English I STAAR EOC
Review Guide
This study guide lists the tested skills on the assessment and sample questions to
correlate with those skills. Review the objectives and sample questions to prepare for
your English I STAAR Tests for the Reading and Writing sections.
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EOC Reporting Categories and Sample Questions
Part I: Reading
A. Vocabulary
B. Literary Text (Poetry, Drama, Fiction, Literary Nonfiction, Theme and Genre,
Sensory Language, Figure 19, Media Literacy, Short Answer)
C. Informational Text (Persuasive, Expository, Procedural Text, Culture and
History, Media Literacy, and Short Answer)
Part II: Writing
A. Revising
B. Editing
C. Composition
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Answer Key
An answer key follows the study guide for your review. Read the provided explanation for
each answer.
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Rubrics and Writing Sample
Review the attached Short Answer and Composition Rubrics. State-released prompts and
Sample responses are also included.
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Student Answer Document
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Part I: Reading
A. Vocabulary – be able to define words using context clues and dictionary skills
1B: Context Clues – Be able to use context clues within a sentence/paragraph
to determine meaning of the word.
After her shift was over, Emily gingerly walked into the
doctor’s office, avoiding further damage to her
sprained ankle. She waited in the exam room for a
while before the doctor examined her.
1. What key words in the sentence help determine the meaning of the word
gingerly?
A. After her shift
B. into the doctor’s office
C. avoiding further damage
D. doctor examined her
2. The writer uses the word gingerly is used to show that Emily is walking—
A. Confidently
B. Cautiously
C. Angrily
D. Desperately
1E: Dictionary Use – Using the dictionary, be able to determine the accurate
denotative/connotative definition of a word as it is used in the passage.
Butter, the staple of French cuisine, makes
everything taste better.
Read the dictionary entry for the word staple.
staple - / stā-pƏl / noun
1. A principal element or important feature
2. A principal raw material or commodity grown
or produced in a region
3. A fiber, like cotton, that is graded according to
length and fineness
4. A u-shaped metal with pointed edges used to
fasten material together
3. Which definition represents the word staple as it is used in the sample
sentence above?
A. Definition 1
B. Definition 2
C. Definition 3
D. Definition 4
B. Literary Text – be able to make complex inferences in poetry, drama, fiction, and literary
nonfiction; be able to analyze theme and genre and the use of sensory language
3A Poetry - Analyze the effects of diction and imagery in poetry
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Twister Hits Houston by Sandra Cisneros
Papa was on the front porch.
Mama was in the kitchen.
Mama was trying
to screw a light bulb into a fixture.
Papa was watching the rain.
Mama, it’s a cyclone for sure,
he shouted to his wife in the kitchen.
Papa who was sitting on his front porch
when the storm hit
I said the twister ripped
the big black oak to splinter,
tossed a green sedan into his garden,
and banged the back door
like a mad cat wanting in.
Mama who was in the kitchen
said Papa saw everything,
the big oak ripped to kindling,
the green sedan land out back,
the back door slam and slam.
I missed it.
Mama was in the kitchen Papa explained.
Papa was sitting on the front porch.
The light bulb is still sitting
where I left it. Don’t matter now.
Got no electricity anyway.
4. Which words contribute to the imagery of the tornado’s destruction?
A. screw a light bulb into a fixture
B. his wife in the kitchen
C. ripped the big black oak to splinter
D. Got no electricity anyway
5. Why does the narrator’s word choice affect the development of the narrative in this poem?
A. The past tense verbs in the poem makes the reader feel a sense of urgency and a
close connection to the plot
B. The words “front porch” and “kitchen” paint an elaborate picture of a sophisticated and
ornate household.
C. Constant references to “Mama” and “Papa” create the narrator’s sense of objectivity
and distance
D. Verbs like “ripped,” “tossed,” and “banged” help illustrate the tornado’s damage during
the storm
5A,B,C Fiction – make inferences about the elements of fiction, an analysis of nonlinear plots, the
author’s development of complex character through literary devices, and the effect of the narrator’s
point of view
HOPE
Written by David Hilbun, 8th grade
1 "Adam, get behind me!" his dad called over the roaring winds and splashing waves. Adam’s
reply was cut off by the crash of a huge oak tree being ripped out of the dirt and slamming into
the ground a few meters away with the force of a stick of dynamite. "Quick, into the storm
cellar!" The storm cellar had been designed by Adam’s dad years ago. It was made of 6-inch
solid steel and had enough MRE’s to feed 12 hungry people for a week.
2 They made it to the door and were able to get inside. Fretful, cold, and frightened, they
got out of the storm. In their "secret place", as Adam called it when he was littler, they
felt strangely peaceful. Maybe it was the knowledge that they both were safe, maybe it
was the comfort of the cellar, they didn’t know, but at least they had each other.
3 Over time, the noise outside got worse and worse. At one point, it was so loud that
it felt as if a huge gong were crashing inside their heads. Suddenly, the noise stopped.
4 "What’s going on, Dad?" Adam asked.
5 "I think the eyewall passed over us," he said. "We can probably go outside for a little while."
6 Outside was a scene of total destruction. Their house was gone, a few planks in its place.
7 The school was wrecked, the remains of an airliner stewn all over the football field. But worst,
they saw a huge fallen tree. Sticking out from under it was a human arm.
Feeling sick, Adam turned to go underground when the eyewall passed over. Hundred-mile-anhour winds lifted Adam into the air. Screaming, flipping over and over, he bid a mental farewell
to his father and a mental hello to his mother. Crying, thinking all hope was lost, he was
miraculously caught by his dad. Inch by inch, they made their way back to the cellar, where they
waited out the storm.
8 Finally, it was over. They looked around at the scene surrounding them in awestruck silence.
Luckily, there were no bodies this time.
9 Too shocked to cry, too scared to do anything but stand there, Adam and his dad looked at
each other. After a time, the shock wore off. They walked around. Adam motioned his dad over.
10 "Look," he said simply, smiling.
11 And there, amid all the destruction, was a single green plant.
6. How does the imagery in paragraph 7 help establish the reader’s view of Adam?
A. It depicts the dangerous storm.
B. It portrays Adam as neglectful.
C. It characterizes Adam as weak.
D. It helps characterize Adam’s love for his parents.
7. Why does the writer include the storm cellar’s history and specifics in paragraph 1?
A. This information helps explain why the cellar was built and why it was able to protect them.
B. The writer intends to stall the plot to provide irrelevant information about the setting
C. The writer wants to infuse his knowledge of general storm prevention and construction.
D. The information helps characterize Adam as careful and observant.
8. Which statement describes the point of view and its effect on the story?
A. The first-person point of view gives a strong sense of the Adam’s internal conflict.
B. Third-person limited point of view allows the reader only to know what the father thinks.
C. The second-person point of view engages the reader’s senses and feelings.
D. Third-person point of view allows the author to provide a view of both characters.
6A Literary Nonfiction – make complexes inferences, including how the authors weave
personal information with factual information to explain/present a perspective or
describe an event.
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Snow by Julia Alvarez
Our first year in New York we rented a small apartment with a Catholic school nearby, taught by
the Sisters of Charity, hefty women in long black gowns and bonnets that made them look peculiar, like
dolls in mourning. I liked them a lot, especially my grandmotherly fourth-grade teacher, Sister Zoe. I
had a lovely name, she said, and she had me teach the whole class how to pronounce it. Yo-landa. As
the only immigrant in my class, I was put in a special seat in the first row by the window, apart from the
other children, so that Sister Zoe could tutor me without disturbing them. Slowly, she enunciated the
new words I was to repeat: laundromat, cornflakes, subway, snow.
Soon I picked up enough English to understand a holocaust was in the air. Sister Zoe explained
to a wide-eyed classroom what was happening in Cuba. Russian missiles were being assembled,
trained supposedly on New York City. President Kennedy, looking worried too, was on the television at
home, explaining we might have to go to war against the Communists. At school, we had air-raid drills:
An ominous bell would go off and we’d file into the hall, fall to the floor, cover our heads with our coats,
and imagine our hair falling out, the bones in our arms going soft. At home, Mami and my sisters and I
said a rosary for world peace. I heard new vocabulary: nuclear bomb, radioactive fallout, bomb shelter.
Sister Zoe explained how it would happen. She drew a picture of a mushroom on the blackboard and
dotted a flurry of chalk marks for the dusty fallout that would kill us all.
The months grew cold, November, December. It was dark when I got up in the morning, frosty
when I followed my breath to school. One morning, as I sat at my desk daydreaming out the window, I
saw dots in the air like the ones Sister Zoe had drawn—random at first, then lots and lots. I shrieked,
“Bomb! Bomb!” Sister Zoe jerked around, her full black skirt ballooning as she hurried to my side. A few
girls began to cry.
But then Sister Zoe’s shocked look faded. “Why, Yolanda dear, that’s snow!” She laughed.
“Snow.”
“Snow,” I repeated. I looked out the window warily. All my life I had heard about the white
crystals that fell out of American skies in the winter. From my desk I watched the fine powder dust the
sidewalk and parked cars below. Each flake was different, Sister Zoe had said, like a person,
irreplaceable and beautiful.
9. How did the narrator help the reader have a realistic depiction of her early language
acquisition?
A. She uses a lot of words that are native to her primary language and country.
B. She characterizes the other students in the story as helpful and culturally diverse.
C. She describes her move to the states and the struggles that she and far family faced
in a new country
D. She included details about some of the first new English words she learned like
subway and cornflakes.
10. Which phrase helps convey the narrator’s feelings towards the Cuban Missile Crisis the
nation was experiencing?
A. I liked them a lot, especially my grandmotherly fourth-grade teacher, Sister Zoe.
B. At home, Mami and my sisters and I said a rosary for world peace .
C. It was dark when I got up in the morning, frosty when I followed my breath to school
D. From my desk I watched the fine powder dust the sidewalk and parked cars below.
4A Drama – make complex inferences about the structure of drama, including how
dramatic conventions (monologues, soliloquies, dramatic irony) enhance the dramatic text
from Oedipus Rex by Sophocles
(Modern Translation)
(King Oedipus from Thebes just discovered the truth – that he killed his
father and is responsible for his mother’s death.)
OEDIPUS: How has it all come to this?
Oh why was I so blind to not see it before?
The prophet told me all of this would happen,
And of course I was too stubborn to listen and figure it out,
But now it is too late. Oh painful truth!
I killed not only my father,
But I have caused my mother to kill herself too.
I see no reason why I deserve anything,
If it were not a sin to kill oneself I would have done it long ago.
I swore I would escape my own fate,
And it turned out I couldn’t after all
But now that I have rid myself of my eyes,
I will be able to never face myself again which is the way I want it.
If I would even catch a glance of myself in a reflection,
I would probably kill myself at the first chance.
I deserve everything that has happened to me.
I deserve all the pain.
The only thing I do not deserve is the satisfaction of death.
So this is the main reason suicide is not the answer for me.
I will go through the rest of my days alone,
And face myself everyday for the monster I am.
I am lucky that the people only have chosen to exile me.
I killed their King and Queen and they choose to let me go,
But I guess they pity me
If it were me I would have me sentenced me to death on the spot.
The prophet was correct on everything he told me.
Everything has happened in the exact order he predicted.
Now I must leave this place that I once called home,
To a life full of heartache and loneliness,
Living my last days in pain and suffering as I deserve
(Oedipus leaves Thebes forever).
11. How does Oedipus’ soliloquy enhance the dramatic text?
A. Other characters see how devastated Oedipus is after his discovery.
B. Oedipus’ children finally understand the reason their father blinded himself
C. The audience is able to understand Sophocles’ perspective on religion
D. The audience hears Oedipus’ feelings and final thoughts on his actions.
12. What universal theme is expressed in this soliloquy?
A. A king’s protection of his land
B. Man’s relationship with nature
C. Fate determining a person’s life
D. Happy memories found in families
2A,B,C Theme and Genre – draw conclusions about varying themes and genre across
texts, including – analyzing how the genres with similar themes shape meaning,
comparing and contrasting mythologies in different cultures, and relating the figurative
language of a work to its historical or cultural setting
13. Which of the following best illustrates a similar theme between “Twister hits Houston”
and “Hope”?
A. They both convey children who don’t heed their parent’s warnings
B. They both address nature’s destructive qualities.
C. They both illustrate the dependence of family
D. They relate the message of forgiveness and sacrifice
14. In “Snow,” how is the tension described paragraph 2 appropriate to the historical
context of the story?
A. Most religious institutions were on lockdown and were not in operation during this
unstable time.
B. The school system refused to take measures to educate students on the crisis or to
prepare them in case of an attack took place.
C. People were nonchalant about the possibility of being bombed by Russia, so they
didn’t take many precautions.
D. During this time, many individuals experienced a sense of apprehensiveness and
uncertainty and prepared for the worse.
15. In “Twister Hits Houston” the poet deliberately uses a simply style to help the reader
understand that the speaker in the poem -A. Is simple, naïve, and too young to understand the danger they were in
B. The narrator is unconcerned with painting a vivid image of the event
C. The parents are not well educated and do not know tornado safety measures
7A Sensory Language – make complex inferences about the author's sensory language and explain
the role of irony, sarcasm, and paradox
16. What is ironic about the ending of “Hope”?
A. The hurricane did not go through the area where the green plant was
located.
B. The storm cellar provides effective protection against the storm.
C. He is smiling because he is proud that his daughter bought a dress in
Chicago.
D. Adam learns a valuable lesson about hurricane safety.
17. How does Alvarez stylistic use of imagery enhance her narrative in “Snow” in the last
paragraph?
A. She describes the snow as white crystals and fine powder
B. She characterizes the Sister Zoe as grandmotherly
C. She explains the situation with Russia and Cuba
D. She shares how the children were crying when they thought they were
being bombed.
Figure 19B Complex Inferences – make complex inferences about literature in
Individual fiction and across multiple texts
18. In “Twister Hits Houston” what word best describes the narrator’s tone in line 20?
A. Disappointed
B. Thankful
C. Nostalgic
D. Cheerful
19. In “Hope,” what can the reader conclude about Adam’s mother?
A. She passed away when Adam was younger
B. She helped clean up the area after the storm
C. She is a school nurse who was away during the storm
D. She was killed during a previous hurricane
20. In “Snow,” the reader can conclude about the Sister Zoe -A. She is tolerant and flexible
B. She is loyal and dedicated
C. She is compassionate and caring
D. She is rigid and strict
Short Answers: - be able to make complex inferences about text and use textual evidence to
support your claim
21. In “Hope,” what does the green plant at the end of the story symbolize? Explain your answer and
support it using evidence from the text.
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22. How is the loss of innocence theme depicted in both “Hope” and “Snow”? Explain your answer
and support it using evidence from the text.
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12A,D Media Literacy – analyze images and graphics to compare the message and tone to the
literary text.
23. How does this picture of reinforce the message of
“Tornado hits Houston”?
A. It conveys the devastation of a tornado, including the
tearing of oak trees.
B. It shows the flooding that takes place during a
tornado outbreak.
C. It urges people to take precautions to stay safe during
a hurricane.
D. It illustrates how a small child is scared of tornadoes.
C. Informational Text – be able to make complex references in expository, persuasive, and
procedural texts. Analyze informational text for culture and history.
10A, B Persuasive Text - make inferences about persuasive text, including analyzing relevance and
credibility of evidence used to support an argument, and analyzing speeches for rhetorical strategies
Should Smoking Be Banned in Public Restaurants?
In the perfect situation, smoking policy would be set by bar or restaurant owners, and
customers would patronize the establishments with the policy they prefer. Customers would
decide—without the government’s help—if they want to avoid smoke-filled rooms or enter
them. They might even choose to sit in an area sectioned off for smokers or non-smokers,
but the ultimate issue is choice. When the government starts telling restaurant owners what
their customers can and cannot do, the government is overstepping its boundaries.
Our government aims to protect society, but is neglecting the interest of business
owners. Many people who drink also tend to smoke; banning drinkers from smoking has hurt
business in some bars and restaurants. According to the California Licensed Beverage
Association, business has dropped as much as 85 percent since the prohibition took effect.
The decrease in customers and subsequent loss of revenue has far-reaching effects on
employers. A study by the American Beverage Institute entitled “Effect of 1998 California
Smoking Ban on Bars, Taverns, and Night Clubs” asked 300 respondents about the effects
of the ban on their businesses. When asked if the ban caused owners to lay off employees
or cut working hours, 29.7 percent of respondents answered “yes”; 59 percent gave the
same answer when asked if they experienced a loss of tips/gratuities for bar and servingstaff employees. The plight of restaurant and bar owners is often ignored, but it is a serious
issue for them and for their employees.
While the argument rages over the effects of smoking on public health, one question
remains: How much is society entitled to penalize smokers for their “unhealthy” decisions?
Smoking tobacco is not an illegal act, yet the 25 percent of Americans who do smoke are
often treated as if they were criminals. They are incessantly nagged, blamed for numerous
illnesses and unpleasantries, and made to feel guilty by some nonsmokers. The
Environmental Protection Agency estimates that living with a smoker increases your chance
of lung cancer by 19 percent. What they fail to tell you is that, firsthand smoking increases
your chance 1,000 percent. In modern society, the government knows better than to
discriminate against minorities, senior citizens, or the physically handicapped; it does not
hesitate, however, to discriminate against smokers.
Personal choice is a simple principle that is highly valued in American society.
Banning smoking in all public restaurants violates this principle and jeopardizes our
freedom. Smoking should not be banned in all restaurants. A ban on smoking imposes
unnecessary governmental interference in private business, affects business owners
negatively, and discriminates against smokers. Like the black Southerner turned away
because of racial segregation, the smoker is unfairly treated. Sadly, just when our
government claims to be whisking away the clouds of smoke, it is legislating a cloud of
discrimination
24. The primary support for the author’s position in paragraph 2 is--
A. References to television shows
B. Quotes from experts
C. Survey statistics
D. Personal anecdotes
25. How is paragraph 3 important in advancing the author’s argument?
A. He argues that business owners suffer when a smoking ban is forced on their
businesses by the state.
B. He promotes the idea that smokers should not be discriminated against because
of the “unhealthy choice” they have made.
C. He explains that smoking in public restaurants causes many to be exposed to an
unhealthy environment.
D. He claims that second-hand smoke is not as big of a health risk as
most people perceive that it is.
26. What statement best describes the main reason why the writer argues that the
government should not impose a mandatory smoking ban in public places?
A. Public smoking poses no health risk.
B. Health standards should be lowered in public places.
C. The loss of business profits affects all society members.
D. People should be allowed to make personal choices
9A,B,C Expository Text – make inferences about expository text, including distinguishing between a
summary and a critique, differentiate varying opinions, and making inferences about its organizational
pattern
Imported Fire Ants
A mound of soft soil in the middle of your lawn could be a warning sign that your yard has
been invaded by a colony of red imported fire ants. If their colony is disturbed—accidentally or not—
these ants respond aggressively, attacking with painful stings.
Ants of similar size that are native to Texas are considerably less aggressive; most of them
rarely sting and will run away from any disturbance. In other ways, however, it can be difficult to
distinguish them from red imported fire ants. The most common native species of ant looks almost
identical, except that a few ants in the native colony are larger workers with square-shaped heads.
Red imported fire ants, originally from South America, were accidentally introduced into the
United States, most likely in the holds of ships. They arrived in Texas in the 1950’s and quickly
spread across two-thirds of the state in the east as well as some urban areas in the west. The ants
are persistent; with almost any type of pesticide, the ants will still invade again, possibly as soon as
after the next rain.
However, scientists are currently researching cost-effective, environmentally sound ways to
better manage red imported fire ants. One joint project between the University of Texas and the
United States Department of Agriculture (USDA) is studying a parasitic fly that can kill fire ants. Other
possibilities for natural pesticides include mites and fungi.
27. Which of the following provides the best summary of the selection?
A. Texas fire ants are difficult to distinguish from imported fire ants. Although they are
both red, Texas fire ants are native to the region and are less aggressive. Some of
these ants also have a more square-shaped head than the imported fire ants.
B. Imported fire ants, more aggressive than the native fire ants, are originally from
South America and arrived in Texas in the 1950’s, spreading throughout most of the
state. The imported fire ants are resistant to most types of pesticide although
scientists are researching ways to better manage them, including considering the
use of a parasitic fly and other natural pesticides.
C. Most types of ant pesticide are ineffective when dealing with the red imported fire
ant. Researches, however, are trying to come up with cost-effective and
environmentally-sound means by which these ants can be managed and controlled.
These efforts include a parasitic fly, but other natural pesticides are being
considered and tested.
D. There are multi-step actions that can be taken to completely eradicate imported fire
ants. However, most people are not willing to invest the time and money to
effectively manage these aggressive ants. If people would research these actions,
instead of relying on quick-fix pesticides that don’t work, perhaps they can control
their imported fire-ant problem.
28. The author organizes this essay by—
A. Describing the aggressive nature of imported fire ants, their origins, and current
research on combating them.
B. Explaining the current and historical presence of imported fire ants in the state and
other continents.
C. Listing various techniques that have been successful in eliminating the aggressive
imported fire ants.
D. Comparing the differences between imported fire ants and native Texas red fire ants.
A Culture and History – explaining the controlling idea and specific purpose of informational text
29. What is the purpose of “Should Smoke be Banned in Public Restaurants ”?
A. List the different ways in which businesses are affected by a government mandated
public smoking ban
B. Inform readers about the negative effects of smoking in public restaurants
C. Convince the reader that a ban on public smoking limits the rights of business owners
and smokers
D. Share a story about individuals who have been affected by second-hand smoke
Writing: Revision
13C, 15A, 16A-F Revising: be able to improve drafts paying attention to word choice, language,
sentence variety, and subtlety. Look for effective organization, thesis statement, transitions, and the
use of relevant details
Brittany wrote this report about the history of sports in the Olympic Games. As you read Brittany’s
report, look for any changes she should make to improve her paper. Then answer the questions
that follow.
Olympic Sports through the Ages
(1) The origins of the modern Olympic Games are in the ancient Greek games, which
reportedly started in 776 B.C. (2) The Greek calendar was based on the Olympiad, which was the
four-year period between games. (3) The games were staged in the wooded valley of Olympia in Elis.
(4) These ancient events involved sports such as wrestling, boxing, discuss throw, javelin throw, foot
racing, and jumping. (5) They reflected skills that were important to ancient Greeks in their daily lives.
(6) Centuries later, in 1896, the new Olympic Games were founded. These games included
ancient sports as well as modern sports. (7) Many changes have taken place since the modern
Olympic Games began. (8) Some sports that were featured in the early Olympic Games are no longer
a part of the current event. (9) For instance, cricket, croquet, and golf were Olympic sports until 1900.
(10) Lacrosse lasted until 1908. (11) Rugby and polo were removed from the list in 1924.
(12) For the first few modern Olympic Games, tug of war was actually an Olympic sport. (13)
Then, in 1908, there was disagreement between American and British teams over what kind of
footwear was allowed. (14) The problem was never solved, and by 1920, tug of war no longer
appeared at the Olympic Games.
(15) More recently, the International Olympic committee (IOC) has made a number of additions
to the list of Olympic sports. (16) In the 1980s, rhythmic gymnastics, synchronized swimming, tennis,
and table tennis rose to Olympic status. (17) The next decade saw the addition of badminton,
baseball, beach volleyball, and softball. (18) In addition, tae kwon do, trampoline, and triathlon were
first included in the Games in 2000.
(19) In 2005, the IOC removed baseball and softball from the Games, starting in the 2012
Olympics in London. (20) Even then, however, the IOC hinted that if baseball and softball experience
a surge in popularity, they might someday return to Olympic status. (21) It seems likely that the list of
Olympic sports will continue to change.
30. Brittany does not like the way she expressed her thesis in Sentence 7. Which of the
following should replace Sentence 7 to create a more effective and sophisticated thesis?
A. Since its origin, the events of the modern Olympic Games have continued to change,
with many sports added and subtracted over the years.
B. The original games greatly shaped the modern Olympics, and it is a sports event that
changes dramatically throughout the years.
C. Many sports have been added and subtracted to the Olympic Games over the years,
making it one of the greatest sports events in the world.
D. The new Olympic Games evolved from the original Greek games held in Elis every four
years.
31. Brittany would like to make her first paragraph (Sentences 1-5) more cohesive. What
revision should Brittany make?
A. Delete Sentence 1
B. Delete Sentence 2
C. Delete Sentence 3
D. Delete Sentence 4
32. What transition can be added at the beginning of sentence 11?
A. Despite this,
B. For example,
C. Furthermore,
D. In the mean time,
33. What sentence can be added before Sentence 12 to emphasize the main point in the
paragraph (Sentences 12-14)?
A. These are just a few examples of the sports no longer a part of the current Olympic
Games.
B. Tug of war remains a very popular sport in the modern Olympic Games
C. Many sports continue to get cut out of the new Olympic Games.
D. Another example of a sport that is no longer a part of the current Olympic Games is tug
of war.
34. To improve the paragraph’s organization, what sentence can be added before sentence
19.
A. On the other hand, the IOC occasionally cuts sports from the list as well.
B. Baseball and softball used to not be popular sports in the Olympic Games.
C. The IOC makes important decisions that affect the sports in the Olympic Games.
D. However, additions to the games can happen for a number of reasons.
13D, 17A, C, 18A, B, 19A Writing: Editing – edit essays for grammar, mechanics, and spelling; use
and understand functions of parts of speech; use a variety of correctly structure sentences; use
conventions of capitalization, correct punctuation, and correct spelling.
A Jog and a Dog
(1) After some stretching and a warm-up run, I stopped to admire the beauty of
fall. (2) Maple tree leaves swirling around me, crunching under my weight. (3) Reds,
browns, and yellows blanketed around me as darkness began to set in.
(4) Out the corner of my eye, I noticed something crouching across me.
(5) Walking forward to get a closer look, I recognized Bear a neighbor’s friendly black
lab. (6) Sighing, I reached to pet the dog, but stopped short as a low rumble in the
animal’s throat grew to a loud growl. (7) I quickly pulled my hand to safety and backed
off. (8) Staring at the dog, I shrugged my shoulders in bewilderment, turned, and walked
way. (9) I jogged back home to the sounds of clicking paws and growling sounds next to
me. (10) Scared now, the dog bit me hard into the flesh of my leg.
(11) I fell to the ground, screaming in agony. (12) The owner of the dog, startled
by the noise came out, and he struggled to pull the vicious animal off of me. (13) He
finally managed to remove the dog while another neighbor who called 911. (14) I soon
learned that the dog had contracted rabies, and he was soon put to sleep. (15) I was
given a series of shots and a few stitches only, and after a couple of years, my leg
healed, but the scars remain on both the inside and out.
35. What change if any should be made to Sentence 2?
A. Add a comma after leaves
B. Change the swirling to were swirled
C. Change weight to wait
D. Make no change
36. What change needs to be made to Sentence 5?
A. Delete the comma after look
B. Change Bear to bear
C. Add a comma after Bear
D. Change neighbor’s to neighbors
37. What change should be made to Sentence 8?
A. Delete the comma after dog
B. Change bewilderment to bewildermient
C. Delete the comma after turned
D. Make no change
38. What change, if any, should be made to Sentence 10?
A. Change the comma to a semicolon
B. Add I felt after now,
C. Change hard to harder
D. Change the period to a question mark
39. What change needs to be made to Sentence 12?
A. Change startled to startling
B. Add a comma after noise
C .Change vicious to vitious
D. No change is needed
40. What change should be made to Sentence 13?
A. Change managed to manages
B. Add a comma after while
C .Delete who after neighbor
D. No change is needed
13B, C, D, 15A Composition – Expository Writing
Structure ideas in a persuasive way and develop drafts that include transitions and rhetorical devices;
 Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety
of meaning depending on purpose and audience;
 Edit drafts for grammar, mechanics and spelling
Write an expository essay of sufficient length that
 Has an effective introductory and concluding paragraphs with a variety of sentence structures
 Includes rhetorical devices and transitions
 Includes a thesis or controlling idea
 Organizes structure according to purpose
 Includes relevant and well-chosen details
State-Released Sample Expository Prompt
Read the information in the box below.
In 1955 medical researcher Jonas Salk introduced an effective polio
vaccine. At the time polio was considered the biggest threat to public
health, yet Salk refused to profit by patenting the vaccine because he
was more concerned with preventing disease than with personal gain.
Although many people work to benefit themselves, some people choose to put others first. Think
carefully about this statement.
Write an essay explaining whether people should be more concerned about others than about
themselves.
Be sure to—
 clearly state your thesis
 organize and develop your ideas effectively
 choose your words carefully
 edit your writing for grammar, mechanics, and sentences
Written Composition
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Answer
Rationale
1.
C
The words describe why she is walking the way she is
2.
B
She has to be cautious because she is hurt
3.
A
This words means “an important quality” or “principal characteristic”
4.
C
This is the only one that shows the twister’s actions
5.
D
These words help personify the destructive nature of the tornado
6.
D
The reader can tell he cares and loves his parents
7.
A
8.
D
9.
A
This explains why they were able to survive the storm in the cellar; iat
wasn’t until they left it, that danger came.
The selection describes both characters’ experiences, including a
description of history and setting
The end of the first paragraph shows this
10.
B
This shows these characters are concerned
11.
D
12.
C
13.
B
Other characters cannot hear soliloquies, but the readers is able to
hear the speakers words and know his feelings
The speaker is unable to control his destiny when the oracle/
prediction became reality
They both are about destructive storms
14.
D
15.
A
16.
C
17.
A
This why the drills took place and the children were learning about
the bombing, radioactive consequences, and the fallout
She seems young and ignorant and is more focused on wanting to
see the storm and not on the safety and concern for others
Something that represents life was left over after destruction and
death
Description of the snow should be emphasized with this response
18.
A
She wishes she had seen the storm
19.
A
Adam is prepared to say hello to his mother once he fears death
20.
C
She takes time to help the narrator, specifically
21.
SA
22.
SA
23. A
It can represent new life, hope, a new beginning, strong desires and
dreams undisturbed, etc
They are both naïve, dependent on adults, experience something
new, prepared for something dangerous, etc
Similar events may have taken place in the photo
24.
C
Most are numbers and statistics
25.
B
He mostly addressed the discrimination smokers undergo
26.
D
He argues that the lack of personal choice is the main violation –
both for smokers and for business owners
27. B
30.
A
This is the only choice that includes information from the beginning,
middle, and the end
This mirrors the information included in the entire passage and its
structure
This is a persuasive article aiming to convince readers of a direct
position
Includes all the important information in a sophisticated way
31.
C
This is extra information
32.
C
It is listing an additional example
33.
D
34.
A
35.
B
The topic sentence needs to include additional examples of old
games no longer included
The previous paragraph focused on what the IOC added, and this
one is on the cut it makes.
Complete verb needed to avoid fragment
36.
C
Non-essential clause after Bear needs to be set off my commas
37.
D
Sentence is complete as is
38.
B
Without this change, there is a misplaced modifier.
39.
B
Extra information needs to be set off my commas
40.
C
Delete word to avoid fragment sentence
28. A
29. C
Score Point 3
Exemplary
Score Point 2
Sufficient
□
□
□
□
□
□
Score Point 0
Insufficient
Score Point 1
Partially Sufficient
□
□
□
□
□
□
□
Short Answer Rubric
Single-Selection Response
The idea is perceptive and reflects an awareness of the complexities of the text.
The student is able to develop a coherent explanation of the idea by making
discerning connections across the text.
The text evidence used to support the idea is specific and well chosen. Overall, the
evidence strongly supports the validity of the idea.
The combination of the idea and the text evidence demonstrates a deep
understanding of the text.
The idea is reasonable and goes beyond a literal reading of the text. It is explained
specifically enough to show that the student can make appropriate connections
across the text and draw valid conclusions. The text evidence used to support the
idea is accurate and relevant.
The idea and text evidence used to support it are clearly linked.
The combination of the idea and the text evidence demonstrates a good
understanding of the text.
These responses have one of the following characteristics.
The idea is reasonable, but the response contains no text evidence. The idea is
reasonable, but the text evidence is flawed and does not adequately support the
idea. Text evidence is considered inadequate when it is
 only a general reference to the text,
 too partial to support the idea,
 weakly linked to the idea, or
 used inappropriately because it wrongly manipulates the meaning of the text.
The idea needs more explanation or specificity even though it is supported with text
evidence.
The idea represents only a literal reading of the text, with or without text evidence.
The idea is not an answer to the question asked. The idea is incorrect because it is
not based on the text.
The idea is too general, vague, or unclear to determine whether it is reasonable.
No idea is present. Sometimes the response contains only text evidence. At other
times there appears to be an idea; however, this idea cannot be considered an
answer to the question because it merely repeats verbatim, or “echoes,” the text
evidence.
Score Point 3
Exemplary
□
□
□
Score Point 2
Sufficient
□
□
□
Score Point 1
Partially Sufficient
□
□
□
□
□
Score Point 0
Insufficient
□
□
□
Short Answer
Paired-Selection Response
For both selections, the idea is perceptive and reflects an awareness of the
complexities of the text. The student is able to develop a coherent explanation
of the idea by making discerning connections across both selections.
For both selections, the text evidence that is used to support the idea is specific
and well chosen. Overall, the evidence strongly supports the validity of the idea.
For both selections, the combination of the idea and the text evidence
demonstrates a deep understanding of the text.
For both selections, the idea is reasonable and goes beyond a literal reading of
the text. It is explained specifically enough to show that the student can make
appropriate connections across the selections and draw valid conclusions. For
both selections, the text evidence that is used to support the idea is accurate
and relevant.
For both selections, the idea and text evidence used to support it are clearly
linked.
For both selections, the combination of the idea and the text evidence
demonstrates a good understanding of the text.
The idea is reasonable for both selections, but the response contains no text
evidence (from one or both selections). The idea is reasonable for both
selections, but the text evidence (from one or both selections) is flawed and
does not adequately support the idea. Text evidence is considered inadequate
when it is
 only a general reference to the text,
 too partial to support the idea,
 weakly linked to the idea, or
 used inappropriately because it wrongly manipulates the meaning of the
text.
For one or both selections, the idea needs more explanation or specificity even
though it is supported with text evidence from both selections.
For one or both selections, the idea represents only a literal reading of the text,
with or without text evidence (from one or both selections).
The response contains relevant textual evidence from both selections, but the
student offers an idea that is reasonable for only one selection.
The response contains an idea and relevant text evidence for both selections,
but the idea for one selection contains an inaccuracy.
For one or both selections, the idea is not an answer to the question asked.
The idea is incorrect because it is not based on one or both selections.
For one or both selections, the idea is too general, vague, or unclear to
determine whether it is reasonable.
No idea is present from either selection. Sometimes the response contains only
text evidence from one or both selections. At other times there appears to be
an idea; however, this idea cannot be considered an answer to the question
because it merely repeats verbatim, or “echoes,” the text evidence.
STAAR English I Expository Writing Rubric
Score Point 4
Score Point 3
Score Point 2
Score Point 1
The essay represents an accomplished
writing performance.
The essay represents a satisfactory
writing performance.
The essay represents a basic writing
performance.
The essay represents a very limited writing
performance.
Organization/Progression
Organization/Progression
Organization/Progression
Organization/Progression
•
The organizing structure of the
essay is clearly appropriate to the purpose
and responsive to the specific demands of
the prompt. The essay is skillfully crafted
because the writer uses organizational
strategies that are particularly well suited to
the expository task. The writer establishes a
clear thesis statement. All ideas are strongly
related to the thesis and are focused on the
topic specified in the prompt. By sustaining
this focus, the writer is able to create an
essay that is unified and coherent.
•
The organizing structure of
the essay is, for the most part,
appropriate to the purpose and
responsive to the specific demands of the
prompt. The essay is clear because the
writer uses organizational strategies that
are adequately suited to the expository
task. The writer establishes a clear thesis
statement. Most ideas are related to the
thesis and are focused on the topic
specified in the prompt. The essay is
coherent, though it may not always be
unified due to minor lapses in focus.
•
The organizing structure of
the essay is evident but may not always
be appropriate to the purpose or the
specific demands of the prompt. The
essay is not always clear because the
writer uses organizational strategies that
are only somewhat suited to the
expository task. Most ideas are generally
related to the topic specified in the
prompt, but the writer’s thesis statement
is weak or somewhat unclear. The lack of
an effective thesis or the writer’s inclusion
of irrelevant information interferes with the
focus and coherence of the essay.
•
The organizing structure of the
essay is inappropriate to the purpose or the
specific demands of the prompt. The writer uses
organizational strategies that are only
marginally suited to the explanatory task, or
they are inappropriate or not evident at all. The
absence of a functional organizational structure
causes the essay to lack clarity and direction.
Most ideas are generally related to the topic
specified in the prompt, but the thesis statement
is missing, unclear, or illogical. The writer may
fail to maintain focus on the topic, may include
extraneous information, or may shift abruptly
from idea to idea, weakening the coherence of
the essay.
•
The writer’s progression of ideas
is logical and well controlled. Meaningful
transitions and strong sentence-to-sentence
connections enhance the flow of the essay by
clearly showing the relationships among
ideas, making the writer’s train of thought
easy to follow.
•
The writer’s progression of
ideas is generally logical and controlled.
For the most part, transitions are
meaningful, and sentence-to-sentence
connections are sufficient to support the
flow of the essay and show the
relationships among ideas.
Development of Ideas
•
The development of ideas is
effective because the writer uses details and
examples that are specific and well chosen,
adding substance to the essay. The essay is
thoughtful and engaging. The writer may
choose to use his/her unique experiences or
view of the world as a basis for writing or to
connect ideas in interesting ways. The writer
develops the essay in a manner that
demonstrates a thorough understanding of
the expository writing task.
Use of Language/Conventions
•
The writer’s word choice is
purposeful and precise. It reflects a keen
awareness of the expository purpose and
maintains a tone appropriate to the task. The
word choice strongly contributes to the quality
and clarity of the essay. Sentences are
purposeful, varied, and well controlled,
enhancing the effectiveness of the essay.
•
The writer demonstrates a
consistent command of sentence boundaries
and spelling, capitalization, punctuation,
grammar, and usage conventions. Although
minor errors may be evident, they do not
detract from the fluency of the writing or the
clarity of the essay. The overall strength of
the conventions contributes to the
effectiveness of the essay.
Development of Ideas
•
The development of ideas is
sufficient because the writer uses details
and examples that are specific and
appropriate, adding some substance to
the essay. The essay reflects some
thoughtfulness. The writer’s response to
the prompt is original rather than
formulaic. The writer develops the essay
in a manner that demonstrates a good
understanding of the expository writing
task.
Use of Language/Conventions
•
The writer’s word choice is,
for the most part, clear and specific. It
reflects an awareness of the expository
purpose and establishes a tone
appropriate to the task. The word choice
usually contributes to the quality and
clarity of the essay. Sentences are varied
and adequately controlled, for the most
part contributing to the effectiveness of
the essay.
•
The writer demonstrates an
adequate command of sentence
boundaries and spelling, capitalization,
punctuation, grammar, and usage
conventions. Although some errors may
be evident, they create few (if any)
disruptions in the fluency of the writing,
and they do not affect the clarity of the
essay.
•
The writer’s progression of
ideas is not always logical and controlled.
Sometimes repetition or wordiness
causes minor disruptions in the flow of the
essay. At other times transitions and
sentence-to-sentence connections are too
perfunctory or weak to support the flow of
the essay or show the relationships
among ideas.
•
The writer’s progression of ideas is
weak. Repetition or wordiness sometimes
causes serious disruptions in the flow of the
essay. At other times the lack of transitions and
sentence-to-sentence connections causes the
writer to present ideas in a random or illogical
way, making one or more parts of the essay
unclear or difficult to follow.
Development of Ideas
Development of Ideas
•
The development of ideas is
minimal. The essay is superficial because
the writer uses details and examples that
are not always appropriate or are too
briefly or partially presented. The essay
reflects little or no thoughtfulness. The
writer’s response to the prompt is
sometimes formulaic. The writer develops
the essay in a manner that demonstrates
only a limited understanding of the
expository writing task.
•
The development of ideas is weak.
The essay is ineffective because the writer uses
details and examples that are inappropriate,
vague, or insufficient. The essay is insubstantial
because the writer’s response to the prompt is
vague or confused. In some cases, the essay
as a whole is only weakly linked to the prompt.
In other cases, the writer develops the essay in
a manner that demonstrates a lack of
understanding of the expository writing task.
Use of Language/Conventions
•
The writer’s word choice may
be general or imprecise. It reflects a basic
awareness of the expository purpose but
does little to establish a tone appropriate
to the task. The word choice may not
contribute to the quality and clarity of the
essay. Sentences are awkward or only
somewhat controlled, weakening the
effectiveness of the essay.
•
The writer demonstrates a
partial command of sentence boundaries
and spelling, capitalization, punctuation,
grammar, and usage conventions. Some
distracting errors may be evident, at times
creating minor disruptions in the fluency
or meaning of the writing.
Use of Language/Conventions
•
The writer’s word choice may be
vague or limited. It reflects little or no awareness
of the expository purpose and does not
establish a tone appropriate to the task. The
word choice may impede the quality and clarity
of the essay. Sentences are simplistic,
awkward, or uncontrolled, significantly limiting
the effectiveness of the essay.
•
The writer has little or no command
of sentence boundaries and spelling,
capitalization, punctuation, grammar, and usage
conventions. Serious and persistent errors
create disruptions in the fluency of the writing
and sometimes interfere with meaning.
Expository Prompt Writing Samples
Sample Student Response Score Point 2
Thinking about others before you is a nice thing to think of, but if you think of
yourself first it makes you feel isolated. Caring about others before you isn’t a bad thing,
but thinking about yourself isn’t bad either. To me I think of others before me. Some
people have the good life, others don’t. I’ll rather put myself in danger than others being
in danger as well. I’m only one person but risking myself could save more than one life.
When your in a room where there seems to be a fire some people will think of
themselves while others think of the rest. The doctor could risk himself of getting polio
but he could save hundreds of lifes that currently have polio. To me people that think of
themselves before others are selfish and maybe greedy, but others that think of others
are kind people.
Handwritten version is 25 lines.
Sample Student Response Score Point 4
Humanity has a funny way of contradicting itself sometimes. All children are
taught to share and put others’ needs before our own. Somewhere down the line we
realize that the very people who preach these things to us don’t follow their own rules. It
is very important in society today to remember the bigger picture, which often includes
doing things to help others with no benefit to yourself.
People use each other for personal gain all the time. A glorified outlook on this
way of life is all around us. In media people are more concerned with which Hollywood
star is going out with which millionaire rather than the thousands of people dying of
hunger in third world countries. As consumers we see this life and wish to be like that.
Doing something for monitary gain is just like money itself: easily expendable and
transient. But doing something to help others leads to emotional or moral gain. The
memmories and feelings you get from helping others won’t ever go away. It’s worth
something to you. Worth more than money ever could be.
Handwritten version is 22 lines.