Title: Writing in College
Course: Question Banks

Q: A summary assignment
- takes a strong stance, provides authoritative evidence, quotes leading experts in the field, and uses logic to support a definitive position. (Incorrect! In a summary, your focus is not on taking a position of your own or a stance but instead on summarizing your understanding of the source, including a discussion of major and minor ideas, and the author’s standpoint on the significance of the ideas.)
- describes the defining traits, explains the historical and rhetorical background, underscores the reasons for the author’s position, and critiques the style and mode of the source. (Incorrect! In a summary, your focus is not on critique but instead on summarizing your understanding of the author’s ideas, including a discussion of major and minor ideas, and the author’s standpoint on the significance of the ideas)
- demonstrate your skills—your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process. (Incorrect! This answer is a description of the goals of an undefined-topic assignment rather than a summary. In a summary, your focus is summarizing your understanding of the source, including a discussion of major and minor ideas, and the author’s standpoint on the significance of the ideas)
- reflects your understanding of a source, differentiates between major and minor ideas in the source, demonstrates your ability to identify key phrases to quote, and captures the tone/style/distinguishing features of a source. (Correct! Remember, in a summary, the goal is not a statement of your own point of view, however; it should reflect the significance of the book or article from the author's standpoint.)
A: reflects your understanding of a source, differentiates between major and minor ideas in the source, demonstrates your ability to identify key phrases to quote, and captures the tone/style/distinguishing features of a source.

Q: Max is having trouble getting started with an undefined-topic writing assignment. Which of the following suggested strategies might help him?
- clearly identifying the background information needed: the type of work, title, author, and main point. (Incorrect! For an undefined-topic writing assignment, a review of lecture notes can be helpful, but the necessary background information will depend on the specific topic, which, for an undefined-topic writing assignment, is chosen by the student.)
- identifying familiarity with the subject matter, illustrating content knowledge, and using a combination of summary and analysis (Incorrect! For an undefined-topic writing assignment, familiarity with the subject matter and knowledge of the material is necessary, but the task requires the student to choose a topic and then demonstrate skills more than content knowledge.)
- reviewing the prompt to understand the task, particular topic, or narrow set of topic options, followed by a focus on demonstrating familiarity with the subject matter (Incorrect! For an undefined-topic writing assignment, the prompt is broad, and the instructor is asking the student to define the topic rather than offering a narrow set of topic options. Moreover, this kind of essay asks for a demonstration of skills more than content knowledge or familiarity with the subject matter.)
- carefully examining the prompt, reviewing lecture notes for topic ideas, speaking to a reference librarian, and reaching out to the professor for topic ideas (Correct! For an undefined-topic writing assignment, some of the difficulty can be in identifying a relevant but interesting topic, so reviewing the notes for ideas or talking to the instructor or a librarian can be a useful strategy.)
A: carefully examining the prompt, reviewing lecture notes for topic ideas, speaking to a reference librarian, and reaching out to the professor for topic ideas

Q: Which of the following verbs might be typically found in a prompt for a summary writing assignment?
- Justify (Incorrect! If you are asked to justify your thinking on a subject, typically you are asked to explore your evaluation or opinion. You might include summaries of other readings, but the verb justify suggests more analysis and synthesis than is typical for a summary writing assignment.)
- Reflect (Incorrect! If you are asked to reflect, that suggests a writing assignment in which you analyze and evaluate. You might include summaries of other readings in a reflection, but the verb reflect suggests more analysis and synthesis than is typical for a summary writing assignment.)
- Analyze (Incorrect! If you are asked to analyze your thinking on a subject, typically you are asked to explore your evaluation or opinion. You might include summaries of other readings, but the verb analyze suggests more analysis and synthesis than is typical for a summary writing assignment.)
- Explain (Correct! A summary writing assignment might ask you to explain the main ideas in a particular reading. The goal is to describe those ideas and their significance without a focus on your evaluation or opinion.)
A: Explain

Q: Which of the following is a characteristic of an organic essay?
- A conclusion that clearly and effectively restates the thesis in a new phrasing, making clear to the reader exactly what point the writer was trying to make in the essay. (Incorrect! In an organic essay, there is no need to restate the thesis. Moreover, the conclusion needs to move beyond restatement and illustrate to the reader why the essay or the argument matters.)
- A thesis that outlines the three main ideas that the writer will address in the essay. (Incorrect! In an organic essay, the thesis moves beyond the conventional three main ideas and instead offers a thesis that is arguable, surprising, and draws the reader in.)
- Body paragraphs that are interchangeable and could be organized in any particular order. (Incorrect! In an organic essay, the body paragraphs connect logically and cannot be presented in any order.)
- A conclusion that explains why the thesis matters and offers a call to action or a “so-what?” (Correct! In an organic essay, the conclusion needs to make clear to the reader why the essay or the argument matters.)
A: A conclusion that explains why the thesis matters and offers a call to action or a “so-what?”

Q: Ellen has written the following thesis statement: “In this essay, I will discuss the three main arguments used to counter American slavery.” What advice can you give her to improve her thesis for an organic essay?
- Ellen needs to spell out the three arguments made to counter American slavery. (Incorrect! In an organic essay, it’s not necessary to spell out every argument or point of discussion that she plans to include in her essay. But Ellen needs to work to make her thesis arguable, surprising, and engaging to the reader.)
- Ellen needs to increase the number of arguments against American slavery that she will investigate and discuss within her essay. (Incorrect! There’s no magic number of arguments Ellen needs to consider. The number of arguments should be determined by the context of the topic (how many arguments were made against slavery?).)
- Ellen needs to formulate her thesis as a question to the reader. (Incorrect! While rhetorical questions can be engaging in an introduction, the key to a thesis in an organic essay is that it is arguable, surprising, and engaging.)
- Ellen needs to work towards a thesis that is arguable, surprising, and draws the reader in. (Correct! Her current thesis does none of these things.)
A: Ellen needs to work towards a thesis that is arguable, surprising, and draws the reader in.

Q: Omega is writing an organic essay with the following thesis: Through its exploration of relationships, Zora Neale Hurston’s Their Eyes Were Watching God suggests that for a woman to achieve feminist self-realization, she must leave heterosexual relationships behind and focus on her own independent identity. Omega is thinking about how to focus his first body paragraph. Which of the following would be best in an organic essay?
- a discussion of the protagonist’s third heterosexual relationship (Incorrect! It’s unclear what the logic is of starting the essay with this particular topic.)
- a discussion of Zora Neale Hurston (Incorrect! Sometimes we start with background information because we aren’t sure how to begin making our argument. Instead, the first body paragraph needs to build the foundation of the argument. In this case, it isn’t clear why a broad discussion of Hurston would achieve that.)
- A brief review of the story of Their Eyes Were Watching God (Incorrect! Sometimes we start with a recap of the plot of a text or the background of an issue because we aren’t sure how to begin making our argument. Instead, the first body paragraph needs to build the foundation of the argument.)
- an exploration of the idea of feminist self-realization (Correct! Before exploring the specifics of the novel, it makes sense for Omega to define and explore the idea of feminist self-realization.)
A: an exploration of the idea of feminist self-realization

Q: Which of the following rhetorical modes would you expect to find in a technical manual that describes procedures for installing and using new computer software?
- compare/contrast (Incorrect. Compare/contrast is a rhetorical style that is typically used to discuss the similarities and differences of two or more things.)
- cause/effect (Incorrect. Cause/effect is a rhetorical style typically used to discuss which events lead to specific results.)
- narrative (Incorrect. Narrative is a type of writing used to tell stories.)
- process analysis (Correct! Process analysis provides step-by-step directions or guidance; this kind of writing is often used to explain how things happen.)
A: process analysis

Q: Haley is writing a recipe for banana bread. How can she think about the style of writing best suited to this task?
- narrative - because Haley is trying to construct and communicate a story about her baking process. (Incorrect. That’s not the purpose of a recipe.)
- descriptive - because Haley is painting a picture in words for her audience in order to describe her cooking experiences via her five senses (hear, see, smell, taste, or touch). (Incorrect. That’s not the purpose of a recipe.)
- persuasive - because Haley is trying to convince her audience that her recipe is the best way to cook banana bread. (Incorrect. That’s not the purpose of a recipe.)
- expository - because Haley is trying to explain a concept, imparting information to a wider audience. (Correct. Expository writing aims to explain.)
A: expository - because Haley is trying to explain a concept, imparting information to a wider audience.

Q: Sabrina is writing a play. Within the course of this descriptive writing, she wants to have one of the characters read a recipe. Sabrina wants to make up the recipe. Zakiya says that a recipe used within a play should be authentic and accurate because that element of the play is expository - that is, accurate facts. Who is right?
- Sabrina is right, and she shouldn’t use a real recipe because that would be plagiarism. (As the playwright, Sabrina is entitled to make up the recipe, but she could also use a real recipe as long as she credited the cookbook author.)
- Zakiya is right because it doesn’t make sense for Sabrina to make up an inauthentic or unreal recipe. (Incorrect. Sabrina can do whatever she wants - it’s her play. She can employ a mix of descriptive, narrative, and expository, as suits her purpose and audience.)
- Neither. Sabrina shouldn’t include a recipe in a play, whether or not she makes it up. A recipe doesn’t belong in the context of a play. (Incorrect. Sabrina can do whatever she wants - it’s her play. She can employ a mix of descriptive, narrative, and expository, as suits her purpose and audience.)
- Neither. Sabrina could use an imaginary recipe, but she could also use an accurate, authentic recipe. (Correct. Sabrina is probably going to employ multiple styles within her play. She may want to use an accurate recipe, or her character may talk about an abstract recipe made up of sorrow, pain, and heartbreak.)
A: Neither. Sabrina could use an imaginary recipe, but she could also use an accurate, authentic recipe.

Q: Kai decides to write an argumentative essay about the causes of global climate change. What should his purpose be in writing this essay?
- To compare the different theories surrounding climate change, using credible sources and research. (Incorrect. What distinguishes an argumentative essay from a descriptive essay or “report” is that the argument must take a stance.)
- To write a fictitious story about the causes of climate change and its effects on different groups of people. (Incorrect. Kai needs to use research to take a stance on climate change.)
- To convince his audience that global climate change is caused by a certain factor by using his own ideas, opinions, and persuasion. (Incorrect. Kai needs to use research to make a credible claim based on more than just his ideas and opinions.)
- To make a claim about what he thinks the causes of global climate change are, supported by credible research. (Correct! Kai is using research to take a stance!)
A: To make a claim about what he thinks the causes of global climate change are, supported by credible research.

Q: Juanita strongly believes that women should have access to free birth control. Her instructor has asked her to write an argumentative essay from the other position. Juanita feels that the task is impossible. What would you advise her?
- Juanita should focus solely on research and simply discuss what other people have to say on this issue and leave her perspective out of the essay. (Incorrect. In order to complete this task, Juanita will need to explore the ideas of people who don’t support access to free birth control. She might include her perspective as part of the rebuttal, but she needs to make a convincing case, despite her beliefs, that women should not have free birth control. This will test her skills as a writer, but she does not need to change her personal beliefs.)
- Juanita should ignore the instructor’s directions and write an essay that expresses her personal beliefs. (Incorrect. It’s never a good idea to ignore the instructor. And in fact the instructor has set Juanita a challenging task in writing an essay that goes against her personal beliefs. This will test her skills as a writer, but she does not need to change her personal beliefs.)
- Juanita should explore all sides of the issue of access to free birth control and allow her reader to decide which position is correct. (Incorrect. Juanita must write an argumentative essay that takes the position that women should not have access to free birth control. That is her task, regardless of her personal beliefs on this issue.)
- Juanita must use her research and rhetorical skills to try to convince her reader, despite her personal beliefs. This will test her skills as a writer. (Correct. After all, there are different perspectives on this issue. Juanita's task will be to make her case, based on research and thinking, even if her personal beliefs point in a different direction.)
A: Juanita must use her research and rhetorical skills to try to convince her reader, despite her personal beliefs. This will test her skills as a writer.

Q: Kathy argues that the fifth paragraph of an argumentative essay should include a discussion of the rebuttal. Is she right?
- No, the rebuttal should be included throughout the essay and not left until the fifth paragraph. (Incorrect! The rebuttal can either be discussed in the fifth paragraph or it can be included throughout the essay, depending on whether Kathy employs the block method. But there is no specific or right formula for an argumentative essay and another approach might also work.)
- Yes, Kathy is right. The rebuttal should be discussed in the fifth paragraph. (Incorrect! The rebuttal can either be discussed in the fifth paragraph or it can be included throughout the essay, depending on whether Kathy employs the block method. But there is no specific or right formula for an argumentative essay and another approach might also work.)
- Yes and no. The rebuttal can either be discussed in the fifth paragraph or it can be included throughout the essay, depending on whether Kathy employs the block method. This is the formula for an argumentative essay. (Incorrect! The rebuttal can either be discussed in the fifth paragraph or it can be included throughout the essay, but there is no specific or right formula for an argumentative essay and another approach might also work.)
- No, an argumentative essay need not follow a particular formula or template, although it should include a discussion of the rebuttal. (Correct! The rebuttal can either be discussed in the fifth paragraph or it can be included throughout the essay, depending on whether Kathy employs the block method. But there is no specific or right formula for an argumentative essay and another approach might also work.)
A: No, an argumentative essay need not follow a particular formula or template, although it should include a discussion of the rebuttal.

Q: Isaac wants to write his compare and contrast essay on public school systems in different countries using the alternating method. Which of the following is a correct approach when using this method?
- Using one paragraph to discuss every aspect of the Italian public school system, and using the following paragraph to compare it to the Japanese public school system. (Incorrect. When you use the alternating method, you discuss one aspect of the first item and then immediately discuss the same aspect of the second item.)
- Using each body paragraph to display research and data that supports his opinion that the Italian public school system is superior to the Japanese public school system. (Incorrect. This sounds more like an argumentative essay than a compare and contrast essay.)
- Using one sentence to discuss an aspect of the Italian public school system and the next sentence to discuss an aspect of the Japanese public school system, using this alternating pattern throughout the whole essay with no variation. (Incorrect. This sounds like a very difficult formula to follow. The alternating pattern should be organic, not rigid and formulaic.)
- Using one paragraph to discuss one aspect of one public school system, like the grading system in Italy, and then compare it to the public school grading system of Japan. (Correct! When you use the alternating method, you discuss one aspect of the first item and then immediately discuss the same aspect of the second item.)
A: Using one paragraph to discuss one aspect of one public school system, like the grading system in Italy, and then compare it to the public school grading system of Japan.

Q: Alina wants to write a compare and contrast essay on medical marijuana laws. What advice would you give her?
- Alina should pick two states with similar laws on medical marijuana. (Incorrect. In order for your essay to be a success, you need to have a basis of comparison about the things that you’re comparing. In this case, your two states have similar laws, so the comparison might be more difficult to make.)
- Alina should compare those states with laws that allow for medical marijuana and those states that forbid the medicinal use of marijuana. (Incorrect. You don't want to bite off more than you can chew. It might be better to compare laws in two different states rather than across the nation.)
- Alina should think carefully about her personal experiences with marijuana and use her experiences to shape her essay (Incorrect. In order for your essay to be a success, you need to have a basis of comparison about the things that you’re comparing. Focusing on her personal experience alone, Alina may not have enough information to write a comparison of two different things.)
- Alina should pick two states with different laws on medical marijuana. (Correct. In order for your essay to be a success, you need to have a basis of comparison about the things that you’re comparing.)
A: Alina should pick two states with different laws on medical marijuana.

Q: Raj is writing a compare and contrast essay on the topic of pets. He has written a paragraph discussing how cats and dogs are different. Based on what he has already written, what do you think his next paragraph should discuss?
- Raj should continue to discuss how cats and dogs are different. (Incorrect. Although it might take Raj more than one paragraph to discuss the differences between cats and dogs, probably his next paragraph should focus on how dogs and cats are similar.)
- Raj should discuss how cats and gerbils are different. (Incorrect. Usually, a compare and contrast essay focus on two things, although it is possible to take on more than two things, in which case it might make sense for Raj to discuss the differences between cats, dogs, and gerbils.)
- Raj should discuss the evolutionary origins of cats and dogs. (Incorrect. Although Raj may want to discuss how the differences between cats and dogs stem from evolution, probably his next paragraph should focus on how dogs and cats are similar.)
- Raj should focus on how cats and dogs are similar as pets. (Correct! In a compare and contrast essay, you should focus on similarities and differences.)
A: Raj should focus on how cats and dogs are similar as pets.

Q: Which of the following examples illustrates a single cause with multiple effects essay format?
- Low blood sugar, also called hypoglycemia, can be caused by inadequate nutrition, low hormone levels, and certain medications. (Incorrect. Here we have multiple causes - inadequate nutrition, low hormone levels, and certain medications. Hypoglycemia is the single effect.)
- Water pollution is often caused by large oil spills and chemical fertilizers and pesticides. (Incorrect. Here we have multiple causes - oil spills, fertilizers, and pesticides. Water pollution is the effect.)
- Due to recent budget cuts, school districts must lay off staff members, resulting in fewer teachers at each school, which increases the size of each class. (Incorrect. Here we have a single cause (budget cuts) which produces a chain of results. The initial result is fewer teachers. The subsequent result is increased class size.)
- Due to the Covid-19 pandemic, private and public schools have been closed, many people are out of work, and people everywhere must keep a distance of six feet between each other at all times. (Correct! Covid-19 is the single cause. School closings, unemployment, and social distance are the multiple effects.)
A: Due to the Covid-19 pandemic, private and public schools have been closed, many people are out of work, and people everywhere must keep a distance of six feet between each other at all times.

Q: Tony has been asked to write a cause and effect essay about underage drinking. He has been given no additional instructions for his essay. Which of the following approaches would make sense?
- An essay in which Tony compares the frequency of underage drinking and illegal drug use. (Incorrect. Unless Tony conceptualizes drinking as the cause of drug use or drug use as the cause of drinking, this sounds more like a compare and contrast essay and less like a cause and effect essay.)
- An essay in which Tony describes his personal experience with underage drinking in high school. (Incorrect. Here Tony is describing his personal experience, without a specific focus on cause and effect. Tony might discuss the effects of his drinking. He might also discuss the causes of his drinking. Either focus would help make his discussion of his personal experience appropriate for a cause and effect essay.)
- An essay in which Tony argues that the drinking age should be lowered to 15. (Incorrect. Here Tony is making an argument about underage drinking. If Tony were to discuss the negative effects of the current drinking age, he might achieve his goal of crafting a cause and effect essay that also argues for a lowering of the drinking age.)
- An essay in which Tony examines the effect of underage drinking on the frequency of sexual assault in high school and college. (Correct! Here Tony is looking at underage drinking as the cause and sexual assault as the effect.)
A: An essay in which Tony examines the effect of underage drinking on the frequency of sexual assault in high school and college.

Q: In a cause and effect essay, which of the following words might be appropriate and useful?
- In comparison, in contrast, similarly (Incorrect. These words might be more useful in a compare and contrast essay.)
- first, second, third (Incorrect. These words suggest a chronology, rather than cause and effect.)
- The first reason, the second reason, the third reason (Incorrect. These words reflect the organizational structure of a formulaic 5-paragraph essay, rather than an organic cause and effect essay.)
- as a result, consequently, hence (Correct! These words can help you illustrate the way different things are linked in a cause and effect essay.)
A: as a result, consequently, hence

Q: Which is the primary goal trying to be achieved by using the rhetorical mode of illustration?
- To illustrate pictures throughout the essay to add a more visual component to the writing. (Incorrect. Don’t confuse an illustration essay with illustrations (pictures)!)
- To assert a general observation and back up that observation with personal opinions and experiences. (Incorrect. Opinions and experiences can be kinds of illustration, but an illustration essay needs to use strong, relevant, and appropriate evidence, just like any other kind of essay, if it is to succeed in informing and convincing a reader.)
- To use lots of imagery in an effort to better illustrate the issue at hand in the mind of the reader. (Incorrect. Don’t confuse an illustration essay with illustrations (pictures)! Your evidence in an illustration essay is not pictures.)
- To assert a general observation and back up that observation with evidence-based examples. (Correct! Be sure that your examples are relevant and appropriate to your audience.)
A: To assert a general observation and back up that observation with evidence-based examples.

Q: In an illustration essay or paragraph, which of the following words might be useful and appropriate?
- in comparison, in contrast, similarly (Incorrect. These words are probably more useful and appropriate in a compare and contrast essay.)
- as a result, consequently, hence (Incorrect. These words are probably more useful and appropriate in a cause and effect essay.)
- The first reason, the second reason, the third reason (Incorrect. These words reflect the organizational structure of a formulaic 5-paragraph essay, rather than an organic illustration essay or paragraph.)
- for instance, for example, specifically (Correct! These words help to call out your evidence to your reader.)
A: for instance, for example, specifically

Q: Damon has written the following thesis for his illustration essay: “Many of today’s popular movies rely on excessive gore and violence to entertain audiences.” Which of the following might be a good piece of evidence for Damon to include in his discussion?
- discussion of violent movies that have bombed (Incorrect. Violent movies that have bombed are, by definition, not popular, so it’s doubtful these movies are relevant to Damon’s discussion.)
- discussion of romantic comedies that have been surprise hits (Incorrect. Romantic comedies, in general, are unlikely to be relevant to Damon’s discussion, unless these surprise hits are films that include excessive gore and violence.)
- discussion of the viewing habits of pre-school children (Incorrect. Unless preschoolers are consuming movies with excessive gore and violence, their viewing habits are unlikely to be relevant to this discussion.)
- discussion of violent movies that have been blockbuster hits (Correct! Violent movies that have been successful seem the perfect evidence to illustrate Damon’s essay.)
A: discussion of violent movies that have been blockbuster hits

Q: Louise wants to write an essay in hopes of encouraging her class members to support her as she petitions to change the school’s dress code policy. Why might using a narrative style in her writing be helpful to Louise?
- Narrative writing uses lots of data and numbers to factually argue why a certain perspective should be adopted and why other perspectives should be ignored. (Incorrect. While a narrative could use data and numbers, it is more likely to include story, characters, and events and to show rather than tell.)
- Narrative writing is the most readable and is most likely to allow Louise to persuade her class members to support her perspective. (Incorrect. All good writing is readable, regardless of the rhetorical style. And because a narrative is more likely to show rather than tell, it can be the least reliable in terms of persuasion or inciting change.)
- Storytelling is a very unnatural mode of communication for humans. The unnatural approach will grab the attention of the reader and cause them to be more open to the viewpoints of the characters and subjects of the narrative. (Incorrect. On the contrary, storytelling is the most natural way for us humans to communicate. Still, effective storytelling can be surprising and grab the reader’s attention.)
- Narrative writing often results in the reader identifying with the author’s perspective or with the views of the characters and subjects in the story. (Correct! Perhaps this is why narrative is considered the most natural way for us humans to communicate.)
A: Narrative writing often results in the reader identifying with the author’s perspective or with the views of the characters and subjects in the story.

Q: Martine has written a narrative in which she explores a future world in which climate change has rendered all outdoor activity impossible. In thinking about how best to close her narrative, what considerations are most important?
- Martine’s closing should include a clear resolution of her story and should articulate a thesis about climate change. (Incorrect! Remember, in narrative writing, the most important rule is that there are no hard and fast rules! Martine should feel free to let the reader deduce her purpose or point of view based on the events in her story.)
- Martine’s closing should follow chronological order, so that her reader can clearly follow the sequence of events in her story, from beginning to end. (Incorrect! Remember, in narrative writing, the most important rule is that there are no hard and fast rules! Martine may choose to present the events of her story out of order or sequence, if she feels that will be effective.)
- Martine’s closing should be as close to factual as it can be, or her story will not be believable. (Incorrect! Unless Martine’s narrative is supposed to be factual, she is free to tell as fanciful and ridiculous a story as she likes. The success of her story does not depend on its verisimilitude.)
- Martine’s closing may or may not include a clear resolution of her story and may or may not articulate a thesis about climate change. (Correct! Remember, in narrative writing, the most important rule is that there are no hard and fast rules!)
A: Martine’s closing may or may not include a clear resolution of her story and may or may not articulate a thesis about climate change.

Q: Rogreka has been asked to write a narrative essay about his path to college. He wants to write about a couple of major events that were critical to his journey, but he also wants to change some details and make some stuff up. Is that okay in a narrative essay?
- No, Rogreka should stick to the facts. (Incorrect. Unless Rogreka has been explicitly told that everything must be 100% true, he is welcome to blend fact and fiction. In fact, most writers would argue that no one writing about memories from the past is able to be strictly factual.)
- No, Rogreka should focus either on facts or on fiction, but not a blend of both. (Incorrect. Unless Rogreka has been explicitly told that everything must be 100% true, he is welcome to blend fact and fiction. In fact, most writers would argue that no one writing about memories from the past is able to be strictly factual.)
- No, Rogreka should stick to fiction in a narrative essay. The task in a narrative essay is storytelling, so he shouldn’t use real events. (Incorrect. Unless Rogreka has been explicitly told that everything must be 100% true, he is welcome to blend fact and fiction. In fact, most writers would argue that no one writing about memories from the past is able to be strictly factual.)
- Yes, Rogreka can blend fact and fiction. (Correct! Unless Rogreka has been explicitly told that everything must be 100% true, he is welcome to blend fact and fiction. In fact, most writers would argue that no one writing about memories from the past is able to be strictly factual.)
A: Yes, Rogreka can blend fact and fiction.

Q: For an application to be a resident advisor, Pedro has been asked to write about a person he admires. His plan is to write about his cousin and her decision to enlist in the military. What advice would you give Pedro?
- Great choice, but just be sure that you keep your focus on your cousin and what makes her a special person. The key to an effective personal essay is a narrow focus. (Incorrect. The key to an effective personal essay is that it makes the writer of the essay look thoughtful and reflective. After all, those are the qualities necessary to be a good RA.)
- Not a great choice. Even if Pedro’s cousin is special, he should choose someone famous or important as the subject of his essay. After all, no one even knows Pedro’s cousin. (Incorrect. No one needs to know Pedro’s cousin. In fact, he could make her up entirely. What makes his cousin, real or not, a good choice is whether telling her story will allow Pedro to look thoughtful and reflective.)
- Not a great choice. Pedro should write about someone in his family who has experience as a resident advisor. (Incorrect. Often, we find ourselves writing essays for jobs or scholarships, and we are the first in our family to attempt these things. That’s fine. Writing about a family member or friend who has taken a very different path can make for an interesting and effective personal essay.)
- Great choice, but just be sure that your focus on your cousin also enables you to come across as a thoughtful and reflective person. (Correct! After all, Pedro’s cousin isn’t applying to be a resident advisor, he is!)
A: Great choice, but just be sure that your focus on your cousin also enables you to come across as a thoughtful and reflective person.

Q: In her personal narrative, Mariana has identified the climactic moment of her story. She wants to use her writing skills to mark this moment for her reader. If Mariana wants to slow her reader down, which of the following sentences might Mariana use to make this moment stand out for her reader?
- I changed. (Incorrect. The simple, clear language marks a moment of importance here, but perhaps another response works slightly better.)
- I noticed the change in my world. (Incorrect. The simple, clear language marks a moment of importance here, but perhaps the stylistic use of passive voice would be more effective than the active voice (I noticed) here.)
- My world changed. (Incorrect. The simple, clear language marks a moment of importance here, but perhaps another response works slightly better.)
- It was then that my world was changed. (Correct. The passive voice here - it was then that my world was changed- slows the reader down and adds emphasis to this moment.)
A: It was then that my world was changed.

Q: Johana wants to write about her grandmother in a personal narrative, but she can’t remember exactly what her grandmother said and her grandmother speaks only in Spanish. What should Johana do?
- Johana is writing a personal narrative, so everything in her narrative should be fully true and accurate. If she doesn’t remember what her grandmother said exactly, she should use summary instead of dialogue to capture the moment. (Incorrect. Your personal narrative doesn’t have to be fully true and accurate. It’s going to be informed by Johana’s inexact memory anyway. But trying to remember Johana’s grandmother’s words, even imperfectly, will probably make her narrative feel more real to her reader, especially if she can include Spanish.)
- Johana is writing a personal narrative. She should never include dialogue of any kind, whether or not it’s in English or Spanish. (Incorrect. Dialogue helps readers get to know the characters in your story, infuses the story with life, and offers a variation from description and explanation.)
- It’s fine for Johana to include dialogue in her personal narrative, but she should offer the dialogue in English only. Most readers don’t understand Spanish so it isn’t appropriate for Johana to write in Spanish. (Incorrect. If your characters speak a language other than English, feel free to include that in your narrative, but provide a translation for your English-speaking readers.)
- Johana should try to capture her grandmother’s ideas and language as closely as she can, and she should offer the words in Spanish and in English to both capture her grandmother’s character and make her words accessible to non-Spanish speakers. (Correct! It’s okay to be inexact, and it’s great to use dialogue, especially in another language or in a character’s normal speech patterns, to capture that person’s authentic voice.)
A: Johana should try to capture her grandmother’s ideas and language as closely as she can, and she should offer the words in Spanish and in English to both capture her grandmother’s character and make her words accessible to non-Spanish speakers.

Q: Mateo wants the readers of his essay to make an emotional connection with the character of his father in an essay in which he discusses the pressures of growing up in a single-parent family. Which rhetorical mode should he employ to achieve that?
- Cause and effect (Incorrect. Mateo may be exploring causes and effects of a single-parent family, but in order to help readers make an emotional connection with the character of his father, he needs to draw on the descriptive mode.)
- Argumentation (Incorrect. Mateo may be interested in shaping an argument about single-parent families, but in order to help readers make an emotional connection with the character of his father, he needs to draw on the descriptive mode.)
- Compare and contrast (Incorrect. It doesn’t seem as if Mateo is examining two different things. Moreover, in order to help readers make an emotional connection with the character of his father, he needs to draw on the descriptive mode.)
- Description (Correct! Description will allow Mateo to draw an emotionally rich picture of his father.)
A: Description

Q: Annie needs to improve a sentence in her descriptive essay in order to show, not tell. The sentence describes a man walking slowly to the store. Which sentence represents the best improvement?
- The man walked slowly to the store, eager to get his groceries. (Incorrect. Is there a better choice that shows versus telling us explicitly?)
- The man ambled to the store, excited to get his Cheerios and fresh milk. (Incorrect. This uses better word choices, but is there a choice that shows versus telling us explicitly?)
- Carlos made his way to Wegman’s, where he planned to fill his sack with Cheerios and icy, cold milk. (Incorrect. This is specific, but is there a better choice that shows versus telling us explicitly?)
- Carlos’s feet moved along the pavement, one rising, the other falling, foot after foot, in a steady rhythm towards the looming asphalt and the big box of possibilities to fill his stomach beyond. (Correct! Here the writer doesn’t tell us that Carlos is moving slowly towards the store, but we see it.)
A: Carlos’s feet moved along the pavement, one rising, the other falling, foot after foot, in a steady rhythm towards the looming asphalt and the big box of possibilities to fill his stomach beyond.

Q: Irma has written the following sentence for a descriptive essay: “The girl stood at the busy intersection, watching as the many cars and trucks passed by.” In order to help Irma think about revising her sentence so that it does the work of showing versus telling, which question might be most helpful for Irma to consider?
- How many cars are there at the intersection? (Incorrect. Unless this is critical to the story, that probably doesn’t matter so much.)
- What color were the cars? (Incorrect. Unless this is critical to the story, that probably doesn’t matter so much.)
- How fast were the cars travelling? (Incorrect. Unless this is critical to the story, that probably doesn’t matter so much.)
- How does the girl feel at this moment? (Correct! “The girl stood” is pretty bland. Was she tied, annoyed, anxious? This might help Irma more carefully describe how she stood.)
A: How does the girl feel at this moment?

Q: The best way to think about a multimodal text is one that
- uses more than one property to inform its use (Incorrect. Property isn’t a word we use to discuss multimodality. Think about modes and media.)
- uses more than one author (Incorrect. The issue of authorship isn’t relevant to consideration of a text’s multimodality.)
- uses more than one medium to communicate information (Incorrect. This is tricky. The medium is the channel of communication - a podcast, a book. A book could include a physical text and a recording of that text (children’s books sometimes are packaged this way). In a sense, that text is multimodal, but it’s really two different texts (the book and the recording).)
- uses more than one mode to communicate information (Correct! A podcast might use the aural mode (sound and oral speech) but it also uses the linguistic mode (language - the delivery of text).)
A: uses more than one mode to communicate information

Q: During the Coronovirus pandemic, some comedians made videos in which they lip synched to a soundtrack of President Donald Trump while also using hand gestures and facial expressions for comic effect. What would you say is the dominant mode for these multimodal comedic videos?
- Aural - because the videos make use of Trump’s speeches in order to make meaning. (Incorrect! Although we listen to these videos (aural), the original contribution of the comedian is to add gestures, facial expressions, and body language to make comedy out of Trump’s words.)
- Linguistic - because the videos make use of Trump’s words in his speeches in order to make meaning. (incorrect! Although we listen to the words in these videos (linguistic), the original contribution of the comedian is to add gestures, facial expressions, and body language to make comedy out of Trump’s words.)
- Spatial - because the videos rely on the comedians’ moving through space in order to recreate Trump’s speech but with their own distinct movements in order to deliver humor. (Incorrect! In this instance, the videos rely on the gestures of the comedians and how they add their own gestures, facial expressions, and body language to make comedy out of Trump’s words. Were the videos to focus on interactions among people or the comedians’ words and gestures in different kinds of settings, the spatial mode might be dominant.)
- Gestural - because the videos add meaning and comedy to the original video through facial expressions, hand gestures, and body language. (Correct! In this instance, while the videos use the aural, linguistic, and visual modes to communicate, the original contribution of the comedian is to add gestures, facial expressions, and body language to make comedy out of Trump’s words.)
A: Gestural - because the videos add meaning and comedy to the original video through facial expressions, hand gestures, and body language.

Q: As the professor delivered his lecture, he looked down at the floor most of the time. If we were to consider his lecture and his delivery of that lecture as a multimodal text, what meaning does he communicate and through which mode?
- He communicates the content of the lecture through the visual mode by his use of Powerpoint slides he uses. (Incorrect. There is no indication that he used slides, but they would certainly have been a visual mode.)
- He communicates his lack of interest in the students through the aural mode. (Incorrect. While lectures can be boring, they can also be exciting. A good lecture can communicate enthusiasm and excitement by using the aural mode (just like a great song).)
- He communicates his enthusiasm in student-centered learning through his use of lecture (spatial). (Incorrect. On the contrary, his use of lecture and presumably the classroom setup of him standing in front of the class talking while the students listen communicates a teacher-centered idea of learning. So, yes, the setup of a class communicates something through the spatial mode, but in this case a lecture probably doesn’t indicate a student-centered philosophy.)
- He communicates a lack of interest in the students through the gestural mode (looking down). (Correct! Perhaps he doesn’t mean to communicate that lack of interest.)
A: He communicates a lack of interest in the students through the gestural mode (looking down).

Q: Which of the following is NOT an example of an aural mode?
- a podcast (Incorrect. A podcast does use the aural mode - it’s sound-based.)
- a speech (Incorrect. A speech does use the aural mode - it’s sound-based.)
- a song (Incorrect. A song does use the aural mode - it’s sound-based.)
- sign language (Correct. Since sign language was designed to work for those without the ability to hear, sign languages relies on gestures to make meaning.)
A: sign language

Q: A newborn baby relies most heavily on which mode to communicate with caregivers?
- gestural (Incorrect! Eventually, a baby can point to objects to express desires, but a newborn can only cry to communicate.)
- spatial (Incorrect! A newborn can only cry to communicate. What mode would that represent?)
- linguistic (Incorrect! A newborn doesn’t have words. It can only cry to communicate.)
- aural (Correct! A newborn has no words and little control of its body. It cries to communicate.)
A: aural

Q: Rosa doesn’t love reading and writing. But she is a gifted filmmaker, able to communicate stories through the medium of film. What would be the best way to think about Rosa’s literacy?
- Rose is literate. (Incorrect! Rosa is literate - because she can read and write. But to call her literate is to discount the range of her skills. Because she is a skilled filmmaker who employs a range of modes to communicate, it is more accurate to describe her as multiliterate.)
- Rosa is illiterate. (Incorrect! Rosa is literate - because she can read and write, even if these are not her favorite ways of communicating.)
- Rosa is multimodal. (Incorrect! The films that Rose makes are multimodal. A person can’t be multimodal.)
- Rosa is multiliterate. (Correct! Rosa may not love reading and writing, but she is able to employ a variety of modes in her filmmaking, making her multiliterate.)
A: Rosa is multiliterate.

Q: Which of the following is NOT an important aspect of writing for the web?
- More informal language and a more casual voice (Incorrect. Not every piece of online writing is the same, but more informal language and a more casual voice is often welcome with online writing.)
- The use of subheadings (Incorrect. Subheadings can be a useful way to organize your information visually in an online composition.)
- The use of links, images, and videos (Incorrect. Links, images, and videos are important in an online composition. But they should be used appropriately to complement your ideas and help you express yourself. Don’t lose sight of your own voice and ideas!)
- Text-heavy sentences and paragraphs (Correct! You don’t want to overwhelm your reader, particularly if they are reading your work on a small screen.)
A: Text-heavy sentences and paragraphs

Q: Which of the following is NOT an important aspect of e-portfolio creation?
- An extensive revising and editing process. (Incorrect. Revising and editing is a critical part of the writing process and the e-portfolio allows you to display your mastery of that process.)
- Adjusting your text to make it more appropriate for the web. (Incorrect. Moving your work into an e-portfolio may require you to make some adjustments.)
- Including an introductory or cover letter. (Incorrect. The introduction or cover letter will allow you to introduce yourself and your work to your audience.)
- Keeping your portfolio to yourself so no one copies your ideas. (Correct. This is not the purpose. And hopefully your institution’s academic integrity policy will help you protect your words and ideas.)
A: Keeping your portfolio to yourself so no one copies your ideas.

Q: Linda writes a blog in which she writes about her passion: horror films. She has been asked to keep a blog for her composition class. Could Linda use her horror-film blog for her composition assignment?
- Definitely no. Non-academic work is totally separate from work done in school. (Incorrect. Multimodal assignments reflect an understanding of the fact that students are often engaging in multimodal composition outside of school. Linda should ask her professor whether it would be okay to use and develop her horror-film blog for class.)
- Definitely yes. (Incorrect. It is a violation of academic integrity to turn in an assignment written for one purpose (like a personal blog) for a class (her composition class) without first discussing it with the professor. Some professors might be delighted to allow Linda to use and develop her horror-film blog for class. Others might not like the idea. Linda should discuss it with her professor.)
- If Linda already has a blog, she should ask her teacher to provide an alternate assignment. (Incorrect. Multimodal assignments reflect an understanding of the fact that students are often engaging in multimodal composition outside of school. Linda should ask her professor whether it would be okay to use and develop her horror-film blog for class. Her professor might love the idea!)
- Maybe. (Correct! It is a violation of academic integrity to turn in an assignment written for one purpose (like a personal blog) for a class (her composition class) without first discussing it with the professor. Some professors might be delighted to allow Linda to use and develop her horror-film blog for class. Others might not like the idea. Linda should discuss it with her professor.)
A: Maybe.

Q: Jonah is giving a presentation on childhood obesity in America. What is the most important thing that Jonah needs to have a successful presentation?
- Including evidence and examples (Incorrect. These are important, but not as important as having a clear, focused message.)
- Including images (Incorrect. These are important, but not as important as having a clear, focused message.)
- Citing his sources (Incorrect. These are important, but not as important as having a clear, focused message.)
- Having a clear, focused message (Correct! Evidence, images, and correct citation are important, but there’s nothing more important than having a clear, focused message or idea that you want to convey.)
A: Having a clear, focused message

Q: Gavin is very worried about his presentation. He wants to be sure he is super prepared, in case he gets nervous and stumbles. What advice would you give him?
- Make sure everything you want to say is on the slides and try not to use any notes. (Incorrect. We definitely don’t want to sit through a presentation the presenter reads to us every word off the slides. Boring! And what’s wrong with notes, if we need them? Even the president of the U.S. uses a teleprompter!)
- Less is more; Gavin should minimize what he says in the presentation and let the slides speak for themselves. (Incorrect. On the contrary, your presentation itself is just as critical, if not more critical, than the slides.)
- Carefully prepared slides are the secret to a flawless presentation. (Incorrect. Your slides can be perfect, but you still need to practice presenting!)
- Don’t be afraid to use notes and practice, practice, practice. (Correct! As you prepare your slides, keep in mind what you plan to say alongside each slide. When you have finished preparing your slides, leave plenty of time to practice talking through your presentation!)
A: Don’t be afraid to use notes and practice, practice, practice.

Q: Gabriela isn’t sure how to think about the use of images in her presentation slides. Which of the following is the best way to think about the use of images?
- Images should be used minimally, only to amplify the text and ideas in Gabriela’s slides. (Incorrect. Images can and should be used plentifully, as long as they amplify the ideas of the presentations and help us communicate with the audience.)
- Images should never be used without accompanying text. (Incorrect. It’s just fine to use an image without text. After all, you are going to supply text as you present the image and discuss it!)
- Images don’t need to be cited. (Incorrect. Every work, idea, or image that came from someone else needs to be cited. In fact, if you create an image, you should even cite that!)
- Images should be used regularly, especially when an image can help Gabriela express her ideas and help her minimize the text in her slides. (Correct! Presentations are multimodal compositions in which we try to use visuals to help us express our ideas and to avoid overwhelming our audience with text.)
A: Images should be used regularly, especially when an image can help Gabriela express her ideas and help her minimize the text in her slides.