Answering Multiple-Choice Questions

High-stakes assessments often include multiple-choice questions, which can be graded by machine. Questions may ask about thesis and support, inference and argument, definition and connotation, punctuation and usage, or anything in between. Follow these guidelines to score your best on multiple-choice questions:

• Read questions first. Then you know what to watch for.
• Note question order. Often the first question asks about the first line. Usually questions follow the order of the passage.
• Treat each passage separately. You usually answer a bank of multiple-choice questions for each passage before being prompted to write about a set of passages together.
• Be patient with short passages. They may take as long or longer to analyze than long passages.
• Pay attention to footnotes. If there is a footnote, often there will be a question about it.
• Analyze ideas and organization. Questions often focus on specific ideas and how they contribute to the whole passage. Think of what each idea accomplishes—summing, supporting, contrasting, questioning, and so on.
• Analyze voice. Questions may ask about the writer's tone (feeling about the topic) or formality (relationship with the audience).
• Analyze word choice and sentence fluency. Questions may focus on the writer's sentence style or on figures of speech.
• Answer easy questions first. Eliminate obviously wrong answers.

Answering Multiple-Choice Questions About a Text

Often, high-stakes assessments will present you with a text, asking you to read it and analyze it by responding to multiple-choice questions.

Understanding Vocabulary

When you read an unfamiliar word, you need to figure out its meaning based on how it is used. You can use the following context clues to guess a meaning.

Finding Supporting Details

Each controlling sentence in a text is supported with different types of details. Note how the following thesis statement is supported by different details.

Different types of details provide different types of support. Using a variety of details lets you fully elaborate an idea, answering the reader's many questions about it.

• Facts ground a point in reality by providing verifiable evidence.
• Statistics quantify a claim, telling how much, how often, or to what extent.
• Definitions clarify terms, helping readers gain the vocabulary they need to fully grasp the concept.
• Examples provide specific instances of a general concept, showing how an idea works in reality.
• Descriptions allow readers to experience an idea through sensory details—sights, sounds, scents, pressure, temperature, texture, and so on.
• Anecdotes illustrate a point using one of the most potent strategies for making meaning—stories.
• Quotations allow readers to hear directly from experts and others involved in the topic.

Understanding Controlling Sentences

As you read, watch for two types of controlling sentences.

A thesis statement tells what an essay or article is about. It usually appears in the first paragraph, often at the end.

A topic sentence tells what a paragraph is about. It usually appears at the start of a middle paragraph.

Closely Reading Nonfiction

Close reading is active reading. Instead of simply skimming over a text, you engage it, question it, and think about it. Yes, you might start by looking at the heading, noting the source, and trying to get a sense of what you are about to read. But then you should read carefully, annotating the text as you go: underline important concepts, jot notes in the margin, and write questions that occur to you. After you finish reading, you should ask and answer the 5 W's and H about the topic, making sure you fully understand the reading.

You can practice this process by closely reading the following passage and answering questions about it.

1. Who wrote this piece, and who is featured as the narrator of the piece?
2. What is the excerpt about?
3. Where and when was this text originally written and read?
4. Why did the writer create this text? (What was he trying to do?)
5. How does the writer make his point? What literary devices does he use?
6. Do you agree or disagree with the excerpt? Why?

Warm-Up for Reading and Writing Assessments

© Thoughtful Learning 2016

Reading is the process of turning 26 letters and a dozen punctuation marks into meaning. Viewed that way, it's almost a form of magic. You decode symbols and transform them into thoughts. But how did those symbols get there in the first place? Writing, of course. Someone had a set of insights and rendered them on the page using just 26 letters and a dozen punctuation marks. The encoding process of writing is just as magical and powerful as the decoding process of reading.

Reading and writing help you learn and think about any subject. They let you succeed in high school, college, and career. Not surprisingly, these skills loom large in all of the key assessments you take now and into the future: the Common Core assessments for high school English, the ACT and SAT, and the AP English assessments. Don't worry. Reading and writing might seem like magic, but you can practice these skills using the specific strategies in this unit. They will help you succeed on assessments and launch into a bright and thoughtful future.

What Is Assessment?

The word assess means to "judge the value" of something. It originally meant "sit beside a judge" to determine the value of a piece of property for tax purposes. In its modern sense, an assessment is a test to measure the value of a set of skills, in this case reading and writing. You've been reading and writing from your earliest days in school, and all that work will help you succeed on the coming assessments you will face. You can also hone your skills with the specific strategies in this unit.

In the following activities, you’ll learn about close reading—reading to understand the thesis statement, topic sentences, details, and vocabulary of the nonfiction texts you’re assigned. You’ll also learn about writing for assessment—writing to express your own ideas during a test. Strong reading skills help you write and vice versa.

In this unit, you’ll learn the reading and writing skills that you need to succeed in nonfiction assessment. If you’d like to use these skills on a simulated assessment, see the unit “Practice Test for Reading and Writing.”

Thinking About Close Reading

To read closely, you need to think about the ideas in a text. You can do this by asking and answering questions:

• Who wrote this text? Who was meant to read it?
• What is it about?
• Why did the person write it (to provide information, to argue for a position, to tell a story, to make people laugh or think)?
• How does the writer communicate the ideas in the text?
• Where and when did this text originally fit? Where and when does it fit now?

Revising to Elaborate Details

In the warm-up to this unit, you discovered that basic research answers questions like who, what, where, and when, but rigorous research moves on to deeper questions like why, how, could, would, and should. You can answer basic questions with facts. To answer deeper questions, you'll need many other types of details: explanations, statistics, anecdotes, quotations, reflections, and even visuals. You need to elaborate your ideas.

In the following paragraphs from "The Man Writ Large," note how the topic sentence introduces the key event. Afterward, the writer uses a variety of details to fully elaborate the event, helping readers understand the why, how, could, and should of the situation. Click on the callouts to view each part.

Topic Sentence That indomitable spirit would have its greatest test a week later on July 1. Explanation While most of the regular army troops focused on a siege at Santiago, the Rough Riders, the Buffalo Soldiers, and a few regular army regiments sought to dislodge Spanish control at El Canarey. Doing so would prevent attacks on the American flanks during the siege ("Spanish"). Roosevelt would once again lead his troops uphill into the face of an entrenched foe with superior weaponry. Statistic Roosevelt, however, had a 10 to 1 advantage of soldiers against the 500 Spanish defenders. Just as he had done at the docks at Tampa Bay, Roosevelt jostled his Rough Riders forward to bypass the regular-army regiments and begin the assault on Kettle Hill. Anecdote A Buffalo Soldier asked, "Who do you think you are?" and was told, "Rough Riders going to take that hill. Get out of the way or fall in with us." The Buffalo Soldier replied, "I'll be damned if those Rough Riders will get ahead of me!" Roosevelt thus ended up effectively commanding his own men and that of the separate regiment. Quotation A Rough Rider said of that sudden battlefield brotherhood, "I most positively assert that every face I looked into, both white and black, had a broad grin upon it"(Gardner 161).

The regiments ground forward, eventually taking Kettle Hill, but gunfire still rained down on them from San Juan Hill. Amid the withering fire, Roosevelt raised his pistol and shouted, "Now by God, men! Let's charge 'em!" He jumped a fence and ran down Kettle Hill toward San Juan Hill, but in the noise and confusion, only five of his own men followed. He had to retreat to gather the others, as Roosevelt remembered it: "Even while I taunted them bitterly for not having followed me, it was all I could do not to smile at the look of injury and surprise that came over their faces" (Gardner 167-169). Mounting his horse Little Texas, Roosevelt led his soldiers in the charge up San Juan Hill, and to victory. Diary Entry In his July 1 diary entry, Roosevelt scribbled in pencil, "Rose at 4. Big battle. Commanded regiment. Helped extreme front of firing line. Under shell and rifle fire."Reflection Later, he would dub the charge up San Juan Hill "the great day of my life" ("T.R."). A battle that had been expected to take two hours stretched to twelve, with 300 Spanish casualties to the 500 U.S. casualties ("Spanish").

Photo and Caption Roosevelt and the Rough Riders atop San Juan Hill. Theodore Roosevelt Birthplace National Historic Site.

Writing the Beginning Paragraph

Your first job in writing a research paper is to catch your reader's interest. You can experiment with a number of strategies to form an interesting lead sentence.

1. Start with a fascinating quotation.

   "Do things. Be sane. Don't fritter away your time; create, act, take a place wherever you are, and be somebody; get action.”
   —Theodore Roosevelt, Sr.

2. Express what is most interesting about the subject.

   Teddy Roosevelt transformed himself from an asthmatic weakling to a brawler who won in Cuba and Panama, in Washington and on Mount Rushmore.

3. Provide an anecdote.

   As they charged up San Juan Hill into the teeth of machine-gun fire, Teddy Roosevelt turned to a fellow soldier and shouted, "Holy Godfrey, what fun!"

4. Ask an engaging question.

   Are heroes born, or are they made?

Prewriting to Select a Topic

The following "Basics of Life" list includes broad subject areas that are critical to life. You can click on any entry to find more resources about it. You can also apply these general subjects to a specific class in order to find a unique topic. For example, applying "Personality" to the Spanish-American War unit in AP U.S. History would suggest studying the irrepressible Teddy Roosevelt and his Rough Riders.