Title: Reading Strategies
Course: Question Banks

Q: Terrence has a dense textbook for his Abnormal Psychology class. His professor said that all students in the class will need to read actively, using annotation. What’s the main reason annotation is active reading?
- Annotation gives Terrence physical interaction with the text when he underlines phrases. (Incorrect. Physical interaction can be helpful in maintaining focus, but it’s not the main reason to annotate.)
- Annotation provides physical proof that Terrence did his reading and can show his professor that he is fully engaged with his coursework. (Incorrect. Annotation is not about impressing the prof, it’s about starting a conversation with the text.)
- If Terrence needs to use his Abnormal Psych textbook later on, he’ll be able to see what he thought was important when he first took the class. (Incorrect. This might be useful later on, but it’s not the main reason for annotating now.)
- Annotation records Terrence’s active responses to the text during the act of reading. (Correct! Active reading starts Terrence’s conversation with the text.)
A: Annotation records Terrence’s active responses to the text during the act of reading.

Q: Min has an upcoming Anatomy and Physiology class that is making her a bit nervous. You took that class last term and suggest that active reading of course materials is her best route to success. What should she be doing?
- Min needs to get at least two colors of highlighters so that she can mark her book. She should also use two nights a week for at least three hours each to read, read, read--whether she feels like it or not. She should read it once through, all in one sitting. (Incorrect. This may seem like a good plan, but it’s not the best use of her time and focus.)
- Min needs to look for a used textbook. These are really helpful because previous students will have marked up the book; if she is lucky, she can find one that already has the highlighting done. She will have exams every week, so reading the assignments the night before each exam will help keep it fresh. (Incorrect. No two people have the same questions or prior knowledge, so other people’s notes are not enough for Min to do well in the class.)
- Min should borrow your textbook from when you took the class. You did well, so your notes and annotations are obviously correct and helpful. (Incorrect. No two people have the same questions or prior knowledge, so your notes are not enough for Min to do well in the class.)
- Min should annotate her text, marking questions and making comments on what she reads. She should also make sure that she reads in chunks when she is awake, maybe following a daily schedule. She should read assignments twice. (Correct! If Min follows your advice, she should be successful in the class.)
A: Min should annotate her text, marking questions and making comments on what she reads. She should also make sure that she reads in chunks when she is awake, maybe following a daily schedule. She should read assignments twice.

Q: Archie, your classmate, has been working with you to improve his reading skills. He tells you, “I’m trying to summarize this article for Professor Mehitabel’s class. I can’t seem to stop myself from just writing out everything in my own words. It’s taking forever.” Which response should you offer to help him get better with active reading?
- “Archie, you’ve got to write down all the stuff in the headings and make an outline first. Then you can try summarizing based on that. A summary is just the chapter, only shorter.” (Incorrect. Starting with a summary is a recipe for frustration. Archie needs to read and understand the material first.)
- “Archie, it sounds like you’re paraphrasing, rather than summarizing. Make sure your notes all use exact language from the article so that you can find the passages later when you’re studying.” (Incorrect. Neither paraphrasing nor summarizing is the right strategy for Archie at this point. He needs to focus on annotating as he reads.)
- “Archie, clearly you need to spend more time getting the chapter content into your brain. Making vocabulary flash cards will help a lot with this.” (Incorrect. Flash cards are not much use if Archie doesn’t understand the chapter material and how it connects. Understanding, not memorizing, is his challenge right now.)
- “Archie, while working on active reading, don’t worry about summarizing. Focus instead on marking words and concepts as you go, and make predictions about what is coming. Create a vocabulary list for the things to define later.” (Correct! If Archie adopts these strategies, he’s going to learn the material better and be more efficient with his time.)
A: “Archie, while working on active reading, don’t worry about summarizing. Focus instead on marking words and concepts as you go, and make predictions about what is coming. Create a vocabulary list for the things to define later.”

Q: Anansi barely skimmed the journal article about spiders her Entomology professor handed out: too much text, too much small print, too many big words. She rolled it up and shoved it into her backpack, deciding to save it for “later.” It is now “later”--how do you advise her to get started with this reading?
- “Anansi, you need to boost your vocabulary, seriously. Go get a dictionary, then write in the margins as you go, defining the words you don’t know. You might even try drilling the words so you know them later.” (Incorrect. Simply drilling on vocabulary won’t help Anansi understand concepts or connections. She needs a better strategy.)
- “Anansi, this is a case for a professor’s office hour. Just take the article with you to your professor’s office tomorrow. Ask him to summarize it for you or at least to let you know which parts are going to be on the test. That will show him you are at least trying, right?” (Incorrect. Anansi’s professor is unlikely to be impressed if she goes in expecting him to do the work for her. There’s a better--and more independent--option.)
- “Anansi, you need to get over your phobia of dense texts. Google the topic and see if there’s an easier article on the same subject.” (Incorrect. There is an excellent strategy for understanding the assigned text. Anansi is not an expert; she can’t be sure her alternate text would cover all the material anyway.)
- “Anansi, you’ve got this. Before you read, preview. Look at the title, but ask yourself why you need to read this--and why is the author writing in the first place? What do you already know about spiders? Look at how the article is structured and where there are figures and tables. Where do you think the author is going to go with this?” (Correct! Previewing the text--and thinking about her existing knowledge of spiders--will help Anansi not only learn the material but also reduce her fear of dense, intimidating-looking texts.)
A: “Anansi, you’ve got this. Before you read, preview. Look at the title, but ask yourself why you need to read this--and why is the author writing in the first place? What do you already know about spiders? Look at how the article is structured and where there are figures and tables. Where do you think the author is going to go with this?”

Q: Assigned to read Life, a memoir by Keith Richards of the Rolling Stones, Aleisha’s first step is to preview the book. What should she do in her preview?
- She should look at text features and illustrations with their captions. (Incorrect. This will be part of her preview, but on its own, it’s not enough.)
- She should look at the font choices, the number of pages, and the reviews on Amazon. (Incorrect. Checking out these things might satisfy her curiosity, but they’re not part of effective previewing.)
- She should read the Wikipedia pages on Keith Richards and the Rolling Stones. (Incorrect. This might give her a bit of information to start, but it’s not really an effective approach to Richards’s actual book.)
- She should look at the title, chapter headings, introductory notes, and the illustrations. (Correct. This will give her a sense of the book’s flow and content as well as making her think about what she already knows about the Rolling Stones and Richards’s life.)
A: She should look at the title, chapter headings, introductory notes, and the illustrations.

Q: On the way out of his Literary Theory and Criticism class, Julian is stopped by a classmate who asks him how he has such a good grasp of the difficult material. Julian explains how he previews his reading, which includes which tactics?
- Reading each selection slowly and carefully with a pencil in his hand. (Incorrect. This is a good plan for after he’s done his previewing, but diving in without previewing will make comprehension a lot harder.)
- Reading each selection twice and quizzing himself on it. (Incorrect. This is a fine idea for when he believes he has some mastery of the material, but it’s not a good way to start or an efficient use of time.)
- Reading the last two paragraphs of each selection so he grasps the author’s conclusions. (Incorrect. There’s a lot of material before the concluding paragraphs that Julian is expected to understand. This won’t help.)
- Looking at the unit titles and then the titles of the readings in the table of contents, skimming the editor’s notes that precede each reading, scanning for familiar terms to see what connects with his prior knowledge. (Correct. Looking at the table of contents gives Julian a sense of the context of each reading, and the editor’s notes and scanning for familiar terms help him build on what he’s already learned. This gives him a solid foundation for understanding new material.)
A: Looking at the unit titles and then the titles of the readings in the table of contents, skimming the editor’s notes that precede each reading, scanning for familiar terms to see what connects with his prior knowledge.

Q: Frankie would rather talk about a topic than read about it. Their friend, Jonah, tells them about questioning as a technique. Why might this be a good way for Frankie to approach their reading assignments?
- Questioning the text means that Frankie will have lots of good discussion prompts for their professor once class starts. (Incorrect. This might be a good side benefit of questioning, but it’s not the main benefit for Frankie.)
- If Frankie finds a place to read alone, they can literally read out loud and have a conversation with the text, which is more comfortable than reading silently. (Incorrect. Questioning—starting a dialogue with the text—is not about reading aloud.)
- Questioning will give Frankie a chance to find places where the author’s argument fails, so Frankie can refute the text’s argument. (This might happen as Frankie questions the text, but it’s not the key benefit.)
- Questioning the text starts a conversation between the author and the reader, which makes the reading experience more dynamic and productive. (Correct. Frankie prefers conversation anyway, and starting a dialogue with their textbooks using the questioning technique will lead to productive conversation with the text.)
A: Questioning the text starts a conversation between the author and the reader, which makes the reading experience more dynamic and productive.

Q: Una has been assigned to read and report on William James’s The Varieties of Religious Experience for her philosophy class. Her brother read it in college and told her that it’s pretty dense, and it’s definitely long. Una wants to get started right away. She’s used to annotating, but she wants to incorporate questioning into her reading practice. Which questions should she ask before she starts reading?
- What is likely to be on the test? Do I think I will agree with the content? When was it written? (Incorrect. These are useful questions, but they’re not the most important ones to ask before starting the text.)
- What is the author’s style? Where does the story take place? What does my professor want me to get out of it? (Incorrect. These are useful questions, but they’re not the most important ones to ask before starting the text.)
- What else has the author published? What about it interests me the most? When will I learn more about this? (Incorrect. These are useful questions, but they’re not the most important ones to ask before starting the text.)
- What is my purpose for reading? What biases might I have? What do I need to know about the topic? (Correct! These are all good questions to think about before Una gets into the material. They will help inform her reading of the whole book.)
A: What is my purpose for reading? What biases might I have? What do I need to know about the topic?

Q: Gloria is writing a term paper on the effects of fracking for her Environmental Science class. Based on reports she’s seen in the mainstream press, she has some opinions on it already. How can questioning help keep her open minded and aware of her biases while she reads sources for her paper?
- She can preview the text for words that suggest political bias in favor of fracking and save herself time by skipping that source. (Incorrect. Skimming isn’t questioning, and in order to write a good paper, she should examine all sides in the debate.)
- She can ask whether a source changes her mind on fracking and reject it if it doesn’t. (Incorrect. She should read all credible sources with an open mind, questioning the text and herself as she reads.)
- She can demand a higher threshold of evidence for sources that disagree with her. (Incorrect. She should read all credible sources with an open mind, questioning the text and herself as she reads.)
- She can continuously ask herself whether the arguments made seem reasonable, whether the facts align with her previous reading, and how her existing beliefs are affecting her evaluation of a source. (Correct. Gloria has some knowledge of the topic, and she’s based her beliefs on that. Questioning as she reads will help her add to her store of knowledge and refine--or change--her opinion.)
A: She can continuously ask herself whether the arguments made seem reasonable, whether the facts align with her previous reading, and how her existing beliefs are affecting her evaluation of a source.

Q: What is the best way to annotate a text?
- It is best to write directly on the text. This is because the notes are at your fingertips and you don’t have to worry about losing them.
- It is best to use sticky notes, especially if you can color-code them, to take notes. This way you can sell back your books more easily.
- It is best to set up a system of color-coded highlighters.
- If you are actively engaged with the reading, consistent, and clear while annotating concepts, questions, and comments, the precise methods you use don’t matter.
A: If you are actively engaged with the reading, consistent, and clear while annotating concepts, questions, and comments, the precise methods you use don’t matter.

Q: You have a borrowed textbook that you can’t write in. Your plan is to write out definitions to technical terms on blue stickies and flag the key points and topic sentences in narrow pink stickies, putting the paragraph numbers on each just to be clear. What else should you do to help you understand the reading better in preparation for a test or discussion?
- You should try writing out your notes in a two-column notebook instead. Writing by hand is going to help you remember the terms better and will give you something to use in class discussions or on open note exams. (This is a good idea for part of your note taking, but it doesn’t replace active engagement with the text.)
- You might consider photocopying the text instead of using sticky notes, which is going to allow you to underline the topic sentences instead of writing them out and will let you write the technical definitions in the margins. (This is an expensive option, and unless you are actively engaging with the text--making connections and asking questions--the form of the text doesn’t really matter much.)
- You should find a used copy of an older edition of the book. Some points might be different, but you’ll be able to write in it. (This could just lead to confusion if the editions are really different. In addition, you have lots of options for actively engaging with the book you do have.)
- You should annotate more actively, which means you need to write notes about connections you see and ask questions about what you read. You should also write personal notes that help you connect with the reading topic. (Correct. Annotation isn’t just flagging topics and terminology, it’s about actively engaging the new learning with what you already know, capturing your own ideas about the text, and identifying questions to follow up on.)
A: You should annotate more actively, which means you need to write notes about connections you see and ask questions about what you read. You should also write personal notes that help you connect with the reading topic.

Q: When Becky is shopping for books for her classes, she loves finding a used copy that’s already heavily annotated. Is this a good idea? Why or why not?
- Good idea! Somebody has already thought through the reading and marked the important parts, so it saves her time. (Incorrect. Becky needs to put effort into her interaction with the text by making her own notes.)
- Not a good idea. With all those markings, it will be harder to sell when she’s done with it. (Incorrect. Resale value is not relevant to her interaction with the text. She can always annotate with sticky notes if she doesn’t want to write in her books.)
- Good idea. She can just go back over the parts she thinks are important with a highlighter and get the benefits of annotation. (Incorrect. A highlighter won’t help her remember why a passage is important or why she marked it.)
- Not a good idea. Becky needs to start fresh with her own markings and annotations. (Correct. The point of annotation is not the marks on the page but the fact that making her own annotations will engage her with the text and increase her comprehension, help her remember what she’s read, and make it less likely that she will need to reread the entire text before a test or essay.)
A: Not a good idea. Becky needs to start fresh with her own markings and annotations.

Q: Abe has found the reading assignments in his Geology class challenging throughout the term. He has come to rely upon previewing, active reading, and annotation strategies to better understand them. Now he is ready to summarize their contents, in order to prepare for his final exam. Which of the strategies below will be the most useful to create successful summaries for this purpose?
- Copy all the chapter headings and section titles from the text. Draft a summary from those, expanding to explain sections in Abe’s own words, using personal examples from his own life to clarify the points. The total length of the summary will be roughly 20% the length of the original. (Incorrect. Chapter headings and section titles are really just a broad outline. Summarizing based on them will not engage Abe with any of the details of the text.)
- Identify the most important features of the text. Draft a summary using his own words, using personal examples from his own life to clarify the points. The total length of the summary will be roughly 50% the length of the original. (Incorrect. Personal examples don’t belong in a summary. They are likely to be more confusing than helpful when Abe goes back to study his notes. Also, 50% of the original is too long for a summary.)
- Create a bulleted list of the concepts in as few words as possible in order to see the entire chapter contents in front of her. The details are less important. (Incorrect. Short digests of the content are not the same as a summary, and a bulleted list will show Abe details but not the connections among them. This would likely be more confusing than helpful.)
- Identify the most important features of the text. Draft a summary using his own words to describe the contents. Report only what’s in the text--none of Abe’s personal opinions should appear. The total summary will be roughly 20% the length of the original. (Correct. Abe should condense the original text without editorializing, and he should be careful to include the key concepts in the text.)
A: Identify the most important features of the text. Draft a summary using his own words to describe the contents. Report only what’s in the text--none of Abe’s personal opinions should appear. The total summary will be roughly 20% the length of the original.

Q: Suleimana has to read several essays on the craft of fiction writing for her writing workshop. To prepare for class discussion, she wants to summarize each essay. What should she do while she’s reading to ensure she can write accurate, useful summaries?
- Nothing. She should read each essay straight through without stopping and then write down whatever has stuck in her memory. That will capture the most important parts of the essay for her. (Incorrect. Relying on her memory--especially if the text is dense or difficult--will not help her at all with either comprehension or recall of the details.)
- Make notes on whether and how the essay applies to her own process of writing fiction and then write a paragraph that describes her process and how the essay affects it. (Incorrect. A good summary stays within the text of the work it’s summarizing: that is, it doesn’t add editorial comments, personal details, or outside elements.)
- Write a brief summary of each paragraph in an essay and then combine them all into one big summary. (Incorrect. First of all, not every paragraph is crucial to the essay. Second, a summary done this way is likely to be much longer than 20% of the original.)
- Underline the overall thesis statement, paragraph topic sentences, and key terms and details. She should also define any unfamiliar terms and take two-column notes to be sure she has understood the essay. (Correct. By marking her copies this way, she’s setting herself up to easily incorporate the most important parts of each essay.)
A: Underline the overall thesis statement, paragraph topic sentences, and key terms and details. She should also define any unfamiliar terms and take two-column notes to be sure she has understood the essay.

Q: Naomi often has trouble discussing the readings for her anthropology class because her notes are linear, and she has trouble grasping the entire point or argument of a reading. How could summarizing the readings help her?
- A summary would leave out unnecessary details that get in the way of her comprehension. (Incorrect. A summary should include important details stated briefly and in Naomi's own words.)
- A summary would need to be written in her own words, which would be easier for her to remember. (Incorrect. This may happen, but Naomi’s main issue is comprehension, not recall.)
- A summary would not really help if she doesn’t understand it from her notes. (Incorrect. A summary could be a big help because it will both literally and cognitively move the beginning and the end of the reading closer together, helping Naomi see the whole and understand its point better.)
- A summary would condense the whole essay into a single, short block of text that would require her to think through the logical relationship between the initial thesis of the essay and its final conclusions. (Correct. A summary will both literally and cognitively move the beginning and the end of the reading closer together, helping Naomi see the whole and understand its point better.)
A: A summary would condense the whole essay into a single, short block of text that would require her to think through the logical relationship between the initial thesis of the essay and its final conclusions.

Q: If you had to write a paraphrase of a brief article you read for class, following what advice would get you the best results?
- Start by identifying the thesis statement. Then make sure that you get only the main ideas so that you can keep this really short. Don’t use any words from the original. (Incorrect for a few reasons: A paraphrase should be about the same length as the original, so keeping it short is not a priority. Also, sometimes you have to use words from the original when there’s no reasonable substitute.)
- Start with the thesis in your own words, then give your interpretation of the material. Highlight the points you find most interesting. Add quotes and citations when you make comments. (Incorrect. A paraphrase should stay true to the original. What you find interesting is less relevant than what the passage actually says.)
- Follow the original line by line and find synonyms and ways to rephrase what the author has said. (Incorrect. One goal of paraphrasing is to check your own comprehension. Simply restating doesn’t help with that.)
- Start by putting the thesis in your own words, list out the main ideas from the quote, using quotation marks and cites if you borrow any phrasing. Expect your paraphrase to be about as long as the original (Correct. This not only yields a useful paraphrase but the process of paraphrasing will help you understand the material better.)
A: Start by putting the thesis in your own words, list out the main ideas from the quote, using quotation marks and cites if you borrow any phrasing. Expect your paraphrase to be about as long as the original

Q: Evaluate the way the second paragraph paraphrases the first. Explain why this is or is not an appropriate paraphrase.

Original Source

Now those who seek absolute power, even though they seek it to do what they regard as good, are simply demanding the right to enforce their own version of heaven on earth. They -- and let me remind you, they are the very ones who always create the most hellish tyrannies. Absolute power does corrupt, and those who seek it must be suspect and must be opposed. Their mistaken course stems from false notions, ladies and gentlemen, of equality. Equality, rightly understood, as our founding fathers understood it, leads to liberty and to the emancipation of creative differences. Wrongly understood, as it has been so tragically in our time, it leads first to conformity and then to despotism.

Paraphrase

People seeking absolute power are only trying to put their ideals on everyone else, even if they are trying to do the right thing. These are the people we should blame for bad governments, like the Nazis did with Hitler. Anybody who wants unchecked influence is suspect because unchecked influence always twists people inside; we need to fight these people. The problem is that these people don’t get what equality means. Jefferson, Adams, and Franklin knew what equality meant and it wasn’t what these people seeking unchecked influence think it is; the founders knew that equity leads to freedom and the openness to create. It is unfortunate that the other definition leads us now to “conformity” then tyranny.
- This paraphrase is just plagiarism. Any time a writer copies the structure too closely or just substitutes words it is plagiarism. (Incorrect. While this summary is structurally similar to the original, the writer has added enough of his own thoughts to make it substantially different from the original.)
- This is a good paraphrase. The basic idea does not change meaning, and the structure walks us through Goldwater's ideas of power and equality in the same way. (Incorrect. This summary has some serious flaws.)
- This paraphrase cites Nazis, and Goldwater is specifically talking about American political structures. (Incorrect. While the writer’s inclusion of his own examples is problematic, this is not the only flaw in this summary.)
- This paraphrase has a few issues. The writer has some difficulty in stepping away from the original structure and in several places uses synonyms for key words. The writer also adds examples and specifics not in the original. (Correct. A summary should be in the summarizer’s own words--and should not follow exactly the structure of the original. In addition, a summary should be neutral. By including specific examples, this writer has added his own point of view to his summary.)
A: This paraphrase has a few issues. The writer has some difficulty in stepping away from the original structure and in several places uses synonyms for key words. The writer also adds examples and specifics not in the original.

Q: Javonte is starting the research for his paper on nuclear arms treaties. He’s tempted to just copy and paste chunks of material from the originals, but instead, he decides to paraphrase in addition to selective quoting. Why is this a good idea?
- He can leave out complex terminology from the original that he would have to define for his readers. (Incorrect. Leaving out important information is not a true paraphrase and could distort the author's original meaning.)
- There is no good reason. He should just copy the original quotes into his notes. (Incorrect. Paraphrasing while preparing to write will help him understand what he’s reading as well as being a good note-taking strategy.)
- He can use the authors’ ideas without citation if he’s not quoting him or her directly. (Incorrect. Even if he’s not quoting the source directly, paraphrasing someone else’s ideas without citation is still plagiarism.)
- He will have the gist of each author’s ideas on paper, already understood and in his own words. (Correct. Paraphrasing while preparing to write will help him understand what he’s reading as well as being a good note-taking strategy.)
A: He will have the gist of each author’s ideas on paper, already understood and in his own words.

Q: Thuy is on her school’s mock trial team, and she needs to read the case materials to prepare for an upcoming competition. The legal language is difficult, and she’s afraid she might lose track of the important parts of what she’s reading. How will outlining help her?
- She can build her opening argument from her outlines when she’s done. (Incorrect. This may be true, but it’s not why an outline will help her as she is reading.)
- Outlining will allow Thuy to jump to key points in the reading and skim the rest. (Incorrect. If anything, outlining requires a greater awareness and understanding of the details than simply reading.)
- An outline will allow Thuy to remember legal-sounding words she will use in her cross-examinations. (Incorrect. Remembering terminology is not Thuy’s main problem, and if it were, there are better techniques for it than outlining.)
- Outlining will help her stay organized and create a logical relationship among the pieces of information. (Correct. Outlining the cases will allow Thuy to see the structure—what issues and details are subordinate, and how the whole case lays out—in a way that other rhetorical reading techniques do not.)
A: Outlining will help her stay organized and create a logical relationship among the pieces of information.

Q: Alexis needs to make an outline for her biology research paper. She studied a lot of information about photosynthesis but she is having a hard time connecting the steps of the process together. Why would an outline be helpful to Alexis?
- Alexis can use her outline to synthesize her pages of research onto a single sheet of paper. (Incorrect. There is no point or benefit to cramming an outline for a long paper onto a single page. The point of an outline is for Alexis to find the right place for all of her information so she can write a coherent, logical paper.)
- An outline will help Alexis to paraphrase the different readings she studied. (Incorrect. Paraphrasing and outlining are two separate reading strategies that take place at different times in the research paper process.)
- An outline will help Alexis by giving her a place to annotate the different sources she found about the process of photosynthesis. (Incorrect. While Alexis will incorporate the learning from her sources into her outline, the outline is not the place for annotation.)
- Alexis can use her outline to show how the photosynthesis steps are connected, which will help her organize her paper. (Correct! Thinking about organizing ideas in short bites before she starts to write will help her see her paper as a whole—and make sure she has the steps of photosynthesis down pat.)
A: Alexis can use her outline to show how the photosynthesis steps are connected, which will help her organize her paper.

Q: You just finished reading several scholarly essays on the same topic, and you take a look at the pages of notes you made about it. You see some repeated themes, but you need to make sense of what you just read so that you can speak cogently about the topic as a whole in class. What’s your next step?
- It is time to reread the essays. For the next reading, take notes on all of the parts you had difficulty with the first time and then talk about them with your professor. (Incorrect. If you’ve read and taken good notes, it’s pretty inefficient to reread. You can talk to your professor, but she can’t organize your thoughts for you.)
- It is time to create a color-coding system with highlighters. This will help you find the common themes among the essays when it’s time for class discussion. (Incorrect. This might be an okay tactic for the first reading, but it’s not an efficient way to organize your learning.)
- It is time to write a summary of each article. When it comes time for class discussion, you can just flip from summary to summary. The details will come to you. (As you know, summarizing is a great reading strategy, but this won’t help you synthesize the learning from all the articles.)
- It is time to take your notes and create a concept map so that you can summarize the material. You read actively, annotating your text and making a vocabulary list, so you can focus on organizing your learning, which is the point of a concept map. (Correct. A concept map that incorporates all the readings will give a really good overview of the topic, and finding the right organizational structure will be a big step in preparing for class discussion.)
A: It is time to take your notes and create a concept map so that you can summarize the material. You read actively, annotating your text and making a vocabulary list, so you can focus on organizing your learning, which is the point of a concept map.

Q: Tabitha completed the reading process loop by reviewing her Organic Chemistry reading notes. What advantage did she have over her classmates who only highlighted the key terms in the book?
- Tabitha had physical proof that she actively read and could use her review concept maps and summaries as backup for an open note exam. (Incorrect. Tabitha’s main advantage is ensuring that she understands and remembers the material while being able to make connections among the concepts.)
- The concept maps, summaries, matrices, and group discussions she did provided evidence that she fully understood the material and was prepared for the quiz. (Incorrect. The “evidence” that she’s prepared will show in how well she understands and remembers the concepts--not in the fact that she’s put stuff down on paper.)
- None. Highlighting key terms would have been enough. (Incorrect. Simply highlighting terms and definitions is not enough to understand complex concepts or to put new ideas in context.)
- The review helped her recall the content because she made links between the concepts and the material she already knew. Now her new vocabulary terms have context for her. (Correct. By taking good notes while she read—and reviewing them once she’s completed the reading--Tabitha ensures that she understands and remembers key terms and can place them in the context of the concepts she needs to know.)
A: The review helped her recall the content because she made links between the concepts and the material she already knew. Now her new vocabulary terms have context for her.

Q: How does reviewing your reading and notes help you understand a text?
- Review is a way of double-checking that you aren’t forgetting the key answers you marked in the text. (Incorrect. This may be one aspect of reviewing, but it’s not the main benefit.)
- Review triggers memory because it may have been a month or so since you did your first reading of the text. (Incorrect. This may be one aspect of reviewing, but it’s not the main benefit.)
- Review will help you in the short term to remember enough for a test or discussion. Other techniques help with long-term recall. (Incorrect. Review actually helps with long-term recall.)
- Review is another active reading technique that helps you more deeply understand and make connections with the material, especially as a last step after you’ve used other active reading strategies. (Correct. Review allows you to see the entire thesis or purpose of a reading, and it takes you back through your initial thinking to add details and resolve questions.)
A: Review is another active reading technique that helps you more deeply understand and make connections with the material, especially as a last step after you’ve used other active reading strategies.

Q: To prepare for a linguistics exam, Laurent is reviewing all his Cornell-style two-column notes from his reading. What approach would use these notes to their best advantage?
- Going through all the notes with a set of highlighters to emphasize what he needs to review the most. (Incorrect. There’s a more important value to using Cornell notes than simply marking with a highlighter.)
- Covering the left-hand column with his questions in it and focusing on the right-hand column that has facts from class and the textbook. (Incorrect. This is not the best use of the Cornell two-column system.)
- Narrating the concepts out loud to himself and using the notes when he hits a snag. (Incorrect. This could be a good way to review, but it’s not the optimal use of the Cornell two-column system.)
- Covering the right-hand column (his class notes and reading notes) and answering the questions from the left-hand column out loud. (Correct. Laurent’s Cornell notes are designed to prompt engagement with the text and to assist in review. This technique will remind him of what he was thinking when he first took his notes and will allow him to apply what he’s learned since then.)
A: Covering the right-hand column (his class notes and reading notes) and answering the questions from the left-hand column out loud.

Q: You are assigned the chapter “Functions and Function Notations” to read for homework in your Finite Math course. It includes definitions, formulas, worked example problems, and interactive exercises. Which is the best strategy to read this text?
- Classify the reading. Do not rely on underlining or highlighting; instead determine things like concepts, values, and key variables. Determine the problems that the author has solved, and which she hasn’t. (Incorrect. This is not a useful approach for reading in mathematics.)
- Analyze and synthesize after a preview. Look for the patterns in the text--are they problem-solving, experiment-instruction, classification, or process passages--or some combination? Take notes. (Incorrect. This is not a useful approach for reading in mathematics.)
- Jump directly to the example problems and give one a try. Refer to the text only as needed to figure out the concept, then solve more problems until you get them right 80% of the time. (Incorrect. This is not a good use of time, and it can lead to a misunderstanding of concepts.)
- Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations. (Correct. Math requires careful attention to detail in order to understand concept and work sample problems. Visuals help with comprehension.)
A: Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations.

Q: Which is the most effective way to read the chapter “What Are Intelligence and Creativity?” from your Introduction to Psychology course textbook? The chapter includes learning objectives, headings and subheadings, definitions in bold text, and history of the concepts, as well as sample exercises at the end.
- Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations. (Incorrect. This is not the best way to approach new learning in a social science class.)
- Analyze and synthesize after a preview. Look for the patterns in the text--are they problem-solving, experiment-instruction, classification, or process passages--or some combination? Take notes. (Incorrect. This is not the best way to approach new learning in a social science class.)
- Read the abstract and preface to the chapter plus the introductions and conclusions of each section. Write summaries of each section based on that learning. (Incorrect. While this may be a good approach to reading textbooks in general, there’s a more effective method for a social science class.)
- Classify the reading. Do not rely on underlining or highlighting; instead determine things like concepts, values, and key variables. Determine the problems that the author has solved, and which she hasn’t. (Correct. This problem-solving pattern works well with social science textbooks.)
A: Classify the reading. Do not rely on underlining or highlighting; instead determine things like concepts, values, and key variables. Determine the problems that the author has solved, and which she hasn’t.

Q: An Earth Science reading assignment involves reading the chapter “Water on Earth.” It includes learning objectives, illustrations, vocabulary, graphs, formulas, and problem sets. Which is the most effective way to approach reading it?
- Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations. (Incorrect. This is the reading strategy for learning new math concepts. It’s too linear a method to help you with a concept as complex as this.)
- Classify the reading. Do not rely on underlining or highlighting; instead determine things like concepts, values, and key variables. Determine the problems that the author has solved, and which she hasn’t. (Incorrect. This is not solely a matter of problem solving but of understanding new facts and concepts. It’s not the most effective approach.)
- Start with the problem sets and refer back to the chapter when you get stuck. Learning by doing is the most effective way to make sure you understand and remember information. (Incorrect. If you start with the problem sets, you will miss out on significant contexts and connections, not to mention losing a comprehensive view of the topic.)
- Analyze and synthesize after a preview. Look for the patterns in the text--are they problem-solving, experiment-instruction, classification, or process passages--or some combination? Take notes. (Correct. Since a chapter like this will include both scientific terminology, examples, and new concepts, a combination approach that includes a broad preview, pattern identification, and definitions is called for.)
A: Analyze and synthesize after a preview. Look for the patterns in the text--are they problem-solving, experiment-instruction, classification, or process passages--or some combination? Take notes.

Q: Jamal is overwhelmed by the number of research articles he found about infectious diseases. Where should he look to get a good idea of the overall topic and purpose of the article?
- Discussion (Incorrect. Diving into the discussion will use up a lot of time and will probably be hard for Jamal to understand if he hasn’t read the previous sections.)
- Introduction (Incorrect. The introduction may seem like a good place to start, but it won’t give Jamal a summary of the methods or conclusions, which will be important in helping him evaluate the articles.)
- References (Incorrect. The references may be impressive, but they won’t let Jamal know whether a given article is appropriate for his purposes.)
- Abstract (Correct! The abstract is a summary of the entire article. He can read summaries quickly and make decisions about whether the articles are useful based on the abstract alone.)
A: Abstract

Q: Kimberly is writing a paper on the use of animals in laboratory experiments, and she wants to find examples of scientific papers based on experiments that did not use animal subjects. Where should she check in a scientific paper to find relatively quickly whether animal subjects were used?
- The discussion (Incorrect. Animal subjects would likely be mentioned in the discussion section, but Kimberly might have to do a lot of reading to find out one way or another.)
- The references (Incorrect. The references are about other research articles, not the one Kimberly would be looking at.)
- The literature review. (Incorrect. The literature review talks about what came before this paper. It doesn’t talk about the process of the experiment in question.)
- The methods section (Correct. The methods section will definitely have the information Kimberly is looking for. It’s possible, but not guaranteed, that the abstract would also mention animal testing.)
A: The methods section

Q: David and Yesenia are working on their physics project. David notices that as they work, Yesenia has gotten a lot more efficient about getting through each article. What’s her secret?
- She has read several articles by the same author, and their writing style is becoming more familiar. (Incorrect. In the sciences, writing style is not a key concern, and usually, it doesn’t represent as much difficulty as the technical aspects of the reading.)
- She has learned that she can get everything she needs from the abstract and the introduction. (Incorrect. Just reading the abstract and the introduction would make the reading faster, but Yesenia would be missing a lot of crucial information from the article.)
- She has learned to skim for specific information rather than reading the whole article. (Incorrect. Just skimming would make the reading faster, but Yesenia would be missing a lot of crucial information from the article.)
- Since the articles are all on a similar topic, and she has been making really good vocabulary flashcards, the terminology is becoming more familiar, so Yesenia is reading more quickly and can take fewer notes. (Correct. If you read several scholarly articles on a specific topic—in any subject—the terminology and references will become more familiar over time, especially if you have been taking thorough notes from the beginning.)
A: Since the articles are all on a similar topic, and she has been making really good vocabulary flashcards, the terminology is becoming more familiar, so Yesenia is reading more quickly and can take fewer notes.

Q: You come across the following visual in your textbook. What is your best approach to reading and understanding it?
- Analyze and synthesize after a preview. Look for the patterns in the text--are they problem-solving, experiment-instruction, classification, or process--or some combination? Take notes. (Incorrect. The process defined here applies to reading scientific sources, not visuals.)
- Every word counts. Follow each line, reading with pencil in hand so that you can reproduce the examples as you go. Pay extra attention to the visual illustrations. (Incorrect. The process defined here applies to reading mathematics texts, not visuals.)
- Create a concept map to reframe the information and check it against the original visual. (Incorrect. You already have everything you need in order to understand the information. You don’t need to make a new visual.)
- Rephrase the title, get an idea of what is measured by looking at labels, determine the units of measurement, check for color-codes and keys, and try summarizing the trends you see in the data. (Correct. By examining the graph in this way, you will be able to understand and use the data.)
A: Rephrase the title, get an idea of what is measured by looking at labels, determine the units of measurement, check for color-codes and keys, and try summarizing the trends you see in the data.

Q: Which statement below summarizes this chart?
- This chart indicates that women should be concentrating more efforts on All Blog Activity. The bar in orange emphasizes that aspect of the chart. (Incorrect. The chart itself does not give direction or recommendations. It simply presents data.)
- This chart persuades viewers that women consider Status Updating an unimportant activity. The placement of Status Updating on the left side of the image underscores this. (Incorrect. The layout of the chart organizes the data. It does not attempt to persuade.)
- This chart shows that women don’t like Twitter. (Incorrect. Twitter is mentioned only as an example of social media.)
- This chart demonstrates that most women who use social media participate in Social Networks. The percentages shown at the top of each bar confirm this. (Correct. Both the size of the bars and the percentages at the top confirm this conclusion.)
A: This chart demonstrates that most women who use social media participate in Social Networks. The percentages shown at the top of each bar confirm this.

Q: Take a look at the following image. How would you apply the content of this graph to reach an understanding of its purpose?
- This type of graph covers changes over time, so you would use it to predict the future based on the patterns of the past. (Incorrect. This graph does not include time as a mapped variable.)
- This type of graph blends categories, so you would read it to get a sense of the overall options available. (Incorrect. This graph is a true bar chart, so the three categories are discrete and do not blend.)
- This type of graph lacks sufficient color to distinguish the categories. (Incorrect. The categories are clearly distinct. Color is not required to distinguish them.)
- This type of graph shows distinct, separate examples, so you might use it to compare the examples against each other. (Correct. This graph is a true bar chart showing three separate causes of rainbows, which makes it easy to compare them.)
A: This type of graph shows distinct, separate examples, so you might use it to compare the examples against each other.

Q: Which definition is the most correct way to describe rhetorical context?
- Rhetorical context refers to the popularity of an act of reading and/or composition. (Incorrect. All reading or composition situations involve a rhetorical context regardless of popularity.)
- Rhetorical context refers to the logical reasoning of an act of reading and/or composition (Incorrect. Logical reasoning is part of rhetorical analysis, but it is not the entire rhetorical context.)
- Rhetorical context refers to my personal opinion of an act of reading and/or composition (Incorrect. Personal opinion is part of rhetorical analysis, but it is not the entire rhetorical context.)
- Rhetorical context refers to the circumstances surrounding an act of reading and/or composition (Correct! Rhetorical context considers what’s being written, why, how, and for whom.)
A: Rhetorical context refers to the circumstances surrounding an act of reading and/or composition

Q: Read part of the article by Dora Mekouar, “Why Affluent Americans Chose ‘Lifestyle’ Renting Over Buying in the 2010s” from VOA news below:

After living in a Washington, D.C., suburb for 20 years, Patrick Harrington had had enough. Fed up with the 25-mile commute to work, the Virginia man, along with his wife, Francine, sold their home and moved into a rental located about a 15-minute walk from Patrick’s work.

"I went from an hour-and-a-half drive every morning to a 15-minute walk," Patrick says. "We’ve definitely undergone a lifestyle change. No doubt about it."

The Harringtons exemplify a key housing trend of the 2010s, a decade that saw renting emerge as a choice. The days of people being forced to rent until they can afford to buy appear to be over for many. An increasing number of more affluent Americans are opting to rent as a way of life.

"Renting became a lifestyle option this past decade," Michaela Buzec, a research analyst for RENTCafe told VOA via email. "It offers flexibility and freedom to move around and change neighborhoods or cities. It’s also a matter of affordability, since home prices in big, desirable cities increased significantly. This trend is scattered throughout the country, but it’s most evident in the expensive markets."

"I went from an hour-and-a-half drive every morning to a 15-minute walk," Patrick says. "We’ve definitely undergone a lifestyle change. No doubt about it."

The Harringtons exemplify a key housing trend of the 2010s, a decade that saw renting emerge as a choice. The days of people being forced to rent until they can afford to buy appear to be over for many. An increasing number of more affluent Americans are opting to rent as a way of life.

"Renting became a lifestyle option this past decade," Michaela Buzec, a research analyst for RENTCafe told VOA via email. "It offers flexibility and freedom to move around and change neighborhoods or cities. It’s also a matter of affordability, since home prices in big, desirable cities increased significantly. This trend is scattered throughout the country, but it’s most evident in the expensive markets."...

The 2010s saw the largest increase in the percentage of renters since the 1960s, according to RENTCafe, an internet service that lists rental properties. More than 100 million Americans live in rental units. Since 2010, the number of renters increased twice as fast as the number of homeowners. There are 74% more people renting today than in 1960…

The number of renters increased "across the board," among the young and the old, in urban areas as well as the suburbs. RENTCafe, which studied data from the past decade, found reasons for the increase include high student loans and home prices, and the need to be flexible in a changing, growing job market.

Twenty cities went from a homeowner majority to a renter majority in the past 10 years, including places like Detroit, Michigan; Dayton and Toledo, Ohio; Stockton, California, and Memphis, Tennessee. Today, the cities with the largest share of renters are in the American Northeast...

Which of the following is true about the rhetorical context of this piece?
- The anticipated audience is politically liberal readers. (Incorrect. There is no indication of a political agenda one way or another.)
- The purpose is to persuade homeowners to sell their houses and rent instead. (Incorrect. The rhetorical purpose here is to inform, not to persuade.)
- The author doesn’t like or approve of the Harringtons. (Incorrect. The author’s opinions don’t intrude on the composition of the story.)
- The purpose is to explore a new trend in housing choices. (Correct. This is an informative article on a budding trend.)
A: The purpose is to explore a new trend in housing choices.

Q: You have won an academic scholarship from a national service club. One of the requirements is that you give a speech on your educational and career goals to the local chapter, which mostly consists of professionals in their 40s and older. Which aspects of the rhetorical square should you focus most on getting right?
- message (Incorrect. Crafting the message is important, but you know what you need to talk about, and there’s a more important priority for this audience.)
- purpose (Incorrect. The purpose of the speaking occasion—to introduce yourself to the club members who gave you the scholarship—has already been given to you.)
- rhetor (Incorrect. Rhetor is not an aspect of the rhetorical square. You are the rhetor.)
- tone/voice and audience (Correct. You know what your plans are, and you understand the purpose. The key challenge is to get the tone right for this audience of older professionals who need their decision to give you the scholarship validated.)
A: tone/voice and audience

Q: Using what you know about rhetorical context, analyze the following passage from a review of the book, “Back to School,” by Mike Rose, published in Literacy and Numeracy Studies in 2014. Who is the intended audience of this book review by Pamela Osmond?

The book is based on interviews with a number of students and teachers in community colleges and adult education programs across America. Rose’s style is anecdotal. He writes movingly of the students who have taken this second chance at learning. Australian language and literacy practitioners will recognise many of our students among the vignettes he presents to us. Rose was once a remedial teacher in the community education sector and the warmth and empathy with which he writes reflects this. The book opens with Henry telling us that ‘you might discover somebody you never knew you were. That’s basically what happened to me when I started taking classes here’.
- American community college instructors (Incorrect. The author of the book being reviewed was an American community college instructor, but he is not the intended audience.)
- General readers interested in education. (Incorrect. The review appears in a scholarly journal, which means it makes specific assumptions about the expertise of its readers.)
- Adult returning students (Incorrect. Adult returning students are the subject of the book being reviewed, not the audience for the review itself.)
- Australian higher education professionals (Correct. The review appears in a scholarly journal, which tells you it is for professionals. Osmond specifically mentions how the book will be received by Australian language and literacy practitioners.)
A: Australian higher education professionals

Q: Using what you know about rhetorical context, analyze the following passage from “A Room of One’s Own, by Virginia Woolf, in 1928. Who is Woolf’s intended audience?

But, you may say, we asked you to speak about women and fiction--what, has that got to do with a room of one's own? I will try to explain. When you asked me to speak about women and fiction I sat down on the banks of a river and began to wonder what the words meant. They might mean simply a few remarks about Fanny Burney; a few more about Jane Austen; a tribute to the Bronte’s and a sketch of Haworth Parsonage under snow; some witticisms if possible about Miss Mitford; a respectful allusion to George Eliot; a reference to Mrs Gaskell and one would have done. But at second sight the words seemed not so simple. The title women and fiction might mean, and you may have meant it to mean, women and what they are like, or it might mean women and the fiction that they write; or it might mean women and the fiction that is written about them, or it might mean that somehow all three are inextricably mixed together and you want me to consider them in that light. But when I began to consider the subject in this last way, which seemed the most interesting, I soon saw that it had one fatal drawback. I should never be able to come to a conclusion. I should never be able to fulfil what is, I understand, the first duty of a lecturer to hand you after an hour's discourse a nugget of pure truth to wrap up between the pages of your notebooks and keep on the mantelpiece for ever. All I could do was to offer you an opinion upon one minor point--a woman must have money and a room of her own if she is to write fiction; and that, as you will see, leaves the great problem of the true nature of woman and the true nature of fiction Unsolved.
- A general audience (Incorrect. Consider the tone and the vocabulary. Do they suggest a general audience?)
- An audience of women’s suffragists (Incorrect. The suffrage movement was a political one. Does Woolf’s tone and message sound appropriate for a political rally?)
- An audience of women looking for general life advice (Incorrect. The passage is clearly addressing the specific position of the female intellectual and writer)
- An audience of university or elite women (Correct. Woolf’s vocabulary and diction are intricate, and it is clear she expects her audience to know who Mitford, Eliot, and Gaskell are without explanation.)
A: An audience of university or elite women

Q: Is the following email effective for reminding an audience of new car owners about maintenance requirements?

Congratulations on your purchase!

We at Speedometer Motors want to thank you for your business. Now that you have had your Model RRR coupe for a week, we want to make sure that you have the resources you need to maintain your vehicle and the assurance that we stand behind you and your purchase.

Remember to check for tune up indicators on the dash, next to the gas mileage indicator. This will tell you when it is time to make the routine adjustments that keep the car running smoothly.

Remember that the free Road Service contact number is in your owner’s manual, the emergency tool kit packet, and on the inside of the driver’s-side door. This service is available for three years after purchase.

Remember to pull to the side of the road when safe to do so if there is any emergency with your vehicle.

Remember to check the oil every thousand miles and to change the oil every 3000-5000 miles.

Finally, remember that we are here to answer your questions and provide the maintenance needed for speedy motoring.
- No. This is too informal to come from a business. The dealer should make sure that this covers its legal bases and avoids potential blame. (Incorrect. The informal, friendly tone is appropriate for the audience.)
- Yes. This is effective for new car owners because it is important to let people know what is available to them and to maintain contact for later referral business. (Incorrect. While the message is effective, these are not the key reasons for its success.)
- No. This includes too much detail for an excited new car owner. (Incorrect. The amount of information is just right to retain attention while providing enough information.)
- Yes. This is effective because the tone is friendly, yet professional, and the message addresses issues new car owners may not think of in a brand new car. (Correct. This message has been effectively tailored for its audience, which is likely broad and general.)
A: Yes. This is effective because the tone is friendly, yet professional, and the message addresses issues new car owners may not think of in a brand new car.

Q: You receive the following message from your credit card company. Is this an effective way of addressing an unexpected charge?

To Whom it May Concern:

So, it turns out somebody charged $200 on your card at the All Year Christmas Store in Beaconsville. This does not seem like the kind of place you usually buy stuff at, so we’re letting you know there might be a problem.

We’ve put a hold on your card, so don’t try and use it. You might embarrass yourself. Give us a call or your credit rating is going to suffer thanks to somebody’s $200 worth of Christmas stockings. If that was you making the purchase, our bad.

Your friends at XenoCard
- This message is ineffective for its audience. The grammar and diction errors undercut the seriousness of the problem and make the writer look not just unprofessional but ill-suited to his or her job. (Incorrect. There are grammar and diction errors, but they are not the main problem with this message.)
- This letter is effective. If the customer is of a certain age, it will grab his or her attention since it doesn’t sound like regular business communication. (Incorrect. This letter is inappropriate for its purpose and audience.)
- This letter is ineffective. It doesn’t give enough detail, like the customer’s card number or credit balance. (Incorrect. The problem is not with the level of detail but with its approach to audience and tone.)
- This message is ineffective for its audience. It strikes the wrong tone and fails at its purpose: to deliver clear information about potential credit fraud. (Correct. The tone of this message is sarcastic and far too informal for the situation.)
A: This message is ineffective for its audience. It strikes the wrong tone and fails at its purpose: to deliver clear information about potential credit fraud.

Q: Using context clues, determine the meaning of the nonsense word.

- The regular turtledove will biderung when startled; thus, the spewing of feathers creates a diversion.
- Using examples, you know that biderung means to create a diversion. (Incorrect. There are no examples in this sentence.)
- Using antonyms, you know that biderung means to look for calm. (Biderung does not have a clear antonym in this sentence.)
- Using general inference clues, you know that biderung means to build a nest on a ladder. (Incorrect. There is no mention of ladders in the passage.)
- Using synonyms, you know that biderung means to spew feathers. (Correct. In the sentence, biderung and “spewing of feathers” are close together and clearly mean the same thing.)
A: Using synonyms, you know that biderung means to spew feathers.

Q: Which context clue type is going to be most useful in decoding the word slurryslip in the following passage from Macchiavelli’s The Prince?

It is not unknown to me how many men have had, and still have, the opinion that the affairs of the world are in such wise governed by chance and by God that men with their wisdom cannot direct them and that no one can even help them; and because of this they would have us believe that it is not necessary to labour much in affairs, but to let chance govern them. This opinion has been more credited in our times because of the great changes in affairs which have been seen, and may still be seen, every day, beyond all human conjecture. Sometimes pondering over this, I am in some degree inclined to their opinion. Nevertheless, not to extinguish our free will, I hold it to be true that slurryslip is the arbiter of one-half of our actions, but that she still leaves us to direct the other half, or perhaps a little less.
- Slurryslip probably means wisdom. We know this because in the general sense, Macchiavelli is talking about what good government needs. (Incorrect. There is a much more concrete way to decode slurryslip based on context.)
- Slurryslip probably means free will or self-determination. We know this because free will is the antonym of chance. (Incorrect. Nothing in the passage suggests that slurryslip is an antonym.)
- Slurryslip probably means arbiter. We know this because the two words are adjacent in the passage. (Incorrect. There is a much more logical interpretation of slurryslip based on context.)
- Slurryslip probably means chance. We know this because slurryslip seems to be used for its synonym, chance, which occurs a few times in the passage. (Correct. Chance is clearly one of the subjects of the passage, and based on context, we would expect to find it in place of slurryslip.)
A: Slurryslip probably means chance. We know this because slurryslip seems to be used for its synonym, chance, which occurs a few times in the passage.

Q: Explain which context clue type is going to be most useful in decoding the word zishernosh.

Obviously 1 zishernosh is a very small quantity of time compared with a whole week. Indeed, our forefathers considered it small as compared with an hour, and called it “one zishernosh,” meaning a zishernosh fraction—namely one sixtieth—of an hour. When they came to require still smaller subdivisions of time, they divided each zishernosh into 60 still smaller parts, which, in Queen Elizabeth’s days, they called “second zishernosh” (i.e. small quantities of the second order of zishernoshness). Nowadays we call these small quantities of the second order of smallness “seconds.” But few people know why they are so called.
- Zishernoosh most likely means small quantities of time. We know this because this appears to be a synonym. (Incorrect. Initially, this inference makes sense, but later in the paragraph, we get a much clearer idea that a zishernosh is a minute.)
- Zishernosh most likely means a subdivision. We know this because of the general sense of the reading. (Incorrect. Being a subdivision of a larger stretch of time is one quality of a zishernosh, but it isn’t the full meaning of the word.)
- Zishernosh most likely means second. We know this because of the final example. (Incorrect. Changing the definition based on the second example would be a wrong inference.)
- Zishernosh most likely means minute. We know this because of the examples and inferences drawn from our prior experience with time. (Correct. Once the passage tells us that a zishernosh is one sixtieth of an hour, our general knowledge of how time works makes it clear that a zishernosh is a minute.)
A: Zishernosh most likely means minute. We know this because of the examples and inferences drawn from our prior experience with time.

Q: If you need to build a working vocabulary out of the terms you’ve been reading and hearing in class, which would be the most effective advice in retaining these words for the long term?
- Write the words in your notebook. Drill yourself with note cards. Have a study buddy work with you on them. (Incorrect. This will get the words and their definitions into your memory, but it won’t help you understand how the word is used in context or what other concepts it connects to.)
- Write the words in a personal lexicon. Keep that with you at all times so you can refresh your memory until the discussion. Pay attention to what the instructor is saying and mark those words. (Incorrect. This will expand your set of words and their definitions, but it won’t help you understand how the word is used in context or what other concepts it connects to.)
- Find simpler synonyms for the words so that they’ll be easier to remember. (Incorrect. Specific terminology is part of your learning in a subject. Synonyms may be inexact, and they won’t meet your professor’s—or your profession’s—expectations.)
- Use the words once you understand their deeper meaning. Keep a notebook of the words, but go beyond drilling yourself on them. Set up a process for yourself, which might include playing games with words. (Correct. To really understand a term, you need to understand not only its definition but how it is used and how it works in context. Word games are a good way to do this.)
A: Use the words once you understand their deeper meaning. Keep a notebook of the words, but go beyond drilling yourself on them. Set up a process for yourself, which might include playing games with words.

Q: What is the academic consequence of not reading appropriately challenging material through your teens?
- If you didn’t have access to books or read much as a teenager, you are stuck with the limited vocabulary you have at that time. (Incorrect. It is never too late to build your vocabulary.)
- Not reading appropriately challenging material can have a direct impact on your earning power and future education. (Incorrect. It is never too late to build your vocabulary.)
- Eventually, you lose the ability to learn and retain new vocabulary. (Incorrect. It is never too late to build your vocabulary as long as you are willing to challenge yourself.)
- You may have to make a greater effort to read as you get older in order to build your working vocabulary, but learning words does not stop when you graduate high school. (Correct. It is always possible to build your vocabulary as long as you are willing to challenge yourself.)
A: You may have to make a greater effort to read as you get older in order to build your working vocabulary, but learning words does not stop when you graduate high school.

Q: You are looking at the textbook and readings for your first 200-level college course. There are a lot of new words to learn. What is the best way to expand your vocabulary for this class?
- Scan all the words in bold in your textbook, first. Write them in your notebook or on notecards. Drill yourself before each test. The key to remembering the words is repetition. (Incorrect. This will lead to rote memorization of the words, but it won’t help with understanding their meanings or using them correctly in context.)
- Always keep a dictionary on-hand or bookmarked in your browser. This nearness is key to remembering the words because you can look them up frequently. (Incorrect. The goal is to learn the words and their meanings so thoroughly that you no longer have to look them up.)
- Go through your vocabulary notes right before you go to sleep. This way, you will remember them better. (Incorrect. To really learn the terms, you need to take a more active approach.)
- Note the words and define them, using both context clues and a good dictionary with pronunciations. Write them down in a notebook or on notecards. The key to remembering them is to use them in your own speech during class discussions, meetings with your professor, and group work with classmates. (Correct. Learning new terms is about remembering the definition and knowing how to use the word correctly in context.)
A: Note the words and define them, using both context clues and a good dictionary with pronunciations. Write them down in a notebook or on notecards. The key to remembering them is to use them in your own speech during class discussions, meetings with your professor, and group work with classmates.

Q: Using structural analysis, how would you decode the word binomial?
- Examine the prefix and suffix: bi- means “next to” and nom means “to eat.” (Incorrect. One risk in using structural analysis is assuming the word parts match the English words they sound like.)
- Examine the examples in the text and draw an inference from them. (This is a good way to gain clues from context, but it isn’t structural analysis.)
- Look it up in a dictionary or thesaurus. (Incorrect. This is a good way to learn the exact definition, but it isn’t structural analysis.)
- Examine the root; -nom- means “name,” and bi- means two. (Correct. A binomial is a mathematical expression that essentially has “two names.”)
A: Examine the root; -nom- means “name,” and bi- means two.

Q: Dante has been assigned a book for his Psychology class, and the subject of one of the chapters suffers from chronophobia. He hasn’t seen the word chronophobia before, but he wants to figure it out based on prior knowledge. What thought process will get him to the correct definition?
- He knows the word chronic, which means continuous, so it must be a continuous fear. (Incorrect. Chronic contains the root chrono, which refers to time, so while this is a pretty good guess, Dante is off the mark with it.)
- He knows from his astronomy class that Phobos is a moon of Mars, so perhaps the word has to do with aliens or planetary satellites? (Incorrect. The moon, Phobos, is named for the Greek god of fear, which is where Dante should start his thought process.)
- He knows that Kronos was the father of the Greek gods, so maybe it’s a fear of authority figures. (Incorrect. This is a pretty wild guess, and Dante can figure it out without reaching quite so far for an answer.)
- He knows a phobia is a fear of something. The prefix chrono- reminds him of the words chronology and chronicle, so it must have something to do with time. (Correct. Chronophobia is a fear of clocks.)
A: He knows a phobia is a fear of something. The prefix chrono- reminds him of the words chronology and chronicle, so it must have something to do with time.

Q: Jonas and his friend, Clay, auditioned for the spring operetta. When they look at the cast list, they see that they have both been cast as supernumeraries. They have no idea what this means initially. Using structural analysis and their prior knowledge, what is their most logical thought process?
- The prefix super- means great, as in superstar, so they must have lead roles. (Incorrect. Jonas and Clay do not have the correct meaning of the prefix super-.)
- The word part -num- makes Clay think of the word numinous, which means holy or spiritual, so they must be cast as angels or some other spiritual being. (Incorrect. This is a reach when the word part -numera- is obvious and sensible.)
- They should ask the music director since it must be a technical term having to do with their vocal ranges. (Incorrect. With a little patience and logic, they can figure out the word on their own.)
- They recognize the root, -numera-, which looks like the word numeral, so it must have to do with numbers. The prefix “super” means above, like in supervisor, so they conclude it means above the usual number—in other words, they’re extras. (Correct. Jonas and Clay have made correct inferences about the word using structural analysis.)
A: They recognize the root, -numera-, which looks like the word numeral, so it must have to do with numbers. The prefix “super” means above, like in supervisor, so they conclude it means above the usual number—in other words, they’re extras.

Q: Jordan is reading about the clean energy project. His reading material has a highly structured and organized text, using headings and subheadings; footnotes and a list of references; and field-specific vocabulary. It describes an experiment. What kind of source is Jordan most likely reading?
- A reference text (Incorrect. Incorrect. Reference texts generally summarize research in the field and are not written about an experiment.)
- A magazine article (Incorrect. Magazine articles are informal and not organized in this way.)
- A textbook chapter (Incorrect. Textbooks are neutral, formal, and informative, but do not describe experiments or research in this structured format.)
- A journal article (Correct! Journal articles are organized and generally based on specific research or, as in this case, an experiment.)
A: A journal article

Q: Which two genres can focus on highly specific information in the same field? One of the pair has more marked terms, questions, and goals, and aims to educate the readers; the other is intended to distribute new ideas.
- Newspaper articles and journal articles (Incorrect. Newspaper articles are intended for general audiences.)
- Textbooks and works of creative nonfiction (Incorrect. While creative nonfiction can be about nearly any topic, it is not intended to teach specific skills and concepts.)
- Textbooks and specialty dictionaries (Incorrect. Certain fields have specialty dictionaries, but these are intended as reference works.)
- Academic journal articles and textbooks (Correct. Textbooks are usually more general and intended for an audience that’s still learning about the subject. Journal articles are intended to introduce new information from experts in the field.)
A: Academic journal articles and textbooks

Q: Which type of reading is described by these traits? The top of the page has goals, followed by a subheading and some questions. The tone is formal and neutral. The sentences are longer and more complex.
- Journal article (Incorrect. Journals are formal and organized using headers and subheaders, but they do not include questions.)
- Newspaper article (Incorrect. Journals are often informal, sometimes biased, and short and sweet.)
- Novel (Incorrect. Novels are stories—informal, and without a structured organization.)
- Textbook (Correct! Textbooks are designed to inform; they are neutral, relatively formal, and neatly organized so that you can easily find information.)
A: Textbook

Q: Your Spanish instructor has asked you to explicitly explain why there are differences between New World and Old World Spanish speech patterns and accents. Which of the course readings is most likely to help you answer this question?
- a government publication, put out by the CIA, which reports on the specific conditions of the people and government of the Spanish-speaking countries. (Incorrect. This is broadly in the subject area, but it doesn’t relate to the topic.)
- the course textbook, which gives direct language instruction, defines key terms, and doesn’t clutter your reading with citations (Incorrect. You have been assigned to go beyond what’s in the textbook and look for specialized information.)
- a scholarly article on gendered nouns in Catalan dialects (Incorrect. An article like this would be too specific and would not help you fulfill the requirements of the assignment.)
- a book that discusses the history of the language as well as its variations and includes sub-topics in the index (Correct. A specialized book will give you both depth and breadth on the topic.)
A: a book that discusses the history of the language as well as its variations and includes sub-topics in the index

Q: Read the following excerpt. Evaluate its traits to determine its type of text from the options below.

Definition and meanings

Karma is the executed "deed", "work", "action", or "act", and it is also the "object", the "intent". Halbfass[3] explains karma (karman) by contrasting it with another Sanskrit word kriya. The word kriya is the activity along with the steps and effort in action, while karma is (1) the executed action as a consequence of that activity, as well as (2) the intention of the actor behind an executed action or a planned action (described by some scholars[9] as metaphysical residue left in the actor). A good action creates good karma, as does good intent. A bad action creates bad karma, as does bad intent.[3]

Karma also refers to a conceptual principle that originated in India, often descriptively called the principle of karma, sometimes as the karma theory or the law of karma.[10]
- Based on the traits in the excerpt, this is from a textbook because it contains factual content, clear and unbiased word choice, organized text, and it seeks to educate.
- Based on the traits in the excerpt, this is from a journal article because it contains advanced vocabulary, describes an analysis and the author’s finding, and it seeks to distribute new ideas.
- Based on the traits in the excerpt, this is from a reference source because it contains factual content, embedded links to related sources or footnotes, clear and unbiased word choice, and it seeks to inform.
A: Based on the traits in the excerpt, this is from a reference source because it contains factual content, embedded links to related sources or footnotes, clear and unbiased word choice, and it seeks to inform.

Q: Read the following excerpt. Evaluate its traits to determine its type of text from the options below.

Vowel features

Notice what you do with your mouth when you pronounce the names of the letters “a,” “e,” “i,” and “o.” What features of your mouth seem to distinguish these vowels from one another?

A complete account of the sounds of a spoken language would have to make reference both to the way sounds are produced, articulation, and the way they are perceived, their auditory properties. Differences in articulation are obviously pointless if they aren’t reflected in the way results sound to hearers. In fact, two quite different ways of articulating a sound can sometimes produce the same auditory effect. From the perspective of a hearer, those would have to belong to the same phoneme.

In order to understand how vowels and consonants work, we need to know a little bit about the physical apparatus that is used to produce them. The figure below shows a side view of the vocal tract, with labels for some of the parts that we’ll be discussing in this section and the next sections.
- Based on the traits in the excerpt, this is from a reference source because it contains factual content, cited sources, visuals to aid understanding, and it seeks to inform.
- Based on the traits in the excerpt, this is from a journal article because it contains advanced vocabulary, describes an analysis and the author’s finding, visuals to aid understanding, and it seeks to distribute new ideas.
- Based on the traits in the excerpt, this is from a textbook because it contains factual content, visuals to aid understanding, organized text, and it seeks to educate.
A: Based on the traits in the excerpt, this is from a textbook because it contains factual content, visuals to aid understanding, organized text, and it seeks to educate.

Q: Consider the following scenario: You’ve been assigned a crisis watch topic in your Contemporary Affairs class, and you need to keep a log of a crisis as it progresses throughout the month. You have chosen a water quality crisis in the area schools—they’ve found lead in water pipes at a local preschool. Which source is going to be most useful in this assignment?
- The news in your school databases are always the go-to for research. You can look up a wide variety of sources and perspectives on water quality. (Incorrect. Articles in databases do not offer up-to-the-minute information on your local situation.)
- The news in the Sunday magazine for the nearby urban paper, like the San Jose Mercury News or the London Times, will give you the current thinking and analysis you need, as well as interviews with key players. (Incorrect. Local papers are a good source of overview information, but they are not published frequently enough to give you current information.)
- A personal essay on an e coli outbreak at a school in Scotland in 1987. (Incorrect. An essay like this may help you psychologically, but it won’t have information on your local situation.)
- The news on the web, especially the local news and the school district’s page, will be most frequently updated, though sometimes the information might be incorrect. (Correct. Websites can be updated quickly, though it’s best to check another source before taking serious action. The price of continuous updates is occasional inaccuracy.)
A: The news on the web, especially the local news and the school district’s page, will be most frequently updated, though sometimes the information might be incorrect.

Q: For your class on the history of the nuclear age, you have been assigned to give a presentation on Enrico Fermi. In reading about his Nobel Prize in physics, you get curious about how the Nobel Prize is granted. What is the best way to satisfy your curiosity?
- A biography of Alfred Nobel. (Incorrect. This source would include a lot of information that might be interesting but is irrelevant to your question)
- A video of a TED talk by a Nobel Prize-winning physicist. (Incorrect. This source is unlikely to answer your question.)
- A microfilm of the Italian newspaper Corriere della Sera from the day after Fermi won the prize (Incorrect. While there would be a story about the prize in Fermi’s hometown newspaper, it would not have sufficient information on how the prize is granted to tell you what you want to know.)
- A website like Wikipedia that will give you a short, factual digest of the history and selection process for the Nobel Prize (Correct. A reference website will give you enough information to satisfy your curiosity. The information will be easy to find and digest)
A: A website like Wikipedia that will give you a short, factual digest of the history and selection process for the Nobel Prize

Q: Micah’s constitutional law professor has assigned him to review case law related to cyberstalking. What should most of his sources be?
- His criminal law textbook. (Incorrect. This is a helpful first start, but Micah needs to review actual legal decisions.)
- A memoir by a woman who was cyberstalked by her ex-boyfriend (Incorrect. This might be interesting but Micah should focus on actual legal decisions.)
- The Wikipedia article on cyberstalking. (Incorrect. This may be a helpful first start, but Micah needs to review actual legal decisions.)
- Specialized reference books that include the full text of legal decisions (Correct! Reviewing case law means reviewing and reading actual court cases, or the legal decisions. This type of specialized research requires specific sources.)
A: Specialized reference books that include the full text of legal decisions