As Lillian walked up the road, she realized that the atmosphere was just too quiet. There was no sound from the robin who was nearly always singing from the top of the oak tree. She thought she saw a shadow move high up on the branches, but when she looked again it was gone. Suddenly, Lisa, who Lillian regarded as a little sister even though they were really just neighbors, jumped down from the tree with glee from having surprised her friend. Lillian fell backward onto the grass with a thud. She looked up at Lisa and began to laugh. Both girls loved to trick each other.
Which of the following best describes the point of view of the passage?
- A. Third-person limited
- B. Third-person omniscient
- C. First person
- D. Second person
Correct Answer & Rationale
Correct Answer: A
The passage employs a third-person limited perspective, focusing on the thoughts and feelings of one character while maintaining an objective distance from others. This allows readers to gain insight into that character’s experiences without knowing the inner workings of all characters. Option B, third-person omniscient, would provide a broader view of multiple characters' thoughts, which is not present here. Option C, first person, involves a narrator who is a character in the story, which is not the case. Option D, second person, addresses the reader directly using "you," which is also absent in the passage.
The passage employs a third-person limited perspective, focusing on the thoughts and feelings of one character while maintaining an objective distance from others. This allows readers to gain insight into that character’s experiences without knowing the inner workings of all characters. Option B, third-person omniscient, would provide a broader view of multiple characters' thoughts, which is not present here. Option C, first person, involves a narrator who is a character in the story, which is not the case. Option D, second person, addresses the reader directly using "you," which is also absent in the passage.
Other Related Questions
Which of the following sentences contains an example of personification?
- A. It is raining cats and dogs.
- B. I can hear the wind whispering to me.
- C. I felt as brave as a lion prowling the jungle.
- D. My friend spent ten years on one math problem.
Correct Answer & Rationale
Correct Answer: B
Personification attributes human qualities to non-human entities. Option B, "I can hear the wind whispering to me," exemplifies this by giving the wind the human ability to whisper, creating a vivid image. Option A, "It is raining cats and dogs," is an idiomatic expression and does not attribute human traits to animals or objects. Option C, "I felt as brave as a lion prowling the jungle," uses a simile to compare feelings to a lion's bravery, but does not personify the lion itself. Option D, "My friend spent ten years on one math problem," describes a human experience without personifying any non-human element.
Personification attributes human qualities to non-human entities. Option B, "I can hear the wind whispering to me," exemplifies this by giving the wind the human ability to whisper, creating a vivid image. Option A, "It is raining cats and dogs," is an idiomatic expression and does not attribute human traits to animals or objects. Option C, "I felt as brave as a lion prowling the jungle," uses a simile to compare feelings to a lion's bravery, but does not personify the lion itself. Option D, "My friend spent ten years on one math problem," describes a human experience without personifying any non-human element.
Which of the following Web sites is regarded as the most consistently reliable source?
- A. A Web site that ends in .org
- B. A Web site that ends in .net
- C. A Web site that ends in .edu
- D. A Web site that ends in .com
Correct Answer & Rationale
Correct Answer: C
Websites ending in .edu are typically associated with educational institutions, such as universities and colleges, which often provide research-based and peer-reviewed information. This academic backing generally ensures a higher level of reliability. In contrast, .org sites can represent non-profit organizations, which may have specific agendas or biases. .net domains are often used for network services and may lack authoritative content. Lastly, .com sites are commercial and can host a wide range of information, but their reliability varies significantly due to potential profit motives and less stringent content regulation.
Websites ending in .edu are typically associated with educational institutions, such as universities and colleges, which often provide research-based and peer-reviewed information. This academic backing generally ensures a higher level of reliability. In contrast, .org sites can represent non-profit organizations, which may have specific agendas or biases. .net domains are often used for network services and may lack authoritative content. Lastly, .com sites are commercial and can host a wide range of information, but their reliability varies significantly due to potential profit motives and less stringent content regulation.
Which of the following visual literacy elements in a textbook is best suited to assist a beginning reader in understanding the water cycle?
- A. A labeled diagram of the cycle depicting a familiar landscape
- B. A vocabulary word bank with key terms of the cycle defined in detail
- C. A timeline showing the length of time for each stage of the cycle
- D. A detailed illustration with descriptions of separate stages of the cycle
Correct Answer & Rationale
Correct Answer: A
A labeled diagram of the water cycle depicting a familiar landscape effectively aids beginning readers by providing a visual representation that connects new concepts to their everyday experiences. This familiarity enhances comprehension. In contrast, a vocabulary word bank (Option B) may overwhelm young learners with definitions, making it harder to grasp the overall concept. A timeline (Option C) focuses on duration rather than the cyclical nature of the process, which could confuse beginners. Lastly, a detailed illustration with descriptions (Option D) may contain too much information, complicating understanding instead of simplifying it.
A labeled diagram of the water cycle depicting a familiar landscape effectively aids beginning readers by providing a visual representation that connects new concepts to their everyday experiences. This familiarity enhances comprehension. In contrast, a vocabulary word bank (Option B) may overwhelm young learners with definitions, making it harder to grasp the overall concept. A timeline (Option C) focuses on duration rather than the cyclical nature of the process, which could confuse beginners. Lastly, a detailed illustration with descriptions (Option D) may contain too much information, complicating understanding instead of simplifying it.
Which of the following statements best explains the impact of fluency on comprehension?
- A. Students who read at a very fast rate are more likely to comprehend what they read.
- B. Students who decode slowly exhibit better overall comprehension.
- C. Students who fluently reread familiar books repeatedly demonstrate greater comprehension.
- D. Students who attend to punctuation and decode words fluently have increased comprehension.
Correct Answer & Rationale
Correct Answer: D
Fluency significantly enhances comprehension by allowing readers to focus on meaning rather than decoding. Option D highlights that attending to punctuation and decoding words fluently enables students to process text more efficiently, leading to improved understanding. Option A is misleading; while speed can play a role, it doesn't guarantee comprehension. Fast readers may overlook meaning. Option B suggests that slow decoding leads to better comprehension, which is not necessarily true; slow readers may struggle to grasp overall meaning due to cognitive overload. Option C, while true in some contexts, lacks the broader applicability of fluency in diverse texts.
Fluency significantly enhances comprehension by allowing readers to focus on meaning rather than decoding. Option D highlights that attending to punctuation and decoding words fluently enables students to process text more efficiently, leading to improved understanding. Option A is misleading; while speed can play a role, it doesn't guarantee comprehension. Fast readers may overlook meaning. Option B suggests that slow decoding leads to better comprehension, which is not necessarily true; slow readers may struggle to grasp overall meaning due to cognitive overload. Option C, while true in some contexts, lacks the broader applicability of fluency in diverse texts.