ENGLISH I EOC PRACTICE
GCSD: English I EOC
-1-
Item Analysis
Read the poem. Then answer questions 1–7.
Blackberry Eating by Galway Kinnell
I love to go out in late September
among the fat, overripe, icy, black blackberries
to eat blackberries for breakfast,
the stalks very prickly, a penalty
5
they earn for knowing the black art
of blackberry-making; and as I stand among them
lifting the stalks to my mouth, the ripest berries
fall almost unbidden to my tongue,
as words sometimes do, certain peculiar words
10
like strengths or squinched,
many-lettered, one-syllabled lumps,
which I squeeze, squinch open, and splurge well
in the silent, startled, icy, black language
of blackberry-eating in late September.
SOURCE:
Kinnell, Galway. "Blackberry Eating - A Poem by Galway Kinnell - American Poems."American Poems YOUR Poetry Site. Gunnar Bengtsson, 2011. Web. 14 June 2011.
<http://www.americanpoems.com/poets/Galway-Kinnell/3784>.
1. Which line from the poem contains the most vivid
sensory imagery?
2. What does the word unbidden mean as it is used in
line 8 of the poem?
A. line 1
A. badly flavored
B. line 2
B. not invited
C. line 5
C. not wanted
D. line 9
D. not willing
3. What change or shift occurs between lines 9 and 10?
A. The point of view changes from first to third
person.
4. How does the poet personify the prickly blackberry
stalk?
A. The blackberry stalk is given characteristics of a
human body.
B. The setting changes to late September from
summertime.
B. The speaker compares himself to the stalk.
C. The topic shifts slightly to compare eating
blackberries to using peculiar words.
C. The stalk has thorns as punishment for its
knowledge.
D. The tone shifts from reverence to indifference.
D. The poet does not personify the blackberry stalk.
GCSD: English I EOC
-2-
Item Analysis
5. How does the phrase “which I squeeze, squinch open,
and splurge well” in line 12 contribute to the poem’s
theme?
6. Why is it ironic that the speaker’s imagery does not
use language appealing to the sense of taste?
A. Blackberries burst open in the mouth when they
are eaten.
A. A reader’s expectation is that describing food will
involve how it tastes.
B. Nothing can compare to eating blackberries in
September.
B. Most of the descriptions are visual.
C. The name of the blackberry and its color
contradict each other.
C. Speaking and eating can be painful acts.
D. Using peculiar words and eating blackberries are
to be savored and enjoyed.
D. The taste of a blackberry is not important.
7. Which is the best description of the structure of
sentence formation in this poem?
A. The poem contains two compound sentences with
a variety of descriptive phrases.
B. The poem is a series of three parallel sentences.
C. The poem is not written in complete sentences.
D. The poem is written as one compound-complex
sentence with a variety of phrases.
Read the selection below. Then answer questions 8-13.
Grandma’s Cherries by Geoffrey Canada
I was a wild and reckless adolescent whose soul was indeed in peril. And I fell in love with my grandmother. A
deep love that any of us would develop if an angel came into our lives. The more time I spent with her, the more I
loved her. She cooled my hot temper and anger over being poor, and she showed me there was dignity even in
poverty.
In all the years I knew her, she was never able to afford material things that others took for granted. She worked
very hard but never could afford anything of luxury. She taught me how one could enjoy a deep spiritual love of life
that was not tied to material things. This is a tough lesson to teach in a country that places so much value on
materialism.
But each summer my grandmother and I would conspire to indulge her one vice: cherries. She loved cherries.
Two or three times a week when my grandfather was at work we would walk the mile to the supermarket and buy
half a pound of cherries. My grandmother and I would eat them secretly because grandfather would have had a fit if
he’d known we spent an extra dollar a week on them.
My summers with my grandmother were measured by how good the cherries were that year. It was our little
secret. And I was amazed by how much she loved cherries, and how expensive cherries were. Later when I went off
to Bowdoin College in Brunswick, Maine, I would sit in my room and think how much grandmother and grandfather
had sacrificed for me to be in college.
I would fantasize about how when I graduated and got a good job, the first thing I would buy with my first check
in August would be a whole crate of cherries. It would have to be in August because our cherry summers taught us
GCSD: English I EOC
-3-
Item Analysis
that August cherries were the sweetest. I would dream of wrapping the crate up in gift paper, putting a bow on it and
presenting it to Grandma. And many a night I would go to sleep in the cold winter Maine night warmed by the
vision of my grandmother’s excitement when I brought her this small treasure.
Grandma died during my sophomore year. I never got to give her the cherries she would eat. And if you want
my opinion, the summer of 1971, the last summer she was alive, was really the last great summer for cherries.
SOURCE:
“Geoffrey Canada, Grandma’s Cherries.” A Call to Character. Ed. Colin Greer and Herbert Kohl. New
York: HarperCollins Publishers, Inc., 1995. 159.
9. Which of these conclusions can the reader logically
draw about the narrator from reading the passage?
8. How does the connotation of the word peril in the
first sentence characterize the narrator in adolescence?
A. As a teen, the narrator became quite religious.
A. The narrator will never eat cherries again now
that his grandmother is gone.
B. When he was young, the narrator was reckless in
his family relationships.
B. The narrator has learned that growing up in
poverty will make him less materialistic.
C. The narrator was in danger of following an
immoral path in life.
C. The narrator fears his grandfather discovering his
grandmother’s secret love of cherries.
D. The narrator was afraid of dying.
D. The narrator appreciates the sacrifices his
grandparents made for his education.
11. What inference can be made from the narrator’s
stated belief that cherries were the sweetest in the
summer of 1971?
10. What is the effect of this selection’s use of firstperson point of view?
A. It allows the reader to see the narrator’s strong
appreciation for his grandmother.
A. The summer of 1971 had more rain than previous
summers.
B. It allows the reader to understand why the narrator
loves cherries.
B. The shared experience of eating cherries with his
grandmother made the fruit sweetest for him.
C. It gives the reader a clearer sense that the
grandmother was a good woman.
C. The grandmother’s death during the summer of
1971 sweetened the memory of cherries.
D. It gives the reader deeper insight into growing up
in poverty.
12. Which word best describes the overall tone of the
passage?
D. Losing his grandmother has made the narrator not
ever want to eat cherries again.
13. How does the narrator use metaphor in this passage
to describe his grandmother?
A. nostalgic
A. “this small treasure”
B. sarcastic
B. “her one vice”
C. regretful
C. “an angel came into our lives”
D. playful
D. “a wild and reckless adolescent”
Use both the poem “Blackberry Eating” and the passage “Grandma’s Cherries” to answer questions 14-16.
GCSD: English I EOC
-4-
Item Analysis
15. Which statement best explains the most significant
difference or contrast between the two selections?
14. Which statement best describes the connection or
relationship between the two selections?
A. The poem uses rhyme and rhythm, and the
passage does not use sound devices.
A. Both tell about growing up in poverty.
B. The poem explains the reasons why the speaker
enjoys eating the fruit, and the passage does not
give the narrator’s reasons.
B. Both describe a personal experience with eating a
particular fruit.
C. Both explain how to eat a particular fruit.
C. The poem employs a third-person point of view,
and the passage uses first-person.
D. Both persuade the reader to eat a particular fruit.
D. The poem conveys a solitary experience, and the
passage tells about sharing an experience.
16. What is the difference in narrative structure between
the poem and the passage?
A. “Blackberry Eating” isolates a specific event, and
“Grandma’s Cherries” generalizes events over the
passage of time.
B. “Blackberry Eating” is written in rhymed
couplets, and “Grandma’s Cherries” is in
paragraphs.
C. “Blackberry Eating” is in chronological order, and
“Grandma’s Cherries” is told from present to past.
D. “Blackberry Eating” is a flashback, and
“Grandma’s Cherries” is stream-of-consciousness.
Read the selection below. Then answer questions 17-24.
Most High-School Students Don’t See Cheating As Cheating
Washington, May 12 (ANI)--A new study on academic honesty has found that most high-school students do not
consider certain types of cheating as being out of line.
The study by the University of Nebraska-Lincoln gauged both the prevalence and perceptions of cheating among
high-school students.
It found the practice is widespread and many students carry misperceptions about academic dishonesty, and also
identified patterns among students that may help teachers stop it.
“Students generally understand what constitutes cheating, but they do it anyway,” Kenneth Kiewra, professor of
educational psychology at UNL and one of the study’s authors, said.
“They cheat on tests, homework assignments and when writing reports. In some cases, though, students simply
don’t grasp that some dishonest acts are cheating,” he said.
Researchers assembled the data from an anonymous survey of 100 members of the junior class of a large
Midwestern high school.
Students were asked to share their beliefs and experiences with cheating as it pertained to tests, homework and
report writing.
GCSD: English I EOC
-5-
Item Analysis
The results suggested that in some ways, students had clear views of what constituted cheating--not that it
stopped them from doing it.
For example, 89 percent said glancing at someone else’s answers during a test was cheating, but 87 percent said
they’d done that at least once. Also, 94 percent said providing answers to someone during a test was cheating--but 74
percent admitted to doing it.
Other behaviors weren’t as cut-and-dried in students’ minds. Surprisingly, only 47 percent said that providing
test questions to a fellow student who had yet to take a test was academically dishonest, and nearly seven out of 10
admitted to doing so.
“The results suggest that students’ attitudes are tied to effort. Cheating that still required students to put forth
some effort was viewed as less dishonest than cheating that required little effort,” Kiewra said.
For example, divulging test answers was likely perceived more dishonestly (84 percent) than divulging test
questions (47 percent) because receiving test questions still requires some effort to uncover the answer, he said.
In general, attitudes on what constitutes cheating when it comes to homework and reports were less pronounced
than in the case of cheating on tests.
The study showed that 62 percent said doing individual take-home tests with a partner was cheating (51 percent
said they’d done so).
Just 23 percent said doing individual homework with a partner was dishonest (91 percent had done so).
Only 39 percent said writing a report based on the movie instead of reading the book wasn’t cheating (53 percent
had done so).
Kiewra said the results suggest that out-of-class misdeeds are viewed less harshly than in-class cheating, a
dynamic that is likely caused by teacher monitoring in class, and, therefore, a greater risk of getting caught.
By understanding students’ cheating beliefs and actions across different settings, educators might better learn
about how students think about cheating, Kiewra stated.
“Based on our findings, teachers should spell out for students what constitutes cheating. If a third of students are
taking credit for ideas of others, then it’s time to make cheating actions clear,” Kiewra said.
“Teachers also need to be more vigilant about policing and sanctioning cheating because just knowing what
cheating is, is not enough. Students will do it anyway, if they can get away with it,” he added.
SOURCE:
“Most High-School Students Don’t See Cheating As Cheating.” Asian News International (New Delhi,
India). 12 May 2010: n.p. SIRS Researcher. Web. 13 Jun 2011.
17. For which research topic would this selection most
likely provide the most supporting details?
18. Read the sentence. Which choice best describes the
audience that would disagree with this statement?
“Students generally understand what constitutes
cheating, but they do it anyway,”
A. How Students Use Competition to Excel
B. How to Cheat on a Test
A. parents who had cheated in school
C. Student Attitudes about Cheating
B. students who had never cheated on an assignment
D. The Decline of Morality in the United States
GCSD: English I EOC
C. students who regularly cheat in school
-6-
Item Analysis
D. teachers who had caught students cheating
19. Which statement best paraphrases the last
paragraph of the selection?
20. Which type of writing best describes the selection?
A. The best way to solve the problem of student
cheating is for teachers to pay closer attention.
A. encyclopedia article
B. All students cheat, and will get caught at some
point.
B. informative article
C. personal narrative
C. Teachers can let students get away with cheating.
D. persuasive article
D. Knowing what cheating is solves half the
problem.
22. If you were giving a speech persuading your
classmates not to cheat, which would most likely serve
as an effective opening statement?
21. In the sentence below, what is the best meaning of
the word pertained?
Students were asked to share their beliefs and
experiences with cheating as it pertained to tests,
homework and report writing.
A. belonged
A. Cheating is dishonest.
B. “Everybody does it” is not a logical reason for
doing anything, especially cheating.
B. evidenced
C. If you cheat on a test, you will fail in life.
C. reacted
D. The only thing wrong with cheating is getting
caught.
D. related
23. Which statement best summarizes the main idea of
the selection?
24. Which source would provide information with the
least amount of bias for an informative paper on trends
in academic cheating?
A. A student’s perceptions about cheating do not
always prevent him from cheating in school.
B. Across the United States in every classroom,
cheating is a problem.
A. a commencement speech at graduation
B. a high school student’s blog about school
C. Cheating is not an indicator as to how successful a
person will be in life.
C. a nationwide survey of high school students
D. an editorial in the newspaper
D. While giving a test, all teachers should watch
their students carefully.
Analyze the graphic below and the previous article. Then answer questions 25-27.
GCSD: English I EOC
-7-
Item Analysis
SOURCE:
Crary, David. "Students Lie, Cheat, Steal, but Say They're Good." Newsday (Long Island, NY). 30 Nov
2008: n.p. SIRS Researcher. Web. 13 Jun 2011.
25. Which trend about dishonesty over a period of time
does the graphic support?
A. 36% of students plagiarized a paper in 2008.
26. For which persuasive research topic would this
graphic best support?
B. Occurrences of student cheating showed an
increase between 2006 and 2008.
A. Criminal Behavior of Teens
B. Gender Differences in Adolescents
C. Students are more likely to lie in order to save
money.
C. The Importance of Integrity
D. A Need for Character Education in School
D. Students lie to their parents more than they cheat
on tests.
GCSD: English I EOC
-8-
Item Analysis
27. For which statement on gender and dishonesty does
the graphic provide supporting evidence?
A. Boys are more likely to steal than cheat.
B. Boys cheat on tests more than girls.
C. Fewer girls than boys lie to their parents.
D. More boys steal from stores than girls.
Read the selection below. Then answer questions 28-37.
Susan B. Anthony
The following excerpt is from a speech delivered in 1873, after Anthony was arrested, tried and fined $100 for
voting in the 1872 presidential election.
Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at
the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you
that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to
me and all United States citizens by the National Constitution, beyond the power of any state to deny.
The preamble of the Federal Constitution says:
"We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic
tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to
ourselves and our posterity, do ordain and establish this Constitution for the United States of America."
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people,
who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of
ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright
mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only
means of securing them provided by this democratic-republican government - the ballot.
For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the
people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the
land. By it the blessings of liberty are forever withheld from women and their female posterity.
To them this government has no just powers derived from the consent of the governed. To them this government
is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful
aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An
oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules
the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs
over the mother and sisters, the wife and daughters, of every household - which ordains all men sovereigns, all
women subjects, carries dissension, discord, and rebellion into every home of the nation.
Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold
office.
GCSD: English I EOC
-9-
Item Analysis
The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will
have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to make any
law, or to enforce any old law, that shall abridge their privileges or immunities. Hence, every discrimination against
women in the constitutions and laws of the several states is today null and void, precisely as is every one against
Negroes.
SOURCE:
Anthony, Susan B. "Woman’s Right to the Suffrage." The National Center for Public Policy Research.
Web. 15 June 2011. <http://www.nationalcenter.org/AnthonySuffrage.html>.
29. In this excerpt, Anthony states that all citizens have
the right to vote. In the context of the speech, which
of these conclusions can be most reasonably drawn?
28. Which statement best evaluates Anthony’s bias in
this speech?
A. Anthony did not actually vote in the election
because women had not yet gained the right to
vote.
A. Anthony is clearly biased against the Constitution
as it was written.
B. Anthony is clearly biased against those who jailed
her for voting in the election.
B. Anthony wants to show that she has no prior
record of criminal behavior.
C. Anthony is unbiased, objectively quoting the
Constitution as it was written.
C. Although she voted in the election, Anthony
believes that she committed no crime.
D. Anthony shows some bias in favor of women’s
right to vote.
30. What is the purpose of Anthony using the concepts
of democracy, aristocracy, and oligarchy in her
speech?
A. Anthony explains the definitions of all three in
order to inform her audience.
D. Anthony believes that because women cannot
vote, women are above the law and cannot be
prosecuted.
31. Why does Anthony quote the United States
Constitution?
A. She believes her audience has not read the
Constitution.
B. The difference among the three ideas sets up a
contrast to show how the country is really
governed.
B. She cites it to show she knows the law.
C. She uses it as evidence to support her position.
C. The similarities in the three ideas allow her to
compare how they are alike.
D. She wants to prove that women are people.
D. The three words create a rhythmic sound that
makes her speech pleasing to the ear.
32. What is the purpose of Anthony’s speech?
A. to entertain the audience with an anecdote from
her life
33. If you were to deliver a speech to your local school
board to advocate for students’ right to use their
mobile phones in school, what would be the most
appropriate approach to use?
A. Use formal language and cite logical evidence
that supports your position.
B. to explain why she wanted to vote
B. Use humor and anecdotal stories for support.
C. to persuade the audience she committed no crime
C. Use informal jargon and cite school rules.
D. to tell about her experience of being jailed
D. Use testimonials from other students who have
had their cell phones confiscated.
GCSD: English I EOC
-10-
Item Analysis
34. Why does Anthony refer to women’s enjoyment of
liberty’s blessings as a mockery?
A. Anthony believes that women are insulted by not
having a chance to vote and secure their freedom.
35. Anthony refers to the country being an oligarchy. In
the word oligarchy, oli- means few. What does the root
–cracy mean?
B. Anthony chose to end her speech with a joke for
the purpose of humor.
A. freedom
B. government rule
C. Anthony is attempting to prove her point that the
Constitution makes fun of women.
C. group
D. state of
D. Anthony thinks that it is funny that women enjoy
the blessings of freedom.
36. Which choice below provides the most narrowed
topic for a research project about Women’s Suffrage?
37. Which source would provide the most information
from a reliable source for a research report on
Women’s Suffrage?
A. Amendments to the U.S. Constitution
A. The United States Constitution
B. The Impact of Susan B. Anthony on Women’s
Right to Vote
B. Susan B. Anthony’s journal
C. an interview with Susan B. Anthony’s
descendants
C. Voting in the United States
D. Women’s Rights
D. a reference book on women’s rights in the United
States
Read the student composition below. Then answer questions 38-47.
What Goes Around
(1) In our modern world, we take it for granted that the earth revolves around the sun, is round, and turns on
an axis. (2) However, had you lived 500 years ago, you probably would have believed that the sun revolved
around the earth. (3) Not only that, but you would have regarded anyone who thought otherwise as crazy. (4) It
took the work of a man named Galileo to revolutionize the way people viewed the universe.
(5) The concept that the sun is the center of our universe and that the planets revolve around it is called
heliocentrism. (6) Conversely, the belief that the sun and other planets revolve around the earth is called
geocentrism. (7) At the beginning of the 1600s, geocentrism was still the best view of the universe and the view
sanctioned by the Catholic Church. (8) Galileo used a new invention, the telescope, to observe the stars and
planets something no one had done before.
(9) Unfortunately for Galileo, the stronger opponent of heliocentrism was the Catholic Church. (10) During
Galileo's lifetime, the Roman Catholic Church was a powerful political force. (11) Many within the church
worried that heliocentrism contradicted the Bible's portrayal of the universe.
(12) In 1616, Galileo was ordered by the church to stop promoting heliocentrism in his writing. (13) For
many years, he did just that. (14) Ultimately, Galileo did return to writing about heliocentrism and published a
book about it in 1632. (15) In the church's view, this book advocated heliocentrism. (16) As a result, the Catholic
Church put him under house arrest for the rest of his life and forbade him from publishing any more books.
GCSD: English I EOC
-11-
Item Analysis
(17) Although Galileo was free not to share his work with the public, he continued his work until the end of
his life. (18) "All truths are easy to understand once they are discovered; the point is to discover them,” he once
said. (19) With his observations and scientific experiments, Galileo was able to lend dramatic support to
heliocentrism. (20) Others before him had suggested that the earth orbits the sun, Galileo was more successful
than any other person of his day in proving it.
SOURCE:
“What Goes Around.” The Edge, Level C. Carmel, CA: Hampton-Brown, 2005. 72.
38. Which two sentences should be combined to
improve sentence fluency?
A. sentence 3 and sentence 4
B. sentence 7 and sentence 8
C. sentence 9 and sentence 10
D. sentence 13 and sentence 14
40. Which choice most effectively revises sentence 20?
39. Which choice most effectively edits sentence 8 for
mechanics?
A. Others before him had suggested that the earth
orbits the sun, and Galileo was more successful
than any other person of his day in proving it.
A. Galileo used a new invention, the telescope, to
observe the stars and planets, which was
something no one had done before.
B. Others before him had suggested that the earth
orbits the sun because Galileo was more
successful than any other person of his day in
proving it.
B. Galileo used a new invention, the telescope, to
observe the stars and planets; something no one
had done before.
C. Galileo was more successful than any other
person of his day in proving it, so others before
him had suggested that the earth orbits the sun.
C. Galileo used a new invention, the telescope, to
observe the stars and planets. Something no one
had done before.
D. Although others before him had suggested that the
earth orbits the sun, Galileo was more successful
than any other person of his day in proving it.
D. no change needed
41. Which sentence should be added after sentence 7 to
help develop the ideas in the paragraph?
42. Which idea is not explained in the composition?
A. why Galileo was placed under house arrest
A. Galileo was born in Pisa, Italy, in 1564.
B. why the Catholic Church was a powerful political
force
B. However, Galileo Galilei was about to challenge
that.
C. why Galileo was ordered to stop promoting
heliocentrism
C. During this time, Italy experienced great cultural
development.
D. why the Catholic Church was an opponent of
heliocentrism
D. The Catholic Church is headed by the Pope, who
lives in Vatican City.
GCSD: English I EOC
-12-
Item Analysis
43. In sentence 17, how should the phrase was free not to
share his work should be edited?
44. In sentence 20, how should the phrase more
successful should be edited?
A. was not free to share his work
A. most success
B. was free to share not his work
B. most successful
C. was free to not share his work
C. more successfuler
D. no change needed
D. no change needed
45. In order to find a more precise word for powerful in
sentence 10, which reference source should the writer
use?
46. If the student were to expand this composition to
include details about Galileo’s early life and
childhood, which reference source would provide the
most information?
A. almanac
A. a biography of Galileo
B. dictionary
B. a reference book on astronomy
C. encyclopedia
C. an encyclopedia article
D. thesaurus
D. church membership records from the 1600’s
47. Which source would have the most current
information about the study of astronomy today?
A. a print encyclopedia
B. a print journal
C. a telescope instruction manual
D. an online reference database
Read the following excerpt from a student composition. Then answer questions 48-50.
SOURCE:
Unit 6 Assessment. McDougal Littel/Houghton Mifflin, 2008. 144-46.
(1) It’s Friday night at the basketball game. (2) It’s a packed house, and tension is in the air. (3) The home team
crowd starts to chant. (4) The visitors start, too. (5) Before long, both sides are slinging insults and hurling abuse. (6)
By the time the game is over, players have been benched. (7) Fans have been escorted out of the building. (8) I don’t
know what has happened to friendly competition and sporting behavior. (9) It seems that many high school sporting
events turn into free-for-alls. (10) All this in the name of victory. (11) It’s time to restore maturity and manners to
high school sports. (12) Cheer, don’t jeer. (13) First, all of these hostile acts and this fighting give teens a bad name.
(14) Many, if not most, of us attend games for two reasons. (15) We enjoy watching sports, and we want to support
our teams. (16) We cheer, not jeer. (17) A few people can change the whole situation, though. (18) When the namecalling starts, more and more people jump into the mix. (19) I think spectators and players needs to stop that kind of
behavior.
GCSD: English I EOC
-13-
Item Analysis
48. Which two sentences should be combined in order to
correct a sentence fragment error?
49. Which sentence below corrects a subject-verb
agreement error in the composition?
A. (4) The visitors starts, too.
B. (8) I don’t know what have happened to friendly
competition and sporting behavior.
A. sentences 3 and 4
B. sentences 5 and 6
C. (13) First, all of these hostile acts and this fighting
gives teens a bad name.
C. sentences 7 and 8
D. sentences 9 and 10
D. (19) I think spectators and players need to stop
that kind of behavior
50. After which sentence should the writer begin a new
paragraph to organize and clarify the composition’s
ideas?
A. sentence 12
B. sentence 13
C. sentence 14
D. sentence 15
GCSD: English I EOC
-14-
Item Analysis