The following is a student's response to a prompt about E.B. White's novel Charlotte's Web . I think that Fern and Avery feel excited to roam the fair alone. Also, I think that the adults feel worried that the kids are alone in a big fair. In the story, it said, "And if you get on those swings," said Mrs. Arable, "You hang on tight. You hang on very tight, you hear?' And don't get lost,' said Mrs. Zuckerman, 'And don't get dirty.'" This shows that the adults are fretting over the kids, and acting very worried. Also, in the story, it said, "'Can I have some money?' asked Fern. 'Can I too?' asked Avery, 'Can I have a balloon?'" This shows that the kids are excited to go and roam the fair. In conclusion, Fern and Avery are excited to go to the fair, and the adults are worried about the kids.
Which of the following teacher recommendations will best help the student to strengthen the essay?
- A. Add evidence from the text.
- B. Focus the argument on one topic.
- C. State the argument in the first sentence.
- D. Write a conclusion sentence that restates the main idea.
Correct Answer & Rationale
Correct Answer: B
Focusing the argument on one topic allows for a more coherent and persuasive essay, enhancing clarity and depth. This concentrated approach helps the student develop their ideas thoroughly, making their argument more compelling. Adding evidence from the text (A) is important, but without a clear focus, the evidence may not effectively support the argument. Stating the argument in the first sentence (C) is useful for clarity, but it does not address the overall structure and focus needed for a strong essay. Writing a conclusion that restates the main idea (D) is essential for summarizing, but it does not strengthen the argument itself if the essay lacks focus.
Focusing the argument on one topic allows for a more coherent and persuasive essay, enhancing clarity and depth. This concentrated approach helps the student develop their ideas thoroughly, making their argument more compelling. Adding evidence from the text (A) is important, but without a clear focus, the evidence may not effectively support the argument. Stating the argument in the first sentence (C) is useful for clarity, but it does not address the overall structure and focus needed for a strong essay. Writing a conclusion that restates the main idea (D) is essential for summarizing, but it does not strengthen the argument itself if the essay lacks focus.
Other Related Questions
Which of the following words is best classified as domain-specific?
- A. Orange
- B. Masterpiece
- C. Friendship
- D. Precipitation
Correct Answer & Rationale
Correct Answer: D
Domain-specific vocabulary refers to terms that are specific to a particular field or subject area. "Precipitation" fits this definition as it is commonly used in meteorology and environmental science to describe forms of water, such as rain or snow, that fall from the atmosphere. In contrast, "Orange" (A) is a general term for a fruit and does not pertain to a specific domain. "Masterpiece" (B) is an artistic term but lacks the specificity tied to a particular academic or professional field. "Friendship" (C) is a broad social concept, making it applicable across various contexts rather than confined to a specific domain.
Domain-specific vocabulary refers to terms that are specific to a particular field or subject area. "Precipitation" fits this definition as it is commonly used in meteorology and environmental science to describe forms of water, such as rain or snow, that fall from the atmosphere. In contrast, "Orange" (A) is a general term for a fruit and does not pertain to a specific domain. "Masterpiece" (B) is an artistic term but lacks the specificity tied to a particular academic or professional field. "Friendship" (C) is a broad social concept, making it applicable across various contexts rather than confined to a specific domain.
Children at the phonetic stage of spelling are most likely to do which of the following?
- A. Show an understanding of sound-symbol relationships
- B. Include all the necessary letters in a word, though some letters may be reversed
- C. Use morphology to spell unfamiliar words
- D. Learn irregular spelling patterns
Correct Answer & Rationale
Correct Answer: A
Children at the phonetic stage of spelling primarily demonstrate an understanding of sound-symbol relationships, as they rely on their knowledge of sounds to represent words phonetically. Option B is incorrect because, while children may include some letters, they often omit or misplace letters rather than reversing them. Option C is not applicable at this stage, as children typically do not use morphological knowledge to spell unfamiliar words; they focus on phonetics instead. Option D is also inaccurate, as children at this stage are still mastering basic phonetic spelling and generally struggle with irregular spelling patterns.
Children at the phonetic stage of spelling primarily demonstrate an understanding of sound-symbol relationships, as they rely on their knowledge of sounds to represent words phonetically. Option B is incorrect because, while children may include some letters, they often omit or misplace letters rather than reversing them. Option C is not applicable at this stage, as children typically do not use morphological knowledge to spell unfamiliar words; they focus on phonetics instead. Option D is also inaccurate, as children at this stage are still mastering basic phonetic spelling and generally struggle with irregular spelling patterns.
Which of the following best describes the controlling organizational feature of the passage?
- A. General to specific
- B. Specific to general
- C. Spatial order
- D. Sequential order
Correct Answer & Rationale
Correct Answer: D
The passage primarily follows a sequential order, presenting information in a step-by-step manner that reflects a chronological or logical progression. This structure allows readers to easily follow the development of ideas or events. Option A, general to specific, suggests a movement from broad concepts to detailed examples, which does not align with the passage's focus. Option B, specific to general, implies a reverse approach that is also not evident in the text. Option C, spatial order, refers to organizing content based on physical space or layout, which is unrelated to the passage's structure. Thus, sequential order best captures the passage's organization.
The passage primarily follows a sequential order, presenting information in a step-by-step manner that reflects a chronological or logical progression. This structure allows readers to easily follow the development of ideas or events. Option A, general to specific, suggests a movement from broad concepts to detailed examples, which does not align with the passage's focus. Option B, specific to general, implies a reverse approach that is also not evident in the text. Option C, spatial order, refers to organizing content based on physical space or layout, which is unrelated to the passage's structure. Thus, sequential order best captures the passage's organization.
During writing, a student draws a picture and underneath creates a long line of forms and occasional numbers to approximate words. The writing described best exemplifies the emergence of which of the following writing stages?
- A. Scribbling
- B. Letter-like symbols
- C. Strings of letters
- D. Beginning sounds
Correct Answer & Rationale
Correct Answer: B
The writing described showcases the use of forms and numbers that resemble letters, indicative of the letter-like symbols stage. This stage is characterized by students experimenting with shapes that mimic letters, though not yet forming recognizable words. Option A, scribbling, involves random marks without any letter-like features. Option C, strings of letters, would show a sequence of actual letters, which is not evident here. Option D, beginning sounds, implies an understanding of phonetic spelling, which is absent in the student’s representation. Thus, the focus on forms and numbers aligns best with letter-like symbols.
The writing described showcases the use of forms and numbers that resemble letters, indicative of the letter-like symbols stage. This stage is characterized by students experimenting with shapes that mimic letters, though not yet forming recognizable words. Option A, scribbling, involves random marks without any letter-like features. Option C, strings of letters, would show a sequence of actual letters, which is not evident here. Option D, beginning sounds, implies an understanding of phonetic spelling, which is absent in the student’s representation. Thus, the focus on forms and numbers aligns best with letter-like symbols.