Title: Reading
Course: Question Banks

Q: How do you tell what kind of texts you are reading if your course reading list includes “a multiple-genre approach to science writing”?
- Look at the publication dates and Google the authors
- Look at the city in which the texts were first published and check for regional information about the book or author
- Look at the physical traits of each text and determine the purpose of the writing
A: Look at the physical traits of each text and determine the purpose of the writing

Q: What is the purpose of noting the genre of an assigned reading?
- The purpose of noting the genre is ensure that you are doing the right reading for a course. Genre-awareness helps you catalog your reading appropriately.
- The purpose of noting the genre of a text is to let you as reader know whether you are going to enjoy the work or whether you will need to find extra motivation in reading.
- The purpose of noting the genre is to tell you why to read a text and how. You are prepared to read specific ways.
A: The purpose of noting the genre is to tell you why to read a text and how. You are prepared to read specific ways.

Q: Jordan is reading about the clean energy project. His reading material has a highly structured and organized test, using headings and subheadings; footnotes and a list of references; field-specific vocabulary; and describes an experiment. Jordan’s source is most likely
- a reference text.
- a magazine article.
- a journal article.
A: a journal article.

Q: Which two genres of text use similar titles and images, as well as a professional, neutral tone? One of the pair has more marked terms, questions, and goals, and aims to educate the readers; the other will inform them on a topic.
- Reference resources and journal articles
- Textbooks and journal articles
- Reference resources and textbooks
A: Reference resources and textbooks

Q: Which genre is described by these traits? The top of the page has goals, followed by a subheading and some questions. The tone is formal and neutral. The sentences are longer and more complex.
- Journal article
- Newspaper article
- Textbook
A: Textbook

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

But, you may say, we asked you to speak about women and fiction--what, has that got to do with a room of one's own? I will try to explain. When you asked me to speak about women and fiction I sat down on the banks of a river and began to wonder what the words meant. They might mean simply a few remarks about Fanny Burney; a few more about Jane Austen; a tribute to the Brontës and a sketch of Haworth Parsonage under snow; some witticisms if possible about Miss Mitford; a respectful allusion to George Eliot; a reference to Mrs Gaskell and one would have done. But at second sight the words seemed not so simple. The title women and fiction might mean, and you may have meant it to mean, women and what they are like, or it might mean women and the fiction that they write; or it might mean women and the fiction that is written about them, or it might mean that somehow all three are inextricably mixed together and you want me to consider them in that light. But when I began to consider the subject in this last way, which seemed the most interesting, I soon saw that it had one fatal drawback. I should never be able to come to a conclusion. I should never be able to fulfil what is, I understand, the first duty of a lecturer to hand you after an hour's discourse a nugget of pure truth to wrap up between the pages of your notebooks and keep on the mantelpiece for ever. All I could do was to offer you an opinion upon one minor point--a woman must have money and a room of her own if she is to write fiction; and that, as you will see, leaves the great problem of the true nature of woman and the true nature of fiction Unsolved.
- Woolf is seeking to explain why the audience is getting a talk on a different topic.
- Woolf is seeking to inquire why it is so hard to define the topic of literature and women.
- Woolf is writing to argue that economics are the main barrier to women’s writing.
A: Woolf is writing to argue that economics are the main barrier to women’s writing.

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

But, you may say, we asked you to speak about women and fiction--what, has that got to do with a room of one's own? I will try to explain. When you asked me to speak about women and fiction I sat down on the banks of a river and began to wonder what the words meant. They might mean simply a few remarks about Fanny Burney; a few more about Jane Austen; a tribute to the Brontës and a sketch of Haworth Parsonage under snow; some witticisms if possible about Miss Mitford; a respectful allusion to George Eliot; a reference to Mrs Gaskell and one would have done. But at second sight the words seemed not so simple. The title women and fiction might mean, and you may have meant it to mean, women and what they are like, or it might mean women and the fiction that they write; or it might mean women and the fiction that is written about them, or it might mean that somehow all three are inextricably mixed together and you want me to consider them in that light. But when I began to consider the subject in this last way, which seemed the most interesting, I soon saw that it had one fatal drawback. I should never be able to come to a conclusion. I should never be able to fulfil what is, I understand, the first duty of a lecturer to hand you after an hour's discourse a nugget of pure truth to wrap up between the pages of your notebooks and keep on the mantelpiece for ever. All I could do was to offer you an opinion upon one minor point--a woman must have money and a room of her own if she is to write fiction; and that, as you will see, leaves the great problem of the true nature of woman and the true nature of fiction Unsolved.
- A general audience
- An audience of women’s suffragists
- An audience of university or elite men and women
A: An audience of university or elite men and women

Q: Using what you know about rhetorical context, analyze the following passage from “Back to School,” published in Literacy and Numeracy Studies in 2014. What is the purpose of its author, Pamela Osmond?

The book is based on interviews with a number of students and teachers in community colleges and adult education programs across America. Rose’s style is anecdotal. He writes movingly of the students who have taken this second chance at learning. Australian language and literacy practitioners will recognise many of our students among the vignettes he presents to us. Rose was once a remedial teacher in the community education sector and the warmth and empathy with which he writes reflects this. The book opens with Henry telling us that ‘you might discover somebody you never knew you were. That’s basically what happened to me when I started taking classes here’.
- The purpose of this article is to advocate for warmth and empathy in the American community college classroom.
- The purpose of this article is to inform the general reader about why some students go back to school after many years and how they can be successful.
- The purpose of this article is to review and analyze Mike Rose’s book for Australian higher education professionals.
A: The purpose of this article is to review and analyze Mike Rose’s book for Australian higher education professionals.

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

The book is based on interviews with a number of students and teachers in community colleges and adult education programs across America. Rose’s style is anecdotal. He writes movingly of the students who have taken this second chance at learning. Australian language and literacy practitioners will recognise many of our students among the vignettes he presents to us. Rose was once a remedial teacher in the community education sector and the warmth and empathy with which he writes reflects this. The book opens with Henry telling us that ‘you might discover somebody you never knew you were. That’s basically what happened to me when I started taking classes here’.
- American community college instructors
- General readers interested in education
- Australian higher education professionals
A: Australian higher education professionals

Q: Assigned to read Life, a memoir by Keith Richards of the Rolling Stones, Aleisha’s first step is to preview the book. What should she do in her preview?
- She should look at text features and illustrations with their captions.
- She should look at the font choices, the number of pages, and the reviews on Amazon.
- She should look at the title, chapter headings, introductory notes, and the illustrations.
A: She should look at the title, chapter headings, introductory notes, and the illustrations.

Q: Juno gave you some advice on reading texts for class. She said that you should read each text twice or more because
- reading twice or more is helpful in memorizing the text. With multiple readings, you can ensure that you will answer test questions just like the book says.
- the first time you read, you will take lots of notes. The second or third readings give you a chance to check your spelling and grammar in those notes.
- the first time you read, you are getting the gist of the text and generating questions. The next readings help you answer those questions and get into the details.
A: the first time you read, you are getting the gist of the text and generating questions. The next readings help you answer those questions and get into the details.

Q: Terrence has a dense textbook for his Abnormal Psychology class. His professor said that all students in the class will need to read actively, using annotation. Why is annotation active reading?
- Annotation gives Terrence physical interaction with the text when he underlines phrases.
- Annotation provides physical proof that Terrence did his reading and can show his professor that he is fully engaged with his coursework.
- Annotation records Terrence’s active responses to the text during the act of reading.
A: Annotation records Terrence’s active responses to the text during the act of reading.

Q: Min has an upcoming Anatomy and Physiology class that is making her a bit nervous. You took that class last term and suggest that active reading of course materials is her best route to success. What should she be doing?
- Min needs to get at least two colors of highlighters so that she can mark her book. She should also use two nights a week for at least three hours each to read, read, read--whether she feels like it or not. She should read it once through, all in one sitting.
- Min needs to look for a used textbook. These are really helpful because previous students will have marked up the book; if she is lucky, she can find one that already has the highlighting done. She will have exams every week, so reading the assignments the night before each exam will help keep it fresh.
- Min should annotate her text, marking questions and making comments on what she reads. She should also make sure that she reads in chunks when she is awake, maybe following a daily schedule. She should read assignments twice.
A: Min should annotate her text, marking questions and making comments on what she reads. She should also make sure that she reads in chunks when she is awake, maybe following a daily schedule. She should read assignments twice.

Q: Read the article excerpt below.

Colorado has already legalized pot, but now its residents in the small town of Hugo can get it for free! After hearing "complaints," according to the sheriff's office, investigators tested the water for THC and found that, yes indeedy, it contained THC. According to the Washington Post:

“Perplexed by the discovery of THC, officials began examining Hugo’s wells. Town employees, local Fox outlet KDVR reported, discovered that one of the well houses showed signs of a forced entry. Subsequent field tests detected THC in a handful of locations, though the health department does not currently have “reliable information” on the THC concentrations.”

Which of the following is the most effective summary of the above passage?
- It was just a matter of time before the legal pot in Colorado became a nuisance. Fox news station KDVR first reported this and the Washington Post, both conservative news sources, picked up the story. The sherriff’s department was “perplexed” by reports of THC in the drinking water, and then they asked the town employees to look into things further. They found that someone had broken in the a well house and must have added the THC. This made them look all over for more, which they found in more field tests. They don’t have any “reliable information” about how much pot is in the water, though.
- Pot is in the water in a small Colorado town. It is legal there. THC was found by town employees after the sheriff's department looked into complaints. They don’t know how much is there, though. Too, they found out that someone had gotten into one of the well houses. Not sure how much is in the water, or how reliable this story is because it comes from Fox News.
- The Washington Post shares the report from Fox station KDVR that the drinking water in Hugo, Colorado, where pot is legal, tested positive for THC in the water. The sheriff's department tested the water after citizen complaints, after which town employees found a well house was broken into. The health department found more THC in field tests but does not know how much is in the water.
A: The Washington Post shares the report from Fox station KDVR that the drinking water in Hugo, Colorado, where pot is legal, tested positive for THC in the water. The sheriff's department tested the water after citizen complaints, after which town employees found a well house was broken into. The health department found more THC in field tests but does not know how much is in the water.

Q: It’s time for the written portion of Tahlulah’s drama final. She took notes all quarter, both on readings and lectures, but she still needs to review the material. What should she do to make the most of her study time?
- Tahlulah should read the chapter again, just to make sure that she wrote down everything.
- Tahlulah should look at the highlighting her best friend Bette made in her text for the main ideas.
- Tahlulah should use the chapter maps she made to build study cards for terms and concepts.
A: Tahlulah should use the chapter maps she made to build study cards for terms and concepts.

Q: How does reviewing your reading and notes help you understand a text?
- Review is a way of double-checking that you aren’t forgetting the key answers you marked in the text.
- Review triggers memory because it may have been a month or so since you did your first reading of the text.
- Review is another active reading technique that helps you more deeply understand and make connections with the material.
A: Review is another active reading technique that helps you more deeply understand and make connections with the material.

Q: Why does your instructor want you to take notes on your online reading assignments?
- Note-taking keeps you from being distracted by events around you.
- Note-taking shows the instructor that you are engaged with the material.
- Note-taking will help you understand ideas and ensure you have the material for later reference.
A: Note-taking will help you understand ideas and ensure you have the material for later reference.

Q: If you ran across the following page in your online textbook, how should you best approach it?

The Building Blocks of Molecules

Learning Objectives

By the end of this section, you will be able to:

- Describe matter and elements
- Describe the interrelationship between protons, neutrons, and electrons, and the ways in which electrons can be donated or shared between atoms

At its most fundamental level, life is made up of matter. Matter occupies space and has mass. All matter is composed of elements, substances that cannot be broken down or transformed chemically into other substances. Each element is made of atoms, each with a constant number of protons and unique properties. A total of 118 elements have been defined; however, only 92 occur naturally, and fewer than 30 are found in living cells. The remaining 26 elements are unstable and, therefore, do not exist for very long or are theoretical and have yet to be detected.

Each element is designated by its chemical symbol (such as H, N, O, C, and Na), and possesses unique properties. These unique properties allow elements to combine and to bond with each other in specific ways.

Atoms

An atom is the smallest component of an element that retains all of the chemical properties of that element. For example, one hydrogen atom has all of the properties of the element hydrogen, such as it exists as a gas at room temperature, and it bonds with oxygen to create a water molecule. Hydrogen atoms cannot be broken down into anything smaller while still retaining the properties of hydrogen. If a hydrogen atom were broken down into subatomic particles, it would no longer have the properties of hydrogen.

At the most basic level, all organisms are made of a combination of elements. They contain atoms that combine together to form molecules. In multicellular organisms, such as animals, molecules can interact to form cells that combine to form tissues, which make up organs. These combinations continue until entire multicellular organisms are formed.

Figure 1. Atoms are made up of protons and neutrons located within the nucleus, and electrons surrounding the nucleus.

All atoms contain protons, electrons, and neutrons (Figure 1). The only exception is hydrogen (H), which is made of one proton and one electron. A proton is a positively charged particle that resides in the nucleus (the core of the atom) of an atom and has a mass of 1 and a charge of +1. An electron is a negatively charged particle that travels in the space around the nucleus. In other words, it resides outside of the nucleus. It has a negligible mass and has a charge of –1.

Neutrons, like protons, reside in the nucleus of an atom. They have a mass of 1 and no charge. The positive (protons) and negative (electrons) charges balance each other in a neutral atom, which has a net zero charge.
- First, classify the subject matter before you begin taking notes and outlining. Define the specific problem that the author is trying to solve, determine the theories applied and concepts used, critique the author’s methodology, and look for value judgements and what the author proves or doesn’t prove.
- First, forget about speed-reading and read with a pencil and paper in hand. Go one step at a time, and test yourself as you go. Look at the visuals for clues and context. Go slow.
- First you would need to explore the textbook itself and your assignments, then you would check your vocabulary, analyze for comprehension, and synthesize for understanding.
A: First you would need to explore the textbook itself and your assignments, then you would check your vocabulary, analyze for comprehension, and synthesize for understanding.

Q: You’ve just been assigned the following reading for a sociology class. What is the best approach to reading it? “Differential Effects of Aging on Autobiographical Memory Tasks,” published 2016, by Katinka Dijkstra and Steve M. J. Janssen, 9 pages.
- First you would need to explore the textbook itself and your assignments, then you would check your vocabulary, analyze for comprehension, and synthesize for understanding.
- First, forget about speed-reading and read with a pencil and paper in hand. Go one step at a time, and test yourself as you go. Look at the visuals for clues and context. Go slow.
- First, classify the subject matter before you begin taking notes and outlining. Define the specific problem that the author is trying to solve, determine the theories applied and concepts used, critique the author’s methodology, and look for value judgements and what the author proves or doesn’t prove.
A: First, classify the subject matter before you begin taking notes and outlining. Define the specific problem that the author is trying to solve, determine the theories applied and concepts used, critique the author’s methodology, and look for value judgements and what the author proves or doesn’t prove.

Q: Your roommate is a little confused about how to approach his reading assignment for the night. You see it’s the section “Using the Zero Exponent Rule of Exponents” in his College Algebra textbook. What would you advise him to do?
- First you would need to explore the textbook itself and your assignments, then you would check your vocabulary, analyze for comprehension, and synthesize for understanding.
- First, classify the subject matter before you begin taking notes and outlining. Define the specific problem that the author is trying to solve, determine the theories applied and concepts used, critique the author’s methodology, and look for value judgements and what the author proves or doesn’t prove.
- First, forget about speed-reading and read with a pencil and paper in hand. Go one step at a time, and test yourself as you go. Look at the visuals for clues and context. Go slow.
A: First, forget about speed-reading and read with a pencil and paper in hand. Go one step at a time, and test yourself as you go. Look at the visuals for clues and context. Go slow.

Q: Take a look at the following image. How would you apply the content of this graph to reach an understanding of its purpose?
- This type of graph covers changes over time, so you would use it to predict the future based on the patterns of the past.
- This type of graph blends categories, so you would read it to get a sense of the overall options available.
- This type of graph shows distinct, separate examples, so you might use it to compare the examples against each other.
A: This type of graph shows distinct, separate examples, so you might use it to compare the examples against each other.

Q: Take a look at the following image. How would you apply the content of this graph to reach an understanding of its purpose?
- This type of graph shows distinct, separate examples, so you might use it to compare the examples against each other.
- This type of graph blends categories, so you would read it to get a sense of the overall options available.
- This type of graph covers changes over time, so you would use it to make predictions based on the patterns in the graph.
A: This type of graph covers changes over time, so you would use it to make predictions based on the patterns in the graph.

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

- The regular turtledove will biderung when startled; thus, the spewing of feathers creates a diversion.
- Using examples, you know that biderung means to create a diversion.
- Using antonyms, you know that biderung means to look for calm.
- Using synonyms, you know that biderung means to spew feathers.
A: Using synonyms, you know that biderung means to spew feathers.

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

- During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary obergoop of country--a tract or plot--and at length found myself, as the shades of the evening drew on, within view of the melancholy House of Usher.
- Using antonyms, you know that obergoop means a large cloud.
- Using synonyms, you know that obergoop means acre.
- Using restatement, you know that obergoop means a tract or plot.
A: Using restatement, you know that obergoop means a tract or plot.

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

- Upon my entrance, Usher rose from a sofa on which he had been lying at full length, and greeted me with a persnuffling warmth which had much in it, I at first thought, of an overdone cordiality.”
- By using general inference, you know that persnuffling means phony.
- By using antonyms, you know that persnuffling means bored.
- By using examples, you know that persnuffling means an overdone cordiality.
A: By using examples, you know that persnuffling means an overdone cordiality.

Q: Your instructor asks you, “Using structural analysis, how would you decode the word feasible?” You answer,
- “I’d look at the thesaurus, then I’d write down the definition.”
- “I’d look at the words around it to make sure that I could pick up meaning from what else is in the sentence.”
- “I’d look at the root word, the prefix, and the suffix. I know that -ible is essentially the same as able.”
A: “I’d look at the root word, the prefix, and the suffix. I know that -ible is essentially the same as able.”

Q: Why is a dictionary a better vocabulary-development tool than a thesaurus for the average college student?
- Dictionaries are the only real way to look up words in college--and there are online options, as well.
- Dictionaries are older than thesauruses, and older books like those read in college use bigger words.
- Dictionaries provide the history of words, not just their meaning and antonyms.
A: Dictionaries provide the history of words, not just their meaning and antonyms.

Q: You are looking at the textbook and readings for your first 200-level college course. There a lot of new words to learn. What is the best way to expand your vocabulary for this class?
- Scan all the words in bold in your textbook, first. Write them in your notebook or on notecards. Drill yourself before each test. The key to remembering the words is repetition.
- Always keep a dictionary on-hand or bookmarked in your browser. This nearness is key to remembering the words because you can look them up frequently.
- Note the words and define them, using both context clues and a good dictionary with pronunciations. Write them down in a notebook or on notecards. The key to remembering them is to use them in your own speech.
A: Note the words and define them, using both context clues and a good dictionary with pronunciations. Write them down in a notebook or on notecards. The key to remembering them is to use them in your own speech.

Q: Read the short passage below. Determine whether the thesis is explicit or implicit, then choose the best explanation of why this is true.

- Although he was a finer analyst and was better educated than his competitors, Ralph Hauke-Puck was more often passed over for promotion at his auto safety testing plant because few people would take him seriously due to his name.
- This is an implicit thesis because the reader can infer what the author feels toward Ralph Hauke-Puck.
- This is an explicit thesis because it gives an example.
- This is an explicit thesis because it directly gives an assertion.
A: This is an explicit thesis because it directly gives an assertion.

Q: Read the short passage below. Determine whether the thesis is explicit or implicit, then choose the best explanation of why this is true.

- High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour. —David Lodge, Changing Places (1975)
- This thesis is explicit because we get a what and a who for our subject, letting us know to expect people to meet.
- This thesis is implicit because we can infer that the author is against academics who teach literature, rather than writing it. The drama of the situation confirms this.
- This thesis is implicit because we can infer that the professors will meet based on the context and details of the description.
A: This thesis is implicit because we can infer that the professors will meet based on the context and details of the description.

Q: You’ve got a test on some dense reading material for your sociology class in two weeks. How should you start now and make the most of your reading time?
- Read the whole thing once, taking notes that you can bring for questions to your study group. The questions that your group doesn’t answer can be taken to the professor or instructor during the next class.
- Think about why this material is important. Your grade depends on this, so you need to read it many times to understand it. Identifying a personal reason to read helps.
- Determine the thesis of the material and then look for the topic sentences in each paragraph. These are going to show you the supporting reasons or components of the thesis. Then you can link the examples to the topic sentences.
A: Determine the thesis of the material and then look for the topic sentences in each paragraph. These are going to show you the supporting reasons or components of the thesis. Then you can link the examples to the topic sentences.

Q: What kind of rhetorical appeal is illustrated in this example?

- “Before I went back to school,” she said, “I used to work in the food industry. I spent 20 years as a prep cook and then a chef. The best way to chop an onion is to make sure that it is washed. Also, make sure that you wash your hands afterwards. I once wiped my watering eyes with my oniony hands, temporarily blinding myself in the process!”
- Logical Appeal (Logos)
- Emotional Appeal (Pathos)
- Authoritative Appeal (Ethos)
A: Authoritative Appeal (Ethos)

Q: What kind of rhetorical appeal is illustrated in this example?

- “Never trust someone who doesn’t like pets,” he said. “Moral, ethical people take care of the weak and needy; pets are weak and often needy. Most importantly, dogs and cats have been bred to look like our own children--what kind of jerk hates children?”
- Logical Appeal (Logos)
- Authoritative Appeal (Ethos)
- Emotional Appeal (Pathos)
A: Emotional Appeal (Pathos)

Q: What kind of rhetorical appeal is illustrated in this example?

- Making improvements to the local public transportation system is vital to the economic growth of our region. Ridership has risen 12% in the past year, even though some routes have been eliminated and others decreased in frequency in that time. Surveys of local businesses demonstrate increased revenue when new bus route service is introduced in their area.
- Emotional Appeal (Pathos)
- Authoritative Appeal (Ethos)
- Logical Appeal (Logos)
A: Logical Appeal (Logos)

Q: Read the passage below. What kind of personal evidence does the writer give in support of the topic sentence?

- It was fall by the time I bought my first car. I had originally wanted to buy something sporty, like a used Miata. After calling all of the insurance agencies, I realized that I would barely be able to pay for the car installments, let alone the insurance premiums. The delay until fall allowed me to save up more for a down payment on a dependable used car that had lower insurance costs.
- She uses her own experience--so the source is secondary because the quality of first-hand is knowledge not as good.
- She uses the author’s own experience--so the source is secondary because the source doesn’t make a point.
- She uses her own experience--so the source is primary because it reports what happened to her.
A: She uses her own experience--so the source is primary because it reports what happened to her.

Q: Read the passage below. What kind of evidence does the passage utilize to support the topic sentence?

- While most consumers know that gasoline is more expensive than compressed natural gas, it is important to note that gasoline prices are as volatile as gasoline is flammable. In the years between January 2008 and August 2016, according to the Clean Cities Alternative Price Report, the price of gas went up to 4 dollars in July 2008 and down to $1.80 by January of 2009; this pattern was repeated several times over the subsequent years (AFDC).
- This passage uses secondary data because it is summarizing the AFDC work.
- This passage uses primary data because the writer is making a specific point and uses details.
- This passage uses primary data because it came from original research.
A: This passage uses primary data because it came from original research.

Q: Analyze the following passage. Is the support in it effective if the speaker is addressing the parents of preschoolers at the daycare where he works?

- “Lately, the children have been bringing more germs to the center and spreading the sniffles. It is really hard for me to work and go to school when I keep picking up germs. I am trying to teach the children to wash their hands after wiping their noses; it isn’t working very well. Help!”
- The speaker is effective here because he is using “I” statements and is basing the talk on his own experience. The parents will be convinced by his use of ethos.
- The speaker is ineffective. These are parents of pre-schoolers, which means that they may not listen to the speaker’s pathos appeals. They get enough from their children at home.
- The speaker is somewhat effective with this audience. He is using some logos, ethos, and pathos here; pathos is taking over more than it should.
A: The speaker is somewhat effective with this audience. He is using some logos, ethos, and pathos here; pathos is taking over more than it should.

Q: Read the passage and determine the organizational pattern.

- Because there were moose crossing signs all over the facility, I assumed that we would find signs of moose. I walked all over the site. First, I walked around the lake, which had lush green river grass and cattails surrounding it. Then I crossed the narrow, swaying bridge over the rushing creek. No moose were visible. Next, I thought to myself, why would they post moose signs if there were no moose? The distinct lack of moose finally lead me to a long walk through the woods, where, finding no moose, I finally concluded that I’d been on a wild moose chase.
- Spatial development
- Cause and effect
- 1.Chronological order
A: 1.Chronological order

Q: The article that you have been assigned to read for your Political Science class makes an argument about the best way to run a nation. The author argues in the first body paragraph that the well-being of citizens is primary--their safety, their health, and their happiness. What is the likely pattern of organization of the whole article?
- Comparison and contrast
- Simple listing
- Order of importance
A: Order of importance

Q: Cause and effect and chronological order are similar organizing principles; how are they different?
- While both use a clear order which is determined externally, in cause and effect the narration has longer items in the list and chronological order lists events more briefly.
- While both seek to explain why something happened, chronological organization is more likely to use time as the organizing principle.
- While both use time as an organizing principle, cause and effect moves beyond narration and focuses on the relationships between events.
A: While both use time as an organizing principle, cause and effect moves beyond narration and focuses on the relationships between events.

Q: What is the rhetorical mode of the following passage?

- ”Communism includes a variety of schools of thought, which broadly include Marxism, anarchism (anarchist communism), and the political ideologies grouped around both. All these hold in common the analysis that the current order of society stems from its economic system,capitalism, that in this system, there are two major social classes: the working class – who must work to survive, and who make up a majority of society – and the capitalist class – a minority who derive profit from employing the proletariat, through private ownership of the means of production (the physical and institutional means with which commodities are produced and distributed), and that political, social and economic conflict between these two classes will trigger a fundamental change in the economic system, and by extension a wide-ranging transformation of society. The primary element which will enable this transformation, according to this analysis, is the social ownership of the means of production.” (“Communism”)
- Classification
- Comparison and contrast.
- Definition
A: Definition

Q: Why might an author use the rhetorical mode of comparison and contrast, rather than classification, to explain why some apartheid laws around the world succeeded and others failed?
- Classification allows for more examples and longer listings. Comparison and contrast, however, means that the author has to restrict the total number of apartheid laws listed in order to examine them in detail.
- Classification demonstrates the steps taken to remove apartheid laws in various countries. Comparison and contrast, however, doesn’t run the risk of readers disagreeing with the steps necessary for effective political change.
- Classification relies on a simple listing of different elements within a broad category. Comparison and contrast, however, allows the author to show degrees of importance between different items, so that readers come to a deeper understanding of apartheid laws.
A: Classification relies on a simple listing of different elements within a broad category. Comparison and contrast, however, allows the author to show degrees of importance between different items, so that readers come to a deeper understanding of apartheid laws.

Q: Read the following passage. Determine whether it demonstrates deductive or inductive reasoning.

- Wendy first noticed the shadow on her wall one night while reading a bedtime story to her brothers Michael and John. John was already asleep, but Michael was fascinated by her story of a far-off land where pixies and pirates fought battles with swords. The shadow appeared the next night, then the next, every time she read stories about this far-off place, a Neverland, if you will. Since the shadow appeared every night at story time, and only at story time, Wendy concluded that the shadow on her wall, which looked quite like a boy, was attracted by the stories.
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- Deductive reasoning, because Wendy follows a chain of logic from a general idea to deduce that shadows are attracted by stories in the lamplight.
- Inductive reasoning, because was reading into the situation, rather than deducing a solution from research and expert opinion.
- Inductive reasoning, because Wendy starts with a specific observation, looks for additional examples, and makes a conclusion with a theory.
A: Inductive reasoning, because Wendy starts with a specific observation, looks for additional examples, and makes a conclusion with a theory.

Q: Read the following passage. Determine whether it demonstrates deductive or inductive reasoning.

- Carrie was convinced that the rest of the students didn’t like her. She was surprised when one of the popular girls took her under her wing before the dance. The most handsome senior then asked her out on a date. While getting out of the house was difficult because her mother was a little obsessive, Carrie went to the dance with the handsome young man and was crowned Queen. Immediately after, a bucket of pig’s blood was dumped on her head. The whole auditorium laughed. Based on their reactions to this rather messy trick, Carrie concluded that she was disliked after all and proceeded to enhance the decorations in the auditorium with various flying students.
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- Carrie used inductive reasoning, because she was reading into the situation and may have seen what she wanted to see, based on her previous beliefs.
- Carrie used deductive reasoning, because she looked at one incident and formed her hypothesis based on what she experienced.
- Carrie used deductive reasoning, because she tested a hypothesis against the specific series of reactions of her classmates.
A: Carrie used deductive reasoning, because she tested a hypothesis against the specific series of reactions of her classmates.

Q: Analyze the statement and then explain the fallacy.

- The road runner enjoyed his daily runs. When a coyote moved in down the street, however, he was constantly pestered by the hungry neighbor. Every day he’d get chased, and though he gave better than he got, the road runner concluded that all neighbors were pests.
- False dilemma. Only two options are presented, but other options are in fact available.
- Red Herring. It deflects the main argument through a distracting element.
- Straw Man. One argument for another.
A: Straw Man. One argument for another.

Q: Analyze the statement and then choose the fallacy.

- All widgets are spiky. All porcupines are spiky. Therefore, all porcupines are widgets.
- Red Herring because widgets are intended to distract the reader from the porcupines.
- False dilemma because the statement deals only with porcupines, and it ignores hedgehogs and other animals with spikes.
- Non sequitur because the relationship is neither causal nor directly following.
A: Non sequitur because the relationship is neither causal nor directly following.

Q: After analyzing the arguments in an editorial essay, you find that there is a common pattern in the type of reasoning of the author. He uses Straw Man, Ad Hominem, and Red Herring logical fallacies. Explain the similarity between these fallacies.
- Each fallacy applies to causes and effects in a chain of events.
- Each fallacy is related to making decisions that may not be real or fully developed.
- Each fallacy could be applied to a person or thing as a distractor from the main argument.
A: Each fallacy could be applied to a person or thing as a distractor from the main argument.

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

Q: If you had to write a paraphrase of a brief article you read for class, following what advice would get you the best results?
- Start by identifying the thesis statement. Then make sure that you get only the main ideas so that you can keep this really short. Don’t use any words from the original.
- Start with the thesis in your own words, then give your interpretation of the material. Highlight the points you find most interesting. Add quotes and cites when you make comments.
- Start by putting the thesis in your own words, list out the main ideas from the quote, using quotation marks and cites if you borrow any phrasing. Expect your paraphrase to be about as long as the original
A: Start by putting the thesis in your own words, list out the main ideas from the quote, using quotation marks and cites if you borrow any phrasing. Expect your paraphrase to be about as long as the original

Q: Read the following passage from Compulsory Vaccination: Report of a Public Meeting (1870) and determine the most quote-worthy phrase to include in a summary of it.

- ”Mr. Snell, on rising, said that the meeting was, no doubt, acquainted with the account of Do-the-boys Hall, in one of the works of the late Charles Dickens, in which an amusing description is given of the weekly administration of brimstone and treacle. The boy had to open his mouth and nolens volens, receive therein and swallow the spoonful. Now, said the speaker, we Englishmen are in a somewhat similar position; it is true we are not commanded to open our mouths, but our veins, to receive the poison of a diseased brute. Now the celebrated John Hunter, the great Anatomist and Physiologist said, ‘Any extraneous substance introduced into the blood modifies the vitalized or living fluid. The introduction of animal products from another living body, be it a man, a cow, or even the ass, is infinitely more pernicious because allied to it, being vitalized.’ He held, therefore, that government violated a natural law, besides one of the fundamental principles of the English constitution, when it enforced this odious compulsory vaccination, by depriving parents of their liberty—committing them to prison for refusing to contaminate their infants with the disease of a brute. The speaker then briefly called attention to the law of vicarious mortality, which had been so ably elucidated by Dr. Pearce, in his Essay on Vaccination, which proved that we had no control over the epidemic visitations of small-pox, or any other disease. With great pleasure, he moved the following resolution. (Pearce)
- “ably elucidated”: This shows the speaker’s poetic phrasing and gives a good example of alliteration.
- “odious compulsory vaccination”: this expresses the speaker’s opinion clearly on the matter of vaccination.
- “the poison of a diseased brute”: this describes colorfully how the speaker views and defines vaccines, the main point is represented, and the phrasing is difficult to paraphrase.
A: “the poison of a diseased brute”: this describes colorfully how the speaker views and defines vaccines, the main point is represented, and the phrasing is difficult to paraphrase.

Q: Read and analyze the following passage from Compulsory Vaccination: Report of a Public Meeting (1870). Which are the major supporting details?

- ”He held, therefore, that government violated a natural law, besides one of the fundamental principles of the English constitution, when it enforced this odious compulsory vaccination, by depriving parents of their liberty—committing them to prison for refusing to contaminate their infants with the disease of a brute. The speaker then briefly called attention to the law of vicarious mortality, which had been so ably elucidated by Dr. Pearce, in his Essay on Vaccination, which proved that we had no control over the epidemic visitations of small-pox, or any other disease.” (Pearce)
- That vaccines contaminate infants and that Dr. Pearce supported his claims
- That the laws will send parents to prison and that the English constitution was violated
- That the government violated a natural law and that enforcement of the law would deprive parents of their liberty
A: That the government violated a natural law and that enforcement of the law would deprive parents of their liberty

Q: You and your friend are each reading different assignments for a class discussion tomorrow. How will writing a structured summary of your readings prepare each of you for the discussion with your group members?
- The structure of a good summary includes all of the interesting information, as well as the comments of you or your friend, so that group members can engage in dialogue about the source.
- The structure of a good summary gives the group members a translation of what the original source is saying in more plain language for simplification of its ideas.
- The structure of a good summary guides the reader through the main point and supporting details of the original source so that the group members will know both content and the opinion of the source writer.
A: The structure of a good summary guides the reader through the main point and supporting details of the original source so that the group members will know both content and the opinion of the source writer.