to select and enjoy a healthy meal would therefore boost grades.
Leah wants to add the following idea to the paragraph.
Some resort to the faster à la carte line to grab chips and a drink; others skip lunch altogether.
Re-read the paragraph carefully. Where is the most effective place to add this sentence?
F After sentence 6
G After sentence 7
H After sentence 8
J After sentence 9 STAAR English I, 2013, #2
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23 Revision Skill ■ Coherence
3 Go through the answer choices, and try the new sentence in each spot. If the location is not close to the sentence(s) you identified in step 2, cross it out. Choose the answer that gives the most logical spot for the new sentence.
F After sentence 6
G After sentence 7
H After sentence 8
J After sentence 9
Guided PracticeRead this paragraph and question from a previous STAAR test. Answer the question using what you have learned about revising for coherence. The paragraph is from Katy’s essay about a couple who live in an old school bus named Rosie.
(15) A few months later the bus was ready, and the newlyweds were preparing to
move in. (16) They were pleased that their new home had a living area, a bedroom,
and a small kitchen, complete with running water and a propane stove. (17) But Mike
and Natalie weren’t finished yet. (18) They wanted Rosie to feel like a home rather than
a recreational vehicle. (19) They carefully selected artwork to display in the foyer, or
entrance, of the bus. (20) They added potted plants and rugs. (21) Wooden furniture
was topped with photos, books, and lamps. (22) Mike explained, “We choose the few
things that have the most impact, that mean the most to us.”
Katy realizes that she left the following detail out of the paragraph.
While the Youngs had fun decorating their new home, they knew they had to be wise about what they brought into such a small space.
Where is the most effective place to insert this sentence?
A At the beginning of the paragraph
B After sentence 21
C After sentence 22
D This sentence is not relevant to the main idea of the paragraph and should not be inserted. STAAR English I, 2014, #9
The details in the new sentence don’t flow from the idea in sentence 7, about the relationship between diet quality and academic performance.
The details in the new sentence don’t flow from the ideas in sentence 9. Sentence 9 actually sums up the whole paragraph.
Sentence 6 mentions unhealthy choices without being specific. The new sentence gives specific examples of unhealthy choices. Answer F is correct.
The details in the new sentence don’t explain the idea in sentence 8. In fact, sentence 8 explains sentence 7.
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24 English I EOC Writing ■ Revision
Think About Your Thinking
In the chart below, evaluate each answer choice based on what you have learned about revising for coherence. One evaluation has been completed for you.
Answer Choices
EvaluationIs Answer Correct?
AThe new sentence seems to be about decorating. The paragraph isn’t all about decorating; only the second half is. The new sentence probably goes closer to the end.
no
B
C
D
Independent PracticeYou will have the opportunity to practice revising for coherence in Revision Practice 1 and 3.
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40 English I EOC Writing ■ Revision
Revision Practice Revision 4
Read the selection and choose the best answer to each question.
Miguel wrote this paper in response to a class assignment. Read Miguel’s paper and think about the revisions he needs to make. Then answer the questions that follow.
Phot
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oore
Texas’s Oldest Hangout
(1) Today people meet in buildings, such as coffee houses and offices. (2) But long
before office buildings were built, people still needed a place to meet that was secret, safe,
and also had a sense of importance or mystery. (3) Longhorn Cavern State Park in Burnet,
Texas, is just such a place.
(4) Texas is home to many caves and caverns. (5) For example, Longhorn Cavern,
which is at least 450 million years old, was formed in a different manner from the others.
(6) Most Texas caverns are created by water dripping through limestone over millions of
years. (7) This water, called seepage, wears down the limestone and eventually by the
water doing this it forms the caves. (8) In the case of Longhorn Cavern, the seepage that
formed earlier caves in the area became an underground river, and that river carved the
cavern, out of the limestone. (9) Longhorn Cavern is one of the few river-carved caverns in
the United States, and the only such cave in Texas.
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41 Revision ■ Practice
A Cave with Many Occupants(10) Things excavated from the cavern show that it was home to many Ice Age
animals. (11) The cave has also been occupied by groups of people throughout the years.
(12) The largest room in the cavern is called the “Indian Council Room.” (13) About 400
years ago Comanche tribal leaders used it as a meeting place. (14) Not only was the cavern
used as a meeting place by the Comanche, but it was also used by the Confederate Army
as a secret place to hide and manufacture weapons during the Civil War. (15) The soldiers
collected bat guano from the cavern, turned it into gunpowder, and hid it there for use
against the Union Army.
An Outlaw Hideout(16) Criminals used the cave. (17) Rumor has it that the notorious criminal Sam Bass
used it as a place to hide out from the law. (18) In fact, the entrance to the cave is called
the “Sam Bass Entrance.” (19) During Prohibition, the cavern was used as a speakeasy, a
place to serve illegal alcohol. (20) The state turned it into a park, and today, the cavern is
used for legal gatherings, like weddings and private parties. (21) The park also sponsors
a twice-monthly concert series called “Simple Sounds,” where visitors can hear live music
enhanced by the amazing acoustics of the cavern.
(22) The interesting way that Longhorn Cavern was formed, along with its exciting and
varied history, makes it one of the most important natural landmarks in Texas. (23) In fact,
Longhorn Cavern was named a National Natural Landmark in 1971.
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42 English I EOC Writing ■ Revision
1 Miguel wants to write a thesis statement that accurately conveys the main idea of his paper. Which of the following should he add after sentence 3? (E1.15A)
A Cave enthusiasts from all over love to visit Longhorn Cavern and emjoy its beauty.
B The cavern is a natural wonder that has been used by animals and people for millions of years.
C Who wouldn’t want to see such an important natural wonder?
D It was even readied for use as a nuclear fallout shelter for when President Johnson visited Texas.
2 Miguel would like to use a more appropriate transition in sentence 5. Which of the following best replaces For example? (E1.13C)
F Therefore
G First
H However
J Additionally
3 What is the most effective way to revise sentence 7? (E1.13C)
A This water, called seepage, wears down the limestone and eventually forms the caves.
B This water, called seepage, wears down the limestone, and eventually the water it forms the caves.
C Seepage is what the water is called that wears down the limestone and eventually forms the caves.
D Seepage, which is what this water is called, wears down the limestone and eventually by the water doing this it forms the caves.
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43 Revision ■ Practice
4 Miguel wants to use a more appropriate word than Things in sentence 10. Which of these could best replace the word Things? (E1.13C)
F Items
G Weapons
H Fossils
J Landmarks
5 What is the most effective way to combine sentences 12 and 13? (E1.13C)
A The largest room in the cavern is called the “Indian Council Room,” and because about 400 years ago Comanche tribal leaders used it as a meeting place.
B The largest room in the cavern is called the “Indian Council Room, because about 400 years ago Comanche tribal leaders used it as a meeting place.
C The largest room in the cavern is called the “Indian Council Room,” about 400 years ago Comanche tribal leaders used it as a meeting place.
D The largest room in the cavern is called the “Indian Council Room”; however, about 400 years ago Comanche tribal leaders used it as a meeting place.
6 Miguel’s transition from the third paragraph (sentences 10–15) to the fourth paragraph (sentences 16–21) is weak. Which of the following could best replace sentence 16 and provide a more effective transition between these two paragraphs? (E1.15A)
F Other people used the cave, too.
G Now the public may visit the cave and view its beauty.
H The cave was the perfect place to hide from the Union army.
J The cave was also used for a variety of illegal purposes.
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65
Editing Skill 3
Editing Skill ■ Pronouns
Using Pronouns CorrectlyA pronoun is a word used in place of a noun or more than one noun. The word that a pronoun stands for is called its antecedent. Antecedent means “the thing before,” and refers to the noun or proper noun that the pronoun refers to. You might see an item on the STAAR test that requires you to fix agreement between pronouns and antecedents.
Pronoun-Antecedent AgreementUse a singular pronoun to refer to a singular antecedent. Use a plural pronoun to refer to a plural antecedent. Also make sure a pronoun agrees with its antecedent in gender.
Mr. Romero is a good coach, and he has helped his players build better skills.
Two soccer matches are scheduled on Saturday. They will be canceled if it rains.
Skill Check For each sentence below, draw a box around the antecedent and then underline the correct pronoun inside the parentheses.
1. The two bald eagles add more material to (its, their) nest each year.
2. Richard has worked hard to earn (his, their) position as head of the debate team.
3. Neither girl would admit (her, their) role in the practical joke.
Agreement with Compound AntecedentsFor two or more singular antecedents joined by or or nor, use a singular pronoun. For two or more antecedents joined by and, use a plural pronoun.
SINGULAR: Either Marisa or Angela left her jacket on the floor.
PLURAL: Pablo and Jackie rode their bicycles to the lake.
Skill CheckFor each sentence below, draw a box around the word joining the antecedents, and then underline the correct pronoun inside the parentheses.
4. The singer and the band performed (its, their) songs beautifully.
5. Neither Scott nor Eduardo wanted to add (his, their) name to the petition.
6. If Lisa or Madeline needs a ride, tell (her, them) my mother can drive.
(E1.13D)
singular masculine pronounssingular antecedent
plural antecedent plural pronoun
plural pronoun
singular pronounjoining word is or
joining word is and
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66 English I EOC Writing ■ Editing
Agreement with Indefinite PronounsAn indefinite pronoun does not refer to a specific place or thing. Some indefinite pronouns are singular, and some are plural. Some can be either singular or plural, depending on their meaning in a sentence.
Each of the boys thinks he can help paint the garage.
Both of the kittens are sleeping on their backs.
Most of her artwork sells quickly because it appeals to many buyers.
Most of her paintings are small; they can fit on almost any wall.
Skill CheckFor each sentence below, draw a box around the indefinite pronoun and then underline the correct pronoun inside the parentheses.
7. Someone from the girls’ tennis team left (her, their) racket on the court.
8. Many of the volunteers stayed at (his, their) posts through the night.
9. Some of the people invited to the party sent (his or her, their) regrets.
Mixed PracticeFor each sentence below, draw a box around the antecedent, the word joining compound antecedents, or the indefinite pronoun. Then, underline the correct pronoun in parentheses.
1. Harry and Brad both enjoy spending (his, their) time at the animal shelter.
2. Everyone on the girls’ basketball team played (her, their) best in the big game.
3. Most of the cottages still have snow on (its, their) windowsills.
4. One of the hamsters has escaped from (its, their) cage.
5. None of the guests knew where (his or her, their) host was.
6. Carmen and Mona said (she, they) liked the idea of trying out for soccer.
7. If Lily or Debra arrives soon, please ask (her, them) to help set up the tables.
8. Several of the floral designers have won awards for (his or her, their) flowers.
9. The servers and manager worked hard because (he or she, they) wanted the customers to be happy.
10. We trimmed the lower branches so that we would stop bumping our heads on (it, them).
pluralplural indefinite pronoun
singular, refers to “artwork” as one whole thing
plural, refers to “paintings”
singular indefinite pronoun
singular
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79 Editing ■ Practice
Editing 1Editing Practice
Read the selection and choose the best answer to each question.
Gabriel wrote this paper to tell about a personal experience that turned out different than he expected. Read Gabriel’s paper and look for the corrections he needs to make. Then answer the questions that follow.
Trial and Error
(1) On the morning of our first agility trial, as we made the long drive to the
fairgrounds, I sat in the backseat with Gidget, petting her and remembering all the time
we have spent preparing for this day. (2) I had read that Shetland sheepdogs excel at dog
agility, so as soon as Gidget was old enough, I signed us up for a class. (3) We practiced
three times a week, and although it was hard work sometimes, I enjoyed learning with her.
(4) Sometimes, when we were learning a new obstacle, she would behave timid at first.
(5) The collapsed tunnel and the teeter-totter both made her especially nervous, but I was
patient with the training, and eventually she was zipping through that tunnel and cruising
over that teeter-totter with ease.
(6) Now we were on our way to our first competition. (7) After so many months of
training, I wanted to at least place in our class. (8) I imagined all the other competitors
raving about Gidget’s skill and speed on the course, and my amazing handling abilitys. (9) I
envisioned us going home with a big ribbon, which I would display next to her dog bed for
all our friends to admire.
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Sampler
80 English I EOC Writing ■ Editing
(10) When we arrived at the fairgrounds, my dad settled Gidget into her crate while
I looked at the course map and listened to the judge’s briefing. (11) Then I did my walk-
through, the course seemed challenging, but I studied it carefully and was totally focused
on my handling strategy. (12) “We can do this,” I whispered to myself as we waited for our
turn.
(13) Apparently, I had been so focused on learning the course that I didn’t notice how
nervous and distracted Gidget was in the unfamiliar surroundings. (14) The first few jumps
went fine, as did the A-frame and even the teeter-totter. (15) When we got to the tunnel,
however, Gidget stopped in her tracks and refused to go in. (16) I tried resorting to our
training steps, but the judge instructed me to continue passed the obstacle.
(17) Needless to say, we did not bring home a ribbon. (18) “Refusals,” as they are
called are faulted heavily, and we also lost points for coming in eight seconds over the
SCT, or standard course time. (19) Dad tried to console me. (20) “This was your first time,”
he said. (21) “You’ll do much better next time, now that you know how Gidget reacts in a
competition environment.” (22) But I was inconsolable. (23) I told my dad I would never try
this again. (24) Then I looked down at Gidget’s face, and I saw that she was beaming! (25)
She was not disappointed; she was excited and happy! (26) At that moment I knew that
agility was a great activity for Gidget and me, not because we might be champions at it, but
because it kept us both mentally and physically active. (27) It also would bring us closer
together with each new experience. (28) Yes, we’ll keep going to competitions, and we’ll
keep getting better. (29) But as far as I’m concerned, the ribbons can wait.
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© Sirius Education Solutions
Sampler
81 Editing ■ Practice
1 What change should be made in sentence 1? (E1.17A)
A Change morning to Morning
B Change sat to set
C Change have spent to had spent
D Insert a comma after preparing
2 What change is needed in sentence 4? (E1.13D)
F Change Sometimes to Sometime
G Change were learning to will have learned
H Change timid to timidly
J Change at first to firstly
3 What change is needed in sentence 8? (E1.19A)
A Change imagined to imagining
B Change Gidget’s to Gidgets
C Change course to coarse
D Change abilitys to abilities
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82 English I EOC Writing ■ Editing
4 What is the correct way to write sentence 11? (E1.17C)
F Then I did my walk-through. The course seemed challenging, but I studied it carefully and was totally focused on my handling strategy.
G Then I did my walk-through, and although the course seemed challenging. I studied it carefully and was totally focused on my handling strategy.
H Then I did my walk-through, and the course seemed challenging. Even though I studied it carefully and was totally focused on my handling strategy.
J Then I did my walk-through, the course seemed challenging. I studied it carefully and was totally focused on my handling strategy.
5 What change needs to be made in sentence 16? (E1.13D
A Change resorting to resortting
B Change the comma to a semicolon
C Change instructed to instructs
D Change passed to past
6 What change should be made in sentence 18? (E1.18B)
F Add a comma after called
G Change heavily to heavy
H Delete and
J Change coming to comeing
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© Sirius Education Solutions
Sampler
106 English I EOC Writing ■ Composition
Composition Skill 2Drafting the Thesis
In an essay, the thesis statement, or thesis, states the topic and the writer’s main idea about the topic. It should directly respond to the question or direction in the prompt. It should also clearly tell your reader the controlling idea or topic of your essay. For the STAAR test, this means making a claim that can be supported and argued.
STAAR StrategyYour thesis should respond to the prompt directly and make a thorough claim that can be argued with reasons and examples. Read this prompt from the 2014 STAAR test.
Here is a working thesis for the prompt.
Failure can indeed strengthen a person.
This thesis does respond to the prompt directly. However, it is not a detailed claim, and it is unclear what the writer intends to argue in the essay. Here is a revision of the thesis.
Failure strengthens people because it reveals weaknesses that need improvement and motivates people to try harder.
This thesis is more specific. It points out the way that the writer believes failure builds strength. It directly responds to the prompt and makes a specific claim that can be argued. A good thesis will include a “because” type of explanation of the issue.
It is good to think about your thesis as a working thesis and not the final thesis for the essay. As you plan and draft your composition, you may need to revise the thesis slightly to better fit your thoughts. It is much easier to revise your thesis to better fit your essay than to revise your whole essay to fit your thesis.
WRITTEN COMPOSITION: Expository
Read the following quotation.
The greatest glory in living lies not in never falling, but in getting up each time you fall.
—Nelson Mandela
Think carefully about the following question.
Can failure make you stronger?
Write an essay explaining whether failure can strengthen a person. STAAR English I, 2014
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© Sirius Education Solutions
Sampler
107 Composition Skill ■ Thesis
Guided PracticeRead this prompt from the 2013 STAAR test.
Improving a Thesis Statement Now read each thesis statement below and think about how it could be improved to respond better to the prompt, be more detailed, or both.
Write a revised thesis on the lines below each thesis statement.
1. Thesis: It is often necessary to take risks, from big to small, in life.
2. Thesis: Mistakes are important because they show people what they have left to learn.
3. Thesis: We can never know if our decisions will turn out to benefit or harm us.
Read the following quotation.
Take risks. Ask big questions. Don’t be afraid to make mistakes; if you don’t make mistakes, you’re not reaching far enough.
—David Packard, co-founder of Hewlett-Packard
Taking risks means not knowing whether the outcome will be good. Think carefully about this statement.
Write an essay explaining why it is sometimes necessary to take a chance. STAAR English I, 2013
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115 Composition ■ Practice
Prompt 1Composition
Practice
Brainstorm IdeasWrite down any thoughts and ideas you have in response to the prompt. Don’t worry about writing complete sentences. And don’t judge your ideas—yet. After you think of a few ideas, read through them and look for one that answers the prompt, makes an argument or claim, and is an idea you think you can develop into a full essay.
Read the following quotation.
Imagination will often carry us to worlds that never were. But without it we go nowhere.
—Carl Sagan
Think carefully about the following question.
What role does imagination play in life?
Write an essay explaining the role imagination has in a person’s life.
Be sure to —• clearly state your thesis• organize and develop your ideas effectively• choose your words carefully• edit your writing for grammar, mechanics, and spelling
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116 English I EOC Writing ■ Composition
Organizing Your Ideas and Examples Use this chart to organize and develop ideas and examples for your essay.
Thesis: Paragraph 1
INTRODUCTION
Controlling Idea: Paragraph 2
Example:
Explanation:
BODY
TRANSITION
Controlling Idea: Paragraph 3 (optional)
Example:
Explanation:
BODY
TRANSITION
Controlling Idea: Paragraph 4 (optional)
Example:
Explanation:
BODY
Restate Thesis: Final Paragraph
CONCLUSION
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Sampler
117 Composition ■ Practice
Write your essay in the box below. Do not add lines inside the box or write outside the box.
Check to make sure your essay has a clear thesis statement in each body paragraph, a controlling idea that supports the thesis in each body paragraph, examples and evidence supporting the paragraph’s controlling idea transitions between your ideas a concluding paragraph or thought
Sampler
23
Rev
isio
n S
kil
l ■
Co
her
ence
3 G
o t
hro
ug
h t
he
answ
er c
ho
ices
, an
d t
ry t
he
new
sen
ten
ce in
eac
h s
po
t. If
th
e lo
cati
on
is n
ot
clo
se t
o t
he
sen
ten
ce(s
) yo
u id
enti
fied
in s
tep
2, c
ross
it o
ut.
C
ho
ose
th
e an
swer
th
at g
ives
th
e m
ost
log
ical
sp
ot
for
the
new
sen
ten
ce.
F Aft
er s
ente
nce
6
G
Aft
er s
ente
nce
7
H
Aft
er s
ente
nce
8
J Aft
er s
ente
nce
9
Gu
ided
Pra
ctic
eR
ead
th
is p
arag
rap
h a
nd
qu
esti
on
fro
m a
pre
vio
us
STA
AR
tes
t. A
nsw
er t
he
qu
esti
on
u
sin
g w
hat
yo
u h
ave
lear
ned
ab
ou
t re
visi
ng
fo
r co
her
ence
. Th
e p
arag
rap
h is
fro
m
Kat
y’s
essa
y ab
ou
t a
cou
ple
wh
o li
ve in
an
old
sch
oo
l bu
s n
amed
Ro
sie.
(15)
A f
ew m
onth
s la
ter
the
bus
was
rea
dy,
and
the
new
lyw
eds
wer
e pr
epar
ing
to
mov
e in
. (1
6) T
hey
wer
e pl
ease
d th
at t
heir n
ew h
ome
had
a liv
ing
area
, a
bedr
oom
,
and
a sm
all k
itche
n, c
ompl
ete
with
run
ning
wat
er a
nd a
pro
pane
sto
ve.
(17)
But
Mik
e
and
Nat
alie
wer
en’t f
inis
hed
yet.
(18
) Th
ey w
ante
d Ros
ie t
o fe
el li
ke a
hom
e ra
ther
tha
n
a re
crea
tiona
l veh
icle
. (1
9) T
hey
care
fully
sel
ecte
d ar
twor
k to
dis
play
in t
he f
oyer
, or
entr
ance
, of
the
bus
. (2
0) T
hey
adde
d po
tted
pla
nts
and
rugs
. (2
1) W
oode
n fu
rnitu
re
was
top
ped
with
pho
tos,
boo
ks,
and
lam
ps.
(22)
Mik
e ex
plai
ned,
“W
e ch
oose
the
few
thin
gs t
hat
have
the
mos
t im
pact
, th
at m
ean
the
mos
t to
us.
”
Kat
y re
aliz
es t
hat
she
left
the
fol
low
ing
deta
il ou
t of
the
par
agra
ph.
Whi
le t
he Y
oung
s ha
d fu
n de
cora
ting
thei
r ne
w h
ome,
the
y kn
ew t
hey
had
to b
e w
ise
abou
t w
hat
they
bro
ught
into
suc
h a
smal
l spa
ce.
Whe
re is
the
mos
t ef
fect
ive
plac
e to
inse
rt t
his
sent
ence
?
A
At
the
begi
nnin
g of
the
par
agra
ph
B
Aft
er s
ente
nce
21
C
Aft
er s
ente
nce
22
D
This
sen
tenc
e is
not
rel
evan
t to
the
mai
n id
ea o
f th
e pa
ragr
aph
an
d sh
ould
not
be
inse
rted
. ST
AA
R E
ngl
ish
I, 2
014,
#9
The
deta
ils in
the
new
sen
tenc
e do
n’t
flow
from
the
idea
in s
ente
nce
7, a
bout
th
e re
latio
nshi
p be
twee
n di
et q
ualit
y an
d ac
adem
ic pe
rform
ance
.
The
deta
ils in
the
new
sen
tenc
e do
n’t fl
ow
from
the
idea
s in
sen
tenc
e 9.
Sen
tenc
e 9
actu
ally
sum
s up
the
who
le p
arag
raph
.
Sent
ence
6 m
entio
ns u
nhea
lthy
choi
ces
with
out b
eing
spe
cific
. The
new
sen
tenc
e gi
ves
spec
ific
exam
ples
of u
nhea
lthy
choi
ces.
Ans
wer
F is
cor
rect
.
The
deta
ils in
the
new
sen
tenc
e do
n’t
expl
ain
the
idea
in s
ente
nce
8. In
fact
, se
nten
ce 8
exp
lain
s se
nten
ce 7
.
22E
ng
lish
I E
OC
Wri
tin
g ■
Rev
isio
n
Rev
isio
n Sk
ill 5
Revis
ing f
or
Cohere
nce
The
coh
eren
ce o
f a
pap
er r
efer
s to
ho
w w
ell t
he
pap
er is
org
aniz
ed a
nd
ho
w w
ell t
he
idea
s an
d d
etai
ls in
eac
h p
arag
rap
h fi
t to
get
her
an
d fl
ow
. On
th
e ST
AA
R t
est,
yo
u w
ill
be
aske
d t
o r
evis
e p
arag
rap
hs
to m
ake
them
mo
re c
oh
eren
t b
y re
pla
cin
g s
ente
nce
s o
r in
sert
ing
sen
ten
ces
into
a p
arag
rap
h.
Typ
ical
ly, S
TAA
R q
ues
tio
ns
abo
ut
revi
sin
g f
or
coh
eren
ce f
ocu
s o
n
• tr
ansi
tio
ns
bet
wee
n p
arag
rap
hs
• cl
eare
r o
r m
ore
eff
ecti
ve in
tro
du
ctio
ns
and
co
ncl
usi
on
s•
add
ing
rel
evan
t d
etai
ls t
o p
arag
rap
hs
STA
AR
Str
ate
gy
The
exce
rpt
and
qu
esti
on
bel
ow
are
fro
m a
pre
vio
us
STA
AR
tes
t. T
hey
are
bas
ed o
n
Leah
’s e
ssay
ask
ing
fo
r lo
ng
er lu
nch
per
iod
s. R
ead
th
e it
em a
nd
wo
rk t
hro
ug
h t
he
step
s th
at f
ollo
w t
o le
arn
ho
w t
o a
nsw
er q
ues
tio
ns
like
this
on
e.
1 R
ead
th
e p
arag
rap
h a
nd
th
e it
em. L
oo
k at
th
e se
nte
nce
th
at is
go
ing
to
be
add
ed,
and
th
ink
abo
ut
wh
at id
ea o
r d
etai
l it
will
bri
ng
to
th
e p
arag
rap
h.
2 R
e-re
ad t
he
par
agra
ph
. Ask
yo
urs
elf,
do
es t
his
new
sen
ten
ce e
xpla
in a
mo
re
gen
eral
idea
in t
he
par
agra
ph?
Do
es it
pro
vid
e a
link
bet
wee
n o
ne
idea
an
d
ano
ther
? If
yo
u a
nsw
er y
es t
o e
ith
er q
ues
tio
n, i
den
tify
th
e se
nte
nce
(s)
that
th
e n
ew
sen
ten
ce e
xpla
ins
or
con
nec
ts.
(E1.1
5A, E
1.16D
)
(6)
Whe
n st
uden
ts a
re r
ushe
d, t
hey
are
mor
e lik
ely
to m
ake
unhe
alth
y ch
oice
s.
(7)
Acc
ordi
ng t
o a
2008
stu
dy p
ublis
hed
in t
he J
ourn
al o
f Sch
ool H
ealth
, di
et q
ualit
y is
asso
ciat
ed w
ith a
cade
mic
per
form
ance
. (8
) In
oth
er w
ords
, ea
ting
an u
nhea
lthy
lunc
h
coul
d ne
gativ
ely
affe
ct h
ow w
ell a
stu
dent
doe
s in
sch
ool.
(9)
Giv
ing
stud
ents
mor
e
time
to s
elec
t an
d en
joy
a he
alth
y m
eal w
ould
the
refo
re b
oost
gra
des.
Leah
wan
ts t
o ad
d th
e fo
llow
ing
idea
to
the
para
grap
h.
Som
e re
sort
to
the
fast
er à
la c
arte
line
to
grab
chi
ps a
nd a
dri
nk;
othe
rs s
kip
lunc
h al
toge
ther
.
Re-
read
the
par
agra
ph c
aref
ully
. W
here
is t
he m
ost
effe
ctiv
e pl
ace
to a
dd t
his
sent
ence
?
F Aft
er s
ente
nce
6
G
Aft
er s
ente
nce
7
H
Aft
er s
ente
nce
8
J Aft
er s
ente
nce
9 ST
AA
R E
ngl
ish
I, 2
013,
#2
English I EOC Writing ■ Revision © Sirius Education Solutions22–23
Teacher’s Edition Sampler
25
Rev
isio
n Sk
ill 6
Rev
isio
n S
kil
l ■
Cla
rity
Impro
vin
g C
lari
tyO
n t
he
STA
AR
tes
t, y
ou
will
be
aske
d t
o m
ake
revi
sio
ns
to s
ente
nce
s to
imp
rove
cl
arit
y. T
his
mea
ns
mak
ing
a s
ente
nce
mo
re p
reci
se a
nd
eas
ier
to u
nd
erst
and
by
usi
ng
cl
ear,
co
ncr
ete
lan
gu
age
and
str
uct
uri
ng
th
e se
nte
nce
co
rrec
tly.
Typ
ical
ly, t
he
STA
AR
q
ues
tio
ns
focu
s o
n is
sues
of
wo
rdin
ess,
issu
es w
ith
pro
no
un
ref
eren
ces,
an
d is
sues
wit
h
par
alle
l co
nst
ruct
ion
.
Wo
rdin
ess
refe
rs t
o u
sin
g m
ore
wo
rds
than
nec
essa
ry t
o m
ake
a p
oin
t. R
evis
ing
fo
r w
ord
ines
s m
ean
s re
mo
vin
g u
nn
eces
sary
wo
rds
or
ph
rase
s fr
om
a s
ente
nce
so
th
at it
is
easi
er t
o u
nd
erst
and
.
Rig
ht
at t
he
pre
sen
t m
om
ent
the
mem
ber
s o
f th
e G
amin
g S
oci
ety
are
no
t o
n
the
loo
kou
t fo
r ad
dit
ion
al m
emb
ers
of
ou
r cl
ub
du
e to
th
e fa
ct t
hat
we
are
exp
erie
nci
ng
a s
ho
rtag
e o
f ad
dit
ion
al c
om
pu
ters
.
The
Gam
ing
So
ciet
y is
cu
rren
tly
clo
sed
to
new
mem
ber
s b
ecau
se w
e la
ck
eno
ug
h c
om
pu
ters
.
Pro
no
un
Ref
eren
ce r
efer
s to
th
e w
ord
th
at a
pro
no
un
is r
epla
cin
g in
a s
ente
nce
. Th
is w
ord
is a
lso
cal
led
an
an
tece
den
t. S
ente
nce
s ca
n b
eco
me
un
clea
r o
r in
corr
ect
if
pro
no
un
s ar
e n
ot
use
d c
orr
ectl
y o
r th
e an
tece
den
t is
un
clea
r. T
her
e ar
e tw
o m
ajo
r is
sues
wit
h p
ron
ou
n r
efer
ence
s.
Too
Man
y A
nte
ced
ents
Tyle
r sp
oke
to
Mig
uel
aft
er h
e th
rew
th
e b
all o
ver
the
fen
ce.
Tyle
r sp
oke
to
Mig
uel
aft
er M
igu
el t
hre
w t
he
bal
l ove
r th
e fe
nce
.
No
An
tece
den
ts
The
snac
k b
ow
l was
em
pty
, bu
t w
e w
ere
full
fro
m e
atin
g t
hem
an
yway
.
The
snac
k b
ow
l was
em
pty
, bu
t w
e w
ere
full
fro
m e
atin
g s
nac
ks a
nyw
ay.
Para
llel S
tru
ctu
re r
efer
s to
mak
ing
su
re t
he
par
ts o
f co
mp
lex
sen
ten
ces
mat
ch e
ach
o
ther
in h
ow
th
ey a
re w
ritt
en. T
he
mo
st c
om
mo
n e
rro
r is
usi
ng
inco
nsi
sten
t ve
rb
form
s. In t
he
futu
re, w
e w
ill m
ake
pu
rch
ases
, dri
vin
g c
ars,
an
d t
o t
rave
l ab
road
wit
ho
ut
carr
yin
g id
enti
fica
tio
n.
Para
llel
In t
he
futu
re w
e w
ill m
ake
pu
rch
ases
, dri
ve c
ars,
an
d t
rave
l ab
road
wit
ho
ut
ca
rryi
ng
iden
tifi
cati
on
.
(E1.1
3C)
Look
at
how
th
e un
derli
ned
phra
ses
in t
he
top
sent
ence
ca
n be
ex
pres
sed
with
fe
wer
wor
ds
in t
he b
otto
m
sent
ence
.
The
pron
oun
he is
unc
lear
. W
hich
boy
is it
re
ferr
ing
to?
The
pron
oun
them
is u
sed
to
refe
r to
sna
cks,
w
hich
is m
issi
ng
from
the
se
nten
ce.
The
verb
mus
t be
in t
he s
ame
tens
e or
for
m
for
the
sent
ence
to
be
para
llel.
24
En
gli
sh I
EO
C W
riti
ng
■ R
evis
ion
Thin
k A
bo
ut
You
r Th
inki
ng
In t
he
char
t b
elo
w, e
valu
ate
each
an
swer
ch
oic
e b
ased
on
wh
at y
ou
hav
e le
arn
ed
abo
ut
revi
sin
g f
or
coh
eren
ce. O
ne
eval
uat
ion
has
bee
n c
om
ple
ted
fo
r yo
u.
An
swer
C
ho
ices
Eval
uat
ion
Is A
nsw
er
Co
rrec
t?
ATh
e ne
w s
ente
nce
seem
s to
be
abou
t de
cora
ting. T
he p
arag
raph
isn
’t all a
bout
dec
orat
ing; o
nly t
he s
econ
d ha
lf is
. The
new
sen
tenc
e pr
obab
ly g
oes
clos
er to
the
end.
no
B C D
Ind
ep
en
den
t Pra
ctic
eYo
u w
ill h
ave
the
op
po
rtu
nit
y to
pra
ctic
e re
visi
ng
fo
r co
her
ence
in R
evis
ion
Pra
ctic
e 1
and
3.
This
new
sent
ence
exp
lains
how
the
Youn
gs d
ecid
ed o
n de
cora
tions
, but
it d
oesn
’t gi
ve sp
ecifi
c det
ails.
If I a
dd th
e se
nten
ce a
fter s
ente
nce
21, i
t will
wra
p up
the
deta
ils a
bout
de
cora
ting
and
will a
lso le
ad in
to th
e qu
otat
ion
at th
e en
d of
the
para
grap
h.
yes
The
sent
ence
wor
ks a
s a lin
k be
twee
n th
e de
tails
of
deco
ratin
g an
d M
ike’s
quot
atio
n ab
out t
he ch
oices
they
m
ade.
The
quot
atio
n ex
plains
and
exp
ands
on
the
new
se
nten
ce.
no
The
new
sent
ence
is d
efinit
ely re
lated
to th
e id
eas i
n th
e pa
ragr
aph,
so a
nswe
r cho
ice D
can
be cr
osse
d ou
t.no
© Sirius Education Solutions Revision Skill ■ Clarity 24–25
Teacher’s Edition Sampler
41
Rev
isio
n ■
Pra
ctic
e
A C
ave
wit
h M
any
Occ
up
ants
(10)
Thi
ngs
exca
vate
d fr
om t
he c
aver
n sh
ow t
hat
it w
as h
ome
to m
any
Ice
Age
anim
als.
(11
) Th
e ca
ve h
as a
lso
been
occ
upie
d by
gro
ups
of p
eopl
e th
roug
hout
the
yea
rs.
(12)
The
larg
est
room
in t
he c
aver
n is
cal
led
the
“Ind
ian
Cou
ncil
Roo
m.”
(13
) Abo
ut 4
00
year
s ag
o C
oman
che
trib
al le
ader
s us
ed it
as
a m
eetin
g pl
ace.
(14
) N
ot o
nly
was
the
cav
ern
used
as
a m
eetin
g pl
ace
by t
he C
oman
che,
but
it w
as a
lso
used
by
the
Con
fede
rate
Arm
y
as a
sec
ret
plac
e to
hid
e an
d m
anuf
actu
re w
eapo
ns d
urin
g th
e Civ
il W
ar.
(15)
The
sol
dier
s
colle
cted
bat
gua
no f
rom
the
cav
ern,
tur
ned
it in
to g
unpo
wde
r, a
nd h
id it
the
re f
or u
se
agai
nst
the
Uni
on A
rmy.
An
Ou
tlaw
Hid
eou
t(1
6) C
rim
inal
s us
ed t
he c
ave.
(17
) Rum
or h
as it
tha
t th
e no
tori
ous
crim
inal
Sam
Bas
s
used
it a
s a
plac
e to
hid
e ou
t fr
om t
he la
w.
(18)
In
fact
, th
e en
tran
ce t
o th
e ca
ve is
cal
led
the
“Sam
Bas
s En
tran
ce.”
(19
) D
urin
g Pr
ohib
ition
, th
e ca
vern
was
use
d as
a s
peak
easy
, a
plac
e to
ser
ve il
lega
l alc
ohol
. (2
0) T
he s
tate
tur
ned
it in
to a
par
k, a
nd t
oday
, th
e ca
vern
is
used
for
lega
l gat
heri
ngs,
like
wed
ding
s an
d pr
ivat
e pa
rtie
s. (
21)
The
park
als
o sp
onso
rs
a tw
ice-
mon
thly
con
cert
ser
ies
calle
d “S
impl
e Sou
nds,
” w
here
vis
itors
can
hea
r liv
e m
usic
enha
nced
by
the
amaz
ing
acou
stic
s of
the
cav
ern.
(22)
The
inte
rest
ing
way
tha
t Lo
ngho
rn C
aver
n w
as f
orm
ed,
alon
g w
ith it
s ex
citin
g an
d
vari
ed h
isto
ry,
mak
es it
one
of th
e m
ost
impo
rtan
t na
tura
l lan
dmar
ks in
Tex
as.
(23)
In
fact
,
Long
horn
Cav
ern
was
nam
ed a
Nat
iona
l Nat
ural
Lan
dmar
k in
197
1.
40
En
gli
sh I
EO
C W
riti
ng
■ R
evis
ion
Rev
isio
n P
ract
ice
Revis
ion 4
Rea
d t
he
sele
ctio
n a
nd
ch
oo
se t
he
bes
t an
swer
to
each
qu
esti
on
.
Mig
uel w
rote
thi
s pa
per
in r
espo
nse
to a
cla
ss a
ssig
nmen
t. R
ead
Mig
uel’s
pap
er a
nd t
hink
ab
out
the
revi
sion
s he
nee
ds t
o m
ake.
The
n an
swer
the
que
stio
ns t
hat
follo
w. Photo by Larry D. Moore
Texa
s’s
Old
est
Han
gou
t
(1)
Toda
y pe
ople
mee
t in
bui
ldin
gs,
such
as
coff
ee h
ouse
s an
d of
fices
. (2
) But
long
befo
re o
ffic
e bu
ildin
gs w
ere
built
, pe
ople
stil
l nee
ded
a pl
ace
to m
eet
that
was
sec
ret,
saf
e,
and
also
had
a s
ense
of im
port
ance
or
mys
tery
. (3
) Lo
ngho
rn C
aver
n Sta
te P
ark
in B
urne
t,
Texa
s, is
jus
t su
ch a
pla
ce.
(4)
Texa
s is
hom
e to
man
y ca
ves
and
cave
rns.
(5)
For
exa
mpl
e, L
ongh
orn
Cav
ern,
whi
ch is
at
leas
t 45
0 m
illio
n ye
ars
old,
was
for
med
in a
diff
eren
t m
anne
r fr
om t
he o
ther
s.
(6)
Mos
t Te
xas
cave
rns
are
crea
ted
by w
ater
dri
ppin
g th
roug
h lim
esto
ne o
ver
mill
ions
of
year
s. (
7) T
his
wat
er,
calle
d se
epag
e, w
ears
dow
n th
e lim
esto
ne a
nd e
vent
ually
by
the
wat
er d
oing
thi
s it
form
s th
e ca
ves.
(8)
In
the
case
of Lo
ngho
rn C
aver
n, t
he s
eepa
ge t
hat
form
ed e
arlie
r ca
ves
in t
he a
rea
beca
me
an u
nder
grou
nd r
iver
, an
d th
at r
iver
car
ved
the
cave
rn,
out
of t
he li
mes
tone
. (9
) Lo
ngho
rn C
aver
n is
one
of th
e fe
w r
iver
-car
ved
cave
rns
in
the
Uni
ted
Sta
tes,
and
the
onl
y su
ch c
ave
in T
exas
.
English I EOC Writing ■ Revision © Sirius Education Solutions40–41
Teacher’s Edition Sampler
42
En
gli
sh I
EO
C W
riti
ng
■ R
evis
ion
1
Mig
uel w
ants
to
wri
te a
the
sis
stat
emen
t th
at a
ccur
atel
y co
nvey
s th
e m
ain
idea
of hi
s pa
per. W
hich
of th
e fo
llow
ing
shou
ld h
e ad
d af
ter
sent
ence
3?
(E1.
15A
)
A
Cav
e en
thus
iast
s fr
om a
ll ov
er lo
ve t
o vi
sit
Long
horn
Cav
ern
and
emjo
y its
beau
ty.
B
The
cave
rn is
a n
atur
al w
onde
r th
at h
as b
een
used
by
anim
als
and
peop
le f
or m
illio
ns
of y
ears
.
C
Who
wou
ldn’
t w
ant
to s
ee s
uch
an im
port
ant
natu
ral w
onde
r?
D
It w
as e
ven
read
ied
for
use
as a
nuc
lear
fal
lout
she
lter
for
whe
n Pr
esid
ent
John
son
visi
ted
Texa
s.
2
Mig
uel w
ould
like
to
use
a m
ore
appr
opri
ate
tran
sitio
n in
sen
tenc
e 5.
Whi
ch o
f th
e fo
llow
ing
best
rep
lace
s Fo
r ex
amp
le?
(E1.
13C
)
F Th
eref
ore
G
Firs
t
H
How
ever
J Add
ition
ally
3
Wha
t is
the
mos
t ef
fect
ive
way
to
revi
se s
ente
nce
7?
(E1.
13C
)
A
This
wat
er,
calle
d se
epag
e, w
ears
dow
n th
e lim
esto
ne a
nd e
vent
ually
for
ms
the
cave
s.
B
This
wat
er,
calle
d se
epag
e, w
ears
dow
n th
e lim
esto
ne,
and
even
tual
ly t
he w
ater
it
form
s th
e ca
ves.
C
See
page
is w
hat
the
wat
er is
cal
led
that
wea
rs d
own
the
limes
tone
and
eve
ntua
lly
form
s th
e ca
ves.
D
See
page
, w
hich
is w
hat
this
wat
er is
cal
led,
wea
rs d
own
the
limes
tone
and
eve
ntua
lly
by t
he w
ater
doi
ng t
his
it fo
rms
the
cave
s.
Revision ■ Practice© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
1
A T
his
stat
emen
t do
es n
ot t
ell t
he r
eade
r w
hat
the
essa
y is
abo
ut.
B
Cor
rect
. Thi
s th
esis
sta
tem
ent
fully
intr
oduc
es w
hat
the
essa
y w
ill
cove
r.
C T
his
sent
ence
ask
s a
ques
tion
but
does
not
intr
oduc
e th
e re
ader
to
the
top
ic o
f th
e es
say.
D
Thi
s se
nten
ce in
trod
uces
new
info
rmat
ion
but
does
not
exp
lain
w
hat
the
essa
y is
abo
ut.
2
F Th
eref
ore
is a
tra
nsiti
on w
ord
that
mea
ns “
for
that
rea
son”
and
in
trod
uces
a c
oncl
usio
n.
G T
he t
rans
ition
Firs
t is
use
d to
intr
oduc
e a
list,
but
the
re is
no
list
here
.
H C
orre
ct. H
owev
er is
use
d to
intr
oduc
e a
cont
rast
ing
idea
, and
M
igue
l is
expl
aini
ng h
ow L
ongh
orn
Cav
ern
is d
iffer
ent
from
oth
er
cave
rns
in T
exas
.
J Th
e tr
ansi
tion
Add
ition
ally
is u
sed
to in
trod
uce
mor
e, s
imila
r id
eas,
not
con
tras
ting
idea
s.
3
A C
orre
ct. T
his
vers
ion
elim
inat
es t
he u
nnec
essa
ry w
ords
by
the
wat
er d
oing
thi
s it
to m
ake
the
sent
ence
cle
arer
and
mor
e fo
cuse
d.
B S
ince
the
sub
ject
, wat
er, i
s al
read
y st
ated
, the
wor
d it
is a
dou
ble
subj
ect,
mak
ing
this
rev
isio
n aw
kwar
d. A
lso,
the
sen
tenc
e is
stil
l w
ordy
.
C T
he fi
rst
part
of
this
rev
isio
n is
wor
ded
awkw
ardl
y an
d pl
aces
the
fo
cus
on t
he w
rong
idea
.
D T
his
revi
sion
cre
ates
mor
e w
ordi
ness
with
out
fixin
g th
e w
ordi
ness
th
e se
nten
ce a
lread
y co
ntai
ns.
42
Teacher’s Edition Sampler
43
R
evis
ion
■ P
ract
ice
4
Mig
uel w
ants
to
use
a m
ore
appr
opri
ate
wor
d th
an T
hin
gs
in s
ente
nce
10.
Whi
ch o
f th
ese
coul
d be
st r
epla
ce t
he w
ord
Thin
gs?
(E
1.13
C)
F It
ems
G
Wea
pons
H
Foss
ils
J La
ndm
arks
5
Wha
t is
the
mos
t ef
fect
ive
way
to
com
bine
sen
tenc
es 1
2 an
d 13
? (E
1.13
C)
A
The
larg
est
room
in t
he c
aver
n is
cal
led
the
“Ind
ian
Cou
ncil
Roo
m,”
and
bec
ause
abo
ut
400
year
s ag
o C
oman
che
trib
al le
ader
s us
ed it
as
a m
eetin
g pl
ace.
B
The
larg
est
room
in t
he c
aver
n is
cal
led
the
“Ind
ian
Cou
ncil
Roo
m,
beca
use
abou
t 40
0 ye
ars
ago
Com
anch
e tr
ibal
lead
ers
used
it a
s a
mee
ting
plac
e.
C
The
larg
est
room
in t
he c
aver
n is
cal
led
the
“Ind
ian
Cou
ncil
Roo
m,”
abo
ut 4
00 y
ears
ag
o C
oman
che
trib
al le
ader
s us
ed it
as
a m
eetin
g pl
ace.
D
The
larg
est
room
in t
he c
aver
n is
cal
led
the
“Ind
ian
Cou
ncil
Roo
m”;
how
ever
, ab
out
400
year
s ag
o C
oman
che
trib
al le
ader
s us
ed it
as
a m
eetin
g pl
ace.
6
Mig
uel’s
tra
nsiti
on f
rom
the
thi
rd p
arag
raph
(se
nten
ces
10–1
5) t
o th
e fo
urth
par
agra
ph
(sen
tenc
es 1
6–21
) is
wea
k. W
hich
of th
e fo
llow
ing
coul
d be
st r
epla
ce s
ente
nce
16 a
nd
prov
ide
a m
ore
effe
ctiv
e tr
ansi
tion
betw
een
thes
e tw
o pa
ragr
aphs
? (E
1.15
A)
F O
ther
peo
ple
used
the
cav
e, t
oo.
G
Now
the
pub
lic m
ay v
isit
the
cave
and
vie
w it
s be
auty
.
H
The
cave
was
the
per
fect
pla
ce t
o hi
de f
rom
the
Uni
on a
rmy.
J Th
e ca
ve w
as a
lso
used
for
a v
arie
ty o
f ill
egal
pur
pose
s.
English I EOC Writing ■ Revision © Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
4
F Ite
ms
is a
syn
onym
for
—an
d is
no
mor
e sp
ecifi
c th
an—
the
wor
d Th
ings
.
G F
indi
ng w
eapo
ns w
ould
not
indi
cate
tha
t an
imal
s liv
ed in
the
ca
vern
dur
ing
the
Ice
Age
.
H C
orre
ct. T
he w
ord
Foss
ils is
spe
cific
and
is a
logi
cal r
epla
cem
ent
for
the
vagu
e no
un T
hing
s.
J Th
e ca
ve it
self
is a
land
mar
k. E
xcav
atin
g th
e ca
ve w
ould
not
un
cove
r la
ndm
arks
.
5
A T
he c
oord
inat
ing
conj
unct
ion
and
and
the
subo
rdin
atin
g co
njun
ctio
n be
caus
e ar
e no
t bo
th n
eede
d.
B C
orre
ct. T
urni
ng t
he s
econ
d se
nten
ce in
to a
dep
ende
nt c
laus
e an
d cr
eatin
g a
com
plex
sen
tenc
e cl
arifi
es a
nd e
mph
asiz
es t
he
rela
tions
hip
betw
een
the
two
clau
ses.
C T
his
vers
ion
is a
run
-on
sent
ence
; tw
o in
depe
nden
t cl
ause
s ca
nnot
be
join
ed w
ith a
com
ma
alon
e.
D
The
wor
d ho
wev
er is
use
d to
intr
oduc
e a
cont
rast
ing
idea
, but
th
e tw
o cl
ause
s in
thi
s se
nten
ce d
o no
t co
ntai
n co
ntra
stin
g id
eas.
6
F Th
is s
ente
nce
is n
ot a
n ef
fect
ive
tran
sitio
n be
caus
e it
does
not
in
trod
uce
the
topi
c of
the
fou
rth
para
grap
h.
G
Thi
s se
nten
ce is
onl
y va
guel
y re
late
d to
info
rmat
ion
at t
he e
nd
of t
he f
ourt
h pa
ragr
aph
and
does
not
con
nect
to
the
prev
ious
pa
ragr
aph.
H T
he s
ente
nce
is r
elat
ed t
o on
e id
ea in
the
pre
viou
s pa
ragr
aph,
but
it
does
not
intr
oduc
e th
e to
pic
of t
he f
ourt
h pa
ragr
aph.
J
Cor
rect
. Thi
s se
nten
ce in
trod
uces
the
con
tent
of
the
four
th
para
grap
h an
d co
nnec
ts it
to
the
info
rmat
ion
in t
he t
hird
pa
ragr
aph
by u
sing
the
tra
nsiti
on a
lso.
43
Teacher’s Edition Sampler
66
En
gli
sh I
EO
C W
riti
ng
■ E
dit
ing
Ag
reem
en
t w
ith
In
defi
nit
e P
ron
ou
ns
An
ind
efin
ite
pro
no
un
do
es n
ot
refe
r to
a s
pec
ific
pla
ce o
r th
ing
. So
me
ind
efin
ite
pro
no
un
s ar
e si
ng
ula
r, a
nd
so
me
are
plu
ral.
Som
e ca
n b
e ei
ther
sin
gu
lar
or
plu
ral,
dep
end
ing
on
th
eir
mea
nin
g in
a s
ente
nce
.
Each
of
the
bo
ys t
hin
ks h
e ca
n h
elp
pai
nt
the
gar
age.
Bo
th o
f th
e ki
tten
s ar
e sl
eep
ing
on
th
eir
bac
ks.
Mo
st o
f h
er a
rtw
ork
sel
ls q
uic
kly
bec
ause
it a
pp
eals
to
man
y b
uye
rs.
Mo
st o
f h
er p
ain
tin
gs
are
smal
l; th
ey c
an fi
t o
n a
lmo
st a
ny
wal
l.
Ski
ll C
heck
For
each
sen
ten
ce b
elo
w, d
raw
a b
ox
aro
un
d t
he
ind
efin
ite
pro
no
un
an
d t
hen
u
nd
erlin
e th
e co
rrec
t p
ron
ou
n in
sid
e th
e p
aren
thes
es.
7.
Som
eon
e fr
om
th
e g
irls
’ ten
nis
tea
m le
ft (
her
, th
eir)
rac
ket
on
th
e co
urt
.
8.
Man
y o
f th
e vo
lun
teer
s st
ayed
at
(his
, th
eir)
po
sts
thro
ug
h t
he
nig
ht.
9.
Som
e o
f th
e p
eop
le in
vite
d t
o t
he
par
ty s
ent
(his
or
her
, th
eir)
reg
rets
.
Mix
ed
Pra
ctic
eFo
r ea
ch s
ente
nce
belo
w, d
raw
a b
ox a
roun
d th
e an
tece
dent
, the
wor
d jo
inin
g co
mpo
und
ante
cede
nts,
or
the
inde
fini
te p
rono
un. T
hen,
und
erlin
e th
e co
rrec
t pr
onou
n in
par
enth
eses
.
1.
Har
ry a
nd
Bra
d b
oth
en
joy
spen
din
g (
his
, th
eir)
tim
e at
th
e an
imal
sh
elte
r.
2.
Ever
yon
e o
n t
he
gir
ls’ b
aske
tbal
l tea
m p
laye
d (
her
, th
eir)
bes
t in
th
e b
ig g
ame.
3.
Mo
st o
f th
e co
ttag
es s
till
hav
e sn
ow
on
(it
s, t
hei
r) w
ind
ow
sills
.
4.
On
e o
f th
e h
amst
ers
has
esc
aped
fro
m (
its,
th
eir)
cag
e.
5.
No
ne
of
the
gu
ests
kn
ew w
her
e (h
is o
r h
er, t
hei
r) h
ost
was
.
6.
Car
men
an
d M
on
a sa
id (
she,
th
ey)
liked
th
e id
ea o
f tr
yin
g o
ut
for
socc
er.
7.
If L
ily o
r D
ebra
arr
ives
so
on
, ple
ase
ask
(her
, th
em)
to h
elp
set
up
th
e ta
ble
s.
8.
Seve
ral o
f th
e fl
ora
l des
ign
ers
hav
e w
on
aw
ard
s fo
r (h
is o
r h
er, t
hei
r) fl
ow
ers.
9.
The
serv
ers
and
man
ager
wo
rked
har
d b
ecau
se (
he
or
she,
th
ey)
wan
ted
th
e cu
sto
mer
s to
be
hap
py.
10.
We
trim
med
th
e lo
wer
bra
nch
es s
o t
hat
we
wo
uld
sto
p b
um
pin
g o
ur
hea
ds
on
(i
t, t
hem
).
plur
alpl
ural
inde
finite
pro
noun
sing
ular
, ref
ers
to “
artw
ork”
as
one
who
le t
hing
plur
al, r
efer
s to
“pa
intin
gs”
sing
ular
inde
finite
pro
noun
sing
ular
65
Edit
ing
Skill
3
Ed
itin
g S
kil
l ■
Pro
no
un
s
Usi
ng P
ronouns
Corr
ect
lyA
pro
no
un
is a
wo
rd u
sed
in p
lace
of
a n
ou
n o
r m
ore
th
an o
ne
no
un
. Th
e w
ord
th
at
a p
ron
ou
n s
tan
ds
for
is c
alle
d it
s an
tece
den
t. A
nte
ced
ent
mea
ns
“th
e th
ing
bef
ore
,”
and
ref
ers
to t
he
no
un
or
pro
per
no
un
th
at t
he
pro
no
un
ref
ers
to. Y
ou
mig
ht
see
an
item
on
th
e ST
AA
R t
est
that
req
uir
es y
ou
to
fix
agre
emen
t b
etw
een
pro
no
un
s an
d
ante
ced
ents
.
Pro
no
un
-An
tece
den
t A
gre
em
en
tU
se a
sin
gu
lar
pro
no
un
to
ref
er t
o a
sin
gu
lar
ante
ced
ent.
Use
a p
lura
l pro
no
un
to
ref
er
to a
plu
ral a
nte
ced
ent.
Als
o m
ake
sure
a p
ron
ou
n a
gre
es w
ith
its
ante
ced
ent
in g
end
er.
Mr.
Ro
mer
o is
a g
oo
d c
oac
h, a
nd
he
has
hel
ped
his
pla
yers
bu
ild b
ette
r sk
ills.
Two
so
ccer
mat
ches
are
sch
edu
led
on
Sat
urd
ay. T
hey
will
be
can
cele
d if
it r
ain
s.
Ski
ll C
heck
Fo
r ea
ch s
ente
nce
bel
ow
, dra
w a
bo
x ar
ou
nd
th
e an
tece
den
t an
d t
hen
un
der
line
the
corr
ect
pro
no
un
insi
de
the
par
enth
eses
.
1.
The
two
bal
d e
agle
s ad
d m
ore
mat
eria
l to
(it
s, t
hei
r) n
est
each
yea
r.
2.
Ric
har
d h
as w
ork
ed h
ard
to
ear
n (
his
, th
eir)
po
siti
on
as
hea
d o
f th
e d
ebat
e te
am.
3.
Nei
ther
gir
l wo
uld
ad
mit
(h
er, t
hei
r) r
ole
in t
he
pra
ctic
al jo
ke.
Ag
reem
en
t w
ith
Co
mp
ou
nd
An
tece
den
tsFo
r tw
o o
r m
ore
sin
gu
lar
ante
ced
ents
join
ed b
y o
r o
r n
or,
use
a s
ing
ula
r p
ron
ou
n. F
or
two
or
mo
re a
nte
ced
ents
join
ed b
y an
d, u
se a
plu
ral p
ron
ou
n.
SIN
GU
LAR
: Eit
her
Mar
isa
or
An
gel
a le
ft h
er ja
cket
on
th
e fl
oo
r.
PLU
RA
L: P
ablo
an
d J
acki
e ro
de
thei
r b
icyc
les
to t
he
lake
.
Ski
ll C
heck
For
each
sen
ten
ce b
elo
w, d
raw
a b
ox
aro
un
d t
he
wo
rd jo
inin
g t
he
ante
ced
ents
, an
d t
hen
un
der
line
the
corr
ect
pro
no
un
insi
de
the
par
enth
eses
.
4.
The
sin
ger
an
d t
he
ban
d p
erfo
rmed
(it
s, t
hei
r) s
on
gs
bea
uti
fully
.
5.
Nei
ther
Sco
tt n
or
Edu
ard
o w
ante
d t
o a
dd
(h
is, t
hei
r) n
ame
to t
he
pet
itio
n.
6.
If L
isa
or
Mad
elin
e n
eed
s a
rid
e, t
ell (
her
, th
em)
my
mo
ther
can
dri
ve.
(E1.1
3D)
sing
ular
mas
culin
e pr
onou
nssi
ngul
ar a
ntec
eden
t
plur
al a
ntec
eden
tpl
ural
pro
noun
plur
al p
rono
un
sing
ular
pro
noun
join
ing
wor
d is
or
join
ing
wor
d is
and
© Sirius Education SolutionsEnglish I EOC Writing ■ Editing65–66
Teacher’s Edition Sampler
80
En
gli
sh I
EO
C W
riti
ng
■ E
dit
ing
(10)
Whe
n w
e ar
rive
d at
the
fai
rgro
unds
, m
y da
d se
ttle
d G
idge
t in
to h
er c
rate
whi
le
I lo
oked
at
the
cour
se m
ap a
nd li
sten
ed t
o th
e ju
dge’
s br
iefin
g. (
11)
Then
I d
id m
y w
alk-
thro
ugh,
the
cou
rse
seem
ed c
halle
ngin
g, b
ut I
stu
died
it c
aref
ully
and
was
tot
ally
foc
used
on m
y ha
ndlin
g st
rate
gy.
(12)
“W
e ca
n do
thi
s,”
I w
hisp
ered
to
mys
elf as
we
wai
ted
for
our
turn
. (13)
App
aren
tly,
I ha
d be
en s
o fo
cuse
d on
lear
ning
the
cou
rse
that
I d
idn’
t no
tice
how
nerv
ous
and
dist
ract
ed G
idge
t w
as in
the
unf
amili
ar s
urro
undi
ngs.
(14
) Th
e fir
st f
ew jum
ps
wen
t fin
e, a
s di
d th
e A-
fram
e an
d ev
en t
he t
eete
r-to
tter
. (1
5) W
hen
we
got
to t
he t
unne
l,
how
ever
, G
idge
t st
oppe
d in
her
tra
cks
and
refu
sed
to g
o in
. (1
6) I
tri
ed r
esor
ting
to o
ur
trai
ning
ste
ps,
but
the
judg
e in
stru
cted
me
to c
ontin
ue p
asse
d th
e ob
stac
le.
(17)
Nee
dles
s to
say
, w
e di
d no
t br
ing
hom
e a
ribb
on.
(18)
“Ref
usal
s,”
as t
hey
are
calle
d ar
e fa
ulte
d he
avily
, an
d w
e al
so lo
st p
oint
s fo
r co
min
g in
eig
ht s
econ
ds o
ver
the
SC
T, o
r st
anda
rd c
ours
e tim
e. (
19)
Dad
tri
ed t
o co
nsol
e m
e. (
20)
“Thi
s w
as y
our
first
tim
e,”
he s
aid.
(21
) “Y
ou’ll
do
muc
h be
tter
nex
t tim
e, n
ow t
hat
you
know
how
Gid
get
reac
ts in
a
com
petit
ion
envi
ronm
ent.”
(22)
But
I w
as in
cons
olab
le.
(23)
I t
old
my
dad
I w
ould
nev
er t
ry
this
aga
in.
(24)
The
n I
look
ed d
own
at G
idge
t’s
face
, an
d I
saw
tha
t sh
e w
as b
eam
ing!
(25
)
She
was
not
dis
appo
inte
d; s
he w
as e
xcite
d an
d ha
ppy!
(26
) At
tha
t m
omen
t I
knew
tha
t
agili
ty w
as a
gre
at a
ctiv
ity
for
Gid
get
and
me,
not
bec
ause
we
mig
ht b
e ch
ampi
ons
at it
, bu
t
beca
use
it ke
pt u
s bo
th m
enta
lly a
nd p
hysi
cally
act
ive.
(27
) It
als
o w
ould
bri
ng u
s cl
oser
toge
ther
with
eac
h ne
w e
xper
ienc
e. (
28)
Yes,
we’
ll ke
ep g
oing
to
com
petit
ions
, an
d w
e’ll
keep
get
ting
bett
er.
(29)
But
as
far
as I
’m c
once
rned
, th
e ri
bbon
s ca
n w
ait.
79
Ed
itin
g ■
Pra
ctic
e
Edit
ing 1
Edit
ing
Pra
ctic
e
Rea
d t
he
sele
ctio
n a
nd
ch
oo
se t
he
bes
t an
swer
to
each
qu
esti
on
.
Gab
riel
wro
te t
his
pape
r to
tel
l abo
ut a
per
sona
l exp
erie
nce
that
tur
ned
out
diff
eren
t th
an
he e
xpec
ted.
Rea
d G
abri
el’s
pap
er a
nd lo
ok f
or t
he c
orre
ctio
ns h
e ne
eds
to m
ake.
The
n an
swer
the
que
stio
ns t
hat
follo
w. Tria
l an
d E
rror
(1)
On
the
mor
ning
of ou
r fir
st a
gilit
y tr
ial,
as w
e m
ade
the
long
dri
ve t
o th
e
fair
grou
nds,
I s
at in
the
bac
ksea
t w
ith G
idge
t, p
ettin
g he
r an
d re
mem
beri
ng a
ll th
e tim
e
we
have
spe
nt p
repa
ring
for
thi
s da
y. (
2) I
had
rea
d th
at S
hetla
nd s
heep
dogs
exc
el a
t do
g
agili
ty,
so a
s so
on a
s G
idge
t w
as o
ld e
noug
h, I
sig
ned
us u
p fo
r a
clas
s. (
3) W
e pr
actic
ed
thre
e tim
es a
wee
k, a
nd a
lthou
gh it
was
har
d w
ork
som
etim
es,
I en
joye
d le
arni
ng w
ith h
er.
(4)
Som
etim
es,
whe
n w
e w
ere
lear
ning
a n
ew o
bsta
cle,
she
wou
ld b
ehav
e tim
id a
t fir
st.
(5)
The
colla
psed
tun
nel a
nd t
he t
eete
r-to
tter
bot
h m
ade
her
espe
cial
ly n
ervo
us,
but
I w
as
patie
nt w
ith t
he t
rain
ing,
and
eve
ntua
lly s
he w
as z
ippi
ng t
hrou
gh t
hat
tunn
el a
nd c
ruis
ing
over
tha
t te
eter
-tot
ter
with
eas
e.
(6)
Now
we
wer
e on
our
way
to
our
first
com
petit
ion.
(7)
Aft
er s
o m
any
mon
ths
of
trai
ning
, I
wan
ted
to a
t le
ast
plac
e in
our
cla
ss.
(8)
I im
agin
ed a
ll th
e ot
her
com
petit
ors
ravi
ng a
bout
Gid
get’s
skill
and
spe
ed o
n th
e co
urse
, an
d m
y am
azin
g ha
ndlin
g ab
ility
s. (
9) I
envi
sion
ed u
s go
ing
hom
e w
ith a
big
rib
bon,
whi
ch I
wou
ld d
ispl
ay n
ext
to h
er d
og b
ed f
or
all o
ur f
rien
ds t
o ad
mir
e.
© Sirius Education Solutions Editing ■ Practice 79–80
Teacher’s Edition Sampler
81
Ed
itin
g ■
Pra
ctic
e
1
Wha
t ch
ange
sho
uld
be m
ade
in s
ente
nce
1?
(E1.
17A
)
A
Cha
nge
mo
rnin
g t
o M
orn
ing
B
Cha
nge
sat
to s
et
C
Cha
nge
hav
e sp
ent
to h
ad s
pen
t
D
Inse
rt a
com
ma
afte
r p
rep
arin
g
2
Wha
t ch
ange
is n
eede
d in
sen
tenc
e 4?
(E
1.13
D)
F Cha
nge
Som
etim
es t
o S
om
etim
e
G
Cha
nge
wer
e le
arn
ing t
o w
ill h
ave
lear
ned
H
Cha
nge
tim
id t
o ti
mid
ly
J Cha
nge
at f
irst
to
firs
tly
3
Wha
t ch
ange
is n
eede
d in
sen
tenc
e 8?
(E
1.19
A)
A
Cha
nge
imag
ined
to
imag
inin
g
B
Cha
nge
Gid
get
’s t
o G
idg
ets
C
Cha
nge
cou
rse
to c
oar
se
D
Cha
nge
abili
tys
to a
bili
ties
© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
1
A T
he w
ord
mor
ning
is a
com
mon
nou
n an
d sh
ould
not
be
capi
taliz
ed.
B
The
cor
rect
pas
t te
nse
form
of
sit
is s
at.
C
Cor
rect
. Use
the
pas
t pe
rfec
t te
nse
to t
ell a
bout
an
actio
n th
at
took
pla
ce b
efor
e an
othe
r pa
st a
ctio
n di
d.
D D
o no
t se
t of
f a
rest
rictiv
e ph
rase
with
com
mas
.
2
F Th
e ad
verb
som
etim
e m
eans
“at
an
inde
finite
tim
e in
the
fut
ure.
” Th
e ad
verb
som
etim
es m
eans
“oc
casi
onal
ly.”
G
The
pas
t pr
ogre
ssiv
e fo
rm w
ere
lear
ning
is c
orre
ct. T
he f
utur
e pe
rfec
t te
nse
wou
ld n
ot m
ake
sens
e.
H
Cor
rect
. The
adv
erb
form
tim
idly
is n
eede
d to
mod
ify w
ould
be
have
.
J Fi
rstly
or
first
is u
sed
to in
dica
te s
eque
nce.
At
first
mea
ns “
in t
he
begi
nnin
g.”
3
A T
he p
ast
tens
e fo
rm im
agin
ed e
xpre
sses
an
actio
n th
at t
ook
plac
e in
the
pas
t.
B U
se a
n ap
ostr
ophe
and
an
s to
for
m t
he p
osse
ssiv
e of
a s
ingu
lar
prop
er n
oun.
C
The
nou
n co
urse
mea
ns “
the
desi
gnat
ed p
ath
for
a ra
ce.”
Coa
rse
is a
n ad
ject
ive
that
mea
ns “
roug
h.”
D
Cor
rect
. To
form
the
plu
ral o
f a
noun
end
ing
in y
pre
cede
d by
a
cons
onan
t, c
hang
e th
e y
to i
and
add
es.
English I EOC Writing ■ Editing81
Teacher’s Edition Sampler
82
En
gli
sh I
EO
C W
riti
ng
■ E
dit
ing
4
Wha
t is
the
cor
rect
way
to
wri
te s
ente
nce
11?
(E1.
17C
)
F Th
en I
did
my
wal
k-th
roug
h. T
he c
ours
e se
emed
cha
lleng
ing,
but
I s
tudi
ed it
car
eful
ly
and
was
tot
ally
foc
used
on
my
hand
ling
stra
tegy
.
G
Then
I d
id m
y w
alk-
thro
ugh,
and
alth
ough
the
cou
rse
seem
ed c
halle
ngin
g. I
stu
died
it
care
fully
and
was
tot
ally
foc
used
on
my
hand
ling
stra
tegy
.
H
Then
I d
id m
y w
alk-
thro
ugh,
and
the
cou
rse
seem
ed c
halle
ngin
g. E
ven
thou
gh I
stu
died
it
care
fully
and
was
tot
ally
foc
used
on
my
hand
ling
stra
tegy
.
J Th
en I
did
my
wal
k-th
roug
h, t
he c
ours
e se
emed
cha
lleng
ing.
I s
tudi
ed it
car
eful
ly a
nd
was
tot
ally
foc
used
on
my
hand
ling
stra
tegy
.
5
Wha
t ch
ange
nee
ds t
o be
mad
e in
sen
tenc
e 16
? (E
1.13
D
A
Cha
nge
reso
rtin
g t
o re
sort
tin
g
B
Cha
nge
the
com
ma
to a
sem
icol
on
C
Cha
nge
inst
ruct
ed t
o in
stru
cts
D
Cha
nge
pas
sed t
o p
ast
6
Wha
t ch
ange
sho
uld
be m
ade
in s
ente
nce
18?
(E1.
18B)
F Add
a c
omm
a af
ter
calle
d
G
Cha
nge
hea
vily
to
hea
vy
H
Del
ete
and
J Cha
nge
com
ing t
o co
mei
ng
© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
4
F C
orre
ct. O
ne w
ay t
o fix
a r
un-o
n se
nten
ce is
to
mak
e tw
o se
para
te s
ente
nces
.
G T
his
revi
sion
is c
onfu
sing
bec
ause
in t
he fi
rst
sent
ence
the
su
bord
inat
e cl
ause
is t
reat
ed a
s an
inde
pend
ent
clau
se a
nd
beca
use
the
conj
unct
ion
alth
ough
usu
ally
indi
cate
s a
cont
rast
, bu
t no
idea
s ar
e be
ing
cont
rast
ed h
ere.
H T
he s
econ
d pa
rt o
f th
is r
evis
ion
is a
sen
tenc
e fr
agm
ent.
J
The
first
par
t of
thi
s re
visi
on is
stil
l a r
un-o
n se
nten
ce.
5
A T
he c
orre
ct s
pelli
ng is
res
ortin
g.
B T
he c
omm
a an
d co
ordi
natin
g co
njun
ctio
n bu
t co
rrec
tly s
epar
ate
the
two
inde
pend
ent
clau
ses
in t
he s
ente
nce.
C
The
sen
tenc
e is
des
crib
ing
past
act
ion,
so
the
past
ten
se f
orm
of
inst
ruct
—in
stru
cted
—is
cor
rect
.
D C
orre
ct. T
he w
ord
past
ref
ers
to t
he lo
catio
n of
the
nar
rato
r—th
e ju
dge
said
to
go p
ast
the
obst
acle
.
6
F C
orre
ct. N
onre
stric
tive
clau
ses
shou
ld b
e se
t of
f w
ith c
omm
as.
G
The
adv
erb
heav
ily c
orre
ctly
mod
ifies
the
ver
b ar
e fa
ulte
d.
H T
he c
oord
inat
ing
conj
unct
ion
and
is n
eede
d, in
add
ition
to
the
com
ma,
to
join
the
tw
o in
depe
nden
t cl
ause
s.
J Th
e co
rrec
t sp
ellin
g is
com
ing.
Editing ■ Practice 82
Teacher’s Edition Sampler
106
En
gli
sh I
EO
C W
riti
ng
■ C
om
po
siti
on
Com
posi
tion
Skill
2D
raft
ing t
he T
hesi
sIn
an
ess
ay, t
he
thes
is s
tate
men
t, o
r th
esis
, sta
tes
the
top
ic a
nd
th
e w
rite
r’s
mai
n id
ea
abo
ut
the
top
ic. I
t sh
ou
ld d
irec
tly
resp
on
d t
o t
he
qu
esti
on
or
dir
ecti
on
in t
he
pro
mp
t.
It s
ho
uld
als
o c
lear
ly t
ell y
ou
r re
ader
th
e co
ntr
olli
ng
idea
or
top
ic o
f yo
ur
essa
y. F
or
the
STA
AR
tes
t, t
his
mea
ns
mak
ing
a c
laim
th
at c
an b
e su
pp
ort
ed a
nd
arg
ued
.
STA
AR
Str
ate
gy
You
r th
esis
sh
ou
ld r
esp
on
d t
o t
he
pro
mp
t d
irec
tly
and
mak
e a
tho
rou
gh
cla
im t
hat
can
b
e ar
gu
ed w
ith
rea
son
s an
d e
xam
ple
s. R
ead
th
is p
rom
pt
fro
m t
he
2014
STA
AR
tes
t.
Her
e is
a w
ork
ing
th
esis
fo
r th
e p
rom
pt.
Failure
can
inde
ed s
tren
gthe
n a
pers
on.
This
th
esis
do
es r
esp
on
d t
o t
he
pro
mp
t d
irec
tly.
Ho
wev
er, i
t is
no
t a
det
aile
d c
laim
, an
d it
is u
ncl
ear
wh
at t
he
wri
ter
inte
nd
s to
arg
ue
in t
he
essa
y. H
ere
is a
rev
isio
n o
f th
e th
esis
.
Failure
str
engt
hens
peo
ple
beca
use
it re
veals
wea
knes
ses
that
nee
d im
prov
emen
t an
d m
otivat
es p
eople
to t
ry h
arde
r.
This
th
esis
is m
ore
sp
ecifi
c. It
po
ints
ou
t th
e w
ay t
hat
th
e w
rite
r b
elie
ves
failu
re b
uild
s st
ren
gth
. It
dir
ectl
y re
spo
nd
s to
th
e p
rom
pt
and
mak
es a
sp
ecifi
c cl
aim
th
at c
an b
e ar
gu
ed. A
go
od
th
esis
will
incl
ud
e a
“bec
ause
” ty
pe
of
exp
lan
atio
n o
f th
e is
sue.
It is
go
od
to
th
ink
abo
ut
you
r th
esis
as
a w
ork
ing
th
esis
an
d n
ot
the
fin
al t
hes
is f
or
the
essa
y. A
s yo
u p
lan
an
d d
raft
yo
ur
com
po
siti
on
, yo
u m
ay n
eed
to
rev
ise
the
thes
is
slig
htl
y to
bet
ter
fit
you
r th
ou
gh
ts. I
t is
mu
ch e
asie
r to
rev
ise
you
r th
esis
to
bet
ter
fit
you
r es
say
than
to
rev
ise
you
r w
ho
le e
ssay
to
fit
you
r th
esis
.
WR
ITTE
N C
OM
PO
SIT
ION
: E
xpo
sito
ry
Rea
d th
e fo
llow
ing
quot
atio
n.
The
grea
test
glo
ry in
livi
ng li
es n
ot in
nev
er f
allin
g, b
ut in
get
ting
up
each
tim
e yo
u fa
ll.
—N
elso
n M
ande
la
Thin
k ca
refu
lly a
bout
the
fol
low
ing
ques
tion.
Can
fai
lure
mak
e yo
u st
rong
er?
Wri
te a
n es
say
expl
aini
ng w
heth
er f
ailu
re c
an s
tren
gthe
n a
pers
on.
ST
AA
R E
ngl
ish
I, 2
014
105
C
om
po
siti
on
Skil
l ■
An
alyz
ing
Pro
mp
t
In t
he
spac
e b
elo
w t
he
pro
mp
t, w
rite
yo
ur
tho
ug
hts
in r
esp
on
se t
o t
he
pro
mp
t. D
on
’t
wo
rry
abo
ut
wri
tin
g c
om
ple
te s
ente
nce
s, a
nd
do
n’t
jud
ge
you
r id
eas
at t
his
po
int.
The
quot
e sa
ys o
verc
oming
failu
re is
the
“gre
ates
t glor
y in living
.” Th
e qu
estio
n fo
llowing
the
quot
e is a
sking
if p
eople
gain s
tren
gth
from
failin
g. T
he q
uote
implies
that
ove
rcom
ing
failu
res
lead
s to
gre
ater
suc
cess
late
r, an
d th
at c
ould b
e be
caus
e so
me
peop
le b
ecom
e st
rong
er a
fter
failin
g.
Gu
ided
Pra
ctic
eTh
e fo
llow
ing
pro
mp
t is
fro
m t
he
2013
STA
AR
tes
t.
1 F
irst
rea
d t
he
pro
mp
t. T
hen
use
th
e st
eps
you
’ve
lear
ned
to
an
alyz
e th
e p
rom
pt.
2 L
abel
eac
h p
art
of
the
pro
mp
t (t
he
qu
ota
tio
n, t
he
“Th
ink”
sta
tem
ent
or
qu
esti
on
, an
d t
he
wri
tin
g a
ssig
nm
ent)
.
3 U
sin
g y
ou
r o
wn
wo
rds,
res
tate
eac
h p
art
of
the
pro
mp
t in
th
e g
rap
hic
org
aniz
er
bel
ow
.
(1) Q
uote
:(2
) St
atem
ent
or Q
uest
ion:
(3) As
signm
ent:
Rea
d th
e fo
llow
ing
quot
atio
n.
Take
ris
ks.
Ask
big
que
stio
ns.
Don
’t b
e af
raid
to
mak
e m
ista
kes;
if y
ou
don’
t m
ake
mis
take
s, y
ou’re
not
reac
hing
far
eno
ugh.
—D
avid
Pac
kard
, co
-fou
nder
of H
ewle
tt-P
acka
rd
Taki
ng a
ris
k m
eans
act
ing
with
out
know
ing
whe
ther
the
out
com
e w
ill
be g
ood.
Thi
nk c
aref
ully
abo
ut t
his
stat
emen
t.
Wri
te a
n es
say
expl
aini
ng w
hy it
is s
omet
imes
nec
essa
ry t
o ta
ke a
cha
nce.
STA
AR
En
glis
h I,
201
3
(2)
(1) (3
)
quot
atio
n
“Thin
k” st
atem
ent
or q
uesti
on
assig
nmen
t
Sam
ple
answ
er: T
he
quot
e is
sayin
g th
at
you
have
to m
ake
mist
akes
in o
rder
to
achie
ve g
reat
thing
s.
Sam
ple
answ
er:
The
state
men
t de
fines
a ri
sk a
s do
ing
som
ethin
g wi
thou
t kno
wing
th
e ou
tcom
e. Th
is is
relat
ed to
the
quot
e, w
hich
says
to n
ot b
e af
raid
of m
istak
es.
Sam
ple
answ
er: T
he
assig
nmen
t is a
sking
m
e to
writ
e an
ess
ay
abou
t why
we
mus
t so
met
imes
take
ch
ance
s.
© Sirius Education SolutionsEnglish I EOC Writing ■ Composition105–106
106
En
gli
sh I
EO
C W
riti
ng
■ C
om
po
siti
on
Com
posi
tion
Skill
2D
raft
ing t
he T
hesi
sIn
an
ess
ay, t
he
thes
is s
tate
men
t, o
r th
esis
, sta
tes
the
top
ic a
nd
th
e w
rite
r’s
mai
n id
ea
abo
ut
the
top
ic. I
t sh
ou
ld d
irec
tly
resp
on
d t
o t
he
qu
esti
on
or
dir
ecti
on
in t
he
pro
mp
t.
It s
ho
uld
als
o c
lear
ly t
ell y
ou
r re
ader
th
e co
ntr
olli
ng
idea
or
top
ic o
f yo
ur
essa
y. F
or
the
STA
AR
tes
t, t
his
mea
ns
mak
ing
a c
laim
th
at c
an b
e su
pp
ort
ed a
nd
arg
ued
.
STA
AR
Str
ate
gy
You
r th
esis
sh
ou
ld r
esp
on
d t
o t
he
pro
mp
t d
irec
tly
and
mak
e a
tho
rou
gh
cla
im t
hat
can
b
e ar
gu
ed w
ith
rea
son
s an
d e
xam
ple
s. R
ead
th
is p
rom
pt
fro
m t
he
2014
STA
AR
tes
t.
Her
e is
a w
ork
ing
th
esis
fo
r th
e p
rom
pt.
Failure
can
inde
ed s
tren
gthe
n a
pers
on.
This
th
esis
do
es r
esp
on
d t
o t
he
pro
mp
t d
irec
tly.
Ho
wev
er, i
t is
no
t a
det
aile
d c
laim
, an
d it
is u
ncl
ear
wh
at t
he
wri
ter
inte
nd
s to
arg
ue
in t
he
essa
y. H
ere
is a
rev
isio
n o
f th
e th
esis
.
Failure
str
engt
hens
peo
ple
beca
use
it re
veals
wea
knes
ses
that
nee
d im
prov
emen
t an
d m
otivat
es p
eople
to t
ry h
arde
r.
This
th
esis
is m
ore
sp
ecifi
c. It
po
ints
ou
t th
e w
ay t
hat
th
e w
rite
r b
elie
ves
failu
re b
uild
s st
ren
gth
. It
dir
ectl
y re
spo
nd
s to
th
e p
rom
pt
and
mak
es a
sp
ecifi
c cl
aim
th
at c
an b
e ar
gu
ed. A
go
od
th
esis
will
incl
ud
e a
“bec
ause
” ty
pe
of
exp
lan
atio
n o
f th
e is
sue.
It is
go
od
to
th
ink
abo
ut
you
r th
esis
as
a w
ork
ing
th
esis
an
d n
ot
the
fin
al t
hes
is f
or
the
essa
y. A
s yo
u p
lan
an
d d
raft
yo
ur
com
po
siti
on
, yo
u m
ay n
eed
to
rev
ise
the
thes
is
slig
htl
y to
bet
ter
fit
you
r th
ou
gh
ts. I
t is
mu
ch e
asie
r to
rev
ise
you
r th
esis
to
bet
ter
fit
you
r es
say
than
to
rev
ise
you
r w
ho
le e
ssay
to
fit
you
r th
esis
.
WR
ITTE
N C
OM
PO
SIT
ION
: E
xpo
sito
ry
Rea
d th
e fo
llow
ing
quot
atio
n.
The
grea
test
glo
ry in
livi
ng li
es n
ot in
nev
er f
allin
g, b
ut in
get
ting
up
each
tim
e yo
u fa
ll.
—N
elso
n M
ande
la
Thin
k ca
refu
lly a
bout
the
fol
low
ing
ques
tion.
Can
fai
lure
mak
e yo
u st
rong
er?
Wri
te a
n es
say
expl
aini
ng w
heth
er f
ailu
re c
an s
tren
gthe
n a
pers
on.
ST
AA
R E
ngl
ish
I, 2
014
105
C
om
po
siti
on
Skil
l ■
An
alyz
ing
Pro
mp
t
In t
he
spac
e b
elo
w t
he
pro
mp
t, w
rite
yo
ur
tho
ug
hts
in r
esp
on
se t
o t
he
pro
mp
t. D
on
’t
wo
rry
abo
ut
wri
tin
g c
om
ple
te s
ente
nce
s, a
nd
do
n’t
jud
ge
you
r id
eas
at t
his
po
int.
The
quot
e sa
ys o
verc
oming
failu
re is
the
“gre
ates
t glor
y in living
.” Th
e qu
estio
n fo
llowing
the
quot
e is a
sking
if p
eople
gain s
tren
gth
from
failin
g. T
he q
uote
implies
that
ove
rcom
ing
failu
res
lead
s to
gre
ater
suc
cess
late
r, an
d th
at c
ould b
e be
caus
e so
me
peop
le b
ecom
e st
rong
er a
fter
failin
g.
Gu
ided
Pra
ctic
eTh
e fo
llow
ing
pro
mp
t is
fro
m t
he
2013
STA
AR
tes
t.
1 F
irst
rea
d t
he
pro
mp
t. T
hen
use
th
e st
eps
you
’ve
lear
ned
to
an
alyz
e th
e p
rom
pt.
2 L
abel
eac
h p
art
of
the
pro
mp
t (t
he
qu
ota
tio
n, t
he
“Th
ink”
sta
tem
ent
or
qu
esti
on
, an
d t
he
wri
tin
g a
ssig
nm
ent)
.
3 U
sin
g y
ou
r o
wn
wo
rds,
res
tate
eac
h p
art
of
the
pro
mp
t in
th
e g
rap
hic
org
aniz
er
bel
ow
.
(1) Q
uote
:(2
) St
atem
ent
or Q
uest
ion:
(3) As
signm
ent:
Rea
d th
e fo
llow
ing
quot
atio
n.
Take
ris
ks.
Ask
big
que
stio
ns.
Don
’t b
e af
raid
to
mak
e m
ista
kes;
if y
ou
don’
t m
ake
mis
take
s, y
ou’re
not
reac
hing
far
eno
ugh.
—D
avid
Pac
kard
, co
-fou
nder
of H
ewle
tt-P
acka
rd
Taki
ng a
ris
k m
eans
act
ing
with
out
know
ing
whe
ther
the
out
com
e w
ill
be g
ood.
Thi
nk c
aref
ully
abo
ut t
his
stat
emen
t.
Wri
te a
n es
say
expl
aini
ng w
hy it
is s
omet
imes
nec
essa
ry t
o ta
ke a
cha
nce.
STA
AR
En
glis
h I,
201
3
(2)
(1) (3
)
quot
atio
n
“Thin
k” st
atem
ent
or q
uesti
on
assig
nmen
t
Sam
ple
answ
er: T
he
quot
e is
sayin
g th
at
you
have
to m
ake
mist
akes
in o
rder
to
achie
ve g
reat
thing
s.
Sam
ple
answ
er:
The
state
men
t de
fines
a ri
sk a
s do
ing
som
ethin
g wi
thou
t kno
wing
th
e ou
tcom
e. Th
is is
relat
ed to
the
quot
e, w
hich
says
to n
ot b
e af
raid
of m
istak
es.
Sam
ple
answ
er: T
he
assig
nmen
t is a
sking
m
e to
writ
e an
ess
ay
abou
t why
we
mus
t so
met
imes
take
ch
ance
s.
© Sirius Education SolutionsEnglish I EOC Writing ■ Composition105–106
108
En
gli
sh I
EO
C W
riti
ng
■ C
om
po
siti
on
Com
posi
tion
Skill
3D
evelo
pin
g S
upport
ing
Ideas
and E
vid
ence
On
ce y
ou
hav
e d
raft
ed y
ou
r th
esis
, yo
u w
ill n
eed
to
dev
elo
p id
eas
and
use
exa
mp
les
or
evid
ence
to
su
pp
ort
th
em. Y
ou
r id
eas
are
tho
ug
hts
th
at a
re r
elat
ed t
o y
ou
r th
esis
an
d
that
exp
lain
it in
a s
pec
ific
way
. Yo
ur
exam
ple
s an
d e
vid
ence
are
det
ails
fro
m y
ou
r o
wn
ex
per
ien
ce o
r fr
om
wh
at y
ou
kn
ow
. Eac
h id
ea s
ho
uld
ela
bo
rate
on
th
e th
esis
, an
d y
ou
r ex
amp
les
and
evi
den
ce s
ho
uld
su
pp
ort
yo
ur
idea
s.
STA
AR
Str
ate
gy
A s
imp
le o
utl
ine
is a
n e
ffec
tive
way
to
pla
n y
ou
r id
eas
and
th
ink
abo
ut
som
e ex
amp
les
and
evi
den
ce t
o u
se.
Rea
d t
his
par
t o
f th
e co
mp
osi
tio
n p
rom
pt
fro
m t
he
2014
STA
AR
tes
t:
Aft
er y
ou
hav
e d
raft
ed a
th
esis
th
at r
esp
on
ds
to t
his
qu
esti
on
, yo
u s
ho
uld
th
ink
abo
ut
the
maj
or
idea
s yo
u c
an p
rese
nt
to s
up
po
rt y
ou
r th
esis
. Yo
u n
eed
on
ly a
s m
any
bo
dy
par
agra
ph
s as
it t
akes
to
fu
lly e
xpla
in y
ou
r th
esis
, bu
t m
ost
hig
h-s
cori
ng
ess
ays
con
tain
tw
o o
r th
ree
bo
dy
par
agra
ph
s. T
her
efo
re, t
ry t
o c
om
e u
p w
ith
at
leas
t tw
o o
r th
ree
sep
arat
e id
eas
that
are
rel
ated
to
an
d s
up
po
rt y
ou
r th
esis
. Eac
h id
ea w
ill b
e th
e co
ntr
olli
ng
idea
fo
r o
ne
of
you
r b
od
y p
arag
rap
hs.
Thes
is:
Failure
str
engt
hens
peo
ple
beca
use
it re
veals
wea
knes
ses
that
nee
d im
prov
emen
t an
d m
otivat
es p
eople
to t
ry h
arde
r.
Idea
1:
Failure
rev
eals
wea
knes
ses
by h
elping
us
see
wha
t we
cann
ot d
o well.
Idea
2:
Failure
is a
neg
ative
feeling, a
nd p
eople
ofte
n do
not
wan
t to
fee
l like
failu
res, s
o th
ey t
ry h
arde
r.
Nex
t, y
ou
will
nee
d e
vid
ence
to
su
pp
ort
th
e co
ntr
olli
ng
idea
of
each
par
agra
ph
. Ev
iden
ce c
an c
om
e fr
om
yo
ur
per
son
al e
xper
ien
ce. I
t ca
n a
lso
co
me
fro
m y
ou
r kn
ow
led
ge
of
oth
er s
ub
ject
s, s
uch
as
scie
nce
an
d s
oci
al s
tud
ies.
Fin
ally
, evi
den
ce c
an
com
e fr
om
a lo
gic
al a
rgu
men
t th
at y
ou
mak
e ab
ou
t th
e to
pic
.
Loo
k at
Idea
1:
Failure
rev
eals
wea
knes
ses
by h
elping
us
see
wha
t we
cann
ot d
o well.
Her
e is
a p
iece
of
evid
ence
fro
m a
per
son
al e
xper
ien
ce t
hat
su
pp
ort
s th
is id
ea:
I failed
to g
et a
sta
rting
spot
on
the
base
ball te
am b
ecau
se I
could
not
stop
lin
e dr
ives
ver
y well.
Thin
k ca
refu
lly a
bout
the
fol
low
ing
ques
tion.
Can
fai
lure
mak
e yo
u st
rong
er?
STA
AR
En
glis
h I,
201
4
107
C
om
po
siti
on
Skil
l ■
Thes
is
Gu
ided
Pra
ctic
eR
ead
th
is p
rom
pt
fro
m t
he
2013
STA
AR
tes
t.
Imp
rovin
g a
Th
esi
s St
ate
me
nt
No
w r
ead
eac
h t
hes
is s
tate
men
t b
elo
w a
nd
th
ink
abo
ut
ho
w it
co
uld
be
imp
rove
d t
o r
esp
on
d b
ette
r to
th
e p
rom
pt,
be
mo
re d
etai
led
, or
bo
th.
Wri
te a
rev
ised
th
esis
on
th
e lin
es b
elo
w e
ach
th
esis
sta
tem
ent.
1.
Thes
is: I
t is
oft
en n
eces
sary
to
tak
e ri
sks,
fro
m b
ig t
o s
mal
l, in
life
.
2.
Thes
is: M
ista
kes
are
imp
ort
ant
bec
ause
th
ey s
ho
w p
eop
le w
hat
th
ey h
ave
left
to
le
arn
.
3.
Thes
is: W
e ca
n n
ever
kn
ow
if o
ur
dec
isio
ns
will
tu
rn o
ut
to b
enefi
t o
r h
arm
us.
Rea
d th
e fo
llow
ing
quot
atio
n.
Take
ris
ks.
Ask
big
que
stio
ns.
Don
’t b
e af
raid
to
mak
e m
ista
kes;
if y
ou
don’
t m
ake
mis
take
s, y
ou’re
not
reac
hing
far
eno
ugh.
—D
avid
Pac
kard
, co
-fou
nder
of H
ewle
tt-P
acka
rd
Taki
ng r
isks
mea
ns n
ot k
now
ing
whe
ther
the
out
com
e w
ill b
e go
od.
Thin
k ca
refu
lly
abou
t th
is s
tate
men
t.
Wri
te a
n es
say
expl
aini
ng w
hy it
is s
omet
imes
nec
essa
ry t
o ta
ke a
cha
nce.
STA
AR
En
glis
h I,
201
3
Sam
ple
answ
er: I
t is n
eces
sary
to ta
ke b
oth
big
and
small
risk
s in
life
in o
rder
to a
chiev
e di
fficu
lt go
als.
Sam
ple
answ
er: I
t is n
eces
sary
to ta
ke ch
ance
s som
etim
es b
ecau
se,
othe
rwise
, peo
ple
will n
ot m
ake
the
mist
akes
that
show
them
wha
t th
ey st
ill ha
ve le
ft to
lear
n.
Sam
ple
answ
er: T
aking
a ch
ance
is im
porta
nt b
ecau
se it
teac
hes
peop
le to
trus
t the
mse
lves,
to tr
y new
thin
gs a
nd le
arn
new
thing
s.
© Sirius Education Solutions Composition Skill ■ Supporting Ideas 107–108
106–107
Teacher’s Edition Sampler
116
En
gli
sh I
EO
C W
riti
ng
■ C
om
po
siti
on
Org
an
izin
g Y
ou
r Id
ea
s an
d E
xam
ple
s U
se t
his
ch
art
to o
rgan
ize
and
dev
elo
p id
eas
and
exa
mp
les
for
you
r es
say.
Thes
is:
Para
gra
ph
1
INTR
OD
UC
TIO
N
Co
ntr
olli
ng
Idea
: Pa
rag
rap
h 2
Exam
ple
:
Exp
lan
atio
n:
BO
DY
TRA
NSI
TIO
N
Co
ntr
olli
ng
Idea
: Pa
rag
rap
h 3
(op
tio
nal
)
Exam
ple
:
Exp
lan
atio
n:
BO
DY
TRA
NSI
TIO
N
Co
ntr
olli
ng
Idea
: Pa
rag
rap
h 4
(op
tio
nal
)
Exam
ple
:
Exp
lan
atio
n:
BO
DY
Res
tate
Th
esis
: Fi
nal
Par
agra
ph
CO
NC
LUSI
ON
115
C
om
po
siti
on
■ P
ract
ice
Pro
mpt
1Co
mpo
sitio
n Pr
actic
e
Bra
inst
orm
Id
ea
sW
rite
do
wn
an
y th
ou
gh
ts a
nd
idea
s yo
u h
ave
in r
esp
on
se t
o t
he
pro
mp
t. D
on
’t w
orr
y ab
ou
t w
riti
ng
co
mp
lete
sen
ten
ces.
An
d d
on
’t ju
dg
e yo
ur
idea
s—ye
t. A
fter
yo
u t
hin
k o
f a
few
idea
s, r
ead
th
rou
gh
th
em a
nd
loo
k fo
r o
ne
that
an
swer
s th
e p
rom
pt,
mak
es a
n
arg
um
ent
or
clai
m, a
nd
is a
n id
ea y
ou
th
ink
you
can
dev
elo
p in
to a
fu
ll es
say.
Rea
d th
e fo
llow
ing
quot
atio
n.
Imag
inat
ion
will
oft
en c
arry
us
to w
orld
s th
at n
ever
wer
e.
But
with
out
it w
e go
now
here
.
—C
arl S
agan
Thin
k ca
refu
lly a
bout
the
fol
low
ing
ques
tion.
Wha
t ro
le d
oes
imag
inat
ion
play
in li
fe?
Wri
te a
n es
say
expl
aini
ng t
he r
ole
imag
inat
ion
has
in a
per
son’
s lif
e.
Be
sure
to
—•
clea
rly
stat
e yo
ur t
hesi
s•
orga
nize
and
dev
elop
you
r id
eas
effe
ctiv
ely
• ch
oose
you
r w
ords
car
eful
ly•
edit
your
wri
ting
for
gram
mar
, m
echa
nics
, an
d sp
ellin
g
© Sirius Education Solutions Composition ■ Practice 115–116
Teacher’s Edition Sampler
117
C
om
po
siti
on
■ P
ract
ice
Wri
te y
ou
r es
say
in t
he
bo
x b
elo
w. D
o n
ot
add
lin
es in
sid
e th
e b
ox
or
wri
te o
uts
ide
the
bo
x.
Ch
eck
to m
ake
sure
yo
ur
essa
y h
as a
cle
ar t
hes
is s
tate
men
t i
n e
ach
bo
dy
par
agra
ph
, a c
on
tro
llin
g id
ea t
hat
su
pp
ort
s th
e th
esis
in
eac
h b
od
y p
arag
rap
h, e
xam
ple
s an
d e
vid
ence
su
pp
ort
ing
th
e p
arag
rap
h’s
co
ntr
olli
ng
idea
tra
nsi
tio
ns
bet
wee
n y
ou
r id
eas
a c
on
clu
din
g p
arag
rap
h o
r th
ou
gh
t
117
C
om
po
siti
on
■ P
ract
ice
Wri
te y
ou
r es
say
in t
he
bo
x b
elo
w. D
o n
ot
add
lin
es in
sid
e th
e b
ox
or
wri
te o
uts
ide
the
bo
x.
Ch
eck
to m
ake
sure
yo
ur
essa
y h
as a
cle
ar t
hes
is s
tate
men
t i
n e
ach
bo
dy
par
agra
ph
, a c
on
tro
llin
g id
ea t
hat
su
pp
ort
s th
e th
esis
in
eac
h b
od
y p
arag
rap
h, e
xam
ple
s an
d e
vid
ence
su
pp
ort
ing
th
e p
arag
rap
h’s
co
ntr
olli
ng
idea
tra
nsi
tio
ns
bet
wee
n y
ou
r id
eas
a c
on
clu
din
g p
arag
rap
h o
r th
ou
gh
t
© Sirius Education SolutionsEnglish I EOC Writing ■ Composition117
Exam
ple
of a
3–4
poi
nt e
ssay
:
Ever
ythin
g we
hav
e cre
ated
, fro
m w
oode
n sh
ips t
hous
ands
of y
ears
ago
to ro
botic
ro
vers
curre
ntly
expl
orin
g ot
her p
lanet
s, sta
rted
in so
meo
ne’s
imag
inatio
n. Im
agina
tion
is im
porta
nt fo
r its
abilit
y to
inspi
re p
eopl
e to
mak
e th
eir id
eas c
ome
to lif
e.Th
e Fo
undi
ng Fa
ther
s im
agin
ed a
coun
try th
at w
as ru
led lik
e a
dem
ocra
cy in
stead
of
a m
onar
chy.
They
had
man
y ide
als, s
uch
as h
avin
g a
free
pres
s or p
eopl
e ha
ving
the
freed
om to
choo
se th
eir re
ligio
n, th
at th
ey w
ished
wou
ld co
me
true.
As a
resu
lt,
they
wer
e in
spire
d an
d de
dica
ted
to m
akin
g th
eir id
eal c
ount
ry a
reali
ty, a
nd th
e Un
ited
Stat
es o
f Am
erica
was
eve
ntua
lly fo
unde
d.An
othe
r per
son
with
a lo
t of i
mag
inat
ion
was S
teve
Jobs
. He
foun
ded
Appl
e Co
mpu
ters
in th
e 19
70s,
and
was r
espo
nsib
le fo
r the
iMac
, iPo
d, iP
hone
, iPa
d, a
nd
othe
r tec
hnol
ogica
l dev
ices t
hat h
ave
shap
ed h
ow p
eopl
e co
mm
unica
te, w
ork,
and
pl
ay. I
mag
inat
ion
play
ed a
n im
porta
nt ro
le in
Jobs
’ life
bec
ause
it h
elped
him
thin
k of
the
thin
gs h
is co
mpa
ny w
ould
bui
ld a
nd se
ll. In
fact
, mos
t cre
ative
peo
ple
from
so
ngw
riter
s to
film
dire
ctor
s nee
d im
agin
atio
n in
ord
er to
help
them
do
their
jobs
.Im
agin
atio
n ca
n so
met
imes
lead
to d
aydr
eam
ing
and
wasti
ng ti
me,
but
eve
n th
ose
thin
gs a
re im
porta
nt fo
r a h
ealth
y min
d. Im
agin
atio
n lea
ds to
insp
iratio
n an
d de
term
inat
ion,
and
man
y of o
ur so
cial a
nd te
chno
logi
cal a
dvan
ces o
we a
larg
e de
bt
to im
agin
atio
n.
Ratio
nale
: The
thes
is se
nten
ce cl
early
stat
es th
e ro
le im
agin
atio
n pl
ays i
n lif
e. E
ach
body
par
agra
ph
is fo
cuse
d to
elab
orat
e m
ore
on th
is lin
k. In
the
first
bod
y par
agra
ph, t
he w
riter
lead
s with
a
hist
orica
l exa
mpl
e an
d at
the
end
of th
e pa
ragr
aph
ties t
his e
xam
ple
to th
e th
esis.
The
firs
t sen
tenc
e
of th
e th
ird p
arag
raph
act
s as a
tran
sitio
n be
twee
n pa
ragr
aphs
and
furth
er e
labor
ates
on
the
thes
is of
the
essa
y. Th
e co
nclu
sion
briefl
y ack
now
ledg
es th
e co
unte
r-arg
umen
t to
imag
inat
ion
and
prog
ress
bef
ore
rest
atin
g th
e m
ain id
ea.
Exam
ple
of a
1–2
poi
nt e
ssay
:
Imag
inat
ion
is go
od. W
e wo
uld
not h
ave
Star
War
s or o
ther
scien
ce fi
ctio
n m
ovies
. Th
e pe
ople
who
disc
over
ed fl
ying
had
a lo
t im
agin
atio
n an
d no
w w
e fly
plan
es a
ll ov
er th
e wo
rld. I
mag
inat
ion
is a
grea
t gift
, like
willp
ower
.Th
e Fo
undi
ng Fa
ther
s im
agin
e a
coun
try lik
e th
e u.
s. Th
e Ki
ng o
f Eng
land
did
not
have
imag
inat
ion
and
did
not w
ant A
mer
ican
inde
pend
ence
. But
imag
inat
ion
help
ed
Geor
ge W
ashi
ngto
n ju
st as
it h
elped
Stev
e Jo
bs cr
eate
the
iPho
ne a
nd m
ake
Appl
e on
e of
the
riche
st co
mpa
nies
in th
e wo
rld.
Whe
n I w
as e
leven
, I in
vent
ed a
mac
hine
for m
y scie
nce
fair.
It m
ade
donu
ts w
ith
holes
that
has
diff
eren
t sha
pes.
My m
om w
as p
roud
of a
nd sa
id I
was i
mag
inat
ion.
M
y tea
cher
said
he
woul
d do
nuts
with
hol
es o
r tria
ngles
or s
tars.
But
I di
d no
t win
. Bu
t my m
om sa
id I
had
imag
inat
ion.
Ratio
nale
: The
thes
is st
ates
that
imag
inat
ion
is a
“gre
at g
ift,”
but t
his i
s not
dire
ctly
relat
ed to
the
prom
pt a
nd is
also
vagu
e. S
imila
rly, t
he o
rgan
izatio
nal s
truct
ure
is w
eak
beca
use
the
main
idea
s
for e
ach
para
grap
h ar
e ei
ther
miss
ing
or n
ot cl
early
stat
ed. T
he st
uden
t trie
s to
use
an e
xam
ple
from
hist
ory i
n th
e se
cond
par
agra
ph, b
ut th
e lac
k of
focu
s and
abr
upt s
witc
h to
an
exam
ple
abou
t
Stev
e Jo
bs h
urts
the
para
grap
h’s c
oher
ence
. The
last
par
agra
ph a
ttem
pts t
o us
e a
pers
onal
exam
ple
relat
ed to
the
topi
c, bu
t it g
ives d
etail
s in
an ill
ogica
l seq
uenc
e th
at a
ffect
the
cohe
renc
e an
d cla
rity.
Also
, the
re is
no
rest
atem
ent o
f the
thes
is or
fina
l con
clusio
n.
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ENGLISH I EOC WRITING CONTENTS
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11 A DB C
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STAAR English I EOC Practice Test A Student Answer Sheet
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STAAR English I EOC Practice Test A Student Answer Sheet
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Form A Answer Sheet 20
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STAAR English I Practice Test – Form A Answer Key
© Sirius Education Solutions 1
Item Number
Reporting Category
Readiness or Supporting
Content Student Expectation
Correct Answer
1 5 Readiness E1.13(C) C 2 5 Readiness E1.13(C) F 3 5 Readiness E1.13(C) A 4 5 Supporting E1.15(A) J 5 5 Supporting E1.15(A) B 6 5 Supporting E1.15(A) J 7 5 Supporting E1.16(A) D 8 5 Readiness E1.13(C) G 9 5 Supporting E1.16(A) A 10 5 Readiness E1.13(C) G 11 5 Supporting E1.16(D) D 12 6 Supporting E1.18(B) G 13 6 Readiness E1.18(A) C 14 6 Readiness E1.13(D) H 15 6 Readiness E1.18(B) D 16 6 Readiness E1.17(C) F 17 6 Readiness E1.13(D) B 18 6 Readiness E1.17(C) F 19 6 Readiness E1.19(A) D 20 6 Supporting E1.17(A) H 21 6 Readiness E1.13(D) C 22 6 Readiness E1.19(A) F
Prompt 4 Readiness E1.16(A) * 23 1 Readiness E1.1(B) B 24 2 Readiness E1.5(A) H 25 2 Readiness E1.5 Fig. 19(B) A 26 2 Supporting E5(C) H 27 2 Readiness E1.7 Fig. 19(B) D 28 2 Readiness E1.7 Fig. 19(B) F 29 3 Readiness E1.9(C) D 30 3 Supporting E1.9(B) G 31 3 Readiness E1.8(A) D 32 3 Readiness E1.8(A) H 33 3 Supporting E1.11(A) C 34 1 Readiness Fig. 19(B) H 35 1 Readiness Fig. 19(B) D 36 1 Readiness Fig. 19(B) F 37 1 Readiness Fig. 19(B) B
Short Answer 1 Readiness Fig. 19(B) * 38 1 Readiness E1.1(E) F 39 2 Supporting E1.3 Fig. 19(B) C 40 2 Supporting E1.7 Fig. 19(B) F 41 2 Supporting E1.2 Fig. 19(B) B 42 2 Supporting E1.7(A) H 43 2 Supporting E1.3 Fig. 19(B) A 44 2 Supporting E1.3(A) J 45 3 Readiness E1.8(A) B 46 3 Supporting E1.10 Fig. 19(B) H 47 3 Readiness E1.8(A) A 48 3 Supporting E1.11 Fig. 19(B) H 49 3 Readiness E1.8(A) D 50 3 Supporting E1.10(A) H
Short Answer 1 Readiness Fig. 19(B) *
STAAR English I Practice Test – Form A Explanations
2 © Sirius Education Solutions
1 B Correct. Ella’s words and actions show that she is angry and that she’s determined not to let Lola “get away with” missing the play by pretending to be sick. A Readers do not learn this fact until later in the story. C Ella is certain that Lola is faking her illness. D Ella’s actions, such as slamming the door in Pam and Paula’s faces, show that she is unconcerned with how the family will react.
2 H Correct. The sentence shows that
Lola is such a fiercely determined character that she even has a motto stating that she does not give up. F This sentence gives readers insight into Ella’s character, not Lola’s. G It is uncharacteristic of Lola to admit defeat. This sentence suggests that Lola might give up, not that she will decide to perform. J This sentence shows Lola’s inner conflict. Readers cannot guess from this statement which path Lola will choose.
3 D Correct. Slamming the door, throwing her bag, interrupting Lola, yanking the blanket off her, and her blunt words clearly contrast with Ella’s usual shy, polite, and well-mannered character and create tension. A Lola is surprised by Ella’s argumentative words and actions, which shows the girls probably do not often argue. B No details about Lola’s personality are given in these paragraphs. C These paragraphs show that Ella is upset but not why.
4 F Correct. Ella reminds Lola of the
essential parts of her character—her “never say die” attitude, her passion for art, and her strength as an actor. Her reminder influences Lola to perform in the play.
G Nowhere in the story does Lola question her friendship with Ella, despite Ella’s uncharacteristic behavior. H Ella reminds Lola of her motto, but it is never stated or suggested that Lola will change it. J Ella reassures Lola that Lola is a better actor than Carla.
5 B Correct. Lola’s response to Ella’s comment, “You’re giving up,” is “I wish I’d done it when you wanted me to.” This tells us that Ella had tried earlier to get Lola to give up on the play. A The sentence does not relate to Ella trying to talk Lola out of being in the play. C The sentence states that Lola isn’t the type to give up, but it doesn’t suggest that Ella had ever tried to get her to give up. D The sentence shows that Lola has been
5 F Correct. The idiom “play the fool” means to act silly to make people laugh. Lola is afraid she will embarrass herself and people will laugh at her if she is in the play. G The words convey Lola’s hurt feelings, but not specifically with how Ella has treated her. H The paragraph shows that Lola is concerned with others’ reaction. She is worried that they will laugh at her. J The paragraph gives no indication of whether Lola is actually sick or not.
6 D Correct. In paragraph 29, Lola describes a life in which everyone is the same. She says that Lola taught her “that you can make life what you want.” A Ella states that people in Dellwood—including herself—are “never questioning anything.” B Ella indicates that Carla is selfish, but not that Carla ever teased her.
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