E-MAIL ETIQUETTE: GUIDELINES FOR STUDENTS
E-mail is a very popular way to communicate today. In fact, along with other forms of Internet communications,
it far surpasses “snail mail” in popularity. The advantages are obvious: E-mail is fast and free. However, these
advantages make it tempting to be less than professional when sending an e- mail to a contact, employer or
faculty member.
Consider the following e-mail message:
Subject: hey!
sUp…i lost the homework. please send soon…e-mail me back TTYL!!!!!
So, what’s the problem?
Make it a habit to communicate professionally and remember that not everyone, especially
faculty and employers, will appreciate the brevity of a text-style message!
E-MAIL GUIDELINES FOR STUDENTS
1. Use your official school e-mail, so your professor does not mistake it for spam. If you use another email
account, your own name or a clear variation is always a good idea, but, at the very least, avoid anything
sexual, flirty, disgusting, etc. Do you really want your professors thinking of you as "RedHotCutie@...,"
"StudlyGuy@...," or "I_so_sexy@..."?
2. Include a concise and descriptive subject line. (Class information and reason for e-mail)
3. Begin with a salutation. For example, if you are e-mailing a professor, it would be appropriate to begin
your e-mail with “Dear Dr. Smith” or “Professor Smith” or even “Ms. Smith.” If you typically call Dr. Smith
“Pat”, then go ahead and begin the e-mail with “Pat.” If you are unsure of how to address a professor,
“Professor Smith” is the best choice.
4. Utilize traditional rules of grammar, spelling and punctuation in your message. Proofread the message
BEFORE sending it.
5. AVOID abbreviations associated with texting; it’s VERY unprofessional.
6. Close your message with a signature, which includes your full name.
7. Send attachments only if you are sure they are allowed by your professor. Check what file formats they
accept. For example, I only accept .rtf, .doc, or .pdf files, and each assignment should be sent as one file.
SAMPLE E-MAIL:
Writing to a professor for clarification regarding an assignment:
Subject: ACDV B62 Question about homework
Prof. Duenas-Clifft,
I am in your ACDV B62 course (9:35A) and missed class yesterday due to a family emergency.
I checked your website, and the homework says, “Annotations for Ch. 18.” Since I was absent, I am not sure what you mean by
annotations. I have tried contacting a couple of my peers who are also in the course, but one of them was absent, and the other
one left class before you explained the assignment.
Thank you for answering my question. I will share the information with the others.
Adriana Gonzales
1
The Cornell Note-Taking System
2 1/2"
6”
Note Taking column
Cue Column
1. Record: During the lecture, use the note taking column to record
the lecture using telegraphic sentences.
2. Questions: As soon after class as possible, formulate questions
based on the notes in the right-hand column. Writing questions
helps to clarify meanings, reveal relationships, establish continuity,
and strengthen memory. Also, the writing of questions sets up a
perfect stage for exam-studying later.
3. Recite: Cover the notetaking column with a sheet of paper. Then,
looking at the questions or cue-words in the question and cue
column only, say aloud, in your own words, the answers to the
questions, facts, or ideas indicated by the cue-words.
4. Reflect: Reflect on the material by asking yourself questions, for
example: “What’s the significance of these facts? What principle are
they based on? How can I apply them? How do they fit in with what
I already know? What’s beyond them?
5. Review: Spend at least ten minutes every week reviewing all of your
previous notes. If you do, you’ll retain a great deal for current use,
as well as for the exam.
Summary
2”
After class, use this space at the bottom of each page
to summarize notes on that page.
Adapted from: Pauk, Walter. How to Study College. 7th Ed. New York, Houghton Mifflin Company, 2001. Print.
2
Cornell Notes
Cue Column
Note Taking Column
Summary
3
Vocabulary Strategies
Note Taking Column
Cue Column
SAGE
Synonym, Antonym, General Sense, Example
Synonym
word that has a similar meaning as another word
Examples: smart, intelligent;
Antonym
Noun
Example – freedom
In America, we are lucky to have the freedom to vocalize disagreement with
our government.
Verb
Example – hiked
The man hiked up the steep slope determined to make it to the top.
Adjective
Example – creative
My creative sister decided to use her talent to design the set for my school
play.
Adverb
Example – slowly
My grandma drove so slowly that I was late to school.
4
Vocabulary in Context
SAGE - Vocabulary Strategy for defining words within context
Synonym
Antonym
General Sense
Example or definition
Synonym Clues
Many times, an author will place a synonym near a new or difficult word as a context
clue to the word’s meaning. Sometimes, a synonym is set off with a pair of commas, a
pair of dashes, or a pair of parentheses before and after it.
Common Signal Words for Synonyms
or, in other words, that is, also called
Examples:
 The dentist gave me laughing gas to
alleviate or ease the pain of cutting out my
wisdom teeth.
 Being nocturnal, that is, active at night,
owls are rarely seen during the day.
Antonym Clues
Antonyms help you guess a word’s meaning by showing you what the original word is
not
Common Signal Words for Antonyms Examples:
but, yet, however, in contrast, instead,  During dinner, Marie let out a long, loud
not, on the other hand, while, whereas,
burp that mortified her mother but
although
amused her friends.
 Suzanne’s tone was surprisingly flippant, in
contrast to her usual respectful manner.
5
General Sense Clues
Read the entire sentence or read ahead for a few sentences, for info that will help you
understand new word. Sometimes definition provided, vivid word pictures or
descriptions of a situation can provide a sense of the words meaning – use logic and
reasoning skills
Common Signal Words for General Sense
 - none
Examples:
 To ensure safety, written and road tests
should be mandatory for everyone who
seeks a driver’s license for the first
time; no exceptions should be allowed.
 Instead of being placed in adult prisons,
where they often become more
antisocial by mixing with hardened
criminals, youth who have been
convicted of crimes should be placed in
programs that rehabilitate them.
Note – The Passage suggests placing youth in adult prisons makes them
tougher so rehabilitate must mean something different because of word
INSTEAD.
Example Clues
Many times the author will show the meaning of a new or difficult word by providing
an example. Signal words indicate an example is coming. Colons and dashes can also
indicate examples
Common Signal Words for Examples
for example, for instance, such as,
including, consists of
Examples:
 The American presidency has suffered
infamous events such as the Watergate
scandal of Richard Nixon and the
impeachment of Bill Clinton by the House
of Representatives.
 Some authors use pseudonyms; for
example, famous American author Mark
Twain’s real name was Samuel Clemens.
6
Vocabulary Words
1. absolved
2. adamant
3. ambivalent
4. banal
5. blatant
6. complacent
7. congenial
8. covert
9. diligent
10. fallible
11. feasible
12. impasse
13. intermittent
14. implicit
15. obsolete
16. poignant
17. prerequisite
18. precedent
19. pretentious
20. vivacious
7
ACDV B62
Vocabulary in Context (Lesson 1)
Directions: Highlight any signal words that assist you with finding context clues and
complete the charts below.
1. My brother is clearly ambivalent about marriage. He keeps changing his mind about setting the
date and wanting to break off his engagement.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: ambivalent
Definition
Picture/Representation
Sentence:
2. Victor’s good grades have not made him complacent; for example, he still goes to tutoring weekly
and studies for a couple of hours each night.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: complacent
Definition
Picture/Representation
Sentence:
8
3. At first my new boyfriend seemed congenial, but once I got to know him I learned he is not very
pleasant.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: congenial
Definition
Picture/Representation
Sentence:
4. Children usually believe that their parents can do no wrong; however, by the time they become
teenagers, their parents are fallible.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: fallible
Definition
Picture/Representation
Sentence:
5. It was not feasible for Martha to work full-time, take care of the children, and attend school, so
she decided to quit her job.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: feasible
Definition
Picture/Representation
Sentence:
9
6. Although it has never been spoken, there is an implicit understanding that Betty will be promoted
when Sheila retires.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: implicit
Definition
Picture/Representation
Sentence:
7. When I was in college, most of my friends had pagers. Since the popularity of cell phones, pagers
have become obsolete.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: obsolete
Definition
Picture/Representation
Sentence:
8. To set a precedent, the professor gave the student who stole the exam an F for the entire course
so that other students would think twice before doing the same thing.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: precedent
Definition
Picture/Representation
Sentence:
10
9. The other students in my sister’s class don’t like her because she is so pretentious. I told her that
it is hard to like someone who acts like she knows it all.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: pretentious
Definition
Picture/Representation
Sentence:
10. I am worried about Mark. He has not been acting like his usual vivacious self. Instead, he has been
acting very tired and dull.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: vivacious
Definition
Picture/Representation
Sentence:
11
Name:
ACDV B62
Date/Time:
Vocabulary in Context (Homework)
Directions: Highlight any signal words that assist you with finding context clues and complete the
charts below.
1. The suspect realized that if he wanted to be absolved of the charges, he would have to hire a
detective to find the real murderer.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: absolve
Definition
Picture/Representation
Sentence:
2. Adamant in her support of gun control, Senator Browne will not give in to pressure from her
powerful opponents.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: adamant
Definition
Picture/Representation
Sentence:
12
3. I was disappointed with the novel we had to read in my English class. I enjoy plots that are original
and imaginative, but this was the most banal book I have ever read.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: banal
Definition
Picture/Representation
Sentence:
4. The company’s disregard for the environment is blatant. They make no attempt to stop polluting
the rivers with garbage.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: blatant
Definition
Picture/Representation
Sentence:
5. Cynthia and Miguel’s relationship is so covert that they never go out in public. Even their closest
friends don’t know they are dating.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: covert
Definition
Picture/Representation
Sentence:
13
6. I wish I had been more diligent about practicing piano when I was a child. It would be nice to be
able to play well now.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: diligent
Definition
Picture/Representation
Sentence:
7. At the negotiation meeting, the employees and the management reached an impasse. The
management wanted to cut back on benefits while the employees wanted to increase them.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: impasse
Definition
Picture/Representation
Sentence:
8. My dog’s trainer told me that practice with my dog has to be regular. Intermittent practice will
not work.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: intermittent
Definition
Picture/Representation
Sentence:
14
9. I cried when I heard the poignant story of the dying boy who gave away all his toys to the needy.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: poignant
Definition
Picture/Representation
Sentence:
10. My counselor said that I must take Spanish III before I take Introduction to Spanish Literature
because Spanish III is a prerequisite.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD: prerequisite
Definition
Picture/Representation
Sentence:
15
16
17
18
19
20
21
Words to Lead You to the Main Idea
Signal Words – They are often used in a main idea sentence;
they signal a list of items it to follow.
several kinds (or ways) of
several causes of
some factors in
three advantages of
five steps
among the results
various reasons for
a number of effects
a series of
Transition Words – They are generally used to introduce a
supporting detail.
one
to begin with
also
further
first (of all)
for one thing
in addition
furthermore
second(ly)
other
next
last (of all)
third(ly)
another
moreover
final(ly)
22
Outline
I. Main idea
A. Major Supporting Detail
1. Minor detail
2. Minor detail
B. Major Supporting Detail
1. Minor detail
2. Minor detail
C. Major Supporting Detail
1. Minor Detail
2. Minor Detail
23
Concept Map
Main Idea
Major
Supporting
Detail
Minor Detail
Minor Detail
Major
Supporting
Detail
Minor Detail
Minor Detail
24
Major
Supporting
Detail
Minor Detail
Minor Detail
35
36
37
38
39
40
41
Transitions and Thought Patterns
Definition and Example
Definition: is, are, means, refers to, can be defined as
Example: for example, for instance, such as, including
Classification
•
•
•
•
•
•
•
Sequence of Events/Process
•
•
•
•
•
•
•
•
•
•
divide groups into
can be classified by
one type/group/category
another kind
several categories
order
traits
Comparison
•
•
•
•
•
•
•
•
•
•
first
second
steps
next
then
before
final stage
after
ultimately
finally
Contrast
similarities
both
Alike
As
As well as
Equally
similarly
In a similar manner
In the same way
like/likewise
•
•
•
•
•
•
•
•
•
•
42
differences
on the other hand
differ
in contrast
unlike
while
although
on the contrary
at the same time
despite
Cause and Effect
•
•
•
•
•
•
•
•
•
•
•
Listing/Enumeration
•
•
•
•
•
•
•
•
•
•
•
•
because
consequently
accordingly
because of
leads/led to
results in
as a result
since
therefore
due to
caused
43
(several) ways
second
another
and
also
furthermore
another
besides
final
finally
first
first of all
Examples of Concept Maps
Bubble Map (Classification)
Venn Diagram (Comparison and
Contrast)
Table (Comparison and Contrast)
Cause and Effect
Attributes
“Thing” 1
“Thing” 2
Tree Map (Listing/Enumeration)
Sequence of Events/Process
44
ACDV B62
Name:
Date/Time:
Read the paragraph titled “Comparing and Contrasting High School and College Students” on pg. 132
of your BRS textbook. Highlight any transition words that reveal the cause and effect pattern. Fill in
the concept map below with the information from the paragraph.
Venn Diagram
45
Quick Guide on Annotating a Text
You can maximize comprehension by marking your texts
1) Read first and then underline selectively.
a) limit the amount – less is more
b) underline only the words/phrases that chunk what material is mainly about
2) Box or highlight transitions and number important ideas
a) make transitions stand out to identify main idea/supporting details/thought patterns
3) Circle specialized vocabulary
a) jot down brief meanings in the margin if necessary
b) instructors LOVE to include those on their exams
4) Jot down topics/main ideas in the margin
a) At the end of a paragraph, stop and ask yourself, "What was most of that paragraph about?" Write
the answer in as few words as possible in the margin.
5) Label Examples (ex)
a) When you encounter an example, determine what main idea -it exemplifies and label it. It will help
you understand the main idea when you study later.
6) Write your own ideas, including connections with your other classes, in [square brackets]
a) jot down ideas that occur to you either at the top or the bottom of the page and bracket them
to indicate they are your own – connecting will help you understand the material
7) Write questions as you read
a) Questions help you think, relate new material to what you already
know b) they will also help you stay focused
8) Make outlines/maps of obvious major ideas in the margins
a) Outlines/concept maps are a visual representation of ideas and their relation to each other
Underlining is a skill that is developed through thought and practice.
Sample Symbols for Annotating Textbooks
 * ! Use asterisk or exclamation for key concepts
 ()[] Use to parentheses or brackets to distinguish main ideas and other important
functions
 ? Use question marks to identify unclear sections or statements.
  Use arrows to connect related ideas or show relationships.
46
Short Answer Question Rubric
Above Standard
Meets Standards
Below Standard
Topic Sentence
A topic sentence is given
that clearly states what the
paragraph is about.
A topic sentence is
given, but is
vague.
The topic sentence is
not what the
paragraph is about,
or there is no topic
sentence.
Addresses
Prompt
All parts of the question are
answered.
Support
Adequate support is given.
Reference is made to the
textbook when relevant.
Few to no parts of
the question are
answered.
Little to no support is
given. No reference is
made to the
textbook.
Format
The answer is provided as
one paragraph, and the
paragraph is 3-5 sentences
long.
Some parts of the
question are
answered.
Some support is
given. Few to no
references are
made to the
textbook.
The paragraph is
less than three
sentences long.
47
The answer is not
provided in a
paragraph format.
Tips for Writing a Topic Sentence
Tip #1
Choose from the list of common words and phrases below. Start by writing “There are…” and then
add a word or phrase from each of the lists.
There are
•
•
•
•
•
many
several
some
a few
a number (three,
four, etc.
•
•
•
•
•
•
•
•
ways to
TOPIC
reasons for/why
types of
differences
between
similarities among
causes of
effects of
steps to
Example:
Prompt: Should birth control practices be encouraged and promoted worldwide? Why or why not?
Topic Sentence: There are a number of reasons why birth control practices should be encouraged and
promoted worldwide.
Tip #2
Turn the question into a statement.
Example:
Prompt: How might human ingenuity and technology help us contend with future population
increases?
Topic Sentence: Human ingenuity and technology can help us contend with future population increases in
many ways.
Tip #3
If the prompt is already in the form of a statement, reword it to state what you are going to write
about.
Prompt: Compare Martin Luther King Jr.’s leadership of the American civil rights movement with
Gandhi’s efforts in India.
Topic Sentence: Martin Luther King Jr.’s leadership of the American civil rights movement was similar
to Gandhi’s efforts in India in many ways.
48
*Do not attach this sheet to your report. Leave it loose in the front of your report.
Country Profile Grade Sheet
Name: _____________________ Country: _______________________________
Points
Possible
Report Folder (papers attached)
2
Typed Title Page
2
Typed Table of Contents
2
Page Numbers
2
Organization
2
Typed Description of Geographical Features
10
Atlas Copy w/Highlights
5
Typed Outline of Land and Climate
10
Culturegrams Copy
5
Reference Guide for Everyday Information
10
The World Almanac Copy
5
Worldmark Encyclopedia Copies
5
Pass Code for Future Residence w/highlight
5
Gale Article Regarding Economic Situation
w/annotations
20
MLA Guide (citations must be included)
10
Citations in MLA format
(one point deducted for each type of error)
5
TOTAL
Points
Earned
Comments
100
This project is due on _________ at _________. (If you are late to class, your project will be late.) For
each class session it is late, one letter grade (10%) will be lost.
Note: 10 points will be deducted if this sheet is not included with the report!
49
ACDV B62 Library Project
Country Profile
Rationale:
I hope as a result of this assignment you will (1) gain sufficient knowledge about conducting research
in the library as well as online, (2) learn how to correctly cite a variety of sources, and (3) and come
away with a good base knowledge of a foreign country.
Setting:
You are hired as a new agent for the Witness Protection Program by the Central Intelligence Agency
(CIA). Upon graduation from BC and completion of a three-month training program in Washington,
D.C., you will move to a secret location in a foreign country assigned to you. Your first training
assignment is to analyze various aspects of that country and its prospects for possible relocation of
citizens that are part of the Witness Protection Program (WPP). You will present this report to the
CIA’s management, so they can decide on your level of expertise and, therefore, your salary and
benefits package.
Your supervisor informs you that your report must be presented in a professional manner compiled
in a folder, with a typewritten title page and table of contents. This comprehensive report has to be
accompanied by relevant evidence. To ensure its accuracy, complete the MLA Guide at the end of
the report and include it in your folder.
Management is requesting you to supply the following information:
1. Description of Geographical Features
Use an atlas to find a map of your country. Make a copy and clearly write the name of the
continent where your country is located. Next, identify and highlight the names of the
neighboring nations or bodies of water. If those are not provided, you must add them to the map.
This will allow supervisors to decide whether these are allies or foes. Do not neglect to mention
adjoining bodies of water (oceans) since those might also pose a threat by means of naval attacks.
Circle or highlight the geographical features of your country, including major mountain ranges and
rivers. In your report, include a descriptive paragraph about the information marked on your map.
Do not type more than a paragraph since superiors will be considering hundreds of reports. Based
on this information, management will be able to carefully prepare those families that will be
relocated to your country.
2. Outline of Land and Climate
Your supervisor is especially interested in the report generated by the Mormon Church and
published in Culturegrams. This book is especially valuable and is under continuous supervision of
specially trained agents, also referred to as librarians. Culturegrams can only be found at the
Reference Desk, which is located on the 2nd floor of the library. You must copy the page(s) that
contain information about “Land and Climate” for your country and briefly outline the information.
(Tip: To use this resource, you must already know the continent the country occupies).
50
3. Reference Guide for Everyday Information
Use information from the World Almanac and Book of Facts (Note: Look up the country in the
index at the back and use the page number listed in bold type) and either the Worldmark
Encyclopedia of Nations OR Worldmark Encyclopedia of Cultures and Daily Life to complete the
chart below. Use the information recorded in the chart to create a quick reference guide.
Witnesses will depend on the correctness of these facts to begin a new life in a strange world.
Make sure to include information from both books. Attach original proof (copies of the pages
where you found the information) to ensure the comprehensiveness of your report. [Our skilled
negotiator will point out the location and how to find the call numbers for these books during one
of your training sessions.]
World Almanac and Book of Facts:
a) Location: ____________________________________
b) Call Number: _________________________________
Worldmark Encyclopedia of Nations OR Worldmark Encyclopedia of Cultures and Daily Life
a) Location: ____________________________________
b) Call Number: _________________________________
Monetary Unit:
Common Cuisine:
Major Holiday:
4. Pass Code for Future Residence
Find an interesting book (of your choice) from the library’s general collection about the country to
provide witnesses with the entrance code to their new residence. These books are kept in the
secret stacks of the library and can only be found by conducting a “Subject Search” using the
library catalog on the BC Library webpage. Once you find a book, make a copy of page 15 and
highlight the 6th word in the 4th line. This is the pass code, which will provide entrance to the new
quarters. Their future is in your hands, so be careful with your choice.
Location: _________________________________ Call Number: ____________________________
51
5. Annotated Article Regarding Economic Situation
Most witnesses will be accompanied by their families. To ensure employment opportunities, it is
imperative that we have a good understanding of the current economic situation in the country.
Find and print a magazine article about the country’s economic conditions. Make sure it is no older
than three years since the economy of a nation can change quickly. Use our top secret database
called Gale Expanded Academic ASAP and follow the code below to get accurate results. Under
NO CIRCUMSTANCES should you share this code with anyone as it is top secret. On your copy,
HIGHLIGHT and record (ANNOTATE) the topic, main idea, and major supporting details, and include
it in your report.
a. Click on Gale Expanded Academic ASAP on the BC Library website.
b. Click on Subject Guide Search
c. Type the name of the country in the search box
d. Put a check mark in the to documents with full text box
52
e. Click on the magnifying glass
f. Choose Subdivisions under the name of your country
g. Choose Economic aspects or Economic policy
h. Select Magazines in the left pane called Content Types.
i. Pick an article that is less than three years old.
53
Country List
Algeria
Mauritania
Argentina
Mongolia
Australia
Morocco
Austria
Netherlands
Bahamas
Nicaragua
Brazil
Nigeria
Cambodia
Norway
Chile
Oman
China
Pakistan
Colombia
Panama
Costa Rica
Paraguay
Denmark
Peru
Egypt
Poland
Ecuador
Portugal
Finland
Romania
France
Russia
Gambia
Rwanda
Germany
Senegal
Ghana
Singapore
Greece
South Africa
Guatemala
Spain
Hungary
Sweden
India
Switzerland
Israel
Thailand
Italy
Turkey
Jamaica
Uganda
Jordan
Ukraine
Kenya
Venezuela
Liberia
Vietnam
Mali
Zimbabwe
54
Country Profile MLA Guide
Atlas (Reference Book):
Name of Author(s): ________________________________________________________________
Title of Article (Country Name): ______________________________________________________
Title of Collection:_________________________________________________________________
Place of Publication: _______________________________________________________________
Publishing Company: ____________________________________Publishing Year: _____________
Pages: ______________________ Publication Medium (Print or Web): ______________________
Format:
Last Name, First Name. “Title of Article.” Title of Book. Place of Publication: Publisher, Publishing Year.
Pages. Publication Medium.
Citation:
CultureGrams (Article from an Encyclopedia):
Title of Article (Country Name): ______________________________________________________
Title of Collection: _________________________________________________________________
Edition: _________________________________________________________________________
Place of Publication: _______________________________________________________________
Publishing Company: ____________________________________Publishing Year: _____________
Pages: ______________________ Publication Medium (Print or Web): ______________________
Format:
Last Name, First Name. “Title of Article.” Title of Book. Edition. Ed. Editor’s Name(s). Place of Publication:
Publisher, Publishing Year. Pages. Medium.
Citation:
55
World Almanac and Book of Facts (Well-Known Reference Work):
Title of Article (Country Name): ______________________________________________________
Title of Book: _____________________________________________________________________
Publishing Year: __________________ Publication Medium (Print or Web): __________________
Format:
“Title of Article.” Title of Book. Publishing Year. Publication Medium.
*Note - For well-known reference works, it is not necessary to include full publication information. Include
only the title of the reference source, edition, and date of publication.
Citation:
Worldmark Encyclopedia of Nations or Cultures and Daily Life (Article from an Encyclopedia):
Name of Author(s): ________________________________________________________________
Title of Article (Usually Country Name): ________________________________________________
Title of Book: _____________________________________________________________________
Editor’s Name(s): __________________________________________________________________
Volume: _________________________________________________________________________
Place of Publication: _______________________________________________________________
Publishing Company: ____________________________________Publishing Year: _____________
Pages: ______________________ Publication Medium (Print or Web): ______________________
Format:
Last Name, First Name. “Title of Article.” Title of Collection. Ed. Editor’s First Name Last Name. Vol. Place of
Publication: Publisher, Publishing Year. Pages. Medium.
Citation:
56
Book in General Collection (Book):
Name of Author(s) or Editor(s): ______________________________________________________
Title: ___________________________________________________________________________
Place of Publication: _______________________________________________________________
Publishing Company: _______________________________________________________________
Publishing Year: __________________ Publication Medium (Print or Web): __________________
Format:
Last Name, First Name. Title. Place of Publication: Publisher, Publishing Year. Publication Medium.
Citation:
Gale Expanded Academic (Online Magazine Article):
Name of author: __________________________________________________________________
Title of article: ____________________________________________________________________
Magazine title: ___________________________________________________________________
Publishing date: __________________________________________Pages: __________________
Name of database: ________________________________________________________________
Database provider: ________________________________________________________________
Medium: _______________Access date: _______________________________________________
Format:
Last Name, First Name. "Title of Article." Name of Magazine Publishing Date: Pages. Name of Database.
Database Provider. Medium. Day Month Year of Access.
Citation:
57
Completed Packet Checklist
 My documents are neatly organized in a folder.
 I have a typed Title Page.
 I included a typed Table of Contents.
 I numbered the pages throughout the entire folder.
Description of Geographical Features:
 On the copy of the map, I
 wrote the name of the continent where my country is located.
 highlighted/added neighboring countries/bodies of water.
 I typed a paragraph describing the geographical features of my country
Outline of Land and Climate
 I copied the “Land and Climate” section found in Culturegrams
 I created an outline about “Land and Climate” found in the article
Reference Guide
 I included copies of the
 World Almanac and Book of Facts AND
 Worldmark Encyclopedia of Cultures and Daily Life OR
Worldmark Encyclopedia of Nations
 I created a quick reference guide, which includes information about the money, cuisine, and
major holiday in my country
Pass Code
 I found a book in the general collection about my country
 I copied page 15 and highlighted the 6th word on the 4th line
Annotated Article
 I printed a magazine article about the economic situation in my country using Gale
Expanded Academic ASAP
 I highlighted and clearly recorded the topic, main idea, and major supporting details on
the copy
MLA Handout
 I completed all of the boxes and rewrote the information using proper MLA format
58
Place report title
about one third of
the way down your
paper.
Romania
Michael Melende
ACDV B62
Prof. Dueñas-Clifft
Place your name
about two inches
below the title.
Place your class
information about two
inches below your
name.
April 7, 2012
Double space the
information. The date
should be the due
date.
59
*SAMPLE - DO NOT USE THIS PAGE IN YOUR COUNTRY REPORT. CREATE YOUR OWN!*
Sample Table of Contents
Description of Geographical Features
1
Outline of Land and Climate
2
Reference Guide for Everyday Information
4
Pass Code for Future Residence
5
Annotated Article Regarding Economic Situation
6
MLA Guide
9
Library of Congress Call Numbers
60
Libraries use classification systems to organize the books on the shelves. A classification system uses letters
and/or numbers (call numbers) to arrange the books so that books on the same topic are together.
From the Online Catalog to the Shelf
Libraries in the United States generally use either the Library of Congress Classification System (LC) or the
Dewey Decimal Classification System to organize their books. Most academic libraries use LC, and most public
libraries and K-12 school libraries use Dewey.
Anatomy of a Library of Congress Call Number
Book title: Uncensored War: The Media and Vietnam
Author: Daniel C. Hallin
Call Number: DS559.46 .H35 1986
The first two lines describe the subject of the book.
DS559.45 = Vietnamese Conflict
The third line often represents the author's last name.
H = Hallin
The last line represents the date of publication.
61
Tips for Finding Books on the Shelf
Read call numbers line by line.
LB
Read the first line in alphabetical order:
A, B, BF, C, D... L, LA, LB, LC, M, ML...
2395
Read the second line as a whole number:
1, 2, 3, 45, 100, 101, 1000, 2000, 2430...
.C65
The third line is a combination of a letter and numbers. Read the letter alphabetically. Read the number as a
decimal, eg:
.C65 = .65 .C724 = .724
Some call numbers have more than one combination letter-number line.
1991
The last line is the year the book was published. Read in chronological order:
1985, 1991, 1992...
Here is a shelf of books with the call number order explained.
Using the Library
62
Put the following “books” in order.
1.
KF
5200
.S78
1973
Book A
KD
501
.S78
1973
Book B
KF
5011
.S78
1974
Book C
K
52
.S78
1980
Book D
KD
45
.S78
1981
Book E
1. __________ 2. __________ 3. __________ 4. __________ 5. __________
2.
PG
520
.M57
1965
Book A
PB
23
.N51
1961
Book B
PB
230
.C53
1962
Book C
PG
4320
.G55
1963
Book D
PG
520
.P56
1964
Book E
1. __________ 2. __________ 3. __________ 4. __________ 5. __________
3.
BT
2502
.L101
1995
Book A
B
6549
.L1
1993
Book B
BT
99
.L1
1994
Book C
BT
2502
.L1
1995
Book D
BT
2502
.L1
1998
Book E
1. __________ 2. __________ 3. __________ 4. __________ 5. __________
4.
PZ
101
.D1
2000
Book A
PZ
23
.D1
2007
Book B
P
780
.L1
1999
Book C
PZ
101
.D13
1994
Book D
P
780
.Q1
1995
Book E
1. __________ 2. __________ 3. __________ 4. __________ 5. __________ S
SQ4R
63
Survey
Survey the material

What should I look for when
I survey?
title, headings, subheadings, visuals

Preview

introduction, summary

chapter questions
Activate background knowledge
Questions
Turn headings into questions by asking
What is an effective way to

ask questions about the text?



Read
How can I read actively?

Answer your heading questions

Reread if your questions didn’t get answered

Annotate by:
o
o
o
Recite
How can I recite effectively?
Review

Put it in your own words (verbally or in writing)

Create 3x5 flashcards for important concepts

Re-read notes
Re-read annotations and highlights
What is an effective way to
o
review the text?
o
o
Reflect

Compare new ideas with what you already know

Ask, “How can I use this?”
How should I reflect?
64
65
66
67
Name:
Date/Time:
Chapter Survey
Fill in the blanks below as you preview the chapter from a textbook. Do not leave any blanks empty. If there are
no examples, write “none” in the space provided.
Textbook Title: ________________________________________________________________________
68
Chapter Title: _________________________________________________________________________
Author (s): ______________________________ Pages: _______ to _______ Number of Pages: _______
Read each boldface heading. What major topics are included in this chapter?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What do you already know about the major topics of this chapter?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Is there an introduction? _______Page number(s)? _______ If yes, retell it in your own words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Is there a summary? _______Page number(s)? _______ If yes, retell it in your own words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Are there objectives or goals listed at the beginning of the chapter? _______ Page number(s)? ________ If so,
read them.
Are there study questions listed at the end of each section or chapter? ________ If so, read the questions.
Read any key vocabulary words that are listed in the chapter. List two of them, including their
definitions and page number:
1. _______________________________________________________________________
_______________________________________________________________________
69
2. _______________________________________________________________________
_______________________________________________________________________
Observe all illustrations (pictures, charts, or graphs) in the chapter. Choose two, and list the page
number and caption title. If there is no caption title, describe the illustration.
1. ________________________________________________________________________
2. ________________________________________________________________________
What information is located in the margins and /or footnotes?
______________________________________________________________________________
______________________________________________________________________________
Turn ten headings into questions. Use who, what, where, why, and how.
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
4. _____________________________________________________________________________________
5. _____________________________________________________________________________________
6. _____________________________________________________________________________________
7. _____________________________________________________________________________________
8. _____________________________________________________________________________________
9. _____________________________________________________________________________________
10. _____________________________________________________________________________________
Name:
Date/Time:
BRS Ch. 12 SQ4R Worksheet
Fill in the blanks below as you preview the chapter from a textbook. Do not leave any blanks empty. If there are
no examples, write “none” in the space provided.
S-Survey
70
Textbook Title: ________________________________________________________________________
Chapter Title: _________________________________________________________________________
Author (s): ______________________________ Pages: _______ to _______ Number of Pages: _______
Read each boldface heading. What major topics are included in this chapter?
_____________________________________________________________________________________
_____________________________________________________________________________________
What do you already know about the major topics of this chapter?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Is there an introduction? _______Page number(s)? _______ If yes, retell it in your own words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Is there a summary? _______Page number(s)? _______ If yes, retell it in your own words.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Are there objectives or goals listed at the beginning of the chapter? _______ Page number(s)? ________ If so,
read them.
Are there study questions listed at the end of each section or chapter? ________ If so, read the questions.
Read any key vocabulary words that are listed in the chapter. List three of them, including their
definitions:
71
3. _______________________________________________________________________
_______________________________________________________________________
4. _______________________________________________________________________
_______________________________________________________________________
5. _______________________________________________________________________
_______________________________________________________________________
Observe all illustrations (pictures, charts, or graphs) in the chapter. Choose three, and list the page
number and caption title. If there is no caption title, describe the illustration.
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
What information is located in the margins and /or footnotes?
______________________________________________________________________________
______________________________________________________________________________
Q-Question
Turn the first heading into a question. Use who, what, where, why, and how.
_What is stress?__________________________________________________________________________
R-Read
Read the material following the first heading looking for the answer to your question.
R-Recite
Reread the heading and recall the question you asked. Briefly answer this question in your own words without
looking at the section. Check to see if you are correct.
_____________________________________________________________________________________
_____________________________________________________________________________________
Continue using the question, read, and recite steps until you have finished each part of the chapter. Then
complete the review step. You may want to include definitions in your notes. Your notes should focus on the
terms from the Ch. 12 Study Guide (HOP pgs. 71-72)
You may also format your textbook reading notes like Cornell Notes.
Cornell Notes
72
BRS Ch. 26: Psychology – Health & Stress (pgs. 216-222)
Cue Column
Note Taking Column
Q. 1 What is stress?

pg. 216
Physical and mental response to an event that
threatens or challenges a person and requires
some form of adjustment
Q. 2 What are

stressors? pg. 216
Q. 3 What is the

Social Readjustment
Scale?
pgs. 216-217
Cornell Notes
BRS Ch. 12: Psychology – Health & Stress (pgs. 216- 222) cont.
Cue Column
Note Taking Column
73
ACDV B62
BRS Ch. 12 Psychology: Health and Stress Exam Study Guide
You will take Cornell notes as you read the chapter, and your notes should cover all items listed on this study
guide. You will turn in separate notes for each part.
PART 1 (pgs. 216-222)
74
stress
stressor
Holmes and Rahe
Social Readjustment Scale (SRRS)
Lazarus
hassles
uplifts
Choices - three types of conflict (explain and provide examples)
unpredictability and lack of control
stress in the workplace (variables and gender)
post-traumatic stress disorder (PTSD) (definition, symptoms, examples)
Part 2 (pgs. 224-233)
general adaptation syndrome (GAS) (three stages and what happens at each stage)
primary appraisal
secondary appraisal
three coping strategies (definitions and examples)
coronary heart disease (risk factors)
Type A and Type B behavior pattern
Part 3 (pgs. 233-242)
75
lymphocytes
four personal factors that reduce the impact of stress (list and describe)
gender and health
ethnicity and health (African Americans, Hispanic Americans, and Native Americans)
benefits of exercise
alternative medicine (definition and reasons people use it)
Your Psychology: Health & Stress Exam will be worth 50 points, and it will consist of:

10 multiple choice questions (1 point each)

5 matching (1 point each)

5 true/false (1 point each)

5 fill in the blank (1 point each)

5 short answer (5 points each) – These must be answered in complete sentences and be at
least three sentences long. I recommend that you make a small outline of your ideas before
you write.
Name
Date/Time
CROSSWORD PUZZLE
BRS Chapter 12 – Psychology: Health and Stress
76
CROSSWORD PUZZLE
BRS Chapter 12 – Psychology: Health and Stress
77
Across
5. events that cause a stress reaction
6. model that views illness as the result of biological factors alone
10. people who expect positive outcomes
13. white blood cells
14. physiological and psychological response to a condition that threatens or challenges a person and requires some form
of adaptation or adjustment
15. daily annoyances of everyday life
16. lack of energy, exhaustion, and pessimism that result from prolonged stress
17. being pulled toward or drawn to two or more desires or goals, only one of which may be attained
18. behavior pattern marked by time pressure, impatience, hostility, anger
Down
1. positive events that neutralize the effects of hassles
2. combination of commitment, control, and challenge that helps individuals manage stress
3. prolonged response to traumatic event or chronic stress
4. the study of the effects of psychological factors such as stress, emotions, thoughts, and behavior on the immune system
7. the three stages of the body’s physiological reaction to stress, including alarm, resistance, and exhaustion
8. model that focuses on health as well as illness
9. behavior pattern marked by relaxed approach to life
11. behavior pattern marked by chronic distress
12. efforts through action and thought to deal with stressors
ACDV B62
Name
Date/Time
1.
2.
3.
4.
Review BRS Ch. 12 – Psychology: Health and Stress and your notes using your study guide to assist you.
There are 23 topics on your study guide. Divide up the questions with your partner or group.
Write at least three questions of each type. Be sure that you cover all of the topics assigned to you.
Make an answer key that includes the page number where the answer can be found. The key also
needs to include a paragraph (at least three sentences) for the short answer questions.
78
*This assignment is worth 25 points!*
Part 1. Multiple Choice
1)
a.
b.
c.
d.
2)
a.
b.
c.
d.
3)
a.
b.
c.
d.
Part 2. Matching.
______1.
a.
______2.
b.
______3.
c,
Part 3. True or False.
1.
2.
79
3.
Part 4. Fill in the blank.
1.
2.
3.
Part 5. Short Answer Questions
1.
2.
3.
Name:
Date/Time:
Analyzing Test Results
80
Spend at least five minutes reviewing your graded test. Put an x in the appropriate box for the questions that
you missed.
Number
It wasn’t in my
notes.
I did not
review the
notes.
I did not
understand
the concepts.
I did not
understand
the question.
Test anxiety
interfered
with my
thinking.
I did not read
the directions
/question
carefully.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Write answers to the following questions in the space provided.
!. On what material did the teacher base test questions – readings, lectures, discussions, or other class
activities?
81
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What types of questions did you miss or lose points (e.g. multiple choice, short answer)?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Can you now correctly answer the questions that you missed? You may look back at your notes and the
book. Write your new answers below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
PIRATES Strategy
(Prepare-Inspect - Read, Remember, Reduce - Answer or Abandon - Turn Back-Estimate - Survey)
82
Prepare to succeed: Students begin taking the test using the steps PASS:




P: Put your name and PIRATES on the test,
A: Allot time and order to the sections of the test,
S: Say your affirmations and
S: Start within two minutes
Inspect the instructions:



R: Read the instructions,
U: Underline what to do and where to do it,
N: Note any special requirements.
Read, Remember, Reduce: READ the whole question,


REMEMBER what you’ve studied, and
REDUCE your choices, marking out the choices that you know aren’t applicable.
Answer or Abandon: Answer what is known and abandon if you don’t know. If you abandon it, place
a mark next to and come back to it.
Turn Back: When you get to the end of the test, turn back to those abandoned questions using the
ACE guessing techniques described below.
Estimate: Using the ACE guessing techniques students follow the sequence of:



Avoiding absolute words, (e.g. all, always, every, no, none, never, only)
Choosing the longest and most detailed answer and
Eliminating similar choices.
Survey: After you have completed all the steps, look over the test one more time to survey if you have
answered all the abandoned questions and change your answer if you have a good reason to do so.
Additional Test Taking Tips
83
A. Multiple choice
1. Read the stem separately with each option to hear how they sound together.
2. Be alert to the presence of worlds like not, except, but, and all but in the stem; they will affect
the answer.
3. Look for answers that allow you to combine options.
4. If you have four choices of answers, and you must rely on guessing alone, choose B. If you
have five choices of answers, and you must rely on guessing alone, choose C.
B. True/False
1. Don’t over interpret true of false statements!!
2. After considering ACE and still in doubt, choose TRUE.
C. Matching
1. Reading both columns before you choose any answers.
2. Cross out options as you use them.
3. Pay Particular attention to direction for matching items.
D. Other general tips.
1. After completing and reviewing the test, change answers if any of the following are true:





You have rethought and conceptualized a better answer
Other parts of the test lead you to believe your original answer is wrong
You are making clerical corrections
You remembered more information
You used clues.
2. If there is no penalty for wrong answers, guess.
3. If there is a penalty, if one or more alternatives can be eliminated, guess.
Pre-Test
Section 1. In the blank provided, write the letter of the most appropriate.
84
____ 1. Christmas occurs in
a. Spring
b. Summer
c. Winter
d. Fall
____ 2. Television and radio are
a. Used by animals
c. means of communication
b. Used by fish
d. means of visual communication
____ 3. Architects stopped using agronimum in construction because
a. It was too expensive
c. It wasn’t strong enough
b. It was too heavy
d. It weighed too much
____ 4. Legs and arms are part of the body. Which of the following is not?
a. Branch
c. Twig
b. Nose
d. A and C
____ 5. The most common use of bason solutions is
a. Fermentation
c. As a cleaning compound
b. As the organic catalyst found in oil solvents
d. Pigmentation
____ 6.When the preservative monoglate is added to food
a. The food rarely spoils
c. The food never changes color
b. The food always changes color
d. The food never spoils.
____ 7. The Cadmos family fought with the Justins because they wanted
a. Their money back c. Their food back
b. Their land back
d. Their clothes back
Section II. Write the letter in the blank next to the appropriate word
____ 1. boy
a. A young cow
____ 2. minite
b. A young gerbil
____ 3. calf
c. A young male
____ 4. girl
d. A young female
Section III. Briefly discuss three of your favorite television shows in the space below.
85
Section IV. Place a (+) in front of each sentence that is true. Place a (-) in front of each sentence that is
false.
____ 1. Prisoners in Paduan prisons are usually allowed to use library facilities.
____ 2. Only farmers who grew alfalfa made money during the drought of 1956.
____ 3. Radio thermography is seldom used to diagnose apranorma
____ 4. It is important to learn to read.
____ 5. All doctors agree that aspirin is the best way to treat phrenitis.
____ 6. The Justins, who were land thieves, always got away with their thefts.
____ 7. Christmas always falls on December 24th.
Section V. Fill in the blanks with the appropriate word
1. Red, green and blue are _________________.
2. Ketomite is made up mainly of _____________.
3. If sendium is added to phosphorus, it forms ___________________________________.
4. Two plus two equals ____________________.
Practice Test
Section 1. Draw a line through the number next to those statements that are completely true.
86
1. Many colleges have football teams.
2. Tennod is often found in aloid solutions.
3. None of the elements used as primocatalysts are inert.
4. The kresh tree is found only in southern Paraguay.
5. Most monopods found in Asia migrated from Europe.
6. The seed of the oak tree is the acorn.
7. The symbol for Menlo City is the Big Pear.
Section II. Write the most appropriate word from Column II in the blank provided.
Column 1
Column II
1. Genetic Zenoplast. _________________________
sun
2. Commonly drunk liquid. _________________________
water
3. Food from animals. _________________________
blood
4. Bright object in the sky. _________________________
meat
Section III. In the space provided, write a short essay on the following topic: My two most favorite
things to do when I have free time.
Section IV. Draw a square around the letter of the best answer.
1. The United States was interested in purchasing the island territories
a. in order to build a strategic defense base
c. for the sugar crop
87
b. for tourism
d. for oil rights
2. Pens and pencils are both
a. made of glass
c. made of wool
b. used for writing
d. food
3. After the government banned the use of the insecticide paracene
a. it was never used again
c. most farmers used deoxyene
b. all the crops died
d. no insect died
4. The Big Pear, Menlo City, has
a. the Eiden Tower
c. The Golden Gate Bridge
b. The Powley State Building and
d. The Arch of Victory
the Johnson Statue
5. Scientist seldom use agronium in fusion because it
a. costs too much
c. is too expensive
b. is unstable
d. is impure
6. To keep away insects, campers
a. wear red hats
c. yell loudly
b. use insect repellant
d. sing camp songs
7. To be able to legally drive a car you need all the following except
a. a car
c. being 16 years old
b. a driver’s license
d. a and c
Section V. Write a word in the blank that makes the sentence correct.
1. Red, green, and _________________________ are all colors
2. Pennies, _________________________, and dimes are all coins.
3. Tranks and _________________________ are both crystalids.
4. Remington, James, and _________________________ are 19th century extentialists.
The Lottery Anticipation Guide
88
Statement(s)
Agree or Disagree
Briefly explain your answer. Use examples if
possible.
Winning the Lottery is
always a good thing.
It is all right to follow
authority without
question.
Given no other option, I
would sacrifice one
human life if it meant
saving others.
What has worked in the
past will always work in
the future.
All traditions are
important and should
never be forgotten.
The Lottery
By Shirley Jackson
89
The morning of June 27th was clear and
sunny, with the fresh warmth of a full-summer day;
the flowers were blossoming profusely and the grass
was richly green. The people of the village began to
gather in the square, between the post office and the
bank, around ten o'clock; in some towns there were so
many people that the lottery took two days and had to
be started on June 26th. But, in this village, where
five times. Bobby Martin ducked under his
mother's grasping hand and ran, laughing, back to
the pile of stones. His father spoke up sharply, and
Bobby came quickly and took his place between
his father and his oldest brother.
The lottery was conducted--as were the
square dances, the teen club, the Halloween
program--by Mr. Summers, who had time and
there were only about three hundred people, the
energy to devote to civic activities. He was a
whole lottery took less than two hours, so it could
round-faced, jovial man, and he ran the coal
begin at ten o'clock in the morning and still be
through in time to allow the villagers to get home for
noon dinner.
business, and people were sorry for him because
he had no children and his wife was a scold.
When he arrived in the square, carrying the black
The children assembled first, of course. School wooden box, there was a murmur of conversation
was recently over for the summer, and the feeling of
among the villagers, and he waved and called,
gather together quietly for a while before they broke
Graves, followed him, carrying a three- legged
liberty sat uneasily on most of them; they tended to
into boisterous play. Their talk was still of the
classroom and the teacher, of books and reprimands.
Bobby Martin had already stuffed his pockets full of
stones, and the other boys soon followed his example,
selecting the smoothest and roundest stones; Bobby
and Harry Jones and Dickie Delacroix-- the villagers
pronounced this name "Dellacroy"--eventually made
a great pile of stones in one corner of the square and
guarded it against the raids of the other boys. The
girls stood aside, talking among themselves, looking
"Little late today, folks." The postmaster, Mr.
stool, and the stool was put in the center of the
square, and Mr. Summers set the black box down
on it. The villagers kept their distance, leaving a
space between themselves and the stool. And
when Mr. Summers said, "Some of you fellows
want to give me a hand?" there was a hesitation
before two men, Mr. Martin and his oldest son,
Baxter, came forward to hold the box steady on
the stool while Mr. Summers stirred up the papers
inside it.
over their shoulders at rolled in the dust or clung to
The original paraphernalia for the lottery
the hands of their older brothers or sisters.
had been lost long ago, and the black box now
Soon the men began to gather, surveying their resting on the stool had been put into use even
own children, speaking of planting and rain, tractors
before Old Man Warner, the oldest man in town,
stones in the corner, and their jokes were quiet and
villagers about making a new box, but no one
and taxes. They stood together, away from the pile of
was born. Mr. Summers spoke frequently to the
they smiled rather than laughed. The women, wearing liked to upset even as much tradition as was
faded house dresses and sweaters, came shortly after
represented by the black box. There was a story
exchanged bits of gossip as they went to join their
pieces of the box that had preceded it, the one that
their menfolk. They greeted one another and
husbands. Soon the women, standing by their
that the present box had been made with some
had been constructed when the first people settled
husbands, began to call to their children, and the
children came reluctantly, having to be called four or
90
down to make a village here. Every year, after the
lottery, Mr. Summers began talking again about a
new box, but every year the subject was allowed to
others believed that he was supposed to walk
grew shabbier each year: by now it was no longer
part of the ritual had been allowed to lapse. There
to show the original wood color, and in some places
the lottery had had to use in addressing each
fade off without anything's being done. The black box among the people, but years and years ago this
completely black but splintered badly along one side
had been, also, a ritual salute, which the official of
person who came up to draw from the box, but
faded or stained.
this also had changed with time, until now it was
Mr. Martin and his oldest son, Baxter, held
the black box securely on the stool until Mr. Summers
had stirred the papers thoroughly with his hand.
felt necessary only for the official to speak to each
person approaching. Mr. Summers was very good
at all this; in his clean white shirt and blue jeans,
Because so much of the ritual had been forgotten or
with one hand resting carelessly on the black box,
discarded, Mr. Summers had been successful in
having slips of paper substituted for the chips of wood
that had been used for generations. Chips of wood,
Mr. Summers had argued, had been all very well
he seemed very proper and important as he talked
interminably to Mr. Graves and the Martins.
Just as Mr. Summers finally left off talking
when the village was tiny, but now that the
and turned to the assembled villagers, Mrs.
population was more than three hundred and likely
Hutchinson came hurriedly along the path to the
to keep on growing, it was necessary to use something square, her sweater thrown over her shoulders,
that would fit more easily into the black box. The
and slid into place in the back of the crowd. "Clean
made up the slips of paper and put them in the box,
who stood next to her, and they both laughed
night before the lottery, Mr. Summers and Mr. Graves forgot what day it was," she said to Mrs. Delacroix,
and it was then taken to the safe of Mr. Summers' coal softly. "Thought my old man was out back stacking
company and locked up until Mr. Summers was ready wood," Mrs. Hutchinson went on, "and then I
to take it to the square next morning. The rest of the
looked out the window and the kids was gone, and
sometimes another; it had spent one year in Mr.
came a-running." She dried her hands on her
year, the box was put way, sometimes one place,
then I remembered it was the twenty-seventh and
Graves' barn and another year underfoot in the post
apron, and Mrs. Delacroix said, "You're in time,
office, and sometimes it was set on a shelf in the
though. They're still talking away up there."
Martin grocery and left there.
Mrs. Hutchinson craned her neck to see
There was a great deal of fussing to be done
before Mr. Summers declared the lottery open. There
were the lists to make up--of heads of families, heads
of households in each family, members of each
household in each family. There was the proper
through the crowd and found her husband and
children standing near the front. She tapped Mrs.
Delacroix on the arm as a farewell and began to
make her way through the crowd. The people
separated good-humoredly to let her through: two
swearing-in of Mr. Summers by the postmaster, as the or three people said, in voices just loud enough to
official of the lottery; at one time, some people
be heard across the crowd, "Here comes your
performed by the official of the lottery, a perfunctory,
all." Mrs. Hutchinson reached her husband, and
remembered, there had been a recital of some sort,
tuneless chant that had been rattled off duly each
year; some people believed that the official of the
Missus, Hutchinson," and "Bill, she made it after
Mr. Summers, who had been waiting, said
cheerfully, "Thought we were going to have to get
lottery used to stand just so when he said or sang it,
on without you, Tessie."
91
Mrs. Hutchinson said, grinning, "Wouldn't
"Here," a voice said, and Mr. Summers
have me leave m'dishes in the sink, now, would you,
Joe?" and soft laughter ran through the crowd as the
people stirred back into position after Mrs.
nodded.
A sudden hush fell on the crowd as Mr.
Summers cleared his throat and looked at the list.
Hutchinson's arrival.
"All ready?" he called. "Now, I'll read the names--
"Well, now," Mr. Summers said soberly, "guess heads of families first--and the men come up and
we better get started, get this over with, so's we can go take a paper out of the box. Keep the paper folded
in your hand without looking at it until everyone
back to work. Anybody ain't here?"
has had a turn. Everything clear?"
"Dunbar." several people said. "Dunbar.
The people had done it so many times that
Dunbar."
they only half listened to the directions: most of
Mr. Summers consulted his list. "Clyde
them were quiet, wetting their lips, not looking
Dunbar," he said. "That's right. He's broke his leg,
around. Then Mr. Summers raised one hand high
hasn't he? Who's drawing for him?"
and said, "Adams." A man disengaged himself from
the crowd and came forward. "Hi, Steve," Mr.
"Me. I guess," a woman said, and Mr.
Summers said, and Mr. Adams said, "Hi, Joe."
Summers turned to look at her. "Wife draws for her
husband," Mr. Summers said. "Don't you have a grown
boy to do it for you, Janey?" Although Mr. Summers
They grinned at one another humorlessly
and nervously. Then Mr. Adams reached into the
and everyone else in the village knew the answer
perfectly well, it was the business of the official of the
lottery to ask such questions formally. Mr. Summers
black box and took out a folded paper. He held it
firmly by one corner as he turned and went hastily
back to his place in the crowd where he stood a
waited with an expression of polite interest while
little apart from his family, not looking down at
Mrs. Dunbar answered. "Horace's not but sixteen yet," his hand.
Mrs. Dunbar said regretfully. "Guess I gotta fill in for
"Allen," Mr. Summers said. "Anderson....
the old man this year."
"Right," Mr. Summers said. He made a note on
the list he was holding. Then he asked, "Watson’s boy
drawing this year?"
Bentham."
"Seems like there's no time at all between
lotteries any more," Mrs. Delacroix said to Mrs.
Graves in the back row.
A tall boy in the crowd raised his hand.
"Here," he said. "I’m drawing for my mother and me."
He blinked his eyes nervously and ducked his head as
several voices in the crowd said things like "Good
fellow, Jack," and "Glad to see your mother's got a man
to do it."
"Seems like we got through with the last
one only last week."
"Time sure goes fast,” Mrs. Graves said.
"Clark.... Delacroix"
"Well," Mr. Summers said, "guess that's
"There goes my old man," Mrs. Delacroix
everyone. Old Man Warner make it?"
said. She held her breath while her husband went
forward.
92
"Dunbar," Mr. Summers said, and Mrs.
"I wish they'd hurry," Mrs. Dunbar said to
Dunbar went steadily to the box while one of the
women said, "Go on, Janey," and another said, "There
she goes."
her older son. "I wish they'd hurry."
"They're almost through," her son said.
"You get ready to run tell Dad," Mrs.
"We're next." Mrs. Graves said. She watched
Dunbar said.
while Mr. Graves came around from the side of the
box, greeted Mr. Summers gravely and selected a slip
of paper from the box. By now, all through the crowd
there were men holding the small folded papers in
Mr. Summers called his own name and
then stepped forward precisely and selected a slip
from the box. Then he called, "Warner."
their large hand, turning them over and over
"Seventy-seventh year I been in the
nervously. Mrs. Dunbar and her two sons stood
lottery," Old Man Warner said as he went through
together, Mrs. Dunbar holding the slip of paper.
the crowd. "Seventy-seventh time."
"Harburt.... Hutchinson."
"Get up there, Bill," Mrs. Hutchinson said, and
the people near her laughed.
"Watson." The tall boy came awkwardly
through the crowd. Someone said, "Don't be
nervous, Jack," and Mr. Summers said, "Take your
time, son."
"Jones."
"Zanini."
"They do say," Mr. Adams said to Old Man
Warner, who stood next to him, "that over in the
north village they're talking of giving up the lottery."
After that, there was a long pause, a
breathless pause, until Mr. Summers, holding his
slip of paper in the air, said, "All right, fellows." For
Old Man Warner snorted. "Pack of crazy
fools," he said. "Listening to the young folks, nothing's
good enough for them. Next thing you know, they'll
be wanting to go back to living in caves, nobody work
any more, live that way for a while. Used to be a
a minute, no one moved, and then all the slips of
paper were opened. Suddenly, all the women
began to speak at once, saying, "Who is it?," "Who's
got it?," "Is it the Dunbars?," "Is it the Watsons?"
Then the voices began to say, "It's Hutchinson. It's
saying about 'Lottery in June, corn be heavy soon.'
Bill," "Bill Hutchinson's got it."
First thing you know, we'd all be eating stewed
chickweed and acorns. There's always been a lottery,"
he added petulantly. "Bad enough to see young Joe
"Go tell your father," Mrs. Dunbar said to
her older son.
Summers up there joking with everybody."
People began to look around to see the
"Some places have already quit lotteries." Mrs. Hutchinsons. Bill Hutchinson was standing quiet,
staring down at the paper in his hand. Suddenly.
Adams said.
Tessie Hutchinson shouted to Mr. Summers, "You
"Nothing but trouble in that," Old Man
didn't give him time enough to take any paper he
Warner said stoutly. "Pack of young fools."
wanted. I saw you. It wasn't fair!"
"Martin." And Bobby Martin watched his
father go forward. "Overdyke.... Percy."
93
"Be a good sport, Tessie." Mrs. Delacroix
Mr. Graves nodded and held up the slips
called, and Mrs. Graves said, "All of us took the same
of paper. "Put them in the box, then," Mr. Summers
chance."
directed. "Take Bill's and put it in."
"I think we ought to start over," Mrs.
"Shut up, Tessie," Bill Hutchinson said.
"Well, everyone," Mr. Summers said, "that was
done pretty fast, and now we've got to be hurrying a
little more to get done in time." He consulted his next
list. "Bill," he said, "you draw for the Hutchinson
family. You got any other households in the
Hutchinson said, as quietly as she could. "I tell you
it wasn't fair. You didn't give him time enough to
choose. Everybody saw that."
Mr. Graves had selected the five slips and
put them in the box, and he dropped all the papers
but those onto the ground where the breeze
Hutchinsons?"
caught them and lifted them off.
"There's Don and Eva," Mrs. Hutchinson
"Listen, everybody," Mrs. Hutchinson was
yelled. "Make them take their chance!"
saying to the people around her.
"Daughters draw with their husbands'
families, Tessie," Mr. Summers said gently. "You know
that as well as anyone else."
"Ready, Bill?" Mr. Summers asked, and Bill
Hutchinson, with one quick glance around at his
wife and children, nodded.
"It wasn't fair," Tessie said.
"Remember," Mr. Summers said. "Take the
"I guess not, Joe," Bill Hutchinson said
slips and keep them folded until each person has
regretfully. "My daughter draws with her husband's
taken one. Harry, you help little Dave." Mr. Graves
family; that's only fair. And I've got no other family
took the hand of the little boy, who came willingly
except the kids."
with him up to the box. "Take a paper out of the
box, Davy," Mr. Summers said. Davy put his hand
"Then, as far as drawing for families is
concerned, it's you," Mr. Summers said in explanation, into the box and laughed. "Take just one paper,"
Mr. Summers said. "Harry, you hold it for him."
"and as far as drawing for households is concerned,
Mr. Graves took the child's hand and removed the
that's you, too. Right?"
folded paper from the tight fist and held it while
"Right," Bill Hutchinson said.
little Dave stood next to him and looked up at him
wonderingly.
"How many kids, Bill?" Mr. Summers asked
formally.
"Nancy next," Mr. Summers said. Nancy
was twelve, and her school friends breathed
"Three," Bill Hutchinson said.
heavily as she went forward switching her skirt,
"There's Bill, Jr., and Nancy, and little Dave.
and took a slip daintily from the box. "Bill, Jr.," Mr.
And Tessie and me."
Summers said, and Billy, his face red and his feet
overlarge, near knocked the box over as he got a
"All right, then," Mr. Summers said. "Harry,
paper out. "Tessie," Mr. Summers said. She
you got their tickets back?"
hesitated for a minute, looking around defiantly,
94
and then set her lips and went up to the box. She
Although the villagers had forgotten the
ritual and lost the original black box, they still
snatched a paper out and held it behind her.
"Bill," Mr. Summers said, and Bill Hutchinson
reached into the box and felt around, bringing his
remembered to use stones. The pile of stones the
boys had made earlier was ready; there were
stones on the ground with the blowing scraps of
hand out at last with the slip of paper in it.
paper that had come out of the box. Mrs.
Delacroix selected a stone so large she had to pick
The crowd was quiet. A girl whispered, "I
it up with both hands and turned to Mrs. Dunbar.
hope it's not Nancy," and the sound of the whisper
"Come on," she said. "Hurry up."
reached the edges of the crowd.
Mrs. Dunbar had small stones in both
"It's not the way it used to be." Old Man
Warner said clearly. "People ain't the way they used to hands, and she said, gasping for breath, "I can't
run at all. You'll have to go ahead and I'll catch up
be."
with you."
"All right," Mr. Summers said. "Open the
The children had stones already. And
papers. Harry, you open little Dave's."
someone gave little Davy Hutchinson a few
Mr. Graves opened the slip of paper and there pebbles.
was a general sigh through the crowd as he held it up,
Tessie Hutchinson was in the center of a
and everyone could see that it was blank. Nancy and
Bill. Jr.. opened theirs at the same time, and both
cleared space by now, and she held her hands out
and holding their slips of paper above their heads.
isn't fair," she said. A stone hit her on the side of
desperately as the villagers moved in on her. "It
beamed and laughed, turning around to the crowd
the head. Old Man Warner was saying, "Come on,
"Tessie," Mr. Summers said. There was a
come on, everyone." Steve Adams was in the front
pause, and then Mr. Summers looked at Bill
Hutchinson, and Bill unfolded his paper and showed
it. It was blank.
of the crowd of villagers, with Mrs. Graves beside
him.
"It isn't fair, it isn't right," Mrs. Hutchinson
"It's Tessie," Mr. Summers said, and his voice
screamed, and then they were upon her.†
Bill Hutchinson went over to his wife and
VOCABULARY WORDS
Use one to complete a vocabulary
square.
was hushed. "Show us her paper, Bill."
forced the slip of paper out of her hand. It had a
black spot on it, the black spot Mr. Summers had
profusely
boisterous
jovial
paraphernalia
shabbier
ritual
perfunctory
disengaged
petulantly
defiantly
made the night before with the heavy pencil in the
coal company office. Bill Hutchinson held it up, and
there was a stir in the crowd.
"All right, folks," Mr. Summers said. "Let's
finish quickly."
95
Name: __________________________________
Literary Elements
Class Info: ______________________________
setting
protagonist
antagonist
conflict
plot
climax
resolution
point of view
theme
96
97
98
99
100
The Lottery Story Analysis
Setting
When?
Where?
Characters
Protagonist
Antagonists
Include: 1) name, 2) appearance, and 3)
personality. Support personality with a quote
from the story. Include pg. #.
Human and/or non-human force
(List at least three.)
Conflicts (List at least three.)
Point of View
101
102
Plot Map: Each box must be filled with at least one complete sentence. If you run out of room, use the back or a separate sheet of paper.
Tessie chooses the paper with
the black dot and is the lottery
winner.
The Hutchinson family is
chosen, and Tessie says it is
not fair. Each individual
family member draws.
Mr. Summers arrives with
the black box. The customary
lottery ceremonies are
conducted.
The boys put stones in
their pockets, and a couple
of them make a pile. The
girls stand aside talking.
The villagers are gathering in the
square on a summer day. They are
waiting for the lottery to begin.
Mr. Summers instructs the
crowd to finish quickly.
They all pick up stones,
even Tessie’s children.
Tessie says it isn’t fair,
and holds out her hands in
desperation.
Tessie arrives late and
joins her husband. Each
head of the family draws.
The men stand away from
the stones, tell quiet jokes, and
smile, not laugh. The women
arrive and gossip as they join
their husbands.
A stone hits her on the side
of the head, and then the
villagers move in on her.
The villagers stone Tessie.
103
Theme
A theme is a statement about how things are in the world. Themes often focus on these issues:




The nature of humanity
The nature of society
The relationship between humanity and nature
Ethical responsibility
The following concept words may help you think about theme. You may add words to this list.
tradition
courage
freedom
dignity
survival
forgiveness
peace
duty
success
suffering
evil
fear
defeat
superstition
aggression
discrimination
perseverance
compassion
hope
ambition
betrayal
1. Choose the term you feel is the major (dominant, repeated) subject of the story.
2. What is the author saying about this idea? This is the theme or the message. Write it in the form of a sentence.
3. List 2-3 pieces of specific evidence from the story that explain why you think this is the theme (message) of the
story.
104
Literature Circles
Overview
Literature Circles are structured book discussion groups in place until the members finish the book. The class is
divided into groups and each group member is given a role as described below. The roles will rotate for each
meeting.
Preparing for Literature Circle Meetings: Read the specified selection of the book for homework. Each group
member is assigned the same reading selection each day. By the time the literature circle meets, each student
must have completed their reading and their written part of the role. The Discussion Director will be in charge
of the group and give each member about 3-4 minutes to share/discuss their part before leading a general
discussion based on the prepared discussion questions. At the end of the session, each person rotates to the
next role and records the next reading assignment.
Roles:
Discussion Director/Circle Leader: Your role is to lead the discussion. In order to prepare, you need to think
of questions for the group members to discuss. It is important to ask questions that promote thinking. You
should not ask questions that require the responder to say yes or know. You need to prepare a minimum of
three questions in addition to the ones given by the instructor.
A good strategy is to ask questions like:
Why do you think……….. What does (event/happening) remind you of and why?................. Why do you think
the author……… Describe………... What is another way that……………... Predict why…………. Compare
(character) to…………. Do you agree with…….. What do you think will happen….. and why?
Vocabulary Enricher: Your role is to enrich vocabulary by choosing five new words from the given list and
completing the vocabulary squares. in the story and write about what they mean based on the context of the
story. You should have at least 8 words. The words should be new, unfamiliar words used in an interesting way
in the reading passage. Descriptive words are always a good choice. You will also teach these words to your
group. Include the page the word occurs on and the reason you picked the word.
Character Analyzer: Your role is to write about the characters. Pick a character (that has not been analyzed
in a previous meeting) and tell what he/she is like and how you know that he/she is like that. Use quotes
from the book (by the chosen character or by other characters talking about him/her). Compare the
character with other people you know.
Illustrator: Your role is to make an illustration of a specific time in the reading selection. Your illustration can be
a scene, poster or comic strip. Your scene should be clear enough to enable other circle members to identify
the scene. Be able to explain why you chose the specific moment in the book.
Literary Luminary: Your role is to choose a paragraph or sentences from the book to discuss with your group.
Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or
important from the text. You can read parts aloud yourself, or ask another group member to read them.
Include your reasons for picking the paragraphs or sections you did. Record the page number and paragraph
prior to coming to class.
105
ACDV B62
Name_________________________________
Date/Time_____________________________
The Hunger Games -- Video Guide
Watch the interview with Suzanne Collins about her novel, The Hunger Games (2008), on the website:
http://www.scholastic.com/thehungergames/videos/suzanne-collins-message.htm
Watch each of the videos and answer the questions:
1. Classical Inspiration (video: 1:46)
What story inspired her to create The Hunger Games? Be specific.
_________________________________________________________________________________
What message did Crete give to the people of Athens?
_________________________________________________________________________________
_________________________________________________________________________________
What three things would she take with her if she were on a deserted island? ___________________
_________________________________________________________________________________
_________________________________________________________________________________
What three things would YOU take if you were on a deserted island? _________________________
_________________________________________________________________________________
_________________________________________________________________________________
How is the story inspired by Roman times?
________________________________________________________________________________
2. Contemporary Inspiration (video 1:13)
How did Collins put a contemporary spin on The Hunger Games?
_________________________________________________________________________________
_________________________________________________________________________________
106
The games are required viewing not only for entertainment purposes, but what is the second (and most
important reason) the citizens are required to view them?
_________________________________________________________________________________
_________________________________________________________________________________
3. Desensitization (video 1:20)
Do you share Collins’ fear that we are becoming desensitized to war and violence because we see it so
often on TV? Why or why not? ________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Getting Personal (video 4:10)
List three things (or facts) about Suzanne Collins that interested you. _________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What three things would she take with her if she were on a deserted island? ___________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What three things would YOU take if you were on a deserted island? _________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
107
Hunger Games Anticipation Guide
Statement(s)
Agree or Disagree
Briefly explain your answer. Use examples if possible.
Poaching is wrong.
Having children is
always a good
decision.
Reality TV is an
exciting form of
entertainment.
There are some
situations
where it’s okay to
break
the law. Some
rules are
made to be
broken.
If a government is
wrong,
the citizens of that
country need to do
something about
it.
108
VOCABULARY LIST
Below are the vocabulary words (followed by the page number) to be used for each of the Literature Circle
meetings.
Literature Circle Meeting #1 (Chapters 1 – 5):
Literature Circle Meeting #4 (Chapters 14 – 18):

deterrent 4

persevere 187

mandatory 16

prominent 198

dissent 24

wily 218

insurmountable (36)

tentatively 223

incoherent 56

despondency 238
Literature Circle Meeting #2 (Chapters 6 – 9):
Literature Circle Meeting #5 (Chapters 19 – 22):

adversaries 79

alleviate 254

amiable 92

vulnerable 263

mediocre 113

arduous 278

despise 118

futile 289

precedes 123

sinister 295
Literature Circle Meeting #3 (Chapters 10 –13):
Literature Circle Meeting #6 (Chapters 23 – end):

conceal 133

respite 312

deteriorate 154

dwindling 333

gall 162

prominent 348

imprudent 164

benign 355

weary 178

rapport 367
109
Name: _______________________________________________
Class Info.:_______________________
Literature Circles – General Guidelines
Preparing for Literature Circle Meetings
•
•
•
•
•
Read the specified selection of the book for homework
Complete the written part of your role before your literature circle meets
Be prepared to present your findings orally to your group
Prepare questions for those parts or words that you had difficulty understanding
On all five jobs, the job’s heading should be completely filled out. This includes student name, date,
book title, and chapters/pages (write the number of the chapters or pages covered, and then circle
either “Chapters” or “Pages.”)
Grading Procedures
•
•
•
Each week, your group will turn in a folder with each member’s written assignment and notes from the
discussions for a maximum of 25 points (5 points for each member’s assignment)
If you are absent, your written assignment will be absent as well, and your group will not receive the 5
possible points for your part; THEREFORE, keep in touch (by phone or e-mail) with each group member to
ensure everybody’s assignment is ready.
Members who miss two or more literature meetings will receive 50% of the group’s final grade.
Literature Circles Assignment Sheet
Date
Next Mtg. Date
Job for Next Mtg.
1
2
3
4
5
6
7
8
9
10
110
Assignment for Next Mtg.
Literature Circles
Use this wheel to rotate your jobs for each literature circle meeting.
Discussion
Director
Vocabulary
Enricher
Literary
Luminary
111
Character
Analyzer
Illustrator
DISCUSSION DIRECTOR
Name:
Date:
Chapters/Pages:
DISCUSSION DIRECTOR:
Your job is to create a list of questions your group can use to discuss the
part of the book you are currently reading. Write questions that will really make your group think. The
best discussion questions usually come from your own thoughts, feelings, and concerns as you read. You
need to know your own answers to these questions before your group meets. Remember that your
questions should have answers that cannot be found in the book.
(Sample Questions: What was going through your mind when you read …? How did you feel when…? Can
someone summarize this (specific pages) section? What surprised you about this (specific pages) section of
the book? What do you predict will happen in the next section of the book?)
POSSIBLE DISCUSSION QUESTIONS:
1.
2.
3.
4.
Remember to get each person’s input/answer to your questions!
112
CHARACTER ANALYZER
Name:
Date:
Chapters/Pages:
CHARACTER ANALYZER:
Your role is to write about the characters. Pick a character (that has not
been analyzed in a previous meeting) and tell what he/she is like and how you know that he/she is like
that by completing the chart below. Use quotes from the book (by the chosen character and by other
characters talking about him/her). Compare the character with other people you know.
Physical Qualities
Personality
Tell about the character’s personality (What is
this person like?)
List 3 physical characteristics of that character
Character’s Name
In his/her own words
Reactions of Others
Find one important thing the character said.
Quote it directly, and list the page number you
found it. Then, explain why the quote is
important.
Explain what other characters think of that
character
Quote:
Page #:
113
Explanation:
ILLUSTRATOR
Name:
Date: ____________________
Title:
Chapters/Pages: _______________________
ILLUSTRATOR: Your job is to create an illustration of a specific scene from the part of the book your
group is currently reading. Draw and color a “snapshot” of a funny, scary, emotional, exciting, or interesting
scene. Try and make your picture detailed enough that your group will easily be able to guess which scene
you illustrated. Be sure you color the entire picture. When the Discussion Director invites you to
participate, you may show your picture without commenting on it, and let the others in your group
individually guess what your picture means. After everyone has had a turn to guess, it is your turn to tell
them what your picture means, where it came from, or what it represents to you.
Caption:
LITERARY LUMINARY
114
Name:
Date:
Chapters/Pages:
LITERARY LUMINARY:
Your role is to locate a few special sections or quotations in the text to
discuss with your group. Your purpose is to help other students by spotlighting something interesting,
powerful, funny, puzzling, or important from the text and think about them more carefully. As you decide
which passages or paragraphs are worth going back to, make a note why you picked each one and consider
some plans for how they should be shared. You can read passages aloud yourself, ask someone else to read
them, or have people read them silently and then discuss. Remember, the purpose is to suggest material for
discussion. Complete the chart below prior to coming to class.
Page#
Reason for Picking
Plan for Discussion
115
VOCABULARY ENRICHER
Name:
Date:
Chapters/Pages:
VOCABULARY ENRICHER:
Your role is to enrich vocabulary by completing the
vocabulary squares and learning the meaning of the five new words from the list. Use the
context clues given by the author. You will teach these words to your group since there will be
a quiz on those terms. Include the page the word occurs on, so other group members can go
back to the specific pages.
Etymology/ Part of Speech
Synonyms/Antonyms
WORD/pg.:
Definition
Picture/Representation
Sentence:
Etymology/ Part of Speech
Synonyms/Antonyms
WORD/pg.:
Definition
Picture/Representation
Sentence:
116
Etymology/ Part of Speech
Synonyms/Antonyms
WORD/pg.:
Definition
Picture/Representation
Sentence:
Etymology/ Part of Speech
Synonyms/Antonyms
WORD/pg.:
Definition
Picture/Representation
Sentence:
Etymology/ Part of Speech
Synonyms/Antonyms
WORD/pg.:
Definition
Picture/Representation
Sentence:
117
My Group Members for “The Hunger Games” Literature Circle:
Name
E-mail
Phone Number
118
ACDV B62 Final Exam Study Guide
Your final exam is worth 50 points and will consist of 25 questions. Each question is worth two points. The
breakdown of the questions is the following.
Part 1: Using the Library




Finding a book on the shelf using the Library of Congress system (2 questions)
Finding a book when you only know the subject in the BC Library Catalog (1 question)
Finding a specific book when you know the title in the BC Library Catalog (1 question)
Finding an online magazine article on the BC Library webpage (1 question)
Part 2: Literary Elements (5 questions)
Part 3: Vocabulary in Context (5 questions)
Part 4: Reading Skills (two paragraphs to read)





Finding the topic (2 questions)
Finding the main idea (2 questions)
Distinguishing major details from minor details (3 questions)
Determining the pattern of organization within a paragraph (2 questions)
Determining relationships between sentences (1 question)
Practice
Part 1:
Finding a book the BC library shelf
1. Which of these call numbers should come first?
A.
B.
C.
D.
EA165 .24.B52 2006
E184 .15 .D86 2004
E184 .36 .W64 2002
E104 .98.X88 2001
2. Which of these call numbers should come first?
A.
B.
C.
D.
LB778 .P58 2000
LB875 .D3 1999
LB875 .B5 1978
LB85 .P7 1998
119
Finding a book using the BC library catalog
3. If you wanted to find a book about Spain, what type of search would you use?
____________________________________
Hint: These are the types of
searches.
4. If you wanted to find a book titled “Spain: a nation comes of age“, what type of search would you use?
____________________________________
Hint: These are the types of
searches.
120
5. If you wanted to find a full-text online magazine article on the BC library homepage, where would you
look? __________________________________________________
Hint: Which of the links on this page might you click?
121
Part 2: Literary Elements
Write a definition for each term. First, try it without looking at your notes. Then check
your answers with your Cornell Notes from HOP pg. 84.
1. setting
2. plot
3. conflict
4. climax
5. resolution
6. point of view
7. antagonist
122
Part 3: Vocabulary in Context
1. Anissa, an avid reader, enjoys nothing more than a good science-fiction novel.
a. likable
b. devoted
c. poor
d. helpful
2. “Because I’m ambivalent about marriage,” Eric said, “I keep swinging back and forth between wanting
to set the date and wanting to break off the engagement.”
a. meaning well
b. experienced
c. excited
d. having conflicted feelings
Part 4: Reading Skills
1
If you have ever stayed up late, say, studying or partying, and then awakened early the next
2
morning, you have probably experienced sleep deprivation. In fact, you may be sleep-deprived right now.
3
4
A study on sleep deprivation showed that there are several consequences of sleep deprivation The
young adults who volunteered for the study were allowed to sleep for only five hours each night, for a
5
total of seven nights. After three nights of restricted sleep, volunteers complained of mental, emotional,
6
and physical difficulties. Moreover, their abilities to perform visual motor tasks declined after only two
7
8
nights. Hormones are also affected by sleep deprivation. For example, the loss of even one night’s sleep
9
can lead to increases in the next day’s level of cortisol. Cortisol helps the body meet the demands
10
imposed by stress. Finally, going without sleep for long stretches of time, such as 4 to 11 days, causes
11
profound psychological effects. Long-term sleep deprivation can lead to feelings of losing control and
anxiety.
—Adapted from Kosslyn & Rosenberg, Psychology: The Brain, The Person, and The World, p. 138.
1. The topic of this paragraph is…
A.
B.
C.
D.
sleep
lack of sleep
the effects sleep deprivation
psychological effects of sleep deprivation
2. The main idea of the paragraph is…
A.
B.
C.
D.
Sentence 1
Sentence 2
Sentence 3
Sentence 11
123
3. Sentence 9 is a…
A.
B.
C.
D.
major detail
minor detail
main idea sentence
central point
4. Sentence 10 is a…
A.
B.
C.
D.
major detail
minor detail
main idea sentence
central point
5. The relationship between sentence 5 and sentence 6 is one of…
A.
B.
C.
D.
addition
comparison
contrast
cause and effect
6. The main pattern of organization is…
A.
B.
C.
D.
cause and effect
classification
time order
comparison contrast
124
Final Exam Practice
Vocabulary Skills
1) Using the information that surrounds a new word in order to unlock meaning is called using
.
A) the glossary
B) the thesaurus
C) context clues
D) etymology
2) The acronym SAGE helps an effective reader remember that the four kinds of context clues
.
are
A) Similarities, Antiques, General Consensus, Exclamations
B) Synonym, Antonym, General Sense, Example
C) Symmetry, Anonymity, Generic Construct, Etymology
D) Synthesis, Anthesis, Generosity, Explicitness
3) The context clue that helps the reader see the shade of a word’s meaning by providing
its opposite is called a(n)
clue.
A) synonym
B) syllable
C) homograph
D) antonym
For the following question(s), choose the best definition of the underlined words based upon the
context clues.
1) The Red Cross, the Salvation Army, and UNICEF are all altruistic organizations that work
to help people in need.
A) unsavory
B) charitable
C) expensive
D) national
2) Even some experienced jewelers have difficulty discerning the difference between
genuine, precious stones and ones that are synthetically produced.
A) distinguishing
B) charging
C) copying
D) hearing
3) Decisions about rules and punishments should be carefully thought out in advance, not
made arbitrarily.
A) judiciously
B) according to rule
C) impulsively
D) constantly
4) Flies are not known for their longevity. Most never live longer than one or two weeks.
A) intellect
B) long life span
C) benefits
D) size
5) The directions for solving the problems were too obscure for Erica, but her
boyfriend understood the assignment, and he was able to help her.
A) unclear
B) easy
C) plain
D) boring
125
Stated Main Ideas
1) One strategy for identifying the general subject or topic is to
A) copy the paragraph into a notebook
B) skim the material searching for a recurring idea
C) reread the paragraph until the information is familiar
D) search for context clues
.
2) Which statement best describes the scope of the topic sentence?
A) The topic sentence is a narrow statement that supports the details of the paragraph.
B) The topic sentence reveals very little about the paragraph.
C) The topic sentence is a general statement that is supported by the other sentences in the
paragraph.
D) The topic sentence is the most specific point in the paragraph.
3) When deciding upon the topic of a paragraph, an effective reader must be sure that the topic
is neither
.
A) too opposite nor too similar
B) too complicated nor too simple
C) too unusual nor too common
D) too general nor too specific
4) Which question would best help an effective reader to identify the main idea?
A) Which sentence begins the paragraph?
B) What is the author’s controlling point about the topic?
C) Which sentence is the most specific in nature?
D) What is the author inferring about the subject?
5) The central idea of a long passage is stated in the
A) heading
C) summary statement
.
B) thesis statement
D) supporting statement
For the following question(s), choose the stated main idea from the paragraph.
1) Everyone loves to save money, and most people ponder over ways to make their paycheck
stretch a little further. Savvy consumers can save money on their grocery bills by using
several creative strategies. One is to partner with neighbors and buy food in bulk at
warehouse stores like Costco or Samʹs Club, sharing the food and the discounted costs.
Another is to search out stores that sell day-old bread items, slightly damaged goods, or
items with torn packaging. These products can be purchased for about one -third of their
original cost. Finally, consumers can buy produce at local farmer markets, getting the best
buys on fruits and vegetables that are not top quality or those that are very ripe. Growers
are often eager to sell off these items at discount prices.
A) Savvy consumers can save money on their grocery bills by using several
creative strategies.
B) One is to partner with neighbors and buy food in bulk at warehouse stores like
Costco or Samʹs Club, sharing the food and the discounted costs.
C) Everyone loves to save money, and most people ponder over ways to make
their paycheck stretch a little further.
D) Finally, consumers can buy produce at local farmer markets, getting the best
buys on fruits and vegetables that are not top quality or those that are very ripe.
126
2) Cults are exclusive groups that often present themselves as religions. Actually, though, cults
are usually centered around the extremist ideas and beliefs of one person. Most Americans
donʹt worry much about the growth of cults, but two cults had a profound influence on many
Americans not long ago. One was led by Jim Jones, who took his followers to the jungles of
the South American country of Guyana. More than 900 members drank poison at the request
of this man who called himself their father. Another cult leader was the Reverend Sun Myung
Moon, who amassed a large personal fortune at the expense of his followers, the ʺMoonies.ʺ
Most were young Americans who willingly handed over their money for his promises of
eternal bliss.
A) Most Americans donʹt worry much about the growth of cults, but two cults had a
profound influence on many Americans not long ago.
B) Cults are exclusive groups that often present themselves as religions.
C) Actually, though, cults are usually centered around the extremist ideas and beliefs of
one person.
D) Most were young Americans who willingly handed over their money for his promises
of eternal bliss.
3) Strawberries. Blueberries. Raspberries. Cherries. These delicious fruits are thought to offer
far more than their pleasing flavors. In fact, berries offer several surprising health benefits.
For one, the anthocyanins in cherries reduce pain because they slow down the enzymes that
cause inflammation. Cherries also contain perillyl alcohol, which may slow down some
cancers. Another fruit that offers a side benefit is the cranberry. Cranberries are thought to
help prevent ulcers and to keep bacteria at bay that can cause urinary tract infections. Finally,
raspberries, blackberries, and blueberries contain ellagic acid that is thought by some to inhibit
tumor growth.
A) These delicious fruits are thought to offer far more than their pleasing flavors.
B) For one, the anthocyanins in cherries reduce pain because they slow down the
enzymes that cause inflammation.
C) In fact, berries offer several surprising health benefits.
D) Finally, raspberries, blackberries, and blueberries contain ellagic acid that is
thought by some to inhibit tumor growth.
4) Students can bring about change. In the spring of 1989, thousands of Chinese students staged
demonstrations, went on hunger strikes, and participated in marches. These students were
protesting the authoritarian control of the Communist regime in China. The heart of these
demonstrations was Tiananmen Square, where the students had erected their own version of
the Statue of Liberty. The Chinese army invaded the square and killed a number of these
students. However, the students were able to win the support of many people in China. The
Chinese government later relaxed many of its strict policies as a result of this student
movement.
A) Students can bring about change.
B) In the spring of 1989, thousands of Chinese students staged demonstrations,
went on hunger strikes, and participated in marches.
C) These students were protesting the authoritarian control of the Communist regime in
China.
D) The Chinese government later relaxed many of its strict policies as a result of this
student movement.
127
Supporting Details
1) An effective reader understands that a supporting detail
.
A) can always be left out without affecting the meaning of the paragraph
B) can be either a major detail or a minor detail
C) contains the main idea
D) is neither important nor significant
2) Minor details are more
A) general
than major details.
B) specific
C) vague
D) numerous
For the following question(s), choose the question that will best help an effective reader locate the
major supporting details of the stated main idea sentence.
3) Football practice involves many kinds of training in order to teach all the different
skills required for play.
A) What are the skills required for football practice?
B) Why is football practice necessary?
C) How is football practice run?
D) What kinds of training are included in football practice?
4) Elementary schools should include the fine arts in the curriculum for many reasons.
A) Why should elementary schools include fine arts in the curriculum?
B) What is included in the curriculum of elementary schools?
C) What are the fine arts that are taught in elementary schools?
D) What type of school should include fine arts in the curriculum?
5) Budgeting money involves many steps that newlyweds must master before they will
feel secure financially.
A) How can newlyweds feel secure financially?
B) What are the steps for budgeting money that newlyweds should learn?
C) Who can benefit from learning the steps for budgeting money?
D) Why should newlyweds learn to budget their money?
128
For the following question(s), use this passage to determine main ideas and supporting details.
ʺVisiting Pets,ʺ ʺTherapy Dogs,ʺ or ʺTherapy Petsʺ are just some of the names given to programs in
which animals help people just by visiting with them. Visiting with animals offers several advantages
for people who live in health-care facilities. One benefit is that visits with pets can help people feel
less lonely. People often talk to the therapy dogs, and share with them their thoughts, feelings, and
memories. They often look forward to an upcoming visit with a pet. Also, visits from pets can
provide a welcome change from routine. Animal visitation can offer a form of entertainment.
Caretakers report that people become more active and responsive both during and after visiting
with animals. Finally, a visit with an animal can provide a welcome distraction from pain and
infirmity. A dog pays little attention to age or physical ability, but accepts people as they are.
9) In general, the major details of this paragraph are the
.
A) advantages of using dogs as a form of entertainment
B) benefits of taking animals to health-care facilities
C) problems of taking animals to health -care facilities
D) guidelines for enrolling pets in pet therapy programs
10) Which question will best help an effective reader find the major supporting details
of this paragraph?
A) What are the various names that have been given to programs that use animals for pet
therapy?
B) How can animals be used for entertainment in health-care facilities?
C) Where can people use animals for pet therapy?
D) What are the advantages of visiting with animals for people who live in health -care
facilities?
11) Specifically, the major details are
.
A) animals can help people feel less lonely, provide a change from routine, and
provide distraction from pain and infirmity
B) visiting pets, therapy dogs, and therapy pets
C) talking to dogs, sharing thoughts, and sharing memories
D) upcoming visits, entertainment, and acceptance of people
12) The sentence, ʺVisiting with animals offers several advantages for people who
live in health-care facilities,ʺ provides
.
A) an introductory sentence
B) the topic sentence
C) a major detail
D) a minor detail
13) The sentence, ʺPeople often talk to the therapy dogs, and share with them their
thoughts, feelings and memories,ʺ provides a
.
A) main idea
B) first major detail
C) second major detail
D) minor detail
14) The sentence, ʺOne benefit is that visits with pets can help people feel less lonely
and less depressed,ʺ provides a
.
A) transitional sentence
B) topic sentence
C) major detail
D) minor detail
129
Outlines and Concept Maps
1) An effective reader knows that using
is a helpful study technique that allows the
reader to organize information visually.
A) a summary
B) a photograph
C) an acronym
D) an outline
2) An effective reader uses an outline to
.
A) reveal an authorʹs tone and style
B) analyze the authorʹs pattern of writing
C) show how ideas relate to one another
D) provide a summary of the important ideas
3) A concept map is a
.
A) formal outline that shows all levels of details
B) an informal outline that shows only major details
C) diagram that shows the flow of ideas
D) timeline that shows the chronological order of ideas
4) Signal words used to introduce main ideas include
.
A) first, second, furthermore, moreover, and finally
B) a few causes, a number of reasons, several steps, and several kinds
C) for example, for instance, and to illustrate
D) however, nevertheless, on the other hand, and on the contrary
5) Signal words such as first, second, furthermore, moreover, next, or finally are often
used to introduce .
A) topics
B) main ideas
C) thesis statements
D) supporting details
130
For the following question(s), use these paragraphs adapted from Laudon and Traver. ECommerce. 2nd ed. Addison Wesley Longman, Inc. 2003, pp. 308 -311.
1 Checking transfers are funds transferred directly via a signed draft or check from a
consumer’s checking account to a merchant or other individual. 2 Checks have several important
characteristics. 3 They are the second most common form of payment in terms of number of
transactions and the most common in terms of total amount spent. 4 They can be used for both
small and large transactions. 5 They have some float (it can take up to ten days for out-of-state
checks to clear), and the unspent balances can earn interest. 6 Checks are not anonymous and
require third -party institutions to work. 7 Finally, checks also introduce security risks for
merchants. 8 For instance, they can be forged more easily than cash, so authentication is required.
9 For merchants, checks present some additional risk compared to cash because they can be
cancelled before they clear the account, or they may bounce if there is not enough money in the
account.
10) Sentence 3 is a
.
A) main idea
C) minor supporting detail
B) major supporting detail
D) definition
11) What signal word introduces the fifth major supporting detail?
A) they
B) additional
C) finally
12) Sentence 8 is a
.
A) main idea
C) major supporting detail
D) for instance
B) concluding sentence
D) minor supporting detail
In the box below, create an outline or concept map for the paragraph above:
131
Transitions and Thought Patterns
1) The words that authors use to show how ideas are related to one another between
sentences and within sentences are called .
A) topics
B) transitions
C) details
D) content clues
2) The words also, another, besides, furthermore, and moreover are used by an author to
show ______________.
A) time order
B) space order
C) classification of ideas
D) additions to an earlier thought
3) The words previously, after, meanwhile, and currently are used by an author to show .
A) time order
B) addition
C) space order
D) classification
4) Transitions of addition are used by an author to indicate a(n)
A) time order
B) classification
C) example
pattern of thought.
D) listing
5) Two uses of the time order thought pattern are
.
A) listing and classification
B) narration and process
C) cause and effect
D) comparison and contrast
6) When an author sorts ideas into smaller groups and describes the traits of each
group, the author is using a(n)
pattern of thought.
A) identification
B) listing
C) classification
D) time order
7) Examples of transitions that are used in the classification pattern are
A) another group, categories, types, characteristics, traits
B) eventually, soon, ultimately, often, while, when
C) furthermore, moreover, for one thing, finally
D) steps, stages, events, directions
.
8) Domestic cats and wild cats may seem to be very different, but, in fact, they share several
similarities. For one thing, both cats share the same time clock. They sleep during the
day and are active at night. In addition, both have limited vision during the day, but can
see better in the dark. Also, both use their tails for balance and to show emotion. A
twitching tail is a definite sign of displeasure. Furthermore, both can leap great distances.
Finally, both domestic cats and some wild cats purr when they are content.
The transitions in this paragraph show that the primary pattern of thought is
A) examples of differences
B) classification of differences
C) time order of differences
D) a listing of similarities
132
.
9) Novice investors will discover that there are a variety of stock types. Stocks can primarily be
divided into four major categories. The first category is that of blue chip stocks. Blue chip
companies, like blue chips in poker, have the highest value because they represent the
largest companies who are generally the leaders in their business. Consequently, the price
of this stock is the highest in comparison to the other three categories. A second category is
that of penny stocks, which are the low-priced stocks. These stocks are very speculative
and risky. Finally, there are income stocks and value stocks. Income stocks pay higher than-average dividends, but their price stays fairly level. Value stocks are so named
because investors feel that their value is lower than what it should be and will increase in
price, which will allow the buyer to make a good profit.
The transitions in this paragraph show that the primary pattern of thought is
.
A) listing
B) time order
C) classification
D) spatial order
For the following question(s), choose the thought pattern suggested by the transitions within
the sentence.
10) Exercising properly includes several phases one must go through.
A) listing
B) classification
C) time order
D) space order
11) Ratings for movies are divided among four different categories.
A) listing
B) classification
C) time order
D) space order
12) The state’s economic policy has several strengths.
A) listing
B) time order
C) classification
D) space order
13) There are many techniques that investors use when analyzing the stock market.
A) listing
B) time order
C) classification
D) space order
14) There are two basic types of lobbyists. Members of the first type are regular, paid
employees of a corporation, union, or association. They may hold a title such as vice
president for government relations, but everyone knows that their office is in Washington for
a reason, even if the company headquarters is in Houston. Members of the second type are
available for hire on a temporary basis.
A) listing
B) time order
C) classification
D) space order
15) The number of interest groups in the United States has been increasing rapidly over the
past several decades. Between 1959 and 2001, the number of groups skyrocketed from
about 6,000 to 22,0000. Since then, the increase in the number of groups reflects a
growing diversity in interest groups. It seems that there is now an organized group for
every conceivable interest.
A) listing
B) space order
C) definition and example
D) time order
133
More Thought Patterns
1) Transition words such as an illustration, for instance, including, and once are used to
introduce __________.
A) examples
B) definitions
C) causes
D) contrasts
2) The transition words in like manner, as well as, equally, similarly, and resemble point out the
.
A) ways in which two or more ideas are alike
B) ways in which two or more ideas are different
C) use of examples to illustrate ideas
D) the effects of ideas that cause other events to happen
3) The transition words although, conversely, nevertheless, on the contrary, and however
are used by authors to point out the
.
A) ways in which two or more ideas are the same
B) ways in which two or more ideas are different
C) causes and effects of two or more ideas
D) process involved in completing a task
4) A comparison-and-contrast thought pattern shows
.
A) only the similarities between two ideas
B) only the differences between two ideas
C) how two ideas are similar, how they are different, or both
D) the relationship between the main idea and the supporting details
5) Choose the primary pattern for a paragraph that begins with this main idea sentence:
Although debit cards are similar to debit cards, there are many important differences as
well.
A) comparison
B) contrast
C) comparison and contrast
D) neither comparison nor contrast
6) The transition words accordingly, leads to, results in, consequently, and thus are used by
authors to show
.
A) comparison and contrast
B) definition and example
C) listing
D) causes and effects
7) Which choice states the effect in this paragraph?
Students at West Virginia University participated in an internship involving videotaping
and recording the life events of cancer patients. For every student involved, this
opportunity led to a life- changing experience and a career change that included some
form of work with the medical field or with people with severe illnesses. The students
reported feeling anxious
about this assignment at the beginning, but were completely overwhelmed when patients
opened up their lives and emotions to these students.
A) life-changing experience and a career change
B) internship involving videotaping and recording
C) an assignment at West Virginia University
D) patients opened up their lives and emotions
134
For the following question(s), choose the primary pattern of thought suggested by the transitions
within the paragraph.
8) Technological advances have had a major impact on the transformation of
journalism. Cheaper paper and high -speed presses make mass production of daily
newspapers possible. Consequently, more and more newspapers are being printed
that target specific audiences.
A) comparison
B) contrast
C) cause and effect
D) defi10tion and example
9) If the President does not sign a bill within ten days and Congress has adjourned by that
time, then the bill will not become law. This is called a pocket veto. For instance, if the
President wanted to avoid making an unpopular decision on tort reform, he could simply
ignore the bill until Congress adjourned, and it would automatically be vetoed.
A) comparison
B) contrast
C) comparison and contrast
D) definition and example
10) While they may sound similar, there are actually many differences between the fields of
psychology and sociology. Psychology examines behavior and the mind. Through their
theories and research, psychologists investigate topics such as human development, the
relationship between the brain and behavior, and the acquisition of knowledge and the
ability to use it. Sociology, on the other hand, is concerned with developing theories that
explain the changing nature of social behavior. Different societies and groups within
societies are examined to determine how these groups function and interrelate.
A) comparison
B) definition and example
C) contrast
D) cause and effect
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Implied Main Ideas and Implied Central Ideas
1) Formulating your own main idea because the author has not supplied a topic
sentence is known as
.
A) developing an implied main idea
B) summarizing major details
C) inferring a point of view
D) establishing a reasonable
outcome
2) Which question is the least effective when there is no topic sentence present?
A) What is the subject of the paragraph?
B) What are the major details?
C) What are the minor details?
D) What point is the author trying to make?
3) The implied central idea is the main idea of a passage that is made up of
.
A) two or more major details
B) two or more topics
C) two or more minor details
D) two or more paragraphs
For the following question(s), choose the implied main idea for each set of supporting details.
4) Spanish conquistadors (conquerors) searching for gold killed thousands of South
American
Indians. The ʺforty-ninersʺ settled disputes over gold claims violently. Diamond mines in
South Africa pay less than $100 a month and offer terrible working conditions.
Pirates destroyed ships and lives.
A) People are willing to kill for wealth.
B) Greed is responsible for great cruelty.
C) People live and work in terrible conditions for want of money.
D) Many sacrifices are made in order to bring about progress.
5) Long ago, when people carried knives and daggers, they were extremely cautious
when encountering strangers. They never knew whether they would be attacked or
greeted in a friendly fashion. Consequently, strangers who didnʹt wish to fight were
very obvious about showing one another that their hands were empty of weapons.
Just in case, they often clasped hands firmly to ensure that neither one could grab a
weapon.
A) The custom of shaking hands originated from suspicion.
B) Long ago, strangers were wary of one another.
C) Strangers hid knives and daggers on their bodies in case they needed to fight.
D) Since most people no longer carry knives or daggers, there is no need to worry about
encountering strangers.
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Final Example Practice Answer Key
Vocabulary Skills
1) C
2) B
3) D
For the following question(s), choose the best definition of the underlined words based upon
the context clues.
1) B
4) B
2) A
5) A
3) C
Stated Main Ideas
1) B
2) C
3) D
4) B
5) B
For the following question(s), choose the stated main idea from the paragraph.
1) A
3) C
2) A
4) A
Supporting Details
1) B
2) D
For the following question(s), choose the question that will best help an effective reader
locate the major supporting details of the stated main idea sentence.
3) D
4) A
5) B
For the following question(s), use this passage to determine main ideas and supporting
details.
6) B
7) D
8) A
9) B
10) D
11) C
Outlines and Concept Maps
1) D
2) C
3) C
4) B
5) D
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For the following questions(s), use these passages (pg. 12).
6) B
7) C
8) D
Transitions and Thought Patterns
1) B
2) D
3) A
4) D
5) B
6)
7)
8)
9)
C
A
D
C
For the following question(s), choose the thought pattern suggested by the transitions
within the sentence. (pg. 16)
10) C
14) C
15) D
11) B
12) A
13) A
More Thought Patterns
1)
2)
3)
4)
5)
6)
7)
A
A
B
C
C
D
A
For the following question(s), choose the primary pattern …
8) C
9) D
10) C
Implied Main Ideas and Implied Central Ideas
1) A
2) C
3) D
For the following question(s), choose the implied main idea …
4) B
5) A
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Engrade
You are expected to monitor your grade throughout the semester to keep track of
your progress and make sure that you do not get behind. Engrade will enable you to
do so.
To register, go to www.engrade.com/students
Click
Use the code you received from your instructor to complete the registration
process. Write down the code in the box below:
mrsduenasclifft-________________________-____________
(Your Student ID Number)
(4 digits)
If you are struggling with any of the concepts we are learning in class, please see me
during my office hours, get extra practice in the Student Success Lab (SS 143),
and/or visit peer tutoring (SS 203).
I usually enter grades within a week after receiving an assignment. Please do not ask
me questions about a missing grade unless more than a week has lapsed. In
addition, please read all comments I may have made on a particular assignment
before inquiring why you received the grade that you did.
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