1. The Great Wall of China is actually a network of walls and towers. 2. Much of the Great Wall of China was built in the fifteenth and sixteenth centuries.
Which of the following most effectively combines the statements above into a single coherent and grammatically correct sentence?
- A. Much of the Great Wall of China, which is actually a network of walls and towers, was built in the fifteenth and sixteenth centuries.
- B. The Great Wall of China, this is actually a network of walls and towers, much of it is built in the fifteenth and sixteenth centuries.
- C. Much of the Great Wall of China, building in the fifteenth and sixteenth centuries, and it is actually a network of walls and towers.
- D. Actually a network of walls and towers, they built much of the Great Wall of China in the fifteenth and sixteenth centuries.
Correct Answer & Rationale
Correct Answer: A
Option A effectively combines the statements into a coherent sentence by using a relative clause ("which is actually a network of walls and towers") to provide additional information about the Great Wall of China without disrupting the main thought. Option B incorrectly uses a comma splice, creating two independent clauses that are improperly joined. Option C introduces a participial phrase that makes the sentence awkward and unclear, failing to maintain grammatical structure. Option D starts with a fragment, lacking a clear subject, and misattributes the building of the wall, leading to confusion about who built it.
Option A effectively combines the statements into a coherent sentence by using a relative clause ("which is actually a network of walls and towers") to provide additional information about the Great Wall of China without disrupting the main thought. Option B incorrectly uses a comma splice, creating two independent clauses that are improperly joined. Option C introduces a participial phrase that makes the sentence awkward and unclear, failing to maintain grammatical structure. Option D starts with a fragment, lacking a clear subject, and misattributes the building of the wall, leading to confusion about who built it.
Other Related Questions
Which of the following best explains how fluency can improve reading comprehension?
- A. Fluency encourages readers to focus on accuracy rather than speed.
- B. Fluency means readers can effectively process ideas in a linear order.
- C. Fluency allows readers to recognize words and understand them at the same time.
- D. Fluency helps readers concentrate on decoding words rather than understanding concepts.
Correct Answer & Rationale
Correct Answer: C
Fluency enhances reading comprehension primarily by enabling readers to recognize words and understand their meanings simultaneously. This automaticity frees cognitive resources for deeper comprehension. Option A is misleading; while accuracy is important, fluency emphasizes both speed and accuracy, not prioritizing one over the other. Option B, while partially correct, oversimplifies fluency by suggesting a linear processing of ideas, which does not capture the complexity of comprehension. Option D incorrectly implies that fluency hinders understanding by focusing on decoding, whereas true fluency integrates decoding with comprehension, enhancing overall understanding.
Fluency enhances reading comprehension primarily by enabling readers to recognize words and understand their meanings simultaneously. This automaticity frees cognitive resources for deeper comprehension. Option A is misleading; while accuracy is important, fluency emphasizes both speed and accuracy, not prioritizing one over the other. Option B, while partially correct, oversimplifies fluency by suggesting a linear processing of ideas, which does not capture the complexity of comprehension. Option D incorrectly implies that fluency hinders understanding by focusing on decoding, whereas true fluency integrates decoding with comprehension, enhancing overall understanding.
Which THREE of the following questions target phoneme manipulation?
- A. What happens when you take the /f/ off of the word "flap"?
- B. Can you clap each word in the sentence, "I am mad"?
- C. Can you name a word with the same ending sound as the word "cap"?
- D. What word do you get when you add /s/ to the beginning of the word "lap"?
- E. What do you do to change the word "pan" to the word "pin"?
Correct Answer & Rationale
Correct Answer: A,D,E
Phoneme manipulation involves changing, adding, or removing sounds in words. Options A, D, and E effectively target this skill. Option A asks what happens when /f/ is removed from "flap," requiring the student to manipulate sounds by deletion. Option D involves adding /s/ to "lap," which focuses on sound addition. Option E prompts the student to identify how to change "pan" to "pin," emphasizing sound substitution. In contrast, Option B focuses on syllable clapping, which relates to syllable awareness rather than phoneme manipulation. Option C targets rhyme recognition, asking for a word with a similar ending sound, which does not involve altering sounds within a word.
Phoneme manipulation involves changing, adding, or removing sounds in words. Options A, D, and E effectively target this skill. Option A asks what happens when /f/ is removed from "flap," requiring the student to manipulate sounds by deletion. Option D involves adding /s/ to "lap," which focuses on sound addition. Option E prompts the student to identify how to change "pan" to "pin," emphasizing sound substitution. In contrast, Option B focuses on syllable clapping, which relates to syllable awareness rather than phoneme manipulation. Option C targets rhyme recognition, asking for a word with a similar ending sound, which does not involve altering sounds within a word.
Which TWO of the following words feature an open syllabication pattern?
- A. Happen
- B. Robot
- C. Sunlight
- D. Artist
- E. Silent
Correct Answer & Rationale
Correct Answer: B,E
Open syllabication occurs when a syllable ends in a vowel, allowing the vowel to be pronounced with a long sound. Option B, "Robot," has two open syllables: "Ro" and "bot." Each syllable ends with a vowel, making the vowel sounds long. Option E, "Silent," also features an open syllable with "Si" (the first syllable) ending in a vowel, allowing for the long vowel sound. Option A, "Happen," has a closed syllable ("hap") where the vowel is short. Option C, "Sunlight," has a closed first syllable ("sun"). Option D, "Artist," contains a closed syllable ("art"), resulting in a short vowel sound.
Open syllabication occurs when a syllable ends in a vowel, allowing the vowel to be pronounced with a long sound. Option B, "Robot," has two open syllables: "Ro" and "bot." Each syllable ends with a vowel, making the vowel sounds long. Option E, "Silent," also features an open syllable with "Si" (the first syllable) ending in a vowel, allowing for the long vowel sound. Option A, "Happen," has a closed syllable ("hap") where the vowel is short. Option C, "Sunlight," has a closed first syllable ("sun"). Option D, "Artist," contains a closed syllable ("art"), resulting in a short vowel sound.
Line 1 best exemplifies which of the following structural elements of poetry?
- A. Internal rhyme
- B. Iambic trimeter
- C. Blank verse
- D. Rhyming couplet
Correct Answer & Rationale
Correct Answer: A
Internal rhyme occurs when a word within a line rhymes with another word in the same line, creating a musical quality. Line 1 effectively demonstrates this by featuring two rhyming words that enhance its rhythm and cohesion. Option B, iambic trimeter, refers to a specific metrical pattern that is not exemplified in this line. Option C, blank verse, is unrhymed iambic pentameter, which does not apply here. Lastly, option D, rhyming couplet, involves a pair of lines that rhyme at their ends, which is not relevant to a single line. Therefore, option A accurately captures the poetic structure present in Line 1.
Internal rhyme occurs when a word within a line rhymes with another word in the same line, creating a musical quality. Line 1 effectively demonstrates this by featuring two rhyming words that enhance its rhythm and cohesion. Option B, iambic trimeter, refers to a specific metrical pattern that is not exemplified in this line. Option C, blank verse, is unrhymed iambic pentameter, which does not apply here. Lastly, option D, rhyming couplet, involves a pair of lines that rhyme at their ends, which is not relevant to a single line. Therefore, option A accurately captures the poetic structure present in Line 1.