Mary Kate Mikulskis & Chris Mikulskis

Mary Kate Mikulskis & Chris Mikulskis

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Copyright © 2013-2015 Mary Kate Mikulskis and Chris Mikulskis

All rights reserved. No part of this publication may be reproduced or transmitted in any form without written permission of the authors.

www.funactprep.com

ISBN-13: 978-1515194217

ISBN-10:

1515194213

funACTprep.com © 2012-2015 Mary Kate Mikulskis & Chris Mikulskis

Reading Reading Basics 1

Main Idea 2

Supporting Details 6

Word Meaning 10

Reading Basics Assessment 14

Making Inferences 17

Drawing Conclusions 18

Author’s Approach 22

Making Inferences Assessment 26

Relating Ideas 29

Cause & Effect 30

Comparative Relationships 34

Sequence 38

Relating Ideas Assessment 42

English

Punctuation 45

Apostrophes 46 Commas 50 Semicolons 54 Punctuation Assessment 57 Grammar 61

Subject-Verb Agreement 62 Verb Tense 66 Pronoun-Antecedent Agreement 70 Subject & Object Pronouns 74 Adjectives & Adverbs 78 Grammar Assessment 82

Sentence Structure 85

Fragments 86 Run-Ons 90 Misplaced Modifiers 94 Structure Assessment 97

Style & Rhetoric 101

Adding & Deleting Information 102 Organization 106 Wordiness & Redundancy 110 Word Choice & Tone 114 Style & Rhetoric Assessment 117

Final Reading Assessment 122

Final English Assessment 125

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READING

READING SKILLS ALIGNED COMMON CORE STATE STANDARDS Supporting Details Drawing Conclusions

RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Main Idea RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Cause & Effect Comparative Relationships Sequence

RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Word Meaning RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Author’s Approach RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

ENGLISH

LANGUAGE SKILLS ALIGNED COMMON CORE STATE STANDARDS Subject-Verb Agreement Pronoun-Antecedent Agreement

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Tone L.3.3a. Choose words and phrases for effect. L.6.3b. Maintain consistency in style and tone.

Sentence Fragments Run-On Sentences

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Verb Tense L.5.1d. Recognize and correct inappropriate shifts in verb tense.

Subject & Object Pronouns L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

Commas L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Misplaced Modifiers L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Wordiness & Redundancy L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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PURPOSE

Fun ACT Prep English & Reading: Skill by Skill is organized around the college readiness standards assessed on the ACT English and Reading tests. The book isolates one skill at a time, introducing the concept, providing examples, suggesting strategies, and encouraging reflection. The text is conducive for daily lessons, assessments, or bell ringers in the regular English or Reading classroom; as a comprehensive review in the weeks leading up to an ACT test; as a change of pace from the typically daunting and dry test prep materials; or as a practical resource for classroom instruction, after-school programs, small group tutoring, or independent practice. Fun ACT Prep English & Reading: Skill by Skill takes the intimidation factor out of testing, helping students of all backgrounds and abilities achieve success on the ACT. Taking the ACT may not be fun, but preparing for it should be!

COMPONENTS AND DESIGN FOR LEARNING Skill Introduction: These quick and handy one-page explanations outline each individual skill. Rather than overwhelm students with a plethora of information, we cut right to the chase, summarizing the key concepts students need for success on the ACT and relating the concepts to real-life scenarios and students’ background knowledge. Practice: A mini passage (typically less than half the length of a full ACT English or Reading passage) provides students an opportunity to practice one skill at a time. Because the skill is isolated, all the ACT-style questions reflect one single concept. Students are encouraged to review the material on the corresponding page to reinforce the information and apply their understanding. Answer Keys: In addition to providing answers, students are given brief explanations that reinforce the key concepts outlined in the chapter. Plus, self-assessment checklists and reflection questions guide students in increasing their own awareness of their skill strengths and weaknesses and encourage students to figure out where they went wrong. Skill Assessments: After isolating several related concepts, students apply those skills in a longer passage (10 questions for Reading and 15 questions for English) that looks like the ACT, but is fun to read and relevant to teens. Test-Taking Tips & Fun Facts: Sprinkled throughout the book are test-taking tips related to both the Reading and English portions of the ACT, as well as more general strategies. Moreover, a “Fun Facts” section maintains students’ interest levels in the teen-friendly topics of the book.

WHAT MAKES FUN ACT PREP DIFFERENT? Fun ACT Prep is unlike any other test prep series. The books are both student and teacher friendly. Some features include:

o High-interest materials that keep students engaged and thus more attentive to the learning process o Isolation of one skill at a time is more conducive for chunking, scaffolding, and mastery o Shorter practice exercises ease students into the test-taking process o Reasonable length lessens the intimidation factor that accompanies more massive books

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funACTprep.com © 2012-2015 Chris Mikulskis & Mary Kate Mikulskis

READING

Main Idea….…......…………………….…………….…………..2

Supporting Details………………………………………….......6

Word Meaning……..…………………………………………...10

Reading Basics Assessment…………………………………14

1


THE SKILL

You may be starting this book on your own or in a class to prepare for that huge academic moment in your life—sitting

down for the ACT test. Yes, it is an important step before you leave high school, but don’t fear the test. The more you get to

know what the test is like and the more you sharpen your skills, the less you’ll fear it.

One of the most basic and simplest skills to practice is finding the main idea. Simply put, the main idea is a sentence sum-

mary of the information, purpose, or focus of the passage—that’s it! Nothing to it, right? Nothing to fear! You’ve been

finding main ideas since second grade and the ACT knows it. That’s why the ACT will ask an average of one main idea ques-

tion per reading passage.

WHAT THESE QUESTIONS LOOK LIKE

x The main purpose of the third paragraph (lines 21-28) is…

x The primary purpose of the fourth paragraph (lines 29-35) can best be summarized by which of the following

statements?

x The passage primarily focuses on…

x The overall purpose of the passage is to…

x The passage as a whole suggests that…

x Which of the following statements best describes the main point of the passage?

x Information in the second paragraph (lines 9-16) supports the narrator’s claim that…

STRATEGIES TO WIN

As you read a passage, think about: 1. What the author’s main point is 2. What the author is trying to prove 3. What the author deals with most 4. How information in the passage or paragraph adds up to one major idea 5. How the thesis statement (can be the main idea or very close) usually hangs out in the first paragraph 6. How the introduction and conclusion paragraphs can reveal the passage’s main idea, while topic sentences can

reveal a paragraph’s main idea Be careful of:

1. Answer choices that are too broad or too narrow to be the correct main idea 2. A supporting detail (next section) answer choice posing as the main idea (hey, I read that answer choice in the

passage, so it must be the main idea, right? WRONG!)

2


MAIN IDEA PRACTICE

Nearly all human beings have a fear of some-thing. Most of these fears are normal to have, such as the fear of a nuclear war, death, speaking in public, or the dentist, and most people with these common fears go on living normal lives and face them head-on when needed. 5 On the other hand, some people suffer from irrational fears, which are generally categorized as the types of fears that bring upon intense anxiety on the sufferer, will even alter his or her life, and may not have any logical cause behind them. 10

A phobia is defined as an irrational fear and can practically paralyze the victim. The sufferers of phobias may clearly understand that their fear is unjustified but simply can’t prevent or manage the anxiety. Without pro-fessional help, phobias can lead to great life alterations for 15 their victims.

One phobia that regularly plagues sufferers in such a way is called agoraphobia, the fear of public plac-es. Someone with this phobia dreads being trapped in a public place, such as in line at the grocery store, in 20 crowds at the mall, or even on a bridge. It can begin with a seemingly innocent event that causes the sufferer to avoid the place or situation again and can eventually lead to being housebound.

Like agoraphobia, another relatively common 25 life-altering phobia is claustrophobia, the abnormal fear of tight spaces. People suffering from claustrophobia will likely never ride in elevators, panic from being in a room without windows, and under no circumstances wear tight-collared shirts. The need to have an escape is important 30 for these sufferers, so to avoid the symptoms of sweating, rapid heartbeat, hyperventilating, and nausea, they man-age their fear by sitting near exits and opening windows. For the roughly 5% of people who have claustrophobia, though, tactics like this will never actually cure the prob-35 lem.

We all have things or situations that we have no reason to fear, but those suffering from phobias cannot manage the effects. Fearing a thunderstorm or seeing a snake slither across the sidewalk may lead to some dis-40 comfort or tension for most of us, but if we cower in a closet or run inside to escape these fears, it may be the start of something uncontrollable.

1. Which of the following statements best describes the main point of the passage?

A. Seeking professional help for phobias is neces-sary for living a normal life.

B. Fears of snakes, death, and the dentist are com-monplace.

C. Common fears and life-altering phobias may exist in people’s lives, but managing them is vital.

D. The effects of agoraphobia can increase over time.

2. The primary function of the fourth paragraph (lines 25-

36) is to: F. present a percentage of people who suffer from

claustrophobia. G. enhance the idea that phobias are extremely

common. H. introduce a specific phobia and symptoms as an

example to support the passage. J. clarify the similarities between agoraphobia and

claustrophobia. 3. The overall purpose of the passage is to:

A. inform readers about certain phobias and their life-changing effects if left unchecked.

B. advise readers to seek medical attention if fright-ened of tight spaces and crowds.

C. compel readers to courageously face their own fears.

D. aid in diagnosing phobias from which readers may suffer.

3


MAIN IDEA

Answer Explanation 1. C Options B and D are significant details and not the main idea of the entire passage. Though option A is

mentioned multiple times, it is also a significant detail. Option C is the best choice because it not only mentions fears and phobias, but also how important it is to manage them. The article discusses fears and phobias, gives examples of phobias, and adds how dealing with them is important.

2. H The phobias discussed in both paragraphs 2 and 3 serve a purpose of providing examples of what peo-ple have to live through and how life-changing having a phobia can be. F is only a small part of the passage, G does not truly represent the whole idea of the paragraph, and J only points to the transition from paragraph 2 to 3, not the paragraph as a whole.

3. A Now we have to think of the purpose of the passage. The first words of each option give a pretty good hint as to where each choice is headed. Does it inform, advise, compel, or aid? Eliminate what you can, but the passage definitely intends to inform the reader of phobias.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: Fear the ACT? No way! ______ 2 correct: Main ideas have a phobia of ME! ______ 1 correct: Did fear mess with your head? Go back to the main idea review sheet. ______ 0 correct: ACT-phobia? Seek help here! Review main ideas and get back to it.

4


REFLECTION

Evaluating where you went wrong is one of the best ways to make sure you don’t get a certain question type wrong the next time you see it.

Evaluate your answers and check the box if you answered the question incorrectly. Then on the line, write why your choice couldn’t really be the main idea now that you know the correct answer. Did you choose a supporting detail? Did you choose something that was too broad? Too narrow? Identify your error.

� Question #1.___________________________________________________________________________

� Question #2. __________________________________________________________________________

� Question #3.___________________________________________________________________________

The ACT Reading test is divided into four content areas. Fun ACT Prep: Skill by Skill incorporates all four of these content areas throughout. Here’s a brief rundown of what you can expect to see on the ACT Reading test and how you can work to improve outside of test prep materials. Can you tell what type the previous passage is?

9 Prose Fiction o Short stories or excerpts from novels

� Most test takers think this is the easiest section because it’s in the form of a story, but be careful not to let it take too much of your time (can take longer than other passages).

� You’ll typically find a narrator or character going through some type of conflict or having a realization.

� Reading short stories or novels can help here. 9 Humanities

o Art, drama, literature, music � Can be a biography about an author, musician, or artist. � Reading literature and even magazines about famous people can help here.

9 Social Science o History or social issues

� Practice for these passages by reading non-fiction texts and magazine articles. 9 Natural Science

o Biology, chemistry, earth science, astronomy, technology � Practice for these passages by reading your science textbook when doing the home-

work.

5


THE SKILL

Supporting details are those important bits of information that help build the main idea. Think of supporting de-

tails like this: When you dress in your best clothes, you want each part of the outfit to match or accent the other

parts. Women might focus on enhancing their outfits with the right makeup, belt, purse, jewelry, and, of course,

shoes. Guys may concentrate on the perfect cap and sneakers, each with the right color and style to highlight

the entire look. The whole look can be thought of as the main idea, and each article of clothing or accessory

would be a supporting detail.

WHAT THESE QUESTIONS LOOK LIKE x The passage indicates…

x In line 30, the author states…

x Details in the passage suggest…

x Which of the following does [“quote”] refer to in line 25?

x Which of the following statements is NOT supported by the second paragraph (lines 9-18)?

x The author identifies all of the following as [something] EXCEPT…

STRATEGIES TO WIN

1. Don’t get bogged down by every detail. Focus on finding the main idea first and how the details you’re

reading support that idea.

2. Supporting details are right there in the passage. You can go back and find them and put your finger on

them, but the wording may be different from the question options.

3. Think about how a certain paragraph or section functions to support the main idea.

4. Make simple inferences about how specific details are used and how they support the passage.

Often, for questions presented in this “Reading Basics” section of the book, you can actually turn back to the passage and put your finger on the answer or something quite similar. Remember this when practicing.

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SUPPORTING DETAILS PRACTICE

It’s a multi-billion dollar industry, and you may have a few friends who are quite involved in the buying, selling, and trading of sneakers. Limited edition and rare kicks can go for hundreds to thousands of dollars on eBay, and true “sneakerheads” (the slang term for some-5 one who collects sneakers) will wait for days outside a store to get their hands, but not feet, on some rare foot-wear.

Like any collector, a sneakerhead will keep his shoes mint and never wear the best pairs. Some buy two 10 pairs if they can afford it—one to keep on display and the other to accent shirts, jeans, or caps and truly be the envy of onlookers. Others can never justify breaking in a pair of fresh Jordans and will keep shelves dedicated to the prized pairs. When retail prices of limited edition shoes 15 usually start at least two hundred dollars a pair (if one is lucky enough to get them retail), it’s no wonder why cer-tain sneakers never hold a pair of feet.

Forget hundreds for rare sneakers. Can you im-agine spending thousands or even tens of thousands on a 20 pair of sneakers? To set itself apart in the sneaker collect-ing business, one Atlanta store created the most expensive sneaker in the world, but this is no ordinary retail pair. This particular So-Cal (a specialized version of Nike’s Air Force One) is worth a whopping $50,000—the price of a 25 luxury car! This pair has 11 carats of white, yellow, or blue diamonds adorning the exterior. For a fraction of the cost, a collector can try to grab a pair of Air Zoom Kobe I’s, a Nike Air laser-inscribed by Kobe Bryant, for $11,000. Only twenty-five exist, and counterfeits appear 30 on eBay frequently. The third most expensive pair is a limited edition Nike Dunk Low Pro SB’s inspired by the French artist Bernard Buffet, which can go from $5,000 to $11,000, but good luck finding a pair. There were only 202 pairs created. 35

If you want to get started collecting sneakers, be sure to have the money to invest. Like any collection, rare pieces will cost a great deal of money, so begin by finding a reputable boutique and get shoes that you like and are in your budget. Buying a pair of So-Cals one day may be 40 any sneakerhead’s dream, but start small and grow your collection to suit your style.

1. According to the passage, a sneakerhead’s behavior does NOT include:

A. wearing the only owned pair of rare sneakers. B. finding exotic sneakers.

C. waiting in line for rare sneakers. D. displaying a sneaker collection.

2. Based on information in the passage, what makes a

pair of So-Cals so expensive? F. They come with a luxury car. G. They are adorned with diamonds.

H. There are only twenty-five in existence. J. The Atlanta-based artist charges high premiums

for his work. 3. The passage states that in order to start collecting

sneakers, one should do all of the following EXCEPT: A. determine if starting a shoe collection is finan-

cially feasible. B. locate a trustworthy dealer. C. purchase shoes based on personal preference. D. find the most exotic pair to start the collection.

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SUPPORTING DETAILS

Answer Explanation 1. A Be careful of the word NOT in the question. Line 10 tells the reader that sneakerheads will never wear

their best pairs of sneakers.

2. G Details about the diamond adornment in lines 26-27 make G the correct option.

3. D As stated in the last paragraph, it is suggested that a sneakerhead start his or her collection with shoes that are within budget. This does NOT include finding the most exotic pair to begin the collection.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: You know that the details make the look. Good work! ______ 2 correct: Your ability to find supporting details matches your ability to recognize rare

shoes. ______ 1 correct: Your supporting details skills need as much attention as you give your shoes.

Review the study guide. ______ 0 correct: Focus on the supporting details and don’t daydream about the shoes. Study the

guide again.

8


REFLECTION

For the following topics, list some supporting details from the article in the rectangles. Look back at the passage as often as you need.

Air Jordan Widely thought to be the most collectable shoe line, Nike’s Air Jordan brand began in 1985 with an endorsement deal with then rookie Michael Jordan worth $2.5 million (plus royalties) for 5 years.

x The Air Jordan changed the way people thought about athletic shoes by incorporating new color pal-ates, never-before seen designs, and a specialty logo.

x The red and black Air Jordan I was banned by the NBA because of the rules about shoe color. Jordan still wore this shoe for the entire NBA season and racked up a $5,000 fine for every game. Nike happily paid the fines because the publicity only served to advertise the new brand.

x The Air Jordan I retailed for $65 dollars in 1985. This shoe in good condition today can go for nearly $2,000.

SNEAKERHEADS

EXOTIC SNEAKERS

9


THE SKILL

We’ve all heard of context clues. You know, those little hints that help us understand other words or phrases in sentences. They may not always exist in texts you normally read, but on the ACT, the words in question always have a clue or two. Think of context clues as puzzle pieces to a little kid’s six-piece puzzle. You may be able to look at just one piece and guess what the whole puzzle picture is (no cheating by looking at the picture on the box!), but the more pieces you have in front of you, the more likely you are to be certain of what the entire picture actually is. You’ll see an average of one word choice question per passage.

Context clues are generally put into the following categories (check out the acronym below): GRADES

General Idea—overall ideas in the paragraph lead to word meaning Restatement—a word or short phrase after the word in question typically surrounded by commas Antonyms—opposite meaning of the word Definition—No need to explain the obvious, but a definition hint probably won’t be located in the same sentence as the unknown word Example—an example explaining the word, such as “Any form of plagiarism, including copying, sharing, or forging someone else’s work, will result in serious penalties” Synonyms—another word that means the same thing

WHAT THESE QUESTIONS LOOK LIKE x As used in line 20, the word [“word”] most nearly means… x In line 20, [“word”] implies that… x It can be inferred that the author’s use of the word [“word”] in line 22 is meant to convey that… x As it is used in the passage, the phrase [“quote”] refers to…

STRATEGIES TO WIN

1. Word meaning questions refer back to the passage. You can likely answer them without reading the entire passage (though you need to read lines around the word).

2. Be careful of words in the answer choices that are not PRECISE enough to be the correct answer. 3. Know that often times, the correct answer is probably NOT the most obvious definition, especially if you

already recognize the word. You probably can’t answer word meaning questions correctly without looking back at the passage.

4. You may not recognize all of the words in the choices even if you know the likely meaning from the context. Narrow your choices down to as few options as possible and look at the root word.

10


WORD MEANING PRACTICE

Recall the time commitment, focus, and frustration spent on those 500 or 1,000 piece puzzles of childhood. Well, students at the University of Economics of Ho Chi Minh City in Vietnam may have been pushed to their limits when making history on September 24, 2011, 5 by setting a new record for the world’s largest jigsaw puzzle. Put together inside an enormous stadium by 1,600 participants, the puzzle pictured a lotus flower with six petals. It took the students 17 hours to divide the puzzle into over 3,000 different sections, and then teams of two 10 fabricated their own very small sections. Once pooled, scenes of jubilation occurred—this excitement lasted during the early morning hours in preparation for the bestowing of the Guinness World Records certificate the next day. During this live TV broadcast of the presentation 15 of the certificate, government officials were treated to a production filled with performance and song. The previous record of 212,323 puzzle pieces set in Singapore in 2002 was shattered by a 551,232 piece puzzle, each measuring just under an inch, amassing to the final scope. When all 20 was said and done, the largest jigsaw record wasn’t about the final size of the puzzle (48 ft. by 76 ft.), but the number of pieces. Over a half million tiny bits and an enormous amount of manpower earned students in Vietnam a record that won’t soon be surpassed. 25

1. As it is used in line 11, the word pooled most nearly means:

A. saturated. B. compiled. C. filled. D. hoarded. 2. The word bestowing (line 14) most nearly means: F. accomplishing. G. establishing. H. synchronizing. J. bequeathing. 3. As it is used in the passage, the phrase “amassing to the

final scope” (line 20) refers to: A. the miniscule pieces. B. the vastness of the project. C. the massive program created for live TV. D. the assembled jigsaw. 4. It can be inferred that the author’s use of the word

jubilation in line 12 is meant to convey: F. the students’ pure elation. G. the sense of relief for the participants. H. the hindrances experienced through the process. J. the anxiety felt during the night.

11


WORD MEANING

Answer Explanation

1. B The word pooled has a context clue from the general ideas in the passage. The students formed the sections, pooled (or compiled) them together, and then celebrated after finishing the complete puzzle.

2. J Bestowing may not be a word you recognize, but “the presentation of the certificate” (lines 15-16) is your example clue. They are handing it over, or giving them, the certificate—the other options do not fit the ideas presented.

3. D The passage discusses how each little piece creates one large, completed puzzle. The clue word final helps to comprehend what is being formed. The example of the puzzle’s dimensions in the next sentence makes the answer a certainty.

4. F The synonym context clue excitement is practically next to the word jubilation, and the word this next to excitement gives an even better clue. Though you may not know the word elation in the answer choices, a word related to it that you may have seen is elated, which means “to be very happy.” The ideas of relief and anxiety, though perhaps emotions felt by the students, are not words that fit the thought in the sentence.

SELF-ASSESSMENT Check your score range as listed below: ______ 4 correct: You may earn a Guinness World Record for figuring out word meaning. ______ 3 correct: You really put the pieces together to solve unknown words! ______ 1-2 correct: Review the word meaning sheet and put some more pieces together. ______ 0 correct: Guinness World Records take time and practice. So does finding context clues.

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REFLECTION

1. Remember the acronym GRADES. Sometimes context clues aren’t like a flashing neon sign—you have to read carefully and put the puzzle together.

2. Where did you go wrong? Write down what words from the passage that led you in the wrong direction in the spaces below. Write “could not find clues” if the problem was that you could not find any context clues. Then, go back and review the passage and answer explanations thoroughly one more time.

#1. POOLED ________________________________________________________________________________

#2. BESTOWMENT ___________________________________________________________________________

#3. AMASSING TO THE FINAL SCOPE ______________________________________________________________

#4. JUBILATION ______________________________________________________________________________

Good readers actively think when they read! Most students find that once they practice active reading skills on the Reading test, their scores and focus improve. Though only you can know what best helps your comprehension, here is a sample of some common marks used for active reading. Keep in mind that you don’t want to mark every little thing either—it can be counterproductive (after all, how helpful is reviewing for a test if nearly every sentence in your chapter is highlighted?) . We also advise writing a word or two in the margins identifying the topic of each paragraph while summarizing in your head.

any key words or context clues -will help with word meaning questions

the main idea/thesis -will help with main idea questions

key details, proper nouns, dates -will help with supporting detail questions

key sections or paragraphs

information you didn’t understand

-will identify gaps in comprehension for greater focus on surrounding information ?

-will help identify paragraphs that hold a great deal of significant information when answering questions later

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READING BASICS ASSESSMENT


Nicole walked down the block by herself, nerv-ous and on the edge of shaking. There they stood in the distant blackness, just like they said they would be. They hadn’t noticed her coming yet; she still had a chance to turn back. Something didn’t feel right about this. 5

Growing up, Nicole had it sort of rough. She thought so, at least. She grew up to be a good kid, though, and kept herself away from trouble and knew the differ-ence between right and wrong. She had divorced parents and only got to see her dad on special occasions. Her 10 mom had to work two jobs, so she walked home from school alone, made herself a dinner of Lucky Charms or Cheetos, played with her always-excited-to-see-her dog, and only had to make it look like she had done her home-work by opening some books and pulling out the same 15 notebook every night just to avoid the possibility of a hassle. She was a smart kid and once had dreams of being a veterinarian because of her love for animals, but she didn’t really put much effort into school anymore, so her grades sat around D’s—her mom was too busy to notice 20 bad report cards. Nicole sometimes wondered, was it the grades her mom didn’t care about, or was it Nicole?

She could start to see how many there really were as her walking slowed to a crawl, still at least a half a block away from the group. There were about ten peo-25 ple—a lot more than expected—in dark hoodies in front of the house she was destined for. They still hadn’t no-ticed her yet, but she knew they were there for her. Her heart fought through the pounding and warmed for a split second—there were people waiting for her! She couldn’t 30 remember the last time even one, let alone ten, people anticipated her arrival.

She never had a knack for making friends; she was the antisocial type. She did her own thing at school and sat at the lunch table with the other rejects, rarely 35 saying anything to those sitting at the other end from her. How embarrassing! She knew what her place was at school, and even though these outcasts invited her over to sit with them, asked her questions about herself from a few seats down, and reached out to her, she wouldn’t dare 40 be associated with those people any more than she already was. What would everyone else think? She was a closed door and it would have to take someone special to open her back up.

Two more people came out from around the side 45 of the house and slammed the door behind them. The

light from the streetlight caught the side of their faces—she didn’t recognize those two guys. In fact, most of the shady figures had builds and heights of guys; only a few were small enough to be girls. This made her even tenser. 50 What was going on? Was she missing something? Was this something more than what she thought?

Nicole felt like she had been missing something for a long time now, so when three of the tougher girls from school came up to her locker and started talking to 55 her, she felt good. Really good. This could be what she was searching for all along. She was told to sit at their table during lunch, and she was happy to do it. She felt anxious to see where this would lead. After a couple weeks, they told her to come by their friend’s house late 60 one Saturday to hang out. She felt accepted. She could easily assimilate to these girls with just a bit of effort—dressing like them with baggy sweats and hoodies and acting tough wouldn’t be that hard.

“What’s up?” one of the guys said as the entire 65 group caught notice of her approaching.

“ ’Sup, Nic.” She knew that voice. It was one of the girls from school.

“Hey.” Nicole mustered up the deep, gruff voice she had mastered at the lunch table. 70

“So we gonna do this?” one of the unknown guys asked the group. “Come on, then. We wasted enough time waiting for her.”

Most of the group moved to a few cars parked in the street. Two of the girls from school moved toward 75 Nicole and weakly hugged her. “Listen,” one of them said to Nicole. “They want to know if you’re cool, so if you want to hang out with us, you gotta do something to prove you want in.”

Nicole’s eyes darted to the filling cars, engines 80 roaring and bass rupturing the otherwise serene night. Her fingers worked the house key in her hoodie’s front pocket. Was she ready to do what these people told her to do, whatever it was, just to be accepted? Was this the way it worked? Would this be Nicole’s story? She clutched the 85 sweaty key in her pocket, thought of her dog sadly wait-ing for her at home, and hesitated.

14


1. According to the passage, which of the following occurred?

A. The main character refused to join the group in the car.

B. The main character’s mother purposely neglected her.

C. The main character resembled her new friends’ look and attitude.

D. The main character continually rejected all offers of friendship.

2. The word assimilate in paragraph six (lines 53-64) most

nearly means:

F. conjoin. G. coordinate. H. comply. J. conform.

3. All of the following were clearly identified in the passage as the reactions the main character experiences during and preceding her meeting with her new friends EXCEPT: A. sweaty hands. B. nervous trembling. C. genuine appreciation. D. reduced pace.

4. Which of the following statements best describes the main point of the passage?

F. Teens in high school face rejection and prejudice

regularly. G. Teens from divorced families face greater challeng-

es with socialization than those with conventional families.

H. The attractions of making new friends and feeling wanted can cause teens to do things out of character.

J. Groups of teenagers gather at night to commit illegal activities.

5. As it is used in line 81, the word rupturing most nearly means:

A. dispersing. B. disintegrating. C. disrupting. D. circumventing.

6. The primary purpose of paragraphs two, four, and six is to inform the reader of:

F. background information about the main character’s

life. G. the main character’s refusal to make friends at her

lunch table. H. information about the main character’s family. J. events that have defined the main character.

7. The passage mentions all of the following as reasons for the main character’s lack of friends EXCEPT:

A. her antisocial nature. B. her poor grades. C. her concern about others’ opinions. D. her own opinion of others.

8. According to the passage, which of these is NOT mentioned as part of the main character’s after school routine? F. completing her homework. G. playing with her dog. H. choosing her own dinner. J. using her house key to let herself in.

9. The main idea of the last paragraph (lines 80-87) is to illustrate how:

A. the main character successfully conformed to the

others in the group. B. the use of rhetorical questions can strengthen the

reader’s understanding of a situation. C. the main character’s dog is her only friend. D. the main character is uncomfortable about her next

step.

10. When the author describes the main character as “a closed door” (lines 42-43), he most nearly means that she:

F. keeps her door locked when friends come to visit

her at her home. G. consistently refuses to let others get to know her. H. half-heartedly rejects friendly advances. J. challenges others to become acquainted with her.

15


READING BASICS ASSESSMENT

SELF-ASSESSMENT Check your score range as listed below: ______ 10-9 correct: Other students want to imitate you! Good job! ______ 8-7 correct: You can sit at our lunch table! Well done. ______ 6-5 correct: No time to hang out late with friends. Look over the three review sheets again. ______ 4 or fewer correct: Leaving books open to keep parents off your case won’t work now. Study the guides.

Answer Skill(s) Explanation 1. C Supporting Details The story ends before we know what happens, so option A cannot be correct. Nicole

thinks she may be neglected, but the key word in option B is purposely, suggesting the mom’s two jobs are an excuse to avoid her daughter, which is likely not true. The passage suggests the mom is just too busy to be involved in her life. For option D, the character rejects the friendship from those at her first lunch table, but accepts the girls she didn’t know (the word all makes this choice incorrect). Lines 62-63 state that Nicole would imi-tate her new friends’ style, and proof of that lies when she uses a gruff voice (lines 69-70) and wears a hoodie (line 82).

2. J Word Meaning Lines 63-64 provide EXAMPLE clues to the meaning of assimilate. She wishes to conform to her new friends.

3. B Supporting Details She was not trembling. Line 2 clearly states that she was “on the edge of shaking.” Evi-dence for option A is in line 86. The key cannot sweat, so it was obviously from her hands. Evidence for option C is at the end of paragraph 3. Line 24 provides information about her reduced pace.

4. H Main Idea Options F and J explore only parts of the story (teen rejection & teen mischief), while op-tion G only deals with the aspect of divorce and its impact on kids. These are all too narrow and do not reveal the true point of the story as shown in option H.

5. C Word Meaning The GENERAL IDEA here is that the night is quiet and calm until the bass disrupts it. Dis-perse and disintegrate mean similar things, but you need to choose the most precise word meaning.

6. F Main Idea Options G and H provide supporting details that exist only in specific paragraphs. While option J suggests past events that have shaped her character, the primary purpose of the paragraphs in question is to provide background information about her life and not just about the events that shaped her character.

7. B Supporting Details Paragraph 4 mentions options A, C, and D, and even though it is stated that the charac-ter’s grades are bad, there is nothing to suggest this has anything to do with a lack of friends.

8. F Supporting Details At first glance, all of the options may seem correct, but looking back at paragraph 2 re-veals that she only makes it look like she does her homework by opening her books.

9. D Main Idea Options A and C are only details in the paragraph. Option B argues for rhetorical ques-tions, and though they are used in the paragraph, do not lead to the main point.

10. G Word Meaning This is a metaphor EXAMPLE, so use the information around it as well as the literal mean-ing of a closed door to put the pieces together. A closed door stops people from coming in freely, which is similar in nature to the character’s rejection of others. She refuses to let people into her life.

16


READING

Drawing Conclusions……………….…………….…………..18

Author’s Approach………………………………………........22

Making Inferences Assessment………………………….….26

17


THE SKILL

We make inferences and draw conclusions every day without even thinking about it. Do you know what your

mom is communicating when she gives you “the look” with her arms crossed? How about when your best friend

walks down the hall with her head hanging low and shoulders slumping? What about when your sister walks in-

to the room and glares at you when you’re watching your favorite TV show? You can read the messages loud

and clear without hearing a word. You make inferences and draw conclusions—you understand that your mom

is angry, your friend is upset, and your sister is, well, just being what you’d expect her to be. Drawing a conclu-

sion requires taking the information that is available (even if there’s only a little) and determining more from it.

Drawing conclusions, making inferences, and developing generalizations are skills you must know not just for the

ACT, but for life. You can expect to see three or more of these questions for each reading passage.

WHAT THESE QUESTIONS LOOK LIKE x It can be reasonably inferred from the third paragraph (lines 22-27) that…

x [Character] can best be described as…

x As it is used in line 40, the phrase [“quote”] suggests that the character…

x In lines 20-25, the author suggests that…

x Based on information in the passage, it can be reasonably concluded that…

x It can reasonably be inferred that the author would agree with which of the following statements?

x According to the passage, the author believes that…

x The information in lines 25-29 most strongly implies that…

STRATEGIES TO WIN 1. These are deeper-thinking questions. You have to be able to determine information even when it is not

clearly stated in the passage.

2. When lines are provided, read around the lines as well (If the question mentions lines 20-22, read at

least a few lines before and after).

3. Be aware of absolutes. These are words or phrases that make an answer choice an absolute certainty

(always, never, will, only when, etc.).

18


DRAWING CONCLUSIONS PRACTICE

Wouldn’t it be great to figure out just how that guy or girl across the room feels about you without asking? Sometimes it is obvious, especially to those who can see the signs. According to researchers, body language and other nonverbal communication can account for up to 90% 5 of what we’re trying to say. Patti Wood, author of Success Signals: A Guide to Reading Body Language, explains that body language consists of everything from eye contact and gestures to the way we shake hands. The additional infor-mation provided by other forms of nonverbal 10 communication accounts for indications about emotion and intensity typically learned from words.

So what should we be looking for that can tell us if someone is interested? In a first meeting situation, one of the more obvious signs of attraction is prolonged eye con-15 tact. Noticing someone looking at you for what is more than a glance may be a good indication of attraction, espe-cially when paired with a smile. If you catch someone looking at you, turning away quickly, and then looking back again, it may reveal a shy interest. To return the mes-20 sage of attraction, turn toward him or her and lock eyes for just a few seconds (any longer may suggest aggressive-ness). When you approach the guy or girl, pay attention to the way he or she stands—facing you directly is a good sign. Arms crossed or hands in pockets may suggest disin-25 terest, but be careful, though, because this could also mean that he or she is uncomfortable with him or herself. Also, if a person mirrors your movements, gestures, or expressions, he or she is likely displaying interest.

Overall, look for multiple signals to get a good 30 read of what the other person is feeling. Focusing on a sin-gle signal can lead to incorrectly interpreted body language and may result in a missed opportunity with that special someone.

1. According to the passage, which of the following would NOT be considered body language?

A. introducing friends B. playing with hair C. crossing legs D. touching an arm 2. It can reasonably be inferred from the passage that

knowledge of nonverbal communication: F. is useful only in first encounters.

G. begins with reading Success Signals: A Guide to Reading Body Language.

H. helps enhance understanding in many different scenarios.

J. establishes a no-fail system for dating success. 3. The author would most likely agree with all of the fol-

lowing statements EXCEPT: A. Knowledge of body language can have a great ef-

fect on a first meeting. B. Staring at an unknown person across a room

whenever possible ensures the successful commu-nication of attraction.

C. Interpreting multiple body language signals can more accurately identify feelings.

D. During a conversation, crossing one’s arms can signal a variety of emotions.

19


DRAWING CONCLUSIONS

Answer Explanation 1. A Beware of NOT! Introducing a stranger to friends may be a good sign of attraction, but it is not consid-

ered body language. Although B, C, and D are not directly stated in the passage, lines 7-9 suggest movements and gestures like those described in the answer choices.

2. H Both choices F and J add absolutes—the words only and no-fail can be good clues to help eliminate those choices. Although reading a book can be helpful, the reader should know that the title provided is only one of many books on the subject, in addition to the fact that understanding body language doesn’t require reading a book. H is the only logical conclusion.

3. B Beware of EXCEPT! It is clear from lines 22-23 that staring at someone for a prolonged period of time is a bad idea. Though the section on eye contact uses the word prolonged and suggests a few seconds of eye contact, B identifies a scenario that compares to the sample in the passage about aggressive-ness. Not only that, the choice states that “attraction is ensured,” which makes it an absolute.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: Take your drawing conclusions skills to the dating world! ______ 2 correct: You can figure out what it means when someone connects eyes with you. ______ 1 correct: Did staring at the passage for too long get you in trouble? Read more carefully. ______ 0 correct: Better to practice your skills now than to miss the signals later. Review the study

sheet.

20


REFLECTION 1. Beware of NOT and EXCEPT in the questions. If you didn’t answer these questions correctly because of these words, go back and circle them in the questions now to reinforce your recognition of these key words.

2. Remember, words or phrases that act as absolutes do not necessarily make the option an incorrect choice, but the reader must be very careful. If an option has the word always, it must ALWAYS be the case. This is simi-lar for other words as well. This seems obvious enough, but nervous students miss these quite often.

Think of three other words or phrases not used in the passage or mentioned on the study sheet that may be considered absolutes and write them below.

1._______________________ 2.______________________ 3.________________________

Body Language

Body language that reveals deception:

x Avoiding eye contact and looking around. x Hands touching the face, mouth, and throat or scratching the nose or ears. x Limited arm and leg movement and pulling them closer to the body.

Understanding a smile:

x A broad smile that pushes the cheeks into the eyes and shows teeth can reveal genuine joy or friendli-ness.

x A half-smile that only uses the muscles around the mouth can reveal politeness, courtesy, or the impres-sion of cheerfulness.

Head positioning:

x A tilted head can show sympathy, or when coupled with a smile, playful interest. x A slightly twisted and tilted head can mean confusion or indicate a challenge to what is being said, but

the difference depends on eye, eyebrow, and mouth gestures.

21

Possible Answers: none, all, every, must, “everybody is talking,” “I’m always in trouble,” “He never stops joking around”


THE SKILL

We’ve all been there—asking parents for a later curfew. When you’re planning out how to ask, you’re essentially

working on author’s approach. You probably try to butter them up first by doing things like cleaning up around

the house more than normal or being extra nice for a while, all in preparation for the big conversation. Maybe

you try to persuade them by saying how responsible you are, how good your grades are, or simply how your

older brother or sister gets to stay out later. Whether you succeed is not the concern here; it’s the way you ap-

proach the topic. You think about how to handle to situation, and that’s what authors do on paper, too. Authors

have certain approaches in getting you to believe in their purposes: make you sympathetic to their ideas, get

your blood boiling, make you think about a cause, or just plain make you feel something. Author’s approach is an

inference-type question, and the ACT will likely have an average of one or two author’s approach questions per

reading passage.

WHAT THESE QUESTIONS LOOK LIKE x The author’s overall message in the passage is that she…

x The narrator’s point of view is that of…

x Which of the following did the author clearly intend to show through the writing of the passage?

x Considering the passage as a whole, which of the following best describes the narrator’s attitude toward

[something]?

x Which of the following statements represents a conclusion drawn by the author of the passage?

x The author’s tone throughout the passage can best be described as…

STRATEGIES TO WIN

1. If you can determine the author’s approach and discover the main idea, you have a very good chance of

doing well on these inference-type questions.

2. You must read carefully in order to understand the approach and purpose of the author.

3. Look for words that can reveal the author’s purpose (for example, words like should, must, or we are of-

ten used when trying to persuade).

22


AUTHOR’S APPROACH PRACTICE

Curfew laws have been implemented and en-forced for as long as teens can remember, but many think that local governments are taking over something that should be decided upon by parents. The biggest changes of late in curfew legislation focus on kids at or under the 5 age of sixteen, with cities like Charlotte and Chicago leading the charge.

Though the exact curfew times vary slightly by age and day of the week, some oppose the more stringent policy. “Why should I have to be in early when it’s other 10 kids doing bad stuff? I’m only hanging out with my friends; I’m not doing anything wrong!” expressed one teen from Chicago. The new laws seem unfair to some, but they are necessary in order to keep kids safe. Char-lotte-Mecklenburg Police Chief Rodney Monroe stated, 15 "When you look at the opportunities for our kids to get themselves in trouble either by being a victim of a crime or a perpetrator of a crime, it's between the hours of 10 p.m. and 6 a.m. Unless we look to hold ourselves respon-sible and parents responsible, bad things are going to con-20 tinue to happen with our young people."

Teenagers think they are the target of unjust laws that attempt to quell fun and socializing, but crime is reaching younger and younger ages. As Monroe stated, it isn’t always about the kids who are breaking the law; laws 25 like this help protect potential victims as well.

1. Considering the passage as a whole, all of the follow-ing describe the author’s attitude toward curfew laws EXCEPT: A. curfew laws, like those imposed in Charlotte and

Chicago, are necessary for citizens. B. curfew laws protect the innocent.

C. as more crime is committed by youths, more laws are necessary.

D. parents, not local governments, should decide curfew.

2. The author can best be characterized as:

F. someone who values teens’ safety and well-being.

G. a law enforcement official who works with youths.

H. the parent of a teenager who has a strict curfew. J. an objective news reporter for the crime section. 3. Which of the following is most likely the author’s pur-

pose for offering a quotation from an official (lines 16-21)? A. Teens are more likely to agree to a new curfew

law if police approve. B. The reader will be more likely to obey curfew

laws. C. Providing the exact words of an official strength-

ens the author’s argument. D. It is an opportunity to blame parents for the mis-

behavior of youths.

23


AUTHOR’S APPROACH

Answer Explanation

1. D Once again, be careful of the words EXCEPT and NOT. If you read the passage, as you must with au-thor’s approach, the author sides with the law. Options A, B, and C are supported in the passage, so this means that only D does not match the author’s perspective.

2. F There is no evidence in the passage that supports the claim that the author is a law enforcement of-ficer, parent, or news reporter. All of those are actually mentioned or alluded to in the passage, which can make this question tricky, but it doesn’t mean the author is one of them. The author definitely values teen safety and well-being, so F is the only correct option.

3. C Don’t get confused by the language of the question. It’s only asking why the author would include a quote from the police chief. A and B are incorrect because this article isn’t trying to persuade the reader or teenagers to agree with curfew laws. D is incorrect because the author isn’t trying to blame parents (although this may be confused with the correct answer because the quote from the police chief suggests parents should be more responsible for their kids). Just keep the author’s own view separate from any other opinions presented in a passage.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: You passed with flying colors—you can stay out an extra hour! ______ 2 correct: You’re prepared to convince your parents to let you have a later curfew. ______ 1 correct: Better not try to rush through passages just to hang out with friends—read

more carefully. ______ 0 correct: You may be staying out too late already—review author’s approach.

24


REFLECTION 1. Write down some of the phrases from the passage that reveal the author’s approach or view (finding these are a major key to doing well on inference questions).

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. The questions in the practice were very different styles of questions. Circle the type that gave you the most problems. Then write down anything you think you can do better the next time you see that type of question.

Question 1. Author’s attitude____________________________________________________________________

Question 2. Characterizing the author_____________________________________________________________

Question 3. Why the author provides certain information_____________________________________________

___________________________________________________________________________________________

One of the biggest concerns heard from students is that they can’t stay focused on the Reading test—their minds start to drift. Here are some hints for training your brain for what’s expected:

9 Keep your pencil moving o Mark up the passage (see page 13 for suggested marks) o Jot down topics for each paragraph in the margins (a word or two max!) o Mark words with a that give away the author’s attitude or approach

9 Practice reading faster o Read magazines, novels, or the sports page in the newspaper and force your eyes along faster

than normal while staying focused. It takes a lot of work and practice, but it will be worth it! o Read chunks of words together and avoid reading each single word

9 Put yourself in the article o When reading a prose fiction section, imagine watching it all take place (like watching a movie) o When reading any other kind of passage, imagine yourself as the author

254

#1 Possible Answers: “but crime is reaching younger and younger ages” (lines 23-24), “but they are necessary in order to keep kids safe” (line 14), “As Monroe stated” (line 24)

MAKING INFERENCES ASSESSMENT


Organic soy milk, free-range poultry, and kale-cucumber juice, anyone? Certainly eating healthy and staying in shape can help us to avoid diseases and live longer. Nearly all fast food restaurants are moving toward healthier options to help us eat better by including real 5 fruit smoothies, salads, and grilled chicken on their men-us, but others have been bucking the trend. It’s great to have healthy options, but when visiting a fried chicken restaurant, is our intention really to eat healthy? Can we fault the restaurant for offering fried chicken? Fast food 10 restaurants are facing some of the greatest criticisms for unhealthy offerings while home cooks are innovating some of the most creative foods yet avoiding the media coverage. Those restaurants, critics claim, should bear the brunt of responsibility when it comes to obesity in the 15 country, but it all boils down to our own choices, not availability.

Throw two strips of bacon, two slices of cheese, and some special sauce between two boneless fried chick-en breasts and you have the KFC Double Down. Yes, 20 that’s fried chicken substituting for bread in this sandwich that seems like it could have come from Frankenstein’s kitchen. Though “the Double Down generated more buzz than any test market item in KFC history,” according to Yum Brands (parent company to KFC, Pizza Hut, and 25 Taco Bell), the hubbub did not translate into sales. Some speculate that the highly critical media coverage deterred customers from ever trying the culinary creation; others believe that American appetites never wanted the product, preferring healthier options. More likely, it’s an item that 30 people indulge in only occasionally for fun.

Maybe Yum Brands learned something from the KFC Double Down test. Its newest innovation at Pizza Hut, the Hot Dog Stuffed Crust Pizza, was only unveiled at UK restaurants; the company has no plans to bring the 35 taste to the US, so if an American wants to try a hot dog stuffed pizza, it may have to be made in one’s own kitch-en.

Perhaps some critics should take note of just how popular certain fatty food innovations are. People flock to 40 restaurants and stands that fry up desserts, such as the famous fried Twinkie, fried Snickers, or fried pie. Home chefs prepare Krispy Kreme burgers (a burger with a do-nut bun) and deep fried turkey, so there must be some draw to these fatty masterpieces. The general population 45 isn’t eating like this every day; therefore, these uber-fatty

foods are likely considered novelty items. The entertain-ment value of serving a hot dog/pizza or burger/donut combination or any other crazy food concoction creates a carefree feeling and allows people to play with their food. 50

One group has created a huge following on YouTube for how it plays with food. With over 6 million subscribers to its channel and over 800 million video views, Epic Meal Time creates the ultimate food mon-strosities to satisfy the group’s cravings for bacon, candy, 55 and everything in between. Shot in July 2010, their first video, “Fast Food Pizza,” showed how “two men created a pizza more disgusting than we ever thought possible in an attempt to take their tastebuds on an incredible jour-ney.” The creation consisted of a large cheese pizza acting 60 as a crust for piled-on fries, onion rings, popcorn chicken, three hamburgers, and other fast foods all covered with mozzarella cheese. Epic Meal Time makes it a point to display a running total of fat and calories in its creations (the fast food pizza had 286 grams of fat and 5,210 calo-65 ries), and with cheers and high fives often seen in the background, the group creates truly epic food events for each of its culinary inventions.

Epic Meal Time has taken unhealthy to the next level, and though its members may eventually regret their 70 eating choices, there is no denying the entertainment val-ue of guys creating and eating monstrosities like fast food lasagna, candy tacos, and a supersized take on the Double Down. Having foods like the Hot Dog Stuffed Crust Pizza available may draw incredible amounts of criticism, but 75 we all have a choice in what we eat. It isn’t McDonald’s fault that Americans have grown bigger. If you want to eat healthy, enjoy your salad and fruit smoothie. If you want that bacon burger, go ahead and enjoy that, too. Food has become more than nourishment; it’s also enter-80 tainment and novelty for many people who don’t think Double Downs are what’s wrong with the world.

26


1. It can be reasonably inferred from the passage that the author would agree with which of the following state-ments?

A. Responsible adults should not choose unhealthy foods.

B. It is the fault of the individual consumer for gaining weight.

C. Restaurants like KFC should not continue to intro-duce unhealthy menu items in the US.

D. The KFC Double Down is a delicious sandwich. 2. The author’s tone throughout the passage can best be

described as:

F. frantic. G. nostalgic. H. candid. J. desperate.

3. In lines 32-33, the author suggests that Yum Brands learned that: A. to introduce over-the-top menu items in a health

conscious nation can be a poor decision. B. the KFC Double Down was unsuccessful in test

markets. C. Pizza Hut required a menu item that was as unique

as KFC’s Double Down. D. American tastes would not enjoy a hot dog and piz-

za creation.

4. The information in lines 66-67 most strongly implies that members of Epic Meal Time:

F. celebrate their creations. G. revel in eating the entire mountain of food. H. show off for the sake of being on YouTube. J. rejoice in eating high calorie foods for subsequent

intense work outs.

5. As it is revealed in the passage, the author’s attitude toward novelty food is one of:

A. faint concern. B. exasperated pleading. C. warm amusement. D. unbridled anticipation.

6. The passage indicates that which of the following is an important factor when creating novelty foods?

F. Media coverage. G. Availability to the public. H. Unconventional cooking methods or ingredient

combinations. J. Public demand.

7. Based on information in the passage, the most reasonable inference that can be made about the Epic Meal Time group is that:

A. they seek fame and fortune. B. they enjoy creating over-the-top foods. C. they are sponsored by fast food companies. D. they provide a fat counter on their videos to caution

viewers.

8. The phrase “from Frankenstein’s kitchen” (lines 22-23) suggests which of the following? F. The excitement felt by the creators when finished

making the Double Down is synonymous with creat-ing life.

G. Creating the Double Down produced immediate concern for Yum Brands.

H. Using various parts from chicken and pig developed a concoction not suitable for human consumption.

J. The creation of the Double Down was an invention of wild imagination.

9. The author’s overall message in the passage is that:

A. consumers who are obese should avoid fast food. B. Epic Meal Time, though disgusting, is very enter-

taining. C. consumers should have a choice to eat whatever

they want and should not be ostracized. D. novelty food items should be part of every fast food

restaurant.

10. The discussion of healthy food choices in the first paragraph (lines 1-17) can function in the passage in all of the following ways EXCEPT:

F. It provides the reader with important background

about the history of fast food restaurant menu op-tions and where restaurants are now focused.

G. It enables the reader to understand the author’s dis-gruntled attitude about health fanatics.

H. It helps create a contrast between healthy options and unhealthy ones.

J. It provides information that will be drawn upon throughout the article about fast food restaurant crit-icism.

27


MAKING INFERENCES ASSESSMENT Answer Skill(s) Explanation 1. B Author’s approach/

Drawing conclusions The author suggests throughout the passage, especially in the last paragraph, that restaurants aren’t at fault for Americans’ increasing weight. Nowhere does he make any claim that the Double Down is delicious, either.

2. H Author’s approach Candid means honest and direct, which the author seems to be.

3. A Drawing conclusions Line 30 states, “preferring healthier options.” Even though the question refers to later lines, readers should look for information immediately before and after the lines in question.

4. F Drawing conclusions The lines do not suggest what happens after they attempt to eat their creations, nor do the lines suggest that they are just showing off. F is the best choice.

5. C Author’s approach Reading the entire passage should give the reader the idea that the author thinks novelty food has a place in the eating experience and enjoys the fact that people like novelty foods.

6. H Drawing conclusions Media coverage, availability to the public, and public demand are not necessarily important to the home cook, and as it was stated in the passage, many innova-tions are created at home. Unconventional methods or combinations of foods are what make something a novelty.

7. B Drawing conclusions Though YouTube can be an avenue for fame and fortune for some, it’s not likely the most logical reason for their escapades (A). There is nothing in the passage to suggest a sponsorship (C), and the problem with D is this is not the only possible reason why the fat counter is shown.

8. J Drawing conclusions Though an allusion to the story of Frankenstein is made, the author suggests the Double Down was more about creativity and imagination.

9. C Author’s approach A and D are never suggested in the passage, and B is only a possible main idea for one paragraph. For the passage as a whole, C is the best option.

10. G Drawing conclusions The author’s attitude is mostly of acceptance for whatever one chooses to eat—he or she simply must take responsibility for his or her choices.

SELF-ASSESSMENT Check your score range as listed below: ______ 10-9 correct: Epic skills when making inferences! ______ 8-7 correct: You can definitely handle the KFC Double Down. ______ 6-5 correct: You may need more time in the kitchen. Carefully review where you went

wrong. ______ 4 or fewer correct: Did hot dog stuffed crust pizza get you sick? Review pages 18 and 22 again.

28


READING

Cause & Effect……….……………….…………….…………..30

Comparative Relationships……………………………........34

Sequence…………….………………………………………….38

Relating Ideas Assessment……………..……………………42

29


THE SKILL

So you’ve decided to break up with your boyfriend or girlfriend. It happens all the time, and there are different reasons for wanting to move apart. The causes for wanting to separate are clear as day when you are the one breaking up with the other person (tired of him or her, interested in someone else, he or she wasn’t what you expected, etc.). Sometimes, though, there are effects of that breakup that you just weren’t anticipating (tons of texts, trash talking, rumors, etc.). On the other hand, if you are the one being broken up with, you can see the effects just fine (broken heart, loss of appetite, etc.), and you’d certainly wonder about the causes.

Cause and effect questions on the ACT work the same way—sometimes you know the cause and have to figure out the effect, or maybe you get the effect and have to determine the cause. You will, though, have to THINK about these because the passage will typically provide only the cause OR only the effect. It’s up to you to figure out the other half from the information in the passage.

This type of question deals with relating ideas and challenges your skills of making inferences. You have to read the passage to determine the missing part of the equation and THINK. Controversial topics, persuasive pieces, or any subject that includes some type of results are some examples of passages that may include cause and effect questions.

WHAT THESE QUESTIONS LOOK LIKE x Because [something happened] (line 40), it can be reasonably inferred that…

x According to the passage, [something happened] because…

x It can be inferred from that passage that [something] is determined by…

x It can be reasonably inferred from the passage that [something was something] primarily because…

x The passage most strongly suggests that [something] was prompted by which of the following?

x Based on the information in the passage, [something] occurred because…

STRATEGIES TO WIN

1. Think about how two ideas or events relate. Even when the cause or effect is not directly stated, there

will be enough information in the passage to make some inferences.

2. Take notice of some common cause and effect signal words and phrases, such as since, because,

therefore, consequently, as a result, then, due to, if…then

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CAUSE & EFFECT PRACTICE

I remember thinking this morning that at the end of the day I would be so happy and relieved that it was all finally over. I remember rehearsing in my head how I would go over to her house, sit her down, and tell her. Sure, I imagined there would be tears, but a hug and a 5 goodbye would be all I would have to do before getting out of there. I’d forget all about those tears, and her, the second I closed the door behind me. I would have a sense of freedom that only birds knew when they escape their cages and fly out the window never to return. The sun 10 would be brighter, the breeze crisper. I would be able to breathe again.

I had thought about ending it for about a month. Things just got boring and it sure was getting annoying dealing with the same old stuff every day. We’d eat lunch 15 together, talk a bit between classes, walk home together, text each other at night, and do the same thing all over again the next day and the next day and the next. Didn’t she see it? Didn’t she know she was boring me to death? I couldn’t even stand looking at her anymore when we 20 talked. I wanted to have some time to do what I wanted to do. I wanted to talk to whomever I wanted. So what if I wanted to get to know that new girl in English class? Who cares? I wanted to be free!

Well, now it’s 4 a.m. and I am sick to my 25 stomach. Every ten minutes I hit my phone on the pillow next to me to see what time it is and to see if I got a message from her. From the moment I saw her tears, I regretted making her cry. I regretted my sinister, veiled motives the moment she opened the door with a huge 30 smile on her face, so happy to see me as always. After seeing those tears, I stood up and left like I had prepared myself to do, but the sun was dimmer and the breeze strangled me. I was a bird that flew out the window and regretted leaving my cage—my comfortable, happy home. 35 Now that window is closed and I can’t fly back in.

1. The passage suggests that all of the following are reasons for the couple’s breakup EXCEPT:

A. the monotony of the things done together. B. the narrator’s desire for independence. C. the growing dullness of the relationship. D. the girl’s incessant crying. 2. The thoughts of ending the relationship caused the

narrator to: F. prepare for all possible emotional responses. G. anticipate an emotional release. H. hold back tears. J. talk to the new girl in English class. 3. According to the passage, which of the following is

NOT something the narrator experiences after the breakup?

A. Illness B. Loss of sleep C. Crying D. Regret 4. It can be most reasonably inferred from the passage

that the breeze strangles the narrator (lines 33-34) because:

F. the natural world is getting revenge for the narrator’s cruel actions.

G. the stress of the situation has triggered the narrator’s asthma.

H. the breakup has the narrator choked up. J. the talk went past midnight and the night air is

more humid.

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CAUSE & EFFECT

Answer Explanation 1. D Though the girl’s tears are anticipated by the narrator and she does cry when the narrator actually has

the talk (lines 28-29), it is not a cause of the couple’s breakup.

2. G The effects of thinking about breaking up are in lines 8-12 when the narrator compares anticipated feelings to those of a bird’s when it escapes.

3. C The effects of the breakup are evident that night when the narrator lies sleepless in bed. The narrator regrets the decision and feels ill, but there is no evidence of crying by the narrator.

4. H There is no support in the passage for choices F, G, and J. It is clear that one effect from the talk is the narrator’s immediate regret and related emotions.

SELF-ASSESSMENT Check your score range as listed below: ______ 3-4 correct: You and your cause and effect skills are a great match! ______ 2 correct: You’re going to have to work on your relationship with cause and effect. ______ 1 correct: Cause and effect may be tough to deal with, but putting in the effort to review

the study sheet will make it worth it. ______ 0 correct: Don’t break it off with cause and effect! Go over the study sheet again and

make it work.

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REFLECTION Sometimes there are many causes for one effect or one cause that leads to many effects. In the graphic organizers below, fill in the empty spots according to your own experiences during your relationships and after your breakup.

Breakup Status Updates

A recent study by David McCandless, as discussed on mathiasmikkelsen.com, analyzed Facebook status updates to find out when most couples break up (think about the possible causes for these effects). Here are some interesting finds:

x There are an above average number of breakups immediately before Spring Break. x Most breakups are publicized on Monday. x There is an increase in breakups right before the summer months. x A couple of weeks before Christmas is a very common time to break up. x The day with the least number of breakups is Christmas Day.

A breakup

3 causes for your breakup Your breakup leads to 3 effects

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A breakup


THE SKILL

We compare things quite often. “I like the burgers from this restaurant better than the burgers from the other

place,” “This movie’s plot is a lot like the one I saw on TV last week,” or “My old boyfriend and my new one

share some of the same interests.” The way we compare things is the same way an author can make compari-

sons in his or her writing. Comparisons are how characters, ideas, or paragraphs can be associated with other

characters, ideas, or paragraphs. Simple, right? Of course it is! If you can compare food, movies, or relationships,

you can compare things the author throws at you. There may or may not be comparative relationship questions

on the ACT test, but a good estimate would be around two per entire Reading test (but it really depends on what

kind of passages are presented).

WHAT THESE QUESTIONS LOOK LIKE x Details in the passage suggest the traits that [character 1] shares with [character 2] are…

x It can be reasonably inferred from the passage that the difference between [something and something

else] is…

x Unlike the other paragraphs in the passage, the last paragraph contains…

x It can reasonably be inferred that the author compares [something] to [something else] because…

STRATEGIES TO WIN

1. If multiple characters are presented, take note of differences and similarities as you read.

2. The ACT often presents passages about generation gaps from grandmother to granddaughter or father

to son—anticipate comparative relationship questions if you find yourself reading one of those.

3. Transitions or changes in a passage’s topic can lead to comparative relationship questions.

4. You can only make comparisons between things that actually have some elements in common. Have

you ever heard the saying, “That’s like comparing apples to oranges”? People say that when two things

aren’t similar enough to make comparisons.

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COMPARATIVE RELATIONSHIPS PRACTICE

When a remake of any film hits theaters, it launches a frenzy of activity by fans and critics compar-ing the newest version to its predecessor. Enthusiasts weigh in on blogs and other web commentaries about the remixed versions of classics like Superman, Spiderman, 5 and others. Certainly the protagonists remain the same with minor characters filling their own usual roles, but the antagonists can vary depending on who is threatening a city’s peace at the time.

Take, for example, the quintessential crazed vil-10 lain, the Joker, from the Batman franchise. The 1989 Tim Burton-directed Batman film portrays a maniacal clown, played by film legend Jack Nicholson, who demands the respect and attention of a city. The Dark Knight, the sec-ond installment of the most recent take on the Batman 15 legend (directed by Christopher Nolan) augments the criminal mastermind by presenting an anarchist who just wants “to watch the world burn.” Likened to the Joker from the ‘60s Batman TV series by critics due to silly clownish behavior complimented by plaid pants and per-20 fect makeup, the Nicholson version comes across as a minor threat to fictional Gotham, especially when com-pared to the psychotic, mentally unstable, and blemished Joker played by Heath Ledger in the more recent film trilogy. Nolan’s version is darker, more disturbing, and 25 frankly more realistic than the previous incarnation, com-plementing the grittier, bleaker Gotham.

Granted, the film industry has evolved in the last twenty years, and aficionados of Batman all have their reasons for their personal preferences, but all would have 30 to agree that both films, especially with their total gross sales and worldwide obsession by fans, set the world on fire.

1. The author of the passage most nearly suggests that in contrast to the setting in Batman, The Dark Knight’s setting: A. reflects the comical antics of its Joker. B. is a more realistic representation of a city in des-

pair. C. has a lighter atmosphere that highlights the clas-

sic ‘60s Joker. D. is modeled after the real New York city.

2. Details in the passage suggest that the trait Burton’s

Joker shares with Nolan’s Joker is: F. an inconsistent representation of the TV version. G. the portrayal of an arch villain in the real world. H. a ridiculous figure incapable of being a master-

mind. J. an irrational character bent on personal motiva-

tions. 3. It can most reasonably be inferred that the author com-

pares Batman (1989) to The Dark Knight because: A. both directors have altered their shared charac-

ters and setting from others in the past. B. Tim Burton and Christopher Nolan are both

renowned directors. C. The Dark Knight is worthy of more praise from

critics than Batman. D. the Batman TV series’ Joker should be recog-

nized as a classic character and should not be altered.

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COMPARATIVE RELATIONSHIPS

Answer Explanation 1. B In lines 22-26, the author first describes the Joker of The Dark Knight and then ties these characteris-

tics to Gotham.

2. J Don’t let the vocabulary in the answer choices distract you here. The Joker, in both cases, can be con-sidered irrational due to adjectives and characteristics from the passage, and though the personal motivations in each movie differ (basking in the spotlight of Gotham versus watching the world burn), they do share the idea of individual drives.

3. A This can be a tough question. C and D SEEM like good choices since parts of each are brought up in the passage (critics, TV’s Joker, the movie titles) and B gives names that we saw in the passage, but A is the best choice. We can’t compare two things that have nothing in common at all (like the saying goes, “It’s like comparing apples and oranges”), so the Batman characters and Gotham City that exist in different movies are obviously similar enough to allow for comparison.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: You’ve shown Bruce Wayne brainpower with comparative relationships! ______ 2 correct: A legend in the making. Keep it up! ______ 1 correct: You need more time in the Bat Cave to solve this one. ______ 0 correct: Batman has to study, too. Get back to the review page.

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REFLECTION Comparative relationships require not only enough similarities among two or more things to compare them, but also enough relatable contrasts, or differences. For example, comparing two superheroes like Superman and Spiderman can work, but you wouldn’t want to find too basic of similarities, like “both are superheroes” or “both have superpowers” or “both have enemies.” That would work for any superheroes. You’d want to find things specific enough to show comparisons, such as, “both question their identity as superheroes.” This goes for the relatable contrasts as well. In this graphic organizer, compare and contrast two bands, movies, TV shows, or anything you’d like. Label the boxes on the left and right with your choices in the blanks (for example, Superman and Spiderman).

Many students find that previewing the passage and test questions for a matter of 30 seconds or so saves them time in the long run. If you find that this may be an option for you, here are some tips for previewing a passage:

9 First, skim over the test questions. Do not take the time to read all of the question stems (question stems appear in the “What These Questions Look Like” section of each study guide, so you should be familiar with them come test time). Only focus on key words and major ideas. Keep these in mind as you read the passage and mark locations of the question topics as you read.

9 Next, skim the entire first and last paragraphs in order to get a clearer understanding of the passage’s main idea.

9 Then, skim the first sentence of each paragraph for topics while jotting them down. 9 Finally, go back and read the passage as quickly as possible (remember, you need to discover author’s

approach and draw conclusions). ¾ DISCLAIMER: This helps many students, but it takes a lot of practice. Determining what suits you best

takes experimenting and training.

Contrast ___________________ How They Compare ____________________Contrast

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THE SKILL

Thank you, Facebook. Thank you for putting all my posts and pictures in order on Timeline. Without Timeline, I

would have to sift through a mess of posts just to get to the memories I was looking for. Now I can just go back

to a certain month and year and then the memories just come flooding back.

You’ve probably noticed that Facebook automatically sequences all of your posts, which seems to keep things

better organized. We like to see things in chronological order (what happened first, second, third, and so on)

because it’s just plain easier to comprehend. When it comes to the ACT, if events in a passage are already placed

in logical order, you will likely not see a sequence question, but if there are flashbacks or the narrator or author

puts events out of order, be ready to answer a few.

WHAT THESE QUESTIONS LOOK LIKE x In what chronological order did the following events occur?

x According to the passage, [something happened] for nearly…

x It can be reasonably inferred from the third paragraph (lines 25-35) that [something] began when…

x Which of the following details about the narrator’s life occurred FIRST?

STRATEGIES TO WIN

1. If the narration doesn’t flow in a logical order, take note of what order things occurred.

2. Sequence questions are most likely to appear on the prose passage with a narrator who doesn’t want to

tell the story in order.

3. Sequence answer options may use a Roman numeral format that asks you to put things in order.

x It takes a bit of time to solve questions like this, but don’t let them intimidate you. Figuring out

what is definitely first or last in the sequence will help eliminate other answer options.

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SEQUENCE PRACTICE

Facebook announced in 2011 that its new Time-line would be required for all users, but not all users are happy about the mandatory change. In fact, some esti-mates and polls suggest that 70% of Facebook users do not like the change, while a great deal of those users claim 5 that they will leave Facebook if the feature is implement-ed. Resistance to change is inevitable, yet Facebook has had to alter itself in the past and faced criticism then as well.

The Timeline profile follows a format that most 10 users manipulated when they first joined the site. In 2008, Facebook unrolled a profile page to accommodate a grow-ing audience that wanted to share everything from apps to groups to multiple updates a day all on one page. This was the first move from the original Facebook page that 15 featured only basic information that rarely, if ever, changed. When more users signed on to Facebook and started wanting the ability to update feeds to the most current information and events, Facebook realized its need for change. 20

Facebook has always had to change to suit its growing membership, but it wasn’t always the “sacred” profile page. Long before profiles were open to the pub-lic, Facebook itself was originally restricted to students at Harvard when it launched in 2004 before expanding to 25 other Ivy League schools. Gradually, it opened to most American and Canadian universities. The next logical step occurred in 2005 when Facebook opened to high school networks and then certain companies, such as Apple and Microsoft. Everyone over the age of thirteen with a valid 30 email address can now create profiles and connect with others.

Humans are creatures of habit—they like what they know and often shun the newest thing. Facebook users are no different. Facebook will weather the storm, at 35 least until the next change or new social media phenome-non.

1. The passage states that Facebook expanded to users in select companies:

A. after Timeline was announced. B. before the site was opened to the public. C. before high schools were invited to use the site.

D. at the same time as Facebook’s expansion to Ivy League universities.

2. In which chronological order did the following events

occur? I. Facebook users desired the capacity to add

more to profile pages. II. The majority of Facebook users created their

first profiles. III. Facebook made its first major change to pro-

file pages. F. I, II, III G. II, I, III H. II, III, I J. I, III, II 3. According to the passage, the very first profile page

style existed for: A. one year. B. three years. C. four years. D. seven years.

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SEQUENCE

Answer Explanation

1. B Though the sequence of events in paragraph three is a bit tricky, the only real possible option is choice B. Select companies were invited in 2005 and lines 23-24 introduce the order of events in the follow-ing sentences after stating “Long before profiles were open to the public.” Option C includes the word then in line 29, which tells us that companies got involved after high schools.

2. G Determine which choice is definitely the first in the sequence (II) and eliminate the others. Now you’re left with G and H, and the passage states that users’ desires prompted the change of profile pages in 2008, so G is the only option.

3. C The sequence of the passage is reversed, which may have been what made this question confusing. Since the third paragraph tells us Facebook started in 2004 and paragraph 2 tells us that the site un-rolled a new profile page in 2008, subtraction tells us 4 years.

SELF-ASSESSMENT Check your score range as listed below: ______ 3 correct: Timeline? You don’t need Facebook’s help—you can put events in sequence

yourself! ______ 2 correct: You can read a timeline front to back and back to front. ______ 1 correct: Spending too much time on Facebook? Time to review sequence. ______ 0 correct: Your skills are a bit out of order—study the sequence sheet and practice.

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REFLECTION

Think of a short process that requires a specific order of events and fill them in below. Here are some ideas you can choose from: cooking, fixing a broken part on a car, creating a playlist, downloading music, your morning routine. Use as many arrows as necessary, but identify the most important steps in the sequence. Label the pro-cess you’ve chosen.

The sequence of events for:________________________________________________________

A Brief Timeline of Early Social Technology x 1971—The first email is sent. The computers are right next to each other. x 1978—The birth of trolling and flaming starts on bulletin boards, which is an early system of sharing data accessible

through phone lines. x 1994—One of the first social networking sites, Geocities, is created. It allows users to create their own websites. x 1997—AOL Instant Messenger begins the instant messaging revolution.

x 2002—Friendster connects real friends to one another. 3 million people sign up in the first 3 months.

x 2003—MySpace is developed and is initially viewed a copy of Friendster.

x 2004—Facebook launches (you know all about Facebook’s history now, right?)

x 2006—Twitter takes off with tweets.

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RELATING IDEAS ASSESSMENT


All people have experienced weather phenomena that take some explanation to understand. A rainbow, for example, forms in special conditions where the sun is at a specific angle behind the viewer, shining onto billions of raindrops. The raindrops act as miniscule prisms that sep-5 arate the white light from the sun into a spectrum of color. As rare as it may seem to see a rainbow, other natural phenomena occur only in the most particular conditions and places in the world, often to the fright of the people experiencing them, all while spawning multitudes of the-10 ories.

2001. Kerala, India. For nearly two months be-ginning in July, red rain, also called blood rain, sporadically fell on the southern area of the country. Res-idents’ clothing was dyed pink from the events, and 15 vessels normally used to collect rain water were filled with the mysterious red-hued water. Startled, scientists initially proposed that a meteor burst, blending dust and particles into the precipitation. When the country’s gov-ernment concluded its commissioned investigation in 20 November, it found that the red color was due to a large amount of the spore Trentepohlia in the region. During the study, the deep orange or red lichen was found in ex-treme amounts on the local trees and other objects, though the scientists conceded that the spores from nearly all the 25 lichen would have had to have been released at approxi-mately the same time. This was unlikely, but possible. Even after this scientific conclusion, others focused upon the outlandish theory of extraterrestrial cells and spores floating to the Earth from the supposed meteor, only to 30 excite skeptics a second time. Historical records indicate that blood rain has occurred in past centuries in different areas, most often to the panic of those being soaked, but even stranger things have been known to fall from the sky other than water. 35

Occurring more often than one would imagine, the phenomenon of raining water creatures like fish and frogs gets press whenever it takes place. History tells of these events throughout the ages, often with portraits of amphibian-flooded fields several inches high or fish-40 clogged house gutters. Before falling to land, the water creatures plummet from clouds that hold them for up to a few miles with the aid of strong winds. When powerful storms create high winds, small whirlwinds can form, and when these mini-tornadoes move over small bodies of 45 water, they can pick up whatever lightweight objects they encounter, even from under the water. Skeptics involved

in the matter believe that the physics of whirlwinds could not allow for fish or frogs to be picked up from beneath the water and suggest that certain species of fish can actu-50 ally walk on land and frogs can migrate in armies. While this is certainly a wondrous phenomenon that may war-rant a more mystical explanation, supporters of the walking fish theory should not neglect the documented stories of other objects, like tomatoes and coal, hailing to 55 the ground from above.

Often shocking to first time viewers, and bizarre enough to have prompted 911 calls alerting police of im-minent invasions, U.F.O. clouds are defined by a smooth outline and flying saucer disk shape. These stationary or 60 slow-moving disk or dome clouds are actually known as lenticular clouds, and they are quite common. When swift airstreams are interrupted by the tops of large geographic formations, wind wave patterns develop on the downward side. At the crests of these waves, moisture in the air con-65 denses and forms a cloud. When the air moves down to the bottom of the wave, water evaporates again and com-bines with the strong, internal uplift. This develops the characteristic shape of a smooth disk or dome. A weather phenomenon that mimics the classic U.F.O. shape contin-70 ues to excite those who are not used to such an unusual sight in the sky.

Natural phenomena strike awe and wonder in all, no matter how often they are seen. Mirages appearing on a hot road or lightning branching across the sky still incite 75 amazement. These more common examples may not match the spectacle of witnessing aurora borealis or expe-riencing the muscle of a hurricane, but they do help to show everyone, including those who want to question everything, just how incredible the natural world can be. 80

1. It can be reasonably inferred from the fourth paragraph (lines 57-72) that lenticular clouds form:

A. near large bodies of water. B. by the release of smoke from air vehicles. C. near mountains or hills. D. as cover for U.F.O.s.

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2. According to the passage, blood rain depends on all of the following EXCEPT:

F. when lichen release spores. G. the location of Trentepohlia. H. historical accounts of previous events. J. the amount of lichen and spores.

3. The passage suggests that the phenomenon of creatures

falling from the sky is odder than red rain because: A. according to historical accounts, blood rain happens

more frequently. B. the meteor explosion was unproven. C. water from the sky is a common occurrence. D. rains of fish and frogs get more news attention.

4. The passage most strongly suggests that a theory involv-

ing extraterrestrial cells and spores was prompted by which of the following?

F. Past occurrences of red rain. G. The discovery of space dust in the red rain. H. The improbability of lichen releasing spores at the

same time. J. The original theory by scientists of a meteor explo-

sion.

5. The passage likens the raindrops that cause rainbows to:

A. miniature prisms. B. spectrums of color. C. aurora borealis. D. the sun’s white light.

6. According to the passage, in which order did the follow-ing events occur during the events involving red rain?

I. Red lichen was found on local vegetation. II. The pouring of red rain on Kerala ended. III. Government investigations came to a close.

F. III, II, I G. II, I, III H. I, II, III J. I, III, II

7. According to the passage, which of the following does NOT aid in the formation of lenticular clouds?

A. Wind speed. B. Moisture in the air. C. Large storm clouds. D. A wave pattern created in the air.

8. In the last paragraph, the author of the passage most nearly suggests that in contrast to lightning, a hurricane is more: F. exciting to witness. G. common. H. specific to certain areas. J. infrequent.

9. Which of the following events involving raining water creatures occurs FIRST?

A. Water creatures are found outside of ponds or lakes. B. Whirlwinds develop over bodies of water. C. Fish and frogs are carried miles by intense winds. D. Strong storms with high winds form.

10. The passage suggests that compared to the scientific community, skeptics:

F. deliberately spread misinformation among the

public. G. declare theories that discount more logical conclu-

sions. H. are truth-seekers who use scientific evidence as fact. J. make claims based on substantiated evidence.

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Documents

Mary Kate Mikulskis & Chris Mikulskis