Name:_______________________________________
Date:___________________
TEST CONTENT
The Four Domains (Areas) of the 9th Literature End-of-Course Test 
DOMAIN 1: Reading and Literature
This category of questions/vocabulary will make up approximately 35% of the test.
Assessment in this domain focuses on reading for general understanding, identifying
various genres, distinguishing and/or sequencing main and subordinate ideas, and
recognizing and analyzing literary and structural elements of literature.
 Students recognize, comprehend, and summarize the important ideas and viewpoints in
a written work.
 Students analyze various elements in fiction, using evidence from a text as a basis for interpretation.
 Students analyze and apply knowledge of non-fictional literature, focusing on memoirs, biographies, and






autobiographies.
Students analyze and respond to the subject matter and style devices of various forms of poetry.
Students classify poetry by specified criteria such as fixed and free forms, rhymed and unrhymed, narrative
and lyric, and/or universal themes and topics.
Students recognize, apply knowledge, and evaluate the effects of structures and elements of dramatic
literature.
Students acquire new vocabulary by defining unfamiliar words in a text using appropriate structural
analysis skills including prefixes, suffixes, root words, and resource materials.
Students demonstrate an understanding of significant themes in literary works and how those themes
represent a universal view or general comment on life or society.
Students relate various texts to historical and literary contexts.
DOMAIN 2: Reading, Listening, Speaking, and Viewing Across the Curriculum
This category of questions/vocabulary will make up approximately 25% of the test.
Assessment in this domain focuses on using strategies that enhance understanding across
subject areas, acquiring both content and contextual vocabulary while reading, listening,
speaking and viewing material, applying proper techniques for research, and responding
appropriately to written and oral communication in a variety of genres and media.
 Students read poems, short stories, essays, novels, speeches, book reviews, television and radio transcripts,








magazines, newspapers, advertisements, web pages, charts, graphs, and technical documents for pleasure,
analysis, and self-improvement.
Students read critically, ask pertinent questions, recognize assumptions and implications, and evaluate ideas.
Students learn that words gather meaning from their context and carry connotation and denotation.
Students acquire new vocabulary for different subject areas and use it correctly.
Students develop strategies for understanding the content and contextual meanings of unfamiliar words or
concepts.
Students analyze how certain vocabulary words can contain different meanings across subject areas.
Students evaluate and form reasonable judgments about the messages and effects of mass media, including
presentation, style, content, diction, tone, voice, and aesthetic devices.
Students gain insight into life experiences from the study of literature.
Students recognize and analyze methods of argument used by a speaker or writer.
DOMAIN 3: Writing
This category of questions/vocabulary will make up approximately 20% of the test.
Assessment in this domain focuses on recognizing coherent and focused texts that convey
a well-defined perspective or tightly-reasoned argument and demonstrating awareness of
audience, purpose in writing, the stages of the writing process (e.g., prewriting, drafting,
revising, and editing successive versions), and the effective use of introductions,
supporting evidence, and conclusions.
 Students use the writing process to develop paragraphs with clear, controlling ideas, a
coherent thesis, and a consistent tone and focus.
 Students use language and structure appropriate to the situation and audience.
 Students participate in the writing process: prewriting, drafting, revising, editing, proofreading, and





publishing, focusing on technical writing.
Students use the writing process for many purposes including, but not limited to, personal (journals, diaries,
stories, poems), social (friendly letters, thank-you notes, invitations), academic (themes, reports, essays,
analyses, critiques), and business (letters, memos, applications) writing.
Students recognize and analyze narrative, persuasive, and expository modes of writing.
Students apply writing techniques to a variety of genres including, but not limited to, technical (process,
explanation), business (letters of order, resumes, memorandums, requests, applications, complaints),
personal (journals, diaries, stories), social (friendly letters, thank-you notes, invitations), and academic
(themes, reports, essays, analyses, critiques), while following appropriate style conventions for the type of
writing used; in Grade 9, technical writing will be emphasized.
Students use knowledge of research techniques to support writing.
Students follow appropriate conventions and style guidelines for the bibliographies of texts according to the
Modern Language Association Handbook (MLA).
DOMAIN 4: Conventions
This category of questions/vocabulary will make up approximately 20% of the test.
Assessment in this domain focuses on using the correct conventions of Standard
American English, including grammar, punctuation, and sentence construction, and
demonstrating understanding of the different formats required for different forms of
writing.


Students use the writing process to develop Standard American English sentences with correct verb
forms, sentence and paragraph structure, mechanics of punctuation (e.g., end stops, commas,
semicolons, quotation marks), clauses (e.g., main and subordinate), possessives, plural forms, and
word choice.
Students use precise punctuation, capitalization, spelling, and other elements of manuscript form.
SAMPLE TEST
Below, you will find a practice test for the EOCT, organized by domain. You should be able to see which questions are
easy for you and which questions are more difficult. Then, you can concentrate on your weakest area on the EOCT.
DOMAIN 1: Reading and Literature
La Belle Dame sans Merci
By: John Keats
'O WHAT can ail thee, knight-at-arms,
Alone and palely loitering?
The sedge is wither'd from the lake,
And no birds sing.
'She found me roots of relish sweet,25
And honey wild and manna dew,
And sure in language strange she said,
"I love thee true!"
'O what can ail thee, knight-at-arms,5
So haggard and so woe-begone?
The squirrel's granary is full,
And the harvest 's done.
'She took me to her elfin grot,
And there she wept and sigh'd fill sore;30
And there I shut her wild, wild eyes
With kisses four.
'I see a lily on thy brow
With anguish moist and fever dew;10
And on thy cheeks a fading rose
Fast withereth too.'
'And there she lullèd me asleep,
And there I dream'd—Ah! woe betide!
The latest dream I ever dream'd35
On the cold hill's side.
'I met a lady in the meads,
Full beautiful—a faery's child,
Her hair was long, her foot was light,15
And her eyes were wild.
'I saw pale kings and princes too,
Pale warriors, death-pale were they all;
They cried—"La belle Dame sans Merci
Hath thee in thrall!"40
'I made a garland for her head,
And bracelets too, and fragrant zone;
She look'd at me as she did love,
And made sweet moan.20
'I saw their starved lips in the gloam
With horrid warning gapèd wide,
And I awoke and found me here,
On the cold hill's side.
'I set her on my pacing steed
And nothing else saw all day long,
For sideways would she lean, and sing
A faery's song.
'And this is why I sojourn here45
Alone and palely loitering,
Though the sedge is wither'd from the lake,
And no birds sing.'
1) Which stanza marks a shift in speaker?
A) stanza 2
B) stanza 3
C) stanza 4
2) Based on the selection of details in the poem, what time of year is it?
A) summer
B) late fall
C) late summer
D) stanza 5
D) early spring
3) The translation of the title is The Beautiful Woman Without Mercy. What do the kings, princes, and warriors tell the knight?
A) They urge the knight to keep going in spite of being rejected by his true love.
B) They warn the knight that he might become captivated by and infatuated with this lady.
C) They come to him in a dream to tell him that he has been poisoned by the ‘relish sweet.’
D) They have been sent by the first speaker to scare the knight so he will return to his love.
4) Which pair of words BEST describes the overall tone of the poem?
A) whimsical and engaging
B) mysterious and romantic
C) melodramatic and passionate
D) inspirational and moralistic
5) Which of these BEST describes the setting of the poem?
A) winter
B) late autumn
C) early spring
D) early summer
DOMAIN 2: Reading, Listening, Speaking, and Viewing Across the Curriculum
Ain't I A Woman?
By: Sojourner Truth (1797-1883)
Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the negroes of the South
and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what's all this here talking
about?
1
That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place
everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look
at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a
woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I
have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus
heard me! And ain't I a woman?
2
Then they talk about this thing in the head; what's this they call it? [member of audience whispers, "intellect"] That's it, honey.
What's that got to do with women's rights or negroes' rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't
you be mean not to let me have my little half measure full?
3
Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman! Where did
your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.
4
If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to
be able to turn it back , and get it right side up again! And now they is asking to do it, the men better let them.
5
6
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say.
6) In what way can the reader tell that this author has had a limited education?
A) the shortness of the selection
B) the use of incorrect punctuation
C) the use of many misspelled words
D) the strong dialect and use of non-standard grammar
7) How does the writer use a Biblical reference to support her argument?
A) She says that God made woman.
B) She quotes a biblical passage.
C) She refers to slaves in Egypt.
D) She says that Christ was born from a woman.
8) One way that Sojourner Truth reacts to arguments against women's rights is
A) by giving examples of her hard life as a slave.
B) by repeatedly asking the question "Ain't I a woman?"
C) by identifying the problem between the South and the North.
D) by addressing stereotypes of women as weak and mentally deficient.
9) In the second paragraph, Sojourner Truth uses imagery
A) to describe how women should be treated.
C) to show that she can work as hard as any man.
10) The selection indicates that the author was
A) quiet and shy.
B) mean and selfish.
B) to illustrate how strong a woman she is.
D) to emphasize the hardships that she has endured.
C) strong and willful.
D) helplessly old fashioned.
DOMAIN 3: Writing
Video Summary Safe Home Visits-Probation Officers
By: Mary O'Dell
MAKING SAFE HOME VISITS VIDEO SUMMARY
Nonviolent Crisis Intervention; Volume III
Your Plan of Action: How to Stay Safe When Intervening Alone
Instructor Notes;
This videotape(approx 24 minutes)has been developed by the Crisis Prevention Institute, and is the third volume of Nonviolent
Crisis Intervention. Many juvenile probation officers had the first two segments as a 12 hour course during Community Services
Basic Training.
VIDEO OPENS with a scene involving a woman waiting for an elevator. A narrator sets up the scenes to follow. He also
introduces;
 Areas of Concern- prevention, intervention and postvention
 Program Objectiveso How to develop preventive strategies
o How to create and summon a team
o How to respond if violence occurs between those under your care
o What to do if you¡¦re alone with a person who is violent
o How to use postvention
1. MAKING HOME VISITS SAFER
A. PREVENTION STRATEGIES-BEFORE THE VISIT
B. PREVENTION STRATEGIES-TRAVELLING TO THE SITE
C.
***CREATING A TEAM****
PREVENTION STRATEGIES-DURING THE VISIT
2. WHEN YOU'RE ALONE
A. BREAKING UP A FIGHT
B. SAFETY STRATEGIES WITH A VIOLENT PERSON (back to opening scene with Barbara and Luther)
11) What type of text is this document?
A) a video excerpt of a reality show
B) a memo for juvenile probation officers
C) a video summary of a plan for making safe home visits
D) a video summary of courses offered by the Crisis Prevention Institute
12) What is the purpose of this text?
A) to list steps in safe home visits
B) to identify the two segments of a 12 hour course
C) to provide the main points of a plan of action video
D) to convince instructors to purchase a video from the Crisis Prevention Institute
13) The use of headings, bullet lists, and different font styles identifies this passage as
A) business writing.
B) narrative writing.
C) technical writing.
D) expository writing.
14) In the sections entitled Making Home Visits Safer and When You're Alone, what revisions would be useful to the audience?
A) Rewriting the information in paragraph form
B) Adding bullet lists of strategies for each situation
C) Changing the font so that it is not all capital letters
D) Reorganizing the outline format to include more letters and numbers
15) What is the position/title of the person for whom this text is written? In other words, who will USE this text?
A) crisis counselors
B) community members
C) juvenile probation officers
D) instructors in Community Services Basic Training
DOMAIN 4: Conventions
The Care and Keeping of Big Cats Part C
By: Kate McConnaughey
Keeping animals happy as well as healthy is a challenge. The best way is a combination of several things: physical interaction
with others of its own kind or specially-trained human companions, desirable features in the enclosure such as swimming pools
and ledges for perching and sleeping, and toys to play with. (21) Sometimes food is hidden about or put on ropes where it can be
jerked away to stimulate chase, hunting, and play behaviors and reduce boredom. Many zoo animals are fond of visitors and
develop routines to impress the people that come to see them. (22)Large, natural enclosures gives the animals more freedom of
movement and encourage physical activity.
1
While most modern zoos do not teach animals to perform "tricks," they do train animals to respond to certain commands to
make them safer to handle, move and for examination. This training emphasizes rewards for good behavior rather than
punishment for bad behavior. (24) Using the reward system not only makes training easier and more humane, but it also avoids
the ever-present danger that an angry cat may find a chance to lash out at its tormentor. That only needs to happen once briefly
for tragedy to occur.
2 (23)
Although it is unpleasant to think about, death is a part of life. (25) A decision is made by the zoo staff that a certain cat is in too
much pain to have a good life, when the life of that cat is humanely ended. The phrase put to sleep or put down is not accurate
and does not confer the dignity that usually accompanies the act. Zookeepers almost always experience grief when one of their
long-term friends dies. (26)Whenever possible, someone the cat loves is allowed to be with them since the drug is administered.
This special drug is designed to calm the cat and lull it to sleep before death occurs. After death has been certified by the
veterinarian, a necropsy (animal autopsy) is performed to determine the exact cause of the animal's illness or injury. This
information is used to help protect other animals. (27) Many zoos, and most sanctuaries and animal parks, have special plots
where beloved animals are laid to rest. These are rarely open to the public. (28) If animals that are not buried are usually cremated
(burned) for health reasons or used to provide skeletons and skins for educational use at the zoo or in museums and
universities.
3
16) Read the passage. Look at the underlined section marked number (24). There may be a mistake in the way the sentence is
written. If you find a mistake, choose the answer that corrects the mistake. If there is no mistake, choose ‘Correct as is.’
A) Correct as is.
B) Using the reward system not only makes training easier and more humane, but for also avoids the ever-present
danger that an angry cat may find a chance to lash out at its tormentor.
C) Using the reward system not only makes training easier and more humane; however, it also avoids the ever-present
danger that an angry cat may find a chance to lash out at its tormentor.
D) Using the reward system not only makes training easier and more humane, although it also avoids the ever-present
danger that an angry cat may find a chance to lash out at its tormentor.
17) Read the passage. Look at the underlined section marked number (26). There may be a mistake in the way the sentence is
written. If you find a mistake, choose the answer that corrects the mistake. If there is no mistake, choose ‘Correct as is.’
A) Correct as is.
B) Whenever possible, someone the cat loves is allowed to be with them if the drug is administered.
C) Whenever possible, someone the cat loves is allowed to be with them as the drug is administered.
D) Whenever possible, someone the cat loves is allowed to be with them because the drug is administered.
18) Read the passage. Look at the underlined section marked number (23). There may be a mistake in the way the sentence is
written. If you find a mistake, choose the answer that corrects the mistake. If there is no mistake, choose ‘Correct as is.’
A) Correct as is.
B) While most modern zoos do not teach animals to perform "tricks," they do train animals to respond to certain
commands to make them safer to handle, move and examine.
C) While most modern zoos do not teach animals to perform "tricks," they do train animals to respond to certain
commands to make them safer for handling, to move and examine.
D) While most modern zoos do not teach animals to perform "tricks," they do train animals to respond to certain
commands to make them safer for handling, movement and examination.
19) Read the passage. Look at the underlined section marked number (25). There may be a mistake in the way the sentence is
written. If you find a mistake, choose the answer that corrects the mistake. If there is no mistake, choose ‘Correct as is.’
A) Correct as is.
B) When a decision is made by the zoo staff that a certain cat is in too much pain to have a good life, the life of that cat is
humanely ended.
C) When a decision is made by the zoo staff that a certain cat is in too much pain to have a good life, so the life of that
eat is humanely ended.
D) When a decision is made by the zoo staff that a certain cat is in too much pain to have a good life, and the life of that
cat is humanely ended.
20) Read the passage. Look at the underlined sections marked number (22). There may be a mistake in the way the sentence is
written. If you find a mistake, choose the answer that corrects the mistake. If there is no mistake, choose ‘Correct as is.’
A) Correct as is.
B) Large, natural enclosures give the animals more freedom of movement and encourage physical activity.
C) Large, natural enclosures gave the animals more freedom of movement and encourage physical activity.
D) Large, natural enclosures gived the animals more freedom of movement and encourage physical activity.
FINALLY, the final section of this LENGTHY packet is a vocabulary list. I have included an extensive list of
vocabulary terms. Be familiar with ALL of the words as any of them could appear on the test. Good luck!
Alliteration
Blank Verse
Drama
Fixed Form
Genre
Literature
Metaphor
Nonfiction
Poem / Poetry
Root Word
Sonnet
Analogy
Denotation
Stage Directions
Essay
Mood
Point of View
Text
Audience
Conventions
Edit
Informal Language
Narrative Text
Primary Source
Technical Writing
Antonym
Clause
Ellipsis Mark
Infinitive
Possessive Pronoun
Run-On Sentence
Subject-Verb Agreement
Verb
Allusion
Characterization
End Rhyme
Foreshadowing
Hyperbole
Lyric Poem
Meter
Onomatopoeia
Prefix
Scene / Act
Stanza
Anecdote
Context Clues
Diction
Fact
Novel
Short Story
Theme
Bibliography
Diary
Encyclopedia
Introduction
Paragraph
Secondary Source
Thesaurus
Apostrophe
Colon
Gerund
Object
Pronoun
Semicolon
Subordinate Clause
Verb Tense
Autobiography
Climax
Fiction
Form
Irony
Main Idea
Motivation
Personification
Rhyme Scheme
Setting
Suffix
Cause and Effect
Critique
Editorial
Media
Opinion
Speech
Tone
Chronological Order
Dictionary
Exposition
Journal
Persuasive Text
Sequential Order
Thesis Statement
Appositive
Comma
Hyphen
Phrase
Punctuation
Sentence Fragment
Synonym
Word Choice
Biography
Conflict
Figurative Language
Free Verse
Myth
Memoir
Narrative Poem
Plot
Rising Action
Simile
Active / Passive Voice
Connotation
Dialogue
Inference
Monologue
Paraphrase
Style
Almanac
Conclusion
Draft
Formal Language
Letter
Prewriting
Structure
Topic Sentence
Capitalization
Contraction
Independent Clause
Plural
Quotation Marks
Simple Sentence
Syntax
Denouement
FOR ADDITIONAL PRACTICE TESTS, GO TO WWW.USATESTPREP.COM