All questions
Question 1
(1) If you have ever seen a tree sprouting in a crack in a sidewalk, you have seen nature's determination. That same drive is part of an idea called ecological succession. Succession is the way an ecosystem changes over time. Different plants and animals move in as it changes.
(2) Succession often begins after a disturbance, such as a wildfire, a flood, or a volcanic eruption. At first, the area may look empty. But the change starts quickly. Tiny living things and tough plants begin to grow, even in hard conditions.
(3) For example, a lava flow cools into hard rock. Lichens can be among the first living things to appear there. Lichens help break rock into small pieces, which slowly becomes soil. As soil builds up, grasses and small plants can take root.
(4) Later, shrubs may grow, followed by young trees. As a result, more animals can live there, because there is more shelter and food. This happens in a step-by-step pattern, like building layers in a sandwich.
(5) Succession does not always end with the same kind of forest or field. Climate, rainfall, and the types of seeds nearby all affect what the ecosystem becomes. Human actions, such as replanting trees, can also change the speed of succession.
(6) Understanding succession helps scientists and communities make decisions. For instance, after a fire, land managers make a choice. They can let an area recover on its own, or they can plant certain species. The idea shows that ecosystems are not frozen in place. They are always responding to change.
How does the author develop the key idea of ecological succession from the beginning to the end of the passage?
- The author defines succession, gives an example of the stages after a disturbance, then explains why the idea matters for real decisions. (correct answer)
- The author describes the finished forest first, then works backward to explain the disturbance, and ends by defining what succession means.
- The author lists many kinds of disturbances, then compares wildfires and floods in detail, without ever showing the stages that follow them.
- The author explains what succession means, then argues that human replanting is the only real cause, ignoring climate, rainfall, and nearby seeds.
Explanation: The best answer traces the passage's real path: it first defines succession, then walks through the stages after a disturbance (lichens, then soil, grasses, shrubs, and trees), and finally shows how the idea helps people decide what to do after events like fires. The choice that says the author starts with the finished forest and works backward is wrong, because the passage moves forward in time from bare rock to a mature ecosystem. The choice that says the author only compares wildfires and floods and never shows the following stages is wrong, because the stages are the heart of paragraphs 3 and 4. The choice that says human replanting is the only cause is wrong, because paragraph 5 clearly lists climate, rainfall, and nearby seeds as things that also shape the outcome. Only the first choice matches how the ideas actually build from beginning to end.
Question 2
Read the passage and answer the question.
(1) The Harlem Renaissance was a cultural movement that blossomed in the 1920s in Harlem, a neighborhood in New York City. During this time, many Black artists, writers, and musicians shared their talents in new and powerful ways.
(2) The author begins by describing crowded clubs where jazz music spilled out onto the sidewalks. People came to listen, dance, and talk about art late into the night.
(3) For example, poet Langston Hughes wrote about everyday life and dreams. Furthermore, painter Aaron Douglas used bold shapes and strong lines to show history and hope. These artists helped others see Black culture as creative and important.
(4) The passage also includes a brief quotation from Hughes: he said he wanted to “express our individual dark-skinned selves without fear or shame.” This line shows how artists connected art to pride and identity.
(5) In addition, the movement influenced publishing, theater, and fashion. As a result, ideas from Harlem traveled across the United States and reached people who had never visited New York.
(6) In the final paragraph, the author elaborates that the Harlem Renaissance still matters today. Moreover, it opened doors for later artists and showed how culture can change the way a country thinks.
Question: Which method does the author primarily use in paragraphs 3–5 to illustrate the significance of the Harlem Renaissance?
- The author illustrates significance mainly through examples of artists and their work, supported by a quotation and cause-and-effect details. (correct answer)
- The author illustrates significance mainly by listing the movement's events in the order they happened, tracing each year of the 1920s in sequence.
- The author illustrates significance mainly by comparing Harlem's artists to musicians and writers working in other American cities during the same period.
- The author illustrates significance mainly by describing the personal struggles Hughes and Douglas faced before they became famous for their art.
Explanation: The correct answer names what paragraphs 3–5 actually do: they give concrete examples of artists (Hughes' poetry, Douglas' painting), include a quotation about pride and identity, and use cause-and-effect to show how ideas spread to publishing, theater, and fashion across the country. That matches the method the author truly uses.
The choice about listing events year by year in order is wrong because these paragraphs are not built as a time-ordered sequence—they group examples and effects, not dates. The choice about comparing Harlem's artists to those in other cities is wrong because the passage never sets up a comparison with other places; it focuses only on Harlem's own artists and their impact. The choice about the artists' personal struggles before fame is wrong because the passage describes their work and influence, not their earlier hardships. Watch out for choices that name a real writing method (timeline, comparison, backstory) that simply isn't the one this author uses. Trace what the text actually does, paragraph by paragraph, before deciding.
Question 3
Read the passage and answer the question.
(1) In 1903, two brothers, Orville and Wilbur Wright, tested a flying machine on the windy sand dunes of Kitty Hawk, North Carolina. People had dreamed of flight for centuries, but no one had controlled a powered airplane before.
(2) The author introduces the brothers as bicycle mechanics who were curious about how things moved. They read about earlier gliders and started building their own models.
(3) One important example of their problem-solving was their use of a wind tunnel. They tested different wing shapes and collected data. Furthermore, they kept careful notes instead of guessing.
(4) The passage describes the day of the first flight: cold air, strong wind, and a wooden machine on a rail. Orville lay on the wing, the engine roared, and the plane lifted off for 12 seconds.
(5) After that short flight, the brothers improved their design. As a result, planes could travel farther and carry more weight. In addition, other inventors used the Wrights’ ideas about control surfaces to make safer aircraft.
(6) In the final paragraph, the author elaborates that the Wright brothers’ success was not only a lucky moment. Moreover, it came from testing, recording results, and learning from failure.
Question: Which detail from the passage best illustrates how the Wright brothers used science and testing to achieve flight?
- The description of the cold air and strong wind at Kitty Hawk.
- The statement that people had dreamed of flight for centuries.
- The example that they used a wind tunnel to test wing shapes and collected data. (correct answer)
- The fact that the first flight lasted 12 seconds.
Explanation: This question tests CCSS.RI.6.3: analyzing how a key individual, event, or idea is introduced, illustrated, and elaborated in nonfiction text. Development includes three stages: INTRODUCTION (first mention with context), ILLUSTRATION (examples, anecdotes, evidence showing significance), and ELABORATION (deeper exploration of impact/meaning). The question asks which detail best illustrates the Wright brothers' scientific approach, requiring students to identify evidence that shows their methodical testing process. Choice C is correct because the wind tunnel example specifically illustrates their scientific method - testing different wing shapes, collecting data, and keeping careful notes rather than guessing. Choice A represents the common error of selecting vivid descriptive details that set the scene but don't illustrate the key idea of scientific testing - students are drawn to atmospheric details rather than evidence of methodology. To help students master this skill: Use graphic organizers with three columns (Introduction / Illustration / Elaboration) to map development. Teach difference between illustration (showing through evidence) and elaboration (expanding significance). Practice identifying development methods: example vs. anecdote vs. description vs. fact. Have students trace one idea through entire passage using different colors for each stage. Watch for: students who summarize content instead of analyzing development, students who identify details without explaining their role, students who can't distinguish introduction from elaboration.
Question 4
(Paragraph 1) In the 1930s, an African American singer named Marian Anderson had a rich, powerful voice. She sang in concert halls across the United States and Europe. Fans praised her careful skill and calm control.
(Paragraph 2) But in 1939, one group ran Constitution Hall in Washington, D.C. It was called the Daughters of the American Revolution. They would not let Anderson sing there because of her race. The choice upset many people. They believed music should be for everyone.
(Paragraph 3) As a result, organizers planned a different concert. On Easter Sunday, Anderson sang outdoors on the steps of the Lincoln Memorial. About 75,000 people came. Many more listened on the radio.
(Paragraph 4) Witnesses remembered the quiet crowd and the open sky above the pool. Anderson began with a patriotic song. Her voice carried across the National Mall. The concert became a symbol of dignity. It stood for fair use of public spaces.
(Paragraph 5) Anderson kept singing for decades. In 1955, she became the first Black singer to star at the Metropolitan Opera. Her career showed that talent could break barriers. It did so even when rules tried to hold people back.
(Paragraph 6) Today, the 1939 concert is often taught in history lessons. It linked art with social change. Anderson's example pushes performers to use their gifts with courage.
Which example from the passage best illustrates the significance of Marian Anderson's 1939 performance?
- The passage explains that Anderson had careful skill and sang in Europe before 1939.
- The passage states that the crowd was quiet and the sky was open above the pool.
- The passage says 75,000 people came and many more heard it on the radio. (correct answer)
- The passage notes that Anderson kept performing for decades after the concert.
Explanation: The 1939 concert mattered because it reached an enormous public: about 75,000 people came in person and many more listened on the radio, which made it a shared symbol of equal access. Choice C gives that example, so it is correct. Choice A is about her earlier career, Choice B is a mood detail, and Choice D is about later years, so none shows the concert's public significance as directly as the huge audience does.
Question 5
(1) In 1903, two brothers from Ohio, Orville and Wilbur Wright, stood on the sandy dunes of Kitty Hawk, North Carolina, watching the wind. They were not famous scientists. They ran a bicycle shop, but they were curious about a question many people had tried to answer: could a machine carry a person into the air and stay there?
(2) The brothers did not start with a perfect airplane. Instead, they studied what went wrong for earlier inventors. They read reports, built models, and tested kites to learn how wings create lift.
(3) One key step was building a small wind tunnel. In that wooden box, they measured how different wing shapes changed air pressure. They even found that some printed data about lift was wrong, so they collected their own measurements.
(4) After that, they used what they learned to improve their gliders. They also designed a way to steer the plane by twisting the wings, which helped the pilot stay balanced in the air.
(5) Finally, on December 17, 1903, their powered airplane flew for 12 seconds. That flight was short, but it proved that controlled, powered flight was possible.
(6) Modern airplanes are safer and faster, yet they still depend on the same basic ideas: lift, control, and careful testing. The Wright brothers' way of learning from experiments still shapes engineers today.
How does the author organize the passage to develop the Wright brothers' achievement?
- As a problem-and-solution argument that never once mentions any of their experiments.
- Chronologically, from early curiosity and tests to the 1903 flight and its lasting impact. (correct answer)
- By listing random facts about weather patterns without tying them to flight at all.
- As a comparison between bicycles and cars that never describes the brothers' invention.
Explanation: The passage moves in time order: it starts with the brothers' curiosity, then their reading, models, and wind-tunnel tests, then the 1903 flight, and finally its lasting impact on modern aviation. Choice B names that chronological order, so it is correct. Choice A says experiments are never mentioned (they are central), Choice C says it lists weather facts, and Choice D says it compares bicycles and cars, none of which fits.
Question 6
Why does the author include the details about Wilma Rudolph’s childhood illness and leg brace in paragraphs 1–2?
- To illustrate an obstacle Rudolph overcame, which helps explain why her Olympic success mattered so much later in the passage (correct answer)
- To suggest that her doctors deserve most of the credit, which explains why the passage focuses on her medical treatment rather than her effort
- To provide background about the city of Rome, which explains why the passage later describes the ancient origins of the Olympic Games there
- To show that her early struggles made her nervous about competing, which explains why the passage presents her Olympic wins as lucky surprises
Explanation: The keyed answer is correct because paragraphs 1–2 describe a serious obstacle—polio, weak muscles, and a leg brace—that Rudolph had to overcome. By showing where she started, the author makes her three gold medals and "fastest woman in the world" title feel far more remarkable. This is illustration: the childhood details give readers a reason to see her later success as significant.
The choice about doctors deserving most of the credit misreads the passage; the text shows Rudolph's family AND her own hard training and daily drills, so the details highlight her perseverance, not just medical treatment.
The choice about background on Rome is wrong because paragraphs 1–2 never mention Rome or the origins of the Olympics; that setting appears later, and the childhood details do not introduce it.
The choice about her wins being lucky surprises contradicts the passage, which explains that she trained hard, repeated drills, and powered down the track with long, fast steps—her victories came from effort, not luck.
Only the keyed answer correctly names why the author includes these early details: to illustrate an obstacle that makes her achievement more meaningful.
Question 7
Read the passage and answer the question.
(1) When Mae Jemison looked up at the night sky as a child in Chicago, she did not see a limit—she saw a destination. She loved science books and also enjoyed dance and theater. This mix of interests helped her imagine many possible futures.
(2) Jemison studied engineering and later earned a medical degree. The passage explains that she worked as a doctor and also served in the Peace Corps, helping communities with health needs. These experiences taught her to solve problems in unfamiliar places.
(3) In 1987, Jemison was selected to become an astronaut with NASA. Training included learning about spacecraft systems, practicing emergency procedures, and working in teams. For example, astronauts rehearsed tasks underwater to prepare for the feeling of weightlessness.
(4) In 1992, Jemison flew into space on the shuttle mission STS-47. During the mission, she helped conduct experiments, including studies related to human health in space. The passage notes that her work was part of a larger effort to understand how space travel affects the body.
(5) Furthermore, Jemison later encouraged students to explore science and technology. She has said, “Never be limited by other people’s limited imaginations.” This quotation supports the passage’s point that curiosity and preparation can open doors.
(6) Today, Jemison is remembered not only for traveling to space but also for showing how science connects to medicine, teamwork, and creativity. The passage develops her story to highlight how one person can combine talents to make a difference.
Question: Which method does the author primarily use to illustrate Mae Jemison’s achievements in paragraphs 2–4?
- A long comparison between space travel and ocean travel, without mentioning Jemison’s actions
- A list of Jemison’s personal opinions about movies, with no factual details
- Specific examples and factual details about her education, training, and the 1992 shuttle mission (correct answer)
- A step-by-step recipe that explains how to build a model rocket at home
Explanation: This question tests CCSS.RI.6.3: analyzing how a key individual, event, or idea is introduced, illustrated, and elaborated in nonfiction text. Development includes three stages: INTRODUCTION (first mention with context), ILLUSTRATION (examples, anecdotes, evidence showing significance), and ELABORATION (deeper exploration of impact/meaning). In paragraphs 2-4, the author illustrates Jemison's achievements through specific examples and factual details about her education (engineering and medical degrees), training (underwater practice for weightlessness), and the 1992 shuttle mission (conducting experiments on human health). Choice C is correct because it accurately identifies the illustration method of using concrete examples and facts rather than abstract descriptions or comparisons. Specifically, each paragraph provides verifiable details: degrees earned, NASA selection in 1987, specific mission number STS-47, and types of experiments conducted. Choice A represents the common error of expecting comparison as the primary illustration method when the passage uses specific examples instead. Students make this mistake because they often see comparison in biographical texts and expect it universally, missing that factual details and examples are equally valid illustration techniques. To help students master this skill: Use graphic organizers with three columns (Introduction / Illustration / Elaboration) to map development. Teach difference between illustration (showing through evidence) and elaboration (expanding significance). Practice identifying development methods: example vs. anecdote vs. description vs. fact. Have students trace one idea through entire passage using different colors for each stage. Watch for: students who summarize content instead of analyzing development, students who identify details without explaining their role, students who can't distinguish introduction from elaboration.
Question 8
(1) In a busy New York City neighborhood, a girl named Audrey Tang taught herself to code. Other kids were still learning basic computer skills. Tang was born in Taiwan in 1981 and raised partly in Taiwan and partly in the United States. She became known for solving hard problems with software. Later, Tang returned to Taiwan and became a leader in technology and government.
(2) Tang is a "civic tech" innovator. Civic tech uses digital tools to help citizens and governments talk and make decisions. It does not keep information locked away. Instead, it tries to make public services easier to understand and use.
(3) For example, Tang helped build online platforms. People could suggest ideas for laws and discuss them openly. These tools let more voices be heard, especially when meetings in person were hard. This approach acts like a bridge between citizens and officials.
(4) One story shows Tang's problem-solving style. During a time of confusing online rumors, Tang's team acted fast. They made a quick way for people to check facts and share corrections. Rather than arguing for weeks, they offered simple facts and clear sources.
(5) Tang believes technology should serve people, not control them. Tang has said, "When we hear each other, we can govern better." That quotation helps explain why Tang focuses on listening and openness.
(6) As a result, Tang's work has become an example for other places exploring digital democracy. Her early interest in coding grew into a larger impact. She uses technology to build trust and help people take part in public life.
How does the author's development of Audrey Tang in paragraph 1 differ from paragraph 6?
- Paragraph 1 gives background and an early coding detail, while paragraph 6 shows the wider impact of her work. (correct answer)
- Paragraph 1 focuses on her lasting worldwide influence, while paragraph 6 names Tang for the first time.
- Paragraph 1 explains how civic tech platforms work, while paragraph 6 lists her childhood hobbies.
- Paragraph 1 and paragraph 6 both only describe online rumors and never mention Tang's role.
Explanation: Paragraph 1 introduces Tang with background (where she grew up) and an early detail (teaching herself to code), while paragraph 6 zooms out to the wider impact of her work on digital democracy. Choice A names that difference, so it is correct. Choice B swaps the two paragraphs, Choice C mislabels their content, and Choice D says both only cover rumors, none of which matches the passage.
Question 9
(1) Imagine looking at the night sky and seeing a bright "star" that seems to move. In 1610, the Italian scientist Galileo Galilei pointed a telescope at the sky. He found that this moving light was not a star at all. It was Jupiter, and it had tiny moons circling it.
(2) Galileo did not invent the telescope. But he improved it so it could make objects look about 20 times bigger. With this tool, he studied the Moon's rough surface, the phases of Venus, and the many stars of the Milky Way. He also wrote careful notes to record what he saw.
(3) One winter night, Galileo noticed several small points of light near Jupiter. At first he thought they were distant stars. But when he looked again the next night, the points had moved. Over several nights, he realized these objects were orbiting Jupiter.
(4) Galileo's discovery mattered because it showed that not everything in space circles Earth. If moons could orbit Jupiter, then Earth might not be the center of the universe. This evidence supported a new model of the solar system. In that model, the planets orbit the Sun.
(5) Galileo published his notes in 1610. Some people were excited, while others doubted him. So he kept observing and explaining his evidence. His work helped astronomy become a science based on careful measurement.
(6) Today, Jupiter's four largest moons are called the Galilean moons: Io, Europa, Ganymede, and Callisto. Galileo's work reminds us of something important. New tools and patient watching can change what humans believe.
In paragraph 3, why does the author include the story about Galileo watching the points of light change position near Jupiter?
- To show how repeated looks helped Galileo see the points were moons orbiting Jupiter, not fixed stars. (correct answer)
- To introduce Galileo by telling where he was born and what his childhood was like.
- To explain how modern spacecraft first landed on Jupiter's moons long ago.
- To compare Galileo's telescope to today's phones and how both take photos.
Explanation: In paragraph 3, Galileo looks night after night and sees the points of light change position, which is how he figures out they are moons orbiting Jupiter rather than fixed stars. Choice A explains that purpose, so it is correct. Choice B (his birthplace and childhood), Choice C (modern spacecraft landing), and Choice D (comparing the telescope to phones) describe things the paragraph does not include, so none is why the author adds the story.
Question 10
(1) In 1916, the United States created a new agency. Its goal was simple but powerful: protect special places in nature for everyone to enjoy. This agency is called the National Park Service. It helps care for forests, deserts, mountains, and historic sites.
(2) Before 1916, some national parks already existed. Yellowstone, for example, was set up in 1872. But different parks were run in different ways. Some had strong protection. Others faced problems, like too much building or harm to wildlife.
(3) President Woodrow Wilson signed the law on August 25, 1916. It created the National Park Service. The law said the agency should protect scenery and wildlife. It should also let people visit. In other words, it had to balance protection with public use.
(4) For example, park rangers guide visitors, care for trails, and teach safety rules. They also watch animal populations and help prevent wildfires. Scientists work with the Park Service to study ecosystems. Their findings help managers make better choices.
(5) Over time, the agency's work has grown. It now protects places that tell stories about history and culture. It does not protect just landscapes. Sites such as the Statue of Liberty are also part of the system.
(6) Today, millions of visitors hike, camp, and learn in national parks each year. The National Park Service still faces challenges like overcrowding and climate change. Even so, its mission stays the same: protect these places so future families can enjoy them.
How does the author organize the passage to develop the idea of the National Park Service?
- The author organizes it in time order, moving from early parks to the 1916 law and then to examples and modern challenges. (correct answer)
- The author organizes it by cause and effect, arguing that overcrowding and climate change forced the government to create the agency in 1916.
- The author organizes it by listing problems and then offering the reader step-by-step instructions for how to visit and protect the parks.
- The author organizes it by comparing the agency's work with other government agencies to show which one protects nature the best.
Explanation: The passage follows the order of time. It starts with parks that existed before 1916, moves to the 1916 law that created the agency, then describes what rangers and scientists do today, and ends with modern challenges. That is why saying the author uses time order, from early parks to the law to examples and challenges, is the best answer. The choice about cause and effect gets the order backward: overcrowding and climate change are mentioned as today's challenges, not as reasons the agency was created in 1916. The choice about listing problems and giving step-by-step instructions is wrong because the author never tells the reader how to visit or what steps to take. The choice about comparing the agency with other agencies is wrong because the passage discusses only the National Park Service and never ranks it against other agencies. Only time order matches how the ideas actually unfold.
Question 11
(1) When people talk about saving energy, they often mention renewable energy. Renewable energy comes from sources that can be replaced naturally, such as sunlight, wind, and moving water.
(2) Picture a sunny roof covered with solar panels. These panels convert light into electricity. Burning coal, on the other hand, uses fuel that took millions of years to form and cannot be quickly replaced.
(3) A school might install solar panels and lower its electricity bill. A windy region might build wind turbines that spin like giant pinwheels. Some dams use flowing water to turn turbines and generate power.
(4) Renewable energy also has challenges. Solar panels do not make electricity at night, and wind turbines need steady wind. Many communities use a mix of energy sources and improve batteries that store power.
(5) Renewable energy matters for bigger reasons too. Using more of it can reduce air pollution and help communities rely less on fuels that may become expensive or hard to obtain.
How does the author develop the idea of renewable energy from the beginning to the end of the passage?
- The author develops the idea by defining renewable energy and then listing its three main types, without showing examples of their use or explaining why any of them might matter.
- The author develops the idea by starting with a definition, illustrating it with concrete examples and a comparison to coal, and then explaining challenges and broader benefits. (correct answer)
- The author develops the idea by opening with a definition but then arguing that renewable sources are unreliable and that communities should keep depending mainly on coal.
- The author develops the idea by describing solar, wind, and water power in detail while leaving out any definition of renewable energy or discussion of its wider importance.
Explanation: The best answer traces how the idea grows across the whole passage: it opens by defining renewable energy, shows what that means with a solar roof and a comparison to coal, gives real examples like schools, wind regions, and dams, and finally explains challenges and larger benefits such as cleaner air. That matches the passage from beginning to end.
The choice about defining and then listing only the three types is wrong because the passage does much more than list sunlight, wind, and water—it gives examples of their use and explains why they matter. The choice claiming the author argues renewables are unreliable and that we should stick with coal is wrong because the passage presents renewable energy positively and only mentions challenges to show how communities solve them. The choice saying the author describes the three power sources but leaves out a definition and any wider importance is wrong because the passage clearly defines renewable energy in paragraph 1 and discusses pollution and cost in paragraph 5. Only one option follows the passage's actual path from introduction to elaboration.
Question 12
(1) Before a runner wins a race, someone has to measure the track, set the rules, and make sure the contest is fair. In the early 1900s, Alice Milliat, a French sports leader, fought for women to have more chances in world athletics.
(2) Milliat was born in 1884 and loved sports, especially rowing. At the time, many officials believed women should not compete in long or hard events. But Milliat argued that women were strong athletes and deserved the same chances.
(3) When women's track and field events were limited at the Olympic Games, Milliat helped create another option. In 1922, she organized the first Women's World Games in Paris. Thousands of fans watched women compete in running, jumping, and throwing events.
(4) The success of these games put pressure on major sports groups. As a result, the Olympics slowly added more women's events. By 1928, women ran track and field at the Olympic Games for the first time. The number of events was still small.
(5) Milliat also worked behind the scenes. She wrote letters, met with officials, and helped set rules for women's contests. Her leadership showed that change can come from organizing and not giving up. It does not come only from winning medals.
(6) Today, women compete in many Olympic events, from sprints to marathons. Milliat's work helped open doors for athletes who came after her. Her story reminds us that fair rules and equal chances matter in sports.
Which method does the author primarily use to illustrate Alice Milliat's impact in paragraphs 3 to 5?
- A general summary of Milliat's personality traits, describing her feelings and beliefs without listing the actual events she led.
- A series of specific examples and cause-and-effect details, such as the Women's World Games leading to more Olympic events. (correct answer)
- A timeline that lists dates only, giving years for each event without explaining how one action caused the next to happen.
- A persuasive opinion argument, stating the author's own view about fairness rather than showing what Milliat actually did.
Explanation: These paragraphs work by giving concrete examples and then showing causes and effects: Milliat organized the Women's World Games, that success pressured major sports groups, and the Olympics then added women's events. That is exactly what the choice about specific examples and cause-and-effect details names, so it is the best answer. The choice about a general summary of her personality is wrong because these paragraphs report actual events and results, not just her feelings and beliefs. The choice about a timeline of dates only is wrong because the author does more than list years—the text explains how one action led to the next. The choice about a persuasive opinion argument is wrong because these paragraphs mostly show what Milliat did, rather than pushing the author's personal view. Only one choice matches how the ideas are actually developed.
Question 13
(1) Imagine walking into a library and finding the books arranged by color instead of topic. You might find a science book next to a poem, just because both covers are blue. That is why the Dewey Decimal System became such an important idea.
(2) The Dewey Decimal System was created in 1876 by Melvil Dewey, an American librarian. He wanted a clear way to organize information. Then people could find books quickly. Dewey did not just put books wherever there was space. He divided knowledge into ten main groups, numbered from 000 to 900.
(3) For example, books about science go in the 500s, while history books go in the 900s. Each group can be split into smaller ones. A book about insects might be 595.7, which is more exact than just "science." The number works like an address that tells where a book belongs.
(4) A story from early libraries shows why this mattered. A student looking for a book on ancient Egypt once had to search shelf by shelf. Then the library used Dewey's system. Now the student could go straight to the history section, and then to the number for Egypt.
(5) The system also helped librarians keep their shelves in order as collections grew. When new books arrived, they went into the right number range. They were not squeezed into random gaps. As a result, libraries became easier for everyone to use.
(6) Today, many school and public libraries still use Dewey numbers. Even when people search online, the call number leads them to the right shelf. A simple organizing idea can make learning faster and less frustrating.
In paragraphs 5 and 6, how does the author elaborate on the importance of the Dewey Decimal System?
- The author shows how the system still helps libraries handle new books and lead readers to the right shelf. (correct answer)
- The author explains how Dewey first divided all knowledge into ten numbered groups from 000 to 900.
- The author retells the story of the student who searched shelf by shelf for a book about ancient Egypt.
- The author focuses on how one insect book gets the exact number 595.7 instead of a broader label.
Explanation: Paragraphs 5 and 6 look at what the system does over time: paragraph 5 shows librarians fitting new books into the right number range as collections grow, and paragraph 6 shows the system still guiding today's readers to the correct shelf, even after an online search. The choice about handling new books and leading readers to the right shelf names exactly this, so it is the best answer. The choice about dividing knowledge into ten groups describes paragraph 2, not 5 and 6. The choice about the student searching for a book on Egypt retells paragraph 4's example. The choice about the insect book and the number 595.7 comes from paragraph 3. Each of those points to the right details but from the wrong part of the passage, so none answers how the author elaborates in paragraphs 5 and 6.
Question 14
(1) A seed can be smaller than a pencil eraser, yet it can grow into a tall plant. The reason is photosynthesis, a process that helps plants make their own food using sunlight.
(2) Photosynthesis happens mainly in leaves. Inside the leaves are tiny parts called chloroplasts. Chloroplasts hold chlorophyll, a green material that traps light energy. Plants also take in carbon dioxide from the air. They pull it in through small openings called stomata.
(3) Using light energy, the plant joins carbon dioxide with water from the soil. This reaction makes glucose. Glucose is a kind of sugar the plant uses for energy and growth. The plant also lets out oxygen as a waste product.
(4) For example, you might see bubbles rising from an underwater plant in sunlight. Those bubbles can be oxygen made during photosynthesis. A houseplant near a sunny window often grows faster than one in a dark corner. It can make more glucose.
(5) Photosynthesis matters for more than plants. It supports food chains. Animals eat plants, or they eat animals that ate plants. The oxygen it lets out also helps many living things breathe.
(6) Scientists study photosynthesis to solve real problems today. For instance, farmers test how light, water, and carbon dioxide affect crops. Others look for ways to build cleaner energy. They copy how plants catch sunlight.
Which statement best describes how the author develops the idea of photosynthesis throughout the passage?
- By defining the process, showing everyday examples like bubbles and houseplants, then explaining why it matters. (correct answer)
- By listing the steps of the process in order, then arguing that plants matter more than any animal on Earth.
- By comparing plants that get sunlight with plants that do not, then giving directions for growing a houseplant.
- By naming many plant parts and chemicals while never actually explaining how the whole process works.
Explanation: The best answer follows how the passage actually builds the idea: it first defines photosynthesis, then gives everyday examples like bubbles from an underwater plant and a houseplant by a window, and finally explains why the process matters for food chains and modern research.
The choice about listing steps and then arguing plants matter more than animals is wrong because the passage never claims plants outrank animals; it shows how they depend on each other. The choice about comparing sunny and shaded plants and giving growing directions is wrong because the houseplant is only one brief example, and the passage never gives instructions for growing anything. The choice about naming parts and chemicals but never explaining the process is wrong because paragraph 3 clearly explains how carbon dioxide, water, and light combine to make glucose and oxygen. Only the first choice traces the true order of ideas across the whole passage.
Question 15
How does the author illustrate Jackie Robinson’s character in paragraphs 3–4?
- By using examples of the insults he faced and describing how he stayed focused and played well under pressure. (correct answer)
- By listing the sports he played before baseball and explaining why the Army trained him to stay calm in tense moments.
- By comparing his batting statistics to those of other Dodgers and showing how his numbers improved each season.
- By describing the growing number of Black players who joined the league after him and the barriers his success challenged.
Explanation: The question asks how the author shows Robinson’s character in paragraphs 3–4. The correct answer points to the harsh insults he faced and the way he chose to stay focused and play well under pressure — these examples and descriptions reveal his self-control and courage, which is exactly what illustration does. The choice about the sports he played and his Army training uses details, but those come from the introduction in paragraph 2, not paragraphs 3–4, so it points to the wrong part of the passage. The choice about comparing his batting statistics to other Dodgers describes something the passage never does; the text mentions his strong play but gives no numbers or player-to-player comparisons. The choice about more Black players joining the league and barriers being challenged describes real content, but that appears in paragraphs 5–6 as elaboration on his impact, not as illustration of his character in paragraphs 3–4. Only the first answer uses evidence from the correct paragraphs to show who Robinson was.
Question 16
(Paragraph 1) Photosynthesis is the process plants use to make their own food. It happens mostly in leaves, inside tiny parts called chloroplasts. Have you ever seen a plant lean toward a sunny window? That shows how much light matters here.
(Paragraph 2) Plants take in carbon dioxide from the air. It enters through small openings called stomata. They also soak up water through their roots. Using energy from sunlight, the plant turns these materials into sugar. This sugar, called glucose, stores energy.
(Paragraph 3) Oxygen is also made and let out into the air. Many scientists think a large share of Earth's oxygen comes from ocean phytoplankton. These are tiny plant-like living things that float near the top of the sea.
(Paragraph 4) For example, when farmers grow crops, the plants use photosynthesis to build stems, leaves, and fruits. In a classroom, a student can watch it happen too. Place a water plant like elodea in sunlight and look for bubbles of oxygen.
(Paragraph 5) Photosynthesis matters beyond plants. Because of it, animals, including humans, can breathe oxygen. They also eat foods that come from plant sugars. Without photosynthesis, most food webs would fall apart.
(Paragraph 6) Understanding photosynthesis also helps people today. Scientists study how to grow plants well in greenhouses. They even build solar tools by copying how leaves catch light.
Which statement best describes how the author develops the idea of photosynthesis throughout the passage?
- By listing many kinds of plants first, then arguing that sunlight is the only thing plants ever need to grow well.
- By defining the process, explaining the steps and products, giving examples, and telling why it matters. (correct answer)
- By opening with a classroom experiment, then spending most of the passage on how to care for houseplants at home.
- By comparing plants to factories throughout, and focusing mainly on how food is stored and shipped to markets.
Explanation: The passage moves through clear stages: it first defines photosynthesis, then explains the steps and products (carbon dioxide, water, sunlight, sugar, oxygen), gives examples like crops and the elodea plant, and ends by telling why it matters for life and technology. The choice that names this order is correct because it matches how the whole passage is built. The choice about listing plants and calling sunlight the only need is wrong: the passage names several needs, and it does not argue that one is the only one. The choice about a classroom experiment leading into houseplant care is wrong: the experiment is just one example in one paragraph, not the main structure. The choice about comparing plants to factories and focusing on storing and shipping food is wrong: the passage never makes that comparison and never discusses shipping to markets. Only one choice traces the passage's real development from definition to importance.
Question 17
(1) In the early 1900s, many people in the United States bought food in cans without knowing what was inside. Labels were sometimes unclear. Some companies even used unsafe ingredients to save money. This problem led to an important event: the Pure Food and Drug Act of 1906.
(2) Reformers and journalists raised alarms about food safety. One writer, Upton Sinclair, described dirty conditions in meatpacking plants in his novel The Jungle. Though it was fiction, it made readers worry about real factories. Soon, citizens demanded stronger rules.
(3) In response, Congress passed the Pure Food and Drug Act in 1906. The law required honest labeling. It also banned the sale of mislabeled or harmful foods and medicines. For example, a medicine bottle could not claim to cure an illness falsely. It had to hold the ingredients it advertised.
(4) The law also helped the government begin inspecting products more carefully. Companies had to watch cleanliness and accuracy. If they did not, they could face penalties. As a result, shoppers gained more trust when buying packaged goods.
(5) The 1906 law did not solve every problem. Over time, new laws and agencies were created. They handled modern challenges, such as new chemicals and mass production. Still, the Pure Food and Drug Act is often seen as a starting point for consumer protection.
(6) Today, people expect nutrition facts and ingredient lists on many items. That modern habit traces back to the 1906 law. It shows how one event can shape everyday life for generations.
Which detail best illustrates how the Pure Food and Drug Act is developed through cause and effect in the passage?
- The passage notes that canned food was already popular with shoppers in the early years of the 1900s.
- Public worry, raised by journalists' reports, led Congress to pass a law requiring honest labels. (correct answer)
- The passage explains that the novel The Jungle was actually a work of fiction rather than a true report.
- The passage states that new chemicals and mass production were challenges handled by later laws and agencies.
Explanation: A cause-and-effect chain shows one thing leading to another. The best answer names both parts of that chain: public worry stirred up by journalists is the cause, and Congress passing a law requiring honest labels is the effect. The choice about canned food being popular is just a single fact with no cause leading to an effect. The choice about The Jungle being fiction is also one isolated fact, not a link between a cause and a result. The choice about new chemicals and mass production is true, and it even names a cause and later laws, but it points to a different chain of events, not to how the Pure Food and Drug Act itself came about. Only the answer about public worry leading to the law shows the cause and effect the question asks about.
Question 18
(1) A musician can play the same notes in many ways, but rhythm is what makes the music feel like it is moving. Rhythm is the pattern of long and short sounds and the steady beat that helps performers stay together.
(2) Think about everyday patterns first, like footsteps that often fall in a repeating "left, right" beat. A bouncing basketball also makes a regular pulse.
(3) In music, rhythm can be simple or complex. A march usually has a strong, steady beat that makes people want to step in time. Jazz musicians, though, might use syncopation, which means putting accents on unexpected beats.
(4) Clapping shows how rhythm works. If a class claps on every beat, the sound is even and easy to guess. But if students clap only on beats two and four, the pattern changes, even though the speed stays the same.
(5) Rhythm also helps groups play together. Drummers in a band often act like timekeepers. When the rhythm is clear, singers and players can come in at the right moment.
(6) Rhythm even connects to your daily life, so understanding it can help you learn dances, practice sports routines, and speak in public by keeping a steady pace.
How does the author develop the key idea of rhythm from introduction to elaboration?
- By defining rhythm, giving everyday and musical examples, then showing how it helps groups and daily life. (correct answer)
- By defining rhythm, then focusing only on famous composers and their most popular songs rather than beats.
- By defining rhythm as identical to melody, then arguing that a steady beat does not really matter to musicians.
- By defining rhythm, then giving only steps for building a drum without explaining how rhythm affects performing.
Explanation: The correct answer traces how the passage builds the idea step by step: it first defines rhythm, then offers everyday examples like footsteps and a bouncing ball, adds musical examples like marches, jazz, and clapping, and finally shows how rhythm helps groups play together and connects to dance, sports, and speaking. One choice claims the author focuses only on famous composers and their songs, but the passage never discusses composers—it explains patterns and beats. Another says rhythm is treated as identical to melody and that the beat does not matter, which contradicts the opening definition and the point that rhythm keeps performers together. A third says the passage only gives steps for building a drum, but drums appear only as an example of keeping time, not as a how-to. Only the correct choice matches the actual order the author uses to develop the idea.
Question 19
(1) If you have ever listened to a song and felt like you could predict the next beat, you have experienced rhythm. Rhythm is the pattern of sounds and silences that helps music move forward in time.
(2) One way to understand rhythm is to think of a heartbeat. It is steady and repeating, and it keeps the body moving. In the same way, many songs have a steady pulse, sometimes called the beat, that musicians follow.
(3) But rhythm is not only a steady beat. Musicians add variety by changing how long notes last. For example, a drummer might play two quick taps and then a longer pause. This creates a pattern that listeners can recognize.
(4) Different cultures use rhythm in their own ways. In West African drumming, several rhythms may be played at once, making a layered sound. Many Latin music styles use syncopation, which means the stress lands on unexpected beats.
(5) Rhythm also affects how people move. Dancers often count beats to stay together. Even athletes use rhythm when they run or jump, because repeating patterns help the body keep a steady pace.
(6) Understanding rhythm can make listening more fun. When you clap along to a song, you are joining its pattern. Learning rhythm also helps musicians read music and play well with others.
How does the author introduce the key idea of rhythm in paragraph 1?
- The author defines rhythm and links it to the familiar feeling of listening to music. (correct answer)
- The author defines rhythm and connects it to the way different cultures layer their music.
- The author defines rhythm and explains how changing note lengths creates a pattern.
- The author defines rhythm and shows how dancers and athletes rely on its steady beat.
Explanation: Paragraph 1 does two things: it names a familiar experience (feeling like you can predict the next beat while listening to a song) and then gives a clear definition of rhythm. The choice that says the author links rhythm to the familiar feeling of listening to music matches both of these moves, so it is correct. The choice about different cultures layering their music describes paragraph 4, not paragraph 1. The choice about changing note lengths to create a pattern describes paragraph 3. The choice about dancers and athletes relying on the beat describes paragraph 5. All three of those ideas are real parts of the passage, but the question asks only about paragraph 1, where the author introduces rhythm through a familiar listening experience.
Question 20
(1) In 1969, a young student named Ellen Ochoa watched the first Moon landing on television. She wondered what it would be like to work in space. She grew up in California and loved math and science. But she did not yet know that she would one day become an astronaut.
(2) Years later, Ochoa studied electrical engineering and earned a doctorate. She also grew interested in optics, the science of light. As a researcher, she helped create new inventions. They used lasers and computers to work with images.
(3) For example, one of her patents improved the way computers spot patterns in pictures. Another helped clean up blurry images so scientists could study them. These ideas mattered a lot. Space missions depend on clear pictures of Earth and other planets.
(4) Ochoa also faced a new kind of challenge. Becoming an astronaut is very competitive. On top of strong grades, people must pass physical tests and solve problems under pressure. Even so, she kept applying and training.
(5) As a result, in 1993 she flew on the space shuttle Discovery. On later missions, she helped run a robotic arm and carried out experiments. She once said, "It's important to have dreams and goals." That reminds students that big achievements start with steady effort.
(6) Late in her career, Ochoa became the first Latina director of NASA's Johnson Space Center. Her story shows that science is not only about ideas in a lab. It is also about teamwork, effort, and using knowledge to explore new places.
Throughout the passage, how does the author develop the idea that Ellen Ochoa's success came from both scientific skill and persistence?
- By describing her inventions in detail but treating her long years of applying and training as a small side note.
- By showing her childhood interest, giving examples of her inventions and training, then her later leadership. (correct answer)
- By stressing her hard work and refusal to give up while barely mentioning her real scientific patents and research.
- By focusing mostly on her 1993 shuttle mission and leaving out her earlier science work in optics.
Explanation: The passage builds its idea step by step. It starts with young Ochoa's interest in space, then gives examples of both her scientific work—her patents and inventions in optics—and her persistence through hard training, and it ends with her leadership at NASA. Because it develops skill and persistence together across the whole passage, the choice that traces childhood interest, inventions and training, then leadership is correct. The choice claiming her training is only a side note is wrong because the passage clearly shows her effort as a main reason for her success. The choice saying her real patents and research are barely mentioned is wrong because paragraphs 2 and 3 describe her inventions in detail. The choice about focusing mostly on the 1993 mission is wrong because the passage covers her whole life, including her optics work before that flight.