Title: Writing Essentials
Course: Question Banks

Q: Read the following passage excerpted from Christopher Sebastian Parker, “Does ‘Black Lives Matter’ Still Matter?”

The case for why BLM [Black Lives Matter] will continue to matter

Making the case for why the movement will regain its footing, if it ever completely lost it, is even easier than arguing the case that it won’t.

We already know why: racism. Let me explain how.

To the degree that the BLM movement’s chief goal, in the present moment, is the reduction of blue-on-black violence, the movement will continue apace. As it turns out, police officers, especially white ones, tend to believe that black folk don’t deserve treatment on par with whites. Of course, this paves the way for continuing discriminatory treatment of blacks on their part.

Despite its current focus on addressing police brutality, BLM’s agenda isn’t confined to this issue. Indeed, the BLM movement is about contesting the systemic oppression of black folks.

Toward this end, BLM has its work cut out. Research suggests that the impact of race and racism on American society has only grown worse in recent years, especially since President Obama was first elected. Indeed, in recent polls, 63 percent of the country believes race relations are “bad.” Among blacks and Hispanics, the numbers are 72 and 65 percent, respectively.

The 2016 election cycle isn’t helping. Trump’s deployment of race as a means of rallying his “base” only adds to the already noxious racial climate.

The tragedy of the Dallas and Baton Rouge shootings cannot be denied. These deaths represent senseless losses of lives, for both the police and the shooters. Likewise, the deaths of Sterling and Castile were at least as useless and tragic.

But because the complicity of law enforcement with black oppression remains a problem almost 250 years after the founding of the republic and because racism continues to haunt us some 400 years after the establishment of the 13 colonies, I’m betting that the Black Lives Matter movement will continue to matter for the foreseeable future.

This is regrettable, but necessary.

Which statement below best evaluates the thesis of this passage?
- The explicit thesis is “Making the case for why the movement will regain its footing, if it ever completely lost it, is even easier than arguing the case that it won’t.” A reader will recognize this as a comparison between two positions, and expect that the rest of the essay will lay out the differences and similarities between them. (Incorrect! While Christopher Sebastian Parker seems to consider the opposite perspective to his thesis, in the end, this paragraph seems more focused on his argument about the ongoing importance of BLM than on considering various perspectives on the issue.)
- The explicit thesis is “The tragedy of the Dallas and Baton Rouge shootings cannot be denied.” A reader will expect that the rest of the essay will be about the descriptions of these two shooting situations. (Incorrect! While Christopher Sebastian Parker considers these two shootings, he seems interested in them as an example of the ongoing importance of BLM. BLM, rather than these shootings, is the subject of his text.)
- The implied thesis is that law enforcement is the central issue of concern to the BLM movement. A reader will expect that the rest of the text will focus on examples of police violence directed at African-American men and women. (Incorrect! This text contains an explicit thesis - that BLM will remain important because of the connection between law enforcement and black oppression and because of the long history of racism.)
- The explicit thesis is “Despite its current focus on addressing police brutality, BLM’s agenda isn’t confined to this issue. Indeed, the BLM movement is about contesting the systemic oppression of black folks.” A reader will understand that the text will explore how the BLM addresses both police brutality and the broader, system oppression of black people. (Correct! Christopher Sebastian Parker asks in his title, “Does `Black Lives Matter” Still Matter?” The excerpt seems to suggest that his thesis is that BLM still matters because it addresses not just because of the long history of police brutality but also because of the even longer history of racism.)
A: The explicit thesis is “Despite its current focus on addressing police brutality, BLM’s agenda isn’t confined to this issue. Indeed, the BLM movement is about contesting the systemic oppression of black folks.” A reader will understand that the text will explore how the BLM addresses both police brutality and the broader, system oppression of black people.

Q: Evaluate these two versions of this thesis. Explain why one is more effective than the other..

A. Ants are important.

B. Ants play a critical role in aerating our soil.
- A is the better choice because it makes a claim boldly and clearly. (Incorrect! A thesis doesn’t need to be bold; A is clear but it is also too general to be effective as a thesis.)
- B is the better choice because it is more in-depth; A is also effective and clear. (Incorrect! B is a better choice, but because A is so general, it is not an effective thesis.)
- B is too specific; A is a better choice because it makes a broader claim. (Incorrect! A thesis should be specific about the claim it makes. The claim in B is specific and effective; the claim in A is too broad to be effective.)
- A is too general; B makes a specific claim about why ants are important: they aerate our soil. (Correct! While A makes a claim about ants, the claim is too broad to be an effective thesis; B makes a clear, specific claim about why ants are critical.)
A: A is too general; B makes a specific claim about why ants are important: they aerate our soil.

Q: Your reading for tonight is a chapter from your book on the history of economics, which opens with basic definitions of economic schools of thought, describes various systems, and ends with a comparison of eastern and western economic thought. Which thesis statement best prepares you as a reader for this chapter?
- Though most Americans see economics as some form of capitalism, there are a number of different systems. This chapter compares economic thought in Asia with that in the West. (Incorrect! The comparison between economic thought in Asia and the West is only part of what this chapter takes as its focus, so the statement here is not as fully complete as it might be. Note that for this example, there isn’t so much of an “angle” as this thesis reflects an informational rather than a persuasive piece of writing.)
- Economic thought is different in Eastern and Western societies because of the values of the two cultures, both now and over time. (Incorrect! This statement suggests an “angle” to this text - tracing differences in economic thought to cultural values. But there is nothing in the blurb above to suggest that this is indeed the “angle” taken by this book, so this choice is not correct.)
- In this chapter, you can expect to learn about the history of economics and basic economic schools of thought. (Incorrect! This statement is too general to be an effective thesis. It needs to be more clear in spelling out the foci of this chapter.)
- A look at the definition of economic theories, descriptions of their variations, and comparisons between Eastern and Western economic thought show us that there is more to economics than just buying and selling. (Correct! The statement here is an effective thesis because it makes clear the foci of this chapter: the definition of economic theories, descriptions of their variations, and comparisons between Eastern and Western economic thought. Note that for this example, there isn’t so much of an “angle” as this thesis reflects an informational rather than a persuasive piece of writing.)
A: A look at the definition of economic theories, descriptions of their variations, and comparisons between Eastern and Western economic thought show us that there is more to economics than just buying and selling.

Q: Read this topic sentence: “If caffeine can be an impediment to healthy sleep, so too can too much screen time before bed.” Based on this topic sentence, what would you expect the subject of the previous paragraph to be?
- How too much screen time before bed can be an impediment to healthy sleep. (Incorrect! The sentence suggests that the next paragraph will focus on too much screen time.)
- How caffeine and too much screen time before bed can impede healthy sleep. (Incorrect! The sentence suggests that the previous paragraph focused on caffeine and the next paragraph will build on that with a focus on too much screen time. Remember, typically a paragraph focuses on one idea.)
- The different factors that can impede healthy sleep. (Incorrect! The paragraph isn’t going to focus on all the different factors. Remember, typically a paragraph focuses on one idea.)
- How caffeine is an impediment to healthy sleep. (Correct! The sentence suggests that the previous paragraph focused on caffeine and the next paragraph will build on that with a focus on too much screen time.)
A: How caffeine is an impediment to healthy sleep.

Q: Imagine that you read the following topic sentence in a paragraph of an essay: “Students who try to multitask during class do significantly worse on exams.” Based on this topic sentence, what would you expect to see as the thesis statement for the essay?
- Success in college requires effective studying, good peer support, and one or two mentors. (Incorrect! This thesis doesn’t suggest anything related to the issue of multitasking, so this topic sentence doesn’t make sense.)
- Student athletes sometimes outperform their peers because they develop superior time management skills and learn to handle a variety of tasks. Also, there is nothing in the thesis statement above to suggest a focus on athletes. (Incorrect! This topic sentence focuses on time management, which is different from multitasking.)
- The ability to multitask is one of many special abilities sometimes ascribed to women versus men. (Incorrect! This topic sentence focuses on gender differences. There is nothing in the thesis statement above to suggest a focus on gender.)
- Exam performance can be impeded by poor study skills, low attendance, and distracting attempts to multitask during class. (Correct! This thesis suggests an essay focused on impediments to exam performance. The topic sentence above suggests that this paragraph will focus on the connection between multitasking and diminished exam scores.)
A: Exam performance can be impeded by poor study skills, low attendance, and distracting attempts to multitask during class.

Q: Miguel is trying to improve his topic sentence. The thesis of his essay is as follows: “Strong political leaders need effective communication skills, impeccable ethics, and a thick skin.” Currently, his second paragraph has the following topic sentence: “Communication skills are a must.” How might Miguel improve his topic sentence?
- My first point is about communication skills. (Incorrect! While you might have used this kind of a sentence in school before, in college writing, we try to stay away from formulaic topic sentences.)
- Strong political leaders need many skills. (Incorrect! This topic sentence is even less effective than Miguel’s. It is too general and does not give the reader a sense of what the paragraph will be about.)
- Political leaders need communication skills and a thick skin. (Incorrect! Typically, a topic sentence focuses on the one idea that the paragraph will engage. It doesn’t improve the topic sentence to try to introduce more than one idea in the paragraph.)
- Strong political leaders need to be able to communicate effectively to a range of constituencies. (Correct! This topic sentence introduces the specific idea of communication skills and links back to the overall thesis about what strong political leaders need.)
A: Strong political leaders need to be able to communicate effectively to a range of constituencies.

Q: Analyze this paragraph from the body of a research paper. Using the PIE format for your analysis, does this paragraph seem effective? Why or why not?

Daniel J. Pfeifer, the author of “Smoking Gun: The Moral and Legal Struggle for Medical Marijuana,” says, “according to the American Medical Association, when a physician believes a law is unjust, he or she should work to change the law. If a patient is suffering from pain and medical marijuana is one option a physician may prescribe, then the physician should work to maintain the patient’s wellbeing and health.” Daniel J. Pfeifer further says, “Ultimately, the federal government’s prohibition on access to and use of medical marijuana to alleviate pain in terminally ill patients infringes upon their autonomy, which includes their rights to live and avoid severe physical suffering, the right to receive medical treatment, and the right to die with the dignity that comes from one’s own choices.” (Daniel J. Pfeifer 341)
- This paragraph is strong because the author uses an outside source as evidence to argue the main point: that the law against medical marijuana should be changed. (Incorrect! The evidence in this paragraph is strong, but the paragraph is missing the point and the explanation of the evidence.)
- This paragraph needs to be strengthened with a key sentence. (Incorrect! The paragraph does need a strong key sentence with a clear statement of the point, but it also needs more of an explanation of the evidence.)
- This paragraph is strong because the author has a thorough explanation of the evidence presented. (Incorrect! The paragraph offers no explanation of the evidence. Remember, after you offer your evidence or illustration, you still need to do the work of explaining to your reader why the evidence or illustration furthers your point.)
- This paragraph needs to be strengthened with the inclusion of a stronger point and explanation. (Correct! The paragraph needs a strong key sentence with a clear statement of the point, and it also needs more of an explanation of the evidence, making clear to the reader why the evidence or illustration furthers the point.)
A: This paragraph needs to be strengthened with the inclusion of a stronger point and explanation.

Q: Eduardo is writing an essay about the Mueller investigation into Donald Trump’s collusion with the Russians in the 2016 presidential race. He wants to use pathos to convince his reader that the Mueller investigation was damaging to Trump. Which of the following sentences would be an effective piece of evidence for Eduardo to use as part of his appeal to pathos on the part of the reader?
- The government spent millions of dollars in the investigation and yet reached no clear cut conclusion. (Incorrect! The cost of the investigation is an important piece of evidence, but it does not help Eduardo make the case that the investigation was damaging to Trump nor does it use pathos (or emotion) to make that case.)
- Experts cautioned that it is extremely difficult to find a sitting president guilty of collusion and hence the investigation was pointless. (Incorrect! Here, Eduardo invokes ethos (experts) to make the case that the investigation may have been difficult or pointless. This appeal does not help Eduardo make the case that the investigation was damaging to Trump nor does it use pathos (or emotion) to make that case.)
- Prior to Trump, only 2 presidents had ever been impeached. (Incorrect! Here, Eduardo invokes logos (logic) to make the case that Trump’s impeachment was statistically unlikely, given the facts of history. But this explanation does not help Eduardo make the case that the investigation was damaging to Trump nor does use pathos (or emotion) to make that case.)
- Donald Trump has suffered tremendous anxiety and lost countless hours of sleep worrying about the Mueller investigation. (Correct! Here, Eduardo appeals to the reader’s emotions, asking us to think about Trump’s anxiety and sleeplessness.)
A: Donald Trump has suffered tremendous anxiety and lost countless hours of sleep worrying about the Mueller investigation.

Q: Erlin is thinking about the structure of a body paragraph. She knows that her paragraph should have a topic sentence or key idea. And she knows that she should have evidence - in the form of examples, data, or quotations. Is there anything else that Erlin should be thinking about in terms of creating a complete and well-structured body paragraph?
- Erlin has included all the key elements for a successful paragraph. The key idea or topic sentence together with lots of effective evidence are the secrets to a good body paragraph. (Incorrect! It’s important to remember to include an explanation of any evidence she includes; she can’t assume her reader can see the connection between the evidence and her key idea.)
- Erlin needs to be sure that the topic sentence or key idea is the first sentence of her body paragraph, so that her reader knows exactly what she is going to discuss in that paragraph. (Incorrect! The topic or key sentence does not need to be the first sentence of each body paragraph. And Erlin also needs to remember to include an explanation of any evidence she includes; she can’t assume her reader can see the connection between the evidence and her key idea.)
- Erlin needs to be sure she includes at least pieces of evidence in her body paragraph; otherwise, her credibility or ethos will be in doubt. (Incorrect! There is no magic number of pieces of evidence necessary to make a good body paragraph. The key is to include strong evidence combined with careful explanation of any evidence included. Erlin can’t assume her reader can see the connection between the evidence and her key idea.)
- Erlin needs to remember to include an explanation that tells the audience why the evidence provided furthers the point of the paragraph. (Correct! It’s important to remember to include an explanation of any evidence you include; don’t assume your reader can see the connection between the evidence and your key idea.)
A: Erlin needs to remember to include an explanation that tells the audience why the evidence provided furthers the point of the paragraph.

Q: You are reading a newsletter distributed to members of your health club. The club is encouraging all members to bring their own BPA-free water bottles instead of using single-serving plastic bottles. As evidence, the newsletter includes information from the following:

- A Wikipedia article on BPA
- Personal testimony from the gym’s founding members who stopped using single-serving plastic bottles
- A price list of BPA-free water bottles from the gym store

How convinced of this claim do you think you and your fellow members will be?
- This letter should be convincing. The weight of the founding members’ opinions is strong because they likely made their choices on researched information. (Incorrect! The appeal to ethos (the testimony of the founding members) is weak here, given their lack of expertise about water bottles. Why would we assume they made informed or expert choices just because they are founding members? Logos or pathos might be employed more powerfully to bolster this argument.)
- This letter should be convincing. If the BPA-free water bottles are relatively inexpensive, members may be convinced that it’s time to make the switch. The fact that the gym’s founding members have taken the lead here will also likely convince members, since the founding members are good business-people. (Incorrect! The appeal to ethos (the testimony of the founding members) is weak here, given their lack of expertise about water bottles. Why would we assume they made informed or expert choices just because they are founding members? And the price list about the cost of alternatives is hardly an effective appeal to logos, unless those bottles are actually cheaper than single-serving bottles (which is unlikely).)
- It is unlikely to be convincing. The newsletter should offer an appeal to pathos. If members are to be convinced that they should stop using single-serving plastic bottles, they need to see the horrific impact these plastic bottles have on sea creatures in our oceans. Only an appeal to pathos would be effective here. (Incorrect! The appeal to ethos (the testimony of the founding members) is weak here, given their lack of expertise about water bottles. But either logos or pathos might be employed powerfully to bolster this argument. There is no reason pathos needs to be employed in this instance.)
- It is unlikely to be convincing. The newsletter should offer evidence and objective data on the dangers of BPA or an emotional appeal about the dangers of plastics. The gym’s founding members are not experts on the benefits of BPA-free water bottles, so their testimony isn’t particularly convincing. (Correct! The appeal to ethos (the testimony of the founding members) is weak here, given their lack of expertise about water bottles. Logos or pathos might be employed more powerfully to bolster this argument.)
A: It is unlikely to be convincing. The newsletter should offer evidence and objective data on the dangers of BPA or an emotional appeal about the dangers of plastics. The gym’s founding members are not experts on the benefits of BPA-free water bottles, so their testimony isn’t particularly convincing.

Q: Maria has written an essay on the dangers of multitasking. She has a paragraph that focuses on the dangers of multitasking while walking. Her working topic sentence is as follows: “Multitasking while walking is dangerous.” How might Maria improve the topic sentence for this paragraph by focusing on transitions during her revision process?
- Maria might use an adversative transition: “On the other hand, while driving while texting is dangerous, walking while multitasking is also dangerous.” (Incorrect! Since both paragraphs discuss the dangers of multitasking, the adversative transition - On the other hand - doesn’t make sense here.)
- Maria might use a formulaic transition: “The first reason that multitasking is dangerous involves walking.” (Incorrect! While the formulaic transition might be something Maria used in the past, her goal in her revision process here is to move away from the formulaic and into a more organic form of writing.)
- Maria doesn’t need to revise her sentence. It’s perfect as is. (Incorrect! Maria’s current topic sentence could be improved during the revision process by doing more to link the topic of this paragraph to the previous paragraph. This helps to guide the reader.)
- Maria might use an additive transition: “In addition to the dangers of driving while texting, multitasking while walking is dangerous.” (Correct! This transition connects the previous discussion of the dangers of texting to the current paragraph about the dangers of multitasking while walking.)
A: Maria might use an additive transition: “In addition to the dangers of driving while texting, multitasking while walking is dangerous.”

Q: Chikamara is writing an essay on the rise of white nationalism and political extremism. She has the following sentence as the end of the 2nd paragraph of her essay: “Facebook, Twitter, and a range of less well-known social media platforms offer white nationalist and extremist organizations not just a way to target and recruit young men but also an opportunity to raise money for their organizations.” Based on this sentence, we can anticipate that her third paragraph will discuss what topic?
- The rise of white nationalism and political extremism. (Incorrect! This is Chikamara’s overall thesis. The topic of each individual paragraph contributes to that overall thesis: how social media is used by extremists to recruit (paragraph 2) and raise money (paragraph 3).)
- The use of social media to recruit young men. (Incorrect! Based on the use of the phrases “not just” and “but also” we can decipher that Chikamara has discussed how social media is used by extremists to recruit in paragraph 2 and will discuss how social media is used to raise money in paragraph 3.)
- We can’t tell what Chikamara will focus on in her third paragraph until we read the topic sentence of that paragraph. (Incorrect! Remember that a transition sentence can be found at any place in a paragraph and helps the reader connect what has been covered (how social media is used by extremists to recruit - paragraph 2) and what will be covered (how social media is used by extremists to raise money - paragraph 3).)
- The ways in which extremist groups raise money to support their work. (Correct! Chikamara has used this transition sentence to connect the subjects of her second and third paragraphs and guide her reader to see how social media is used by extremists to recruit (paragraph 2) and raise money (paragraph 3).)
A: The ways in which extremist groups raise money to support their work.

Q: Shania is writing an essay about the connection between sleep and academic performance in an essay about key habits for success in college. While the research indicates that sleep is critical to student success, she wants to use a transition phrase in the middle of her paragraph to signal to the reader that her personal experience on this subject contrasts with the research. Which of the following is an effective transition sentence for Shania?
- Research indicates that sleep is critical to success in college; I think sleep is not an important contributor to my ability to do well in my classes. (Incorrect! This sentence does not provide the reader with enough transition words or phrases to help the reader see that Shania is offering her personal experience as a contrast to the research. Phrases like “in contrast” or “rather” or “conversely” might help Shania indicate that her personal experience differs from the research.)
- Shania should not include a transition sentence in the middle of her paragraph. Transitions only belong at the beginning of the end of a paragraph. (Incorrect! Transitions can be found at the beginning, middle, and end of a paragraph. They work anywhere we want to help guide the reader to understand the connections between different topics, ideas, or examples.)
- Shania should not discuss her personal experience with sleep in the same paragraph as she discusses the research on sleep. For this reason, a transition sentence is not appropriate here. (Incorrect! While we sometimes think that a paragraph should only take on one subject (e.g. the research on sleep), it might make sense for Shania to discuss the related issue of her personal experience with sleep in the same paragraph, so a transition sentence would be appropriate and useful here.)
- Research indicates that sleep is critical to success in college; however, my personal experience indicates the opposite: I can succeed in my classes while sleeping very little. (Correct! The adversative transition “however” signals to the reader that Shania is offering her personal experience in contrast to the research and helps her reader see the connection between these two parts of Shania’s discussion.)
A: Research indicates that sleep is critical to success in college; however, my personal experience indicates the opposite: I can succeed in my classes while sleeping very little.

Q: Identify the logical problems in this paragraph:

Financial strain, work and family conflict, and marital dissatisfaction may be by products of the emotional and time commitments dual income families generate. For the majority of dual income families, women feel more of the gender inequality with regards to parental responsibilities and thus are linked to greater distress and anger. This anger stems in part from the good mother model, which is inflexible and maintains that mothers are to be involved, always available and committed to the family. Furthermore, the father role appears to be more flexible as they are seen as both breadwinners and caregivers. With this flexibility come social expectations that foster more time for enjoyment. Given these circumstances, fathers may not experience the stress and role strain that working mothers feel.
- There is nothing to introduce the concept of the "good mother" and it reads like a tangent. (Incorrect! The “good mother” concept is explained in the sentence in which the concept is introduced.)
- "Given these circumstances" is the wrong transitional phrase to show the cause for why fathers may not experience stress and mothers may. (Incorrect! “Given these circumstances” is actually an excellent transition phrase to sum up the discussion of why mothers and fathers may experience the stress of family differently.)
- The last sentence is the most important claim, so it should be at the beginning of the paragraph. (Incorrect! The last sentence wouldn’t work at all as the opening to the paragraph - as it requires knowledge of the different circumstances that fathers and mothers experience.)
- "Furthermore" is the wrong transitional word to indicate contrast between the inflexible mother role and the flexible father role. (Correct! “In contrast” or “in comparison” might work better to contrast the differences in fathers’ and mothers’ roles.)
A: "Furthermore" is the wrong transitional word to indicate contrast between the inflexible mother role and the flexible father role.

Q: Emiliano cannot seem to get over his writer’s block. He’s trying to write an introduction to his paper about the paparazzi and privacy laws. Which of the following tactics should he try, and why?
- He should only write the introduction after he has completed his final draft, since he cannot make an attempt at this task until almost everything else is done. (Incorrect! There’s no rule. He may or may not start with an introduction. In any case, he will want to revisit that introduction at the end since writing is a recursive process.)
- He should start with a page-long explanation of privacy laws and definitions in order to help his readers think more like lawyers. (Incorrect! This sounds dry and unexciting. Instead of a page long list of laws and definitions, Emiliano should think about try to hook his reader in his introduction.)
- He should focus on the introduction until he completes it; writing is a linear process and Emiliano needs to go in order and step by step. (Incorrect! Writing is rarely linear. It’s fine to start with the introduction, but he will want to revisit that introduction at the end since writing is a recursive process.)
- He might try writing the introduction after he’s drafted the body of his essay, so that he has a better sense of what he’s introducing. (Correct! Sometimes, it can be hard to start with the introduction. Remember that writing is a recursive process.)
A: He might try writing the introduction after he’s drafted the body of his essay, so that he has a better sense of what he’s introducing.

Q: Nancy needs an effective way to begin her introduction about an essay on literacy habits of Generation Z. Which of the following approaches seems most effective?
- There are three main characteristics of the literacy habits of Generation Z. (Incorrect. This is a formulaic introduction. Instead, Nancy should consider opening with an anecdote, quotation, or question.)
- Generation Z is the generation that followed Millennials; they have several significant differences from the previous generation, including their literacy. (Incorrect. This sentence locates Generation Z for the reader, but it suggests an essay that will compare the literacy habits of Millennials and Generation Z rather than one that will focus on the literacy habits of Generation Z.)
- “One glance at a book and you hear the voice of another person, perhaps someone dead for 1,000 years.” (Incorrect. While this is a thought-provoking quotation, it doesn’t foreground the specific subject of the essay - literacy habits of Generation Z as much as it might. A more closely connected quotation might work well instead.)
- “If you are a member of Generation Z, when would you estimate was the last time you held a hardcover book in your hand and read it for pleasure?” (Correct. Nancy is using a question about the reading habits of a Generation Z reader to hook her reader into her subject.)
A: “If you are a member of Generation Z, when would you estimate was the last time you held a hardcover book in your hand and read it for pleasure?”

Q: Bobby is writing an argument paper with a main claim that Major League Baseball needs to implement some rule changes to get younger fans interested in watching the sport. Which of the following is the best option for the first sentence of his introduction?
- According to Merriam-Webster, the definition of baseball is "a game played with a bat and ball between two teams of nine players each on a large field having four bases that mark the corners a runner must take to score." (Incorrect. Most readers are familiar with baseball and don't need a dictionary definition to get them thinking about the topic.)
- Higher television ratings in the coming years will help the sport of baseball make the transition into an era of fans watching sports on the go with digital devices. (Incorrect. This sentence makes a prediction about the future of baseball and is more suited for a conclusion, after Robby has written his thesis statement and support.)
- 90% of people under age 20 think football games take too long; the sport would do well to change the rules and shorten the playing time for this classic American game if they are to retain young viewers. (Incorrect. This sentence uses a compelling statistic, but the statistic relates to football, not baseball!)
- The game of baseball is called "America's Pastime" and has been played professionally in the United States for about a century-and-half, but the sport's originators could have never anticipated keeping modern fans glued to televisions sets day after day for more than six months each year. (Correct. This sentence hits some of the goals of orienting readers such as providing background, locating readers in a specific time and place, and laying out the stakes for Robby's piece of writing.)
A: The game of baseball is called "America's Pastime" and has been played professionally in the United States for about a century-and-half, but the sport's originators could have never anticipated keeping modern fans glued to televisions sets day after day for more than six months each year.

Q: Samantha is writing an advertisement analysis paper in her Composition class. Her ad is for De Beers diamonds, and in her introduction she notes the company's slogan: "A Diamond is Forever." As she writes her conclusion, Samantha emphasizes her thesis statement with fresh language and considers ending with another reference to the slogan. Is this a good strategy for a conclusion?
- No. Samantha shouldn't repeat anything in her paper. (Incorrect. Using a "bookend" or "call back" is often an effective strategy in a conclusion.)
- No. Samantha should avoid writing anything but a recap of her thesis statement and main points of support in the conclusion. (Incorrect. Using a "bookend" or "call back" is often an effective strategy in a conclusion. However, simply repeating exactly what has been already written is not a great way to end a paper.)
- Yes. Samantha should refer back to the idea she brought up in the introduction and avoid anything but a recap of her thesis statement and main points of support in the conclusion. (Incorrect. Using a "bookend" or "call back" is often an effective strategy in a conclusion. However, simply repeating exactly what has been already written is not a great way to end a paper.)
- Yes. Samantha should refer back to an idea she brought up in the introduction if she thinks it fits her work. (Correct. Using a "bookend" or "call back" is often an effective strategy in a conclusion.)
A: Yes. Samantha should refer back to an idea she brought up in the introduction if she thinks it fits her work.

Q: Which of the following is often included as part of a conclusion?
- Context to locate readers in a specific time and/or place (Incorrect. This is usually done in the introduction.)
- An explanation or definition of key terms (Incorrect. Key terms should be explained or defined well before the conclusion of a piece.)
- Evidence (Incorrect. Evidence should be explored in the body paragraphs of the essay and well before the conclusion.)
- A call to action (Correct. Writers may call readers to action in the conclusion after they have made their case throughout the rest of the piece.)
A: A call to action

Q: Your classmate Xuan isn’t sure how to write an effective conclusion. What should you tell her?
- The conclusion is where you put your main argument’s counter-points. (Incorrect. Counter-points belong in the body of your essay.)
- This is where you should put summaries of surveys that support your argument. (Incorrect. Discussion of evidence and research belongs in the body of your essay.)
- Never include any questions in the conclusion, as this would indicate you have not completely understood your topic. (Incorrect. Questions are fine in a conclusion and can show that you recognize, based on your understanding of your topic, the limitations of your research or additional interesting questions that should be raised.)
- Here, include a re-statement of your essay’s main idea. (Correct. But remember that your conclusion should be more than a simple re-statement of your essay’s main idea.)
A: Here, include a re-statement of your essay’s main idea.

Q: Tan has been asked to write an argument essay about legislation to eliminate gender-based pay inequities. As he prepares to compose his essay, what questions should he ask himself about his audience?
- How long should this essay be? (Incorrect. While thinking about length might improve the essay, it is not an effective strategy to build common ground with the audience for this essay.)
- What do administrators on campus think about this issue? (Incorrect. Unless campus administrators are the audience for this essay, it’s not clear that their ideas about this issue matter.)
- What do other college students think about this issue? (Incorrect. Unless other college students are the audience for this essay, it’s not clear that their ideas about this issue matter.)
- Who is the audience for this essay, what does the audience already know about this topic, and what potential biases might the audience have? (Correct. Even if the audience for this essay is only the professor, it’s still important to consider these critical questions.)
A: Who is the audience for this essay, what does the audience already know about this topic, and what potential biases might the audience have?

Q: You are a member of the College Democratic Club invited to speak to a meeting of the College Republicans about whether or not to invite a controversial speaker to campus. Which of the following might be critical in terms of your success at the meeting?
- You should lecture the Republicans about your own opinion and make a clear, strong case for your own perspective. (Incorrect. Being clear about your own opinion and perspective is important, but so too is considering the views and biases of your audience. You might use knowledge of the audience to improve your argument.)
- You should hang out with the Republicans and try to infiltrate the group in order to understand their thinking. (Incorrect. These actions would decrease your credibility as a speaker rather than building common ground. You don’t need to hang out with people in order to understand their perspective.)
- You should focus on bringing as many supporters as possible to the meeting, so that the Republicans see the strength of your position. (Incorrect. Showing support for your position might be useful, but so too is considering the views and biases of your audience. You might use knowledge of the audience to improve your argument.)
- You should research the College Republicans and see what opinions they might already have about the issue of speakers on campus. (Correct. Knowing where the College Republicans stand on this issue can help you build an effective case for your perspective.)
A: You should research the College Republicans and see what opinions they might already have about the issue of speakers on campus.

Q: Lisa is a first-year student who is working on a campus project to increase recycling in the fraternity and sorority houses. She has been invited to address the student government about her ideas. The government is very supportive of Greek life on campus and has in the past been very reluctant to pass measures in the past that add rules to Greek houses. What is Lisa's best rhetorical approach in addressing the group?
- Lisa should devote her energies to arguing that Greek houses haven't had to abide by the same rules as do other students and that it is time for that to change. (Incorrect. Here, Lisa seems to be attacking the overall pro-Greek bias of student government. This approach is unlikely to win Lisa much support for her recycling project.)
- Lisa should criticize members of the government for their past reluctance to add rules to Greek houses. (Incorrect. Here, Lisa seems to be attacking the overall past actions and general biases of student government. This approach is unlikely to win Lisa much support for her recycling project.)
- Lisa should research how the administrators on campus view recycling efforts and use this approach to convince student government of the value of recycling. (Incorrect. Here, Lisa seems to assume that student government leaders care about the administrators’ views on this issue. Do they? Instead, Lisa might use what she knows about the pro-Greek bias of student government to build support for her recycling project.)
- Lisa should emphasize that an increase in recycling at fraternities and sororities need not involve adding rules and might add to the overall credibility and visibility of Greek life on campus. (Correct. Lisa can use her knowledge of the pro-Greek bias of student government and reluctance to add rules in order to build a strong argument for her recycling cause.)
A: Lisa should emphasize that an increase in recycling at fraternities and sororities need not involve adding rules and might add to the overall credibility and visibility of Greek life on campus.

Q: Which of the following represents the best way to think about the difference between informal, conversational language and formal, academic language?
- Formal language is correct and informal language is incorrect. (Incorrect: It’s not a simple matter of correct and incorrect; what might be correct in the context of informal conversation may be inappropriate for formal, academic right.)
- Informal language is appropriate for rough drafts, and formal language is necessary for all kinds of final essays and writing. (Incorrect: Informal language is appropriate for rough drafts and for some kinds of writing. Not all rhetorical contexts or writing situations require formal academic writing.)
- Informal language is what we use in conversation; formal language is what we use in writing. (Incorrect: Sometimes we use formal language in conversation, depending on the rhetorical context (in a job interview, for example); and sometimes we use informal language in writing (in written communication with friends and family, for example). Not all rhetorical contexts or writing situations require formal academic writing.)
- Formal language is precise, standard, and complex; informal language may be simpler and non-standard. (Correct: And remember, your use of informal, conversational language versus formal, academic language is determined by the rhetorical context or writing situation.)
A: Formal language is precise, standard, and complex; informal language may be simpler and non-standard.

Q: Your English teacher says that she doesn’t want students to use contractions (can’t) in their essays. What is the best way to understand this requirement?
- Your English teacher is picky and wants to make sure everything you write is correct. (Incorrect: It isn’t that “can’t” is incorrect. She is simply indicating a requirement that your essays for her be written in a formal, academic style.)
- Your English teacher is a stickler for correct grammar. (Incorrect: It isn’t that “can’t” is incorrect. She is simply indicating a requirement that your essays for her be written in a formal, academic style.)
- Your English teacher is indicating that your essays need to be written in whatever style matches the rhetorical context. (Incorrect: Actually, she is spelling out the style that she wants to see. She is indicating that the rhetorical context requires that the essays you write for her be composed in a formal, academic style.)
- Your English teacher is indicating that your essays need to be written in formal, academic language. (Correct: It isn’t that “can’t” is incorrect. She is simply indicating a requirement that your essays for her be written in a formal, academic style.)
A: Your English teacher is indicating that your essays need to be written in formal, academic language.

Q: The tagline for Star Trek is as follows: “To safely go where no man has gone before.” If we analyze this sentence in terms of style and audience, which of the following conclusions might we draw?
- This phrase is poorly written since it suggests that only men can go into space. (Incorrect: It isn’t that “men” is incorrect. The sentence does, however, suggest that only men can go into space. The “no one has gone before” would be more inclusive.)
- This phrase is too informal. (Incorrect: It isn’t that “men” is informal. The sentence does, however, suggest that only men can go into space. The “no one has gone before” would be more inclusive.)
- This phrase is stylistically and formally correct as is. (Incorrect: The phrase is formally correct. The sentence does, however, suggest that only men can go into space and so we might consider it to be stylistically incorrect or inappropriate for an audience that includes women. The “no one has gone before” would be more inclusive.)
- The phrase is stylistically inappropriate because it is not inclusive. (Correct: The phrase is formally correct. The sentence does, however, suggest that only men can go into space and so we might consider it to be stylistically incorrect or inappropriate for an audience that includes women. The “no one has gone before” would be more inclusive.)
A: The phrase is stylistically inappropriate because it is not inclusive.

Q: What is wrong with this sentence and why?

- My colleagues supported my proposal for two reasons: first, it is practical, and second, its simplicity.
- The colon should be a comma because the phrases before and after are closely related. (Incorrect. This colon is correctly used to introduce what is coming after. There is a different issue with this sentence.)
- First and second should be in parentheses since they introduce items in a list. (Incorrect. The two words “first” and “second” are punctuated correctly here; there is no need to put them inside parentheses. There is a different issue with this sentence.)
- There should be a colon following first and second because they are introducing something important. (Incorrect. There is no need for multiple colons in a sentence. The two words “first” and “second” are punctuated correctly here. There is a different issue with this sentence.)
- The sentence does not use parallel structure because “it is practical” and “its simplicity” are not parallel. (Correct. This sentence sounds confusing and is difficult to read because the two items are not parallel. It would be better if they were the same structure, like “its practicality and its simplicity,” or “it is practical and it is simple.”)
A: The sentence does not use parallel structure because “it is practical” and “its simplicity” are not parallel.

Q: Which of the following sentences uses parallel construction effectively?
- On the weekends, I run, play tennis, and going to see movies. (Incorrect. Remember that parallel structure is simply using the same structures or forms multiple times. Two of the verbs here are conjugated in present tense, but the last one is a gerund (with -ing), so it does not use the same structure as the other two.)
- I need to work on punctuality and my habits of sleeping. (Incorrect. Remember that parallel structure is simply using the same structures or forms multiple times. This is just two separate items the speaker is listing, but they are not following a similar structure.)
- We wanted to cook and run to the store. (Incorrect. Remember that parallel structure is simply using the same structures or forms multiple times. The first verb in this sentence is an infinitive (to cook) and the second verb is conjugated in the present tense, which means they are following two different structures.)
- My grandfather texts, sends photos, and uses apps like a 20-year-old. (Correct. All of the verbs in this sentence are using the same structures or forms, which makes them easier to follow and read along with for the readers.)
A: My grandfather texts, sends photos, and uses apps like a 20-year-old.

Q: Which of the following four sentences is most effective?

A. Attendance and class participation are really critical to academic success.

B. Attendance and class participation correlate with academic success.

C. Attendance and class participation are critical to academic success.

D. Attendance is critical to academic success; class participation is also vital.
- because it is simple and clear and uses the verb “to be.” (Incorrect. The sentence is simple and clear, but the sentence could also be improved by replacing the very “to be” with an active verb.”)
- because it uses varied vocabulary and complex sentence structure. (Incorrect. While the sentence is strong, it may also be unnecessarily complex. Vital and critical mean the same thing. A simpler construction may be more powerful here.)
- because it uses an intensifier effectively. (Incorrect. The intensifier “really” is used ineffectively here. We don’t need the word “really” at all. Critical is enough!)
- because it uses an active verb and is simple and clear. (Correct. The word “correlate” is a stronger, active verb compared with “are” and the sentence is otherwise simple and clear.)
A: because it uses an active verb and is simple and clear.

Q: Which of the following statements is true about the active voice?
- An active voice sentence is usually written in the form “A was B by C.” (Incorrect. For example, “Amy was grabbed by the zombie” is an example of a passive voice construction.)
- The active voice is not grammatically sound. (Incorrect. Active voice and passive voice both are grammatically correct and have their purpose in academic writing.)
- The active voice is the only acceptable form for academic writing. (Incorrect. Active voice and passive voice both have their purpose in academic writing.)
- An active voice sentence is usually written in the form “A does B.” (Correct. For example, Amy grabbed the zombie.)
A: An active voice sentence is usually written in the form “A does B.”

Q: You should use active voice when
- you want to hide or obscure who did the action. (Incorrect. Active voice emphasizes or makes clear who did the action.)
- you want to use a more complex sentence structure. (Incorrect. Active voice is associated with a simpler and clearer sentence construction; passive voice sentences can be more complicated and therefore less clear.)
- you want to make you don’t know who did the action. (Incorrect. Active voice emphasizes or makes clear who did the action, so it wouldn’t work well in this instance.)
- you want to make clear who did the action. (Correct. Active voice emphasizes or makes clear who did the action.)
A: you want to make clear who did the action.

Q: Which of these sentences is in the active voice?
- During the Renaissance, the rulers of England were treated like gods. (Incorrect. Who was treating the rulers like gods? We can’t tell, so that’s one way to know that this sentence is in the passive voice.)
- Decrees were issued and laws were made with no commoners’ input. (Incorrect. Who issues the decrees and laws. We can’t tell, so that’s one way to know that this sentence is in the passive voice.)
- The essays were being assessed by the department’s assessment committee in order to determine who should receive departmental honors. (Incorrect. Here, we can tell that the assessment was done by the committee, but their action is deemphasized by the sentence. An active voice version of this sentence would be: The department’s assessment committee assessed the essays.)
- The handbook asserts that no students could challenge the institution’s authority. (Correct. Even though this is slightly weird, since handbooks can’t really make assertions, this sentence is in the active voice.)
A: The handbook asserts that no students could challenge the institution’s authority.

Q: What’s the best way to revise this sentence in order to put it into the active voice? Identification of the needs of the citizens will determine how the tax dollars are distributed.
- The needs of the citizens will be determined in order to decide how the tax dollars are distributed. (Incorrect. Who will determine the needs of the citizens?)
- The tax dollars will be distributed according to the needs of the citizens. (Incorrect. Who will distribute the tax dollars?)
- Identification of the needs of the citizens will determine how the tax dollars are distributed. (Incorrect. Who will identify the needs of the citizens?)
- The government will identify the needs of the citizens in order to determine how the tax dollars are distributed. (Correct. This revised sentence makes clear that the government is the one who will be acting in order to identify the needs of the citizens.)
A: The government will identify the needs of the citizens in order to determine how the tax dollars are distributed.