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Test Bank for College Reading and Study Skills, 14th Edition

Test Bank for College Reading and Study Skills, 14th Edition offers a selection of past exam questions and answers to give you an edge in your preparation.

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Test Bank for College Reading and Study Skills, 14th Edition - Page 1 preview imageTest BankForCollege Reading and Study SkillsFourteenth EditionKathleen T. McWhorterNiagara County Community College
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Test Bank for College Reading and Study Skills, 14th Edition - Page 2 preview image
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Test Bank for College Reading and Study Skills, 14th Edition - Page 3 preview imagevCONTENTSCHAPTER REVIEW QUIZZES –TEST BANK1Chapter 11Chapter 23Chapter 35Chapter 47Chapter 59Chapter 611Chapter 713Chapter 815Chapter 917Chapter 1019Chapter 1121Chapter 1223Chapter 1325Chapter 1427Answer Key to Chapter Review Quizzes—Test Bank 129CHAPTER REVIEW QUIZZES –TEST BANK2Chapter 133Chapter 235Chapter 337Chapter 439Chapter 541Chapter 643Chapter 745Chapter 847Chapter 949Chapter 1051
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Test Bank for College Reading and Study Skills, 14th Edition - Page 4 preview imageviChapter 1153Chapter 1255Chapter 1357Chapter 1459Answer Key to Chapter Review Quizzes—Test Bank 261MASTERY TESTSChapter 165Chapter 271Chapter 373Chapter 475Chapter 579Chapter 681Chapter 785Chapter 888Chapter 991Chapter 1095Chapter 1198Chapter 12101Chapter 13104Chapter 14107Answer Key to Mastery Tests110
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Test Bank for College Reading and Study Skills, 14th Edition - Page 5 preview imageviiINTRODUCTIONThis assessment package contains two types of assessment for each chapter inCollegeReadingandStudySkills,fourteenthedition:chapterreviewquizzesandmasterytests.Thesealternativemeasurementsprovidetheinstructorwithavarietyofopportunities to assess students’ ability to learn and apply the techniques and strategiespresented in the text.CHAPTER REVIEW QUIZZESThe chapter review quizzes are primarily intended to provide an assessment of students’knowledge and comprehension of chapter content.There are two sets of chapter review quizzes. Each set includes a ten-item multiple-choice quiz for each chapter. Although the concepts tested in each set are similar, the testquestions are different.An answer key is provided for each chapter review quiz.CoverageIt is the purpose of the chapter review quizzes to assess whether students have acquiredfoundational knowledge of each chapter’s content to enable them to apply the skill.Although the focus of each quiz is knowledge and comprehension of chapter content,quizzesdoincludeapplicationquestionsthatprovidehypotheticalsituationsforevaluating students’ ability to apply the skill.Instructional UsesAlthough the quizzes are intended as assessment tools, they can be used instructionally inseveral different ways:1.Treat the quiz as an open-book exam, allowing students to locate the answersin the text. This activity will provide students with the opportunity to reviewchapter content and realize what skills are emphasized.2.Ask students to predict or write questions they think will be on the quiz andthen compare their predictions with the actual quiz. This activity will helpstudents to determine what is important in each chapter, as well as to developan important test-taking strategy.3.Treat each quiz as a collaborative learning activity. Students can discuss eachitem and identify sections in the chapter that establish their choices as correct.4.Use the quiz as a chapter preview. Allow students to skim or read the quizquestions before reading the chapter. The questions will establish an intent toremember chaptercontent.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 6 preview imageviiiMASTERY TESTSThe mastery tests are designed to measure students’ ability to apply the skills learned ineach chapter.These objective tests are intended to be practical, realistic simulations ofreading and study situations that college students face.For the instructor’s convenience, these tests were written to be self-scored, althoughinstructors may elect to score these tests themselves. An answer key is provided for eachmastery test.CoverageNot all skills covered in a given chapter have been tested on the mastery test. Instead, thetests focus on the essential skills taught in each chapter.It was not possible to includeskills that are too complex or time-consuming to measure within a testing situation.Some mastery tests contain more than one part, each measuring a different skill.Eachpart can be administered separately or given as a separate mastery test.Instructional UsesAlthough the mastery tests are intended as assessment tools, they can be used asinstructional tools as well:1.Use the mastery tests as collaborative learning activities in which studentswork together to complete the task(s) in each mastery test.2.Use the mastery tests as additional practice exercises. Some students mayrequire additional guided practice in learning and applying particular skillstaught.The tests are also appropriate for students who are not co-registeredfor other academic courses and, thus, are unable to complete the academicapplication exercises in the text.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 7 preview imageixPART ONECHAPTER REVIEW QUIZZESTEST BANK1
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Test Bank for College Reading and Study Skills, 14th Edition - Page 8 preview image1NAME:DATE:SECTION:CHAPTER 1FIRST STEPS TO ACADEMIC SUCCESSDirections:Write the letter of the choice that best completes each statement in the spaceprovided.1.If Paula takes 15 hours of classes next semester, she should expect to study eachweek for abouta. 7½ hours.b. 10 hours.c. 15 hours.d. 30 hours.2.The online study tool that lets students practice what they are learning usingflash cards, self-testing games, and interactive diagrams is calleda.Quizlet.b.Evernote.c.Schooltraq.d.GoConqr.3.A term plan lists all of youra.unchanging commitments.b.specific study times.c.homework assignments.d.leisure activities.4.The first step in creating your weekly schedule should be toa.assess the upcoming week’s workload.b.block out time for having fun and relaxing.c.write in appointments and commitments.d.set aside time for breaks before studying new subjects.5.The best time to study for a Thursday morning class isa.Tuesday morning.b.Wednesday evening.c.Friday evening.d.over the weekend.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 9 preview image26.The learning strategy that is appropriate for both visual and spatial learners isa.drawing diagrams and charts.b.recording lectures.c.writing summaries.d.talking aloud when studying.7.The spatial/verbal section of the Learning Style Questionnaire revealsa.your ability to visualize how things work or how they are positioned in space.b.whether practical applications are necessary for your understanding ofideas.c.your preferred level of interaction with other people in the learning process.d.whether you prefer to learn by taking risks or following rules.8.Anexampleof anactivelearningstrategyisa.b.writingdown everythingtheinstructorsays.rereadingtextbookassignments.c.consideringthepurposebehindassignments.d.doingonlywhatisexpectedtogetagoodgrade.9.According to the progression of thinking skills first developed by BenjaminBloom, the highest level of thinking isa.remembering.b.understanding.c.analyzing.d.creating.10.An English instructor who wanted to give an assignment at the applyinglevelofthinking might ask students toa.compare two poems by the same author.b.edit a poorly punctuated paragraph.c.evaluate the effectiveness of an essay about writing.d.define a list of grammatical terms.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 10 preview image3NAME:DATE:SECTION:CHAPTER 2TAKING NOTES IN CLASSDirections:Write the letter of the choice that best completes each statement in the spaceprovided.1.In each waking hour, the average adult is likely to spend the most timea. listening.b. writing.c.reading.d. speaking.2.One difference between listening and hearing is that hearinga.is an intellectual, purposeful activity.b.involves the processing and interpretation of incoming information.c.is a passive, biological process.d.is intentional and deliberate.3.One way to improve your listening skills during a lecture is toa.focus on delivery rather than content.b.concentrate on remembering separate, unconnected facts.c.disregard the speaker’s opening comments.d.try to understand the speaker’s purpose.4.Compared to the average rate of speech, the rate of thinking is abouta.the same.b.half as fast.c.twice as fast.d.four times as fast.5.Aa.good set of lecture notes doesnothave toserve as a record of the lecture’s main points.b.include enough details so that the information can be recalled later.c.d.show the organization of the lecture.include everything the lecturer said.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 11 preview image46.Speakers typically donotindicate that information is important bya.speaking more loudly.b.speaking more quickly.c.listing or numbering points.d.using PowerPoint slides.7.If you are using indentation to show a lecture’s organization, the item that shouldbeindented the mostisa.a major topic.b.a main idea.c.a detail.d.an example.8.The most effective way to review your notes after a lecture is toa.edit your notes as soon as possible.b.wait a few days and then reread your notes aloud.c.recopy your notes to make them more legible.d.transcribe your notes from an audio recording.9.Julie is trying a new system to improve how she reviews and studies her lecturenotes. After she has edited her notes, she fills in the left margin with words andphrases that summarize her notes and help trigger her memory. This informationindicates that Julie is usinga.enumeration.b.pragmatic editing.c.mnemonic devices.d.the recall clue system.10.While editing his notes after a lecture, Lee asked himself how his notes fit in withother lectures and with the textbook assignment. Lee’s questions are at the level ofthinking known asa.remembering.b.understanding.c.analyzing.d.creating.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 12 preview image5NAME:DATE:SECTION:CHAPTER 3COMMUNICATING IN THE CLASSROOMDirections:Write the letter of the choice that best completes each statement in the spaceprovided.1.Listening critically involvesa.focusing on the speaker rather than the message.b.keeping an open mind toward a speaker or a topic.c.ignoring any ideas with which you disagree.d.forming an immediate reaction toward a speaker or topic.2.Aneffectivewaytoimproveyour questioningskillsistoa.waituntilanotherstudentasksthequestionyou werethinkingof.b.makeexcusesfor askingaquestion.c.d.pose questions for the sake of asking a question.form questions as you read an assignment and bring them to class.3.When you are asking a question in class, an example of a question at the creatinglevel of thinking is:a.In what situations can this information be used?b.How do these ideas fit together?c.Of what value is this information?d.How can this idea be combined with related ideas in new ways?4.A strategy that willnothelp you prepare for a class discussion isa.reading the assignment and any background material.b.marking and highlighting important information as you read.c.skimming the assignment for basic, factual information.d.asking critical thinking questions as you read.5.The best tip for posting messages in an online discussion is toa.assume you are already familiar with the software.b.repeat comments that someone else has said.c.let people figure out the context of your comments.d.make your comments clear and easy to read.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 13 preview image66.To participate constructively in class discussions, you should avoida.trying to say something early in the discussion.b.making your comments brief and to the point.c.getting involved in direct exchanges with other class members.d.giving others a chance to express their ideas.7.The most appropriate strategy for overcoming a fear of public speaking is toa.design and use a variety of visual aids.b.plan on changing the tone of your voice as you speak.c.practice delivering your speech several times.d.write out your speech word-for-word so you can read it to your audience.8.When you are working on collaborative activities, the best approach to helpingthe group function efficiently is toa.choose only the people you already know as group members.b.spend time joking with group members to keep it fun.c.always let someone else take a leadership role.d.consider individual strengths and weaknesses when assigning tasks.9.The first step in making an effective oral presentation is toa.collect and organize information.b.understand the purpose of the assignment.c.prepare an outline.d.decide on possible visual aids.10.When communicating with professors, it is best to usea.an informal level of communication.b.correct grammar, spelling, and punctuation.c.familiar language or slang.d.text messages.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 14 preview image7NAME:DATE:SECTION:CHAPTER 4IDENTIFY AND ORGANIZE WHAT TO LEARNDirections:Write the letter of the choice that best completes each statement in the spaceprovided.1.The primary purpose of paraphrasing is toa.restate the author’s meaning in your own words.b.express your opinion of the author’s ideas.c.choose one or two of the author’s statements as summaries.d.quote the author’s main points.2.Paraphrasing is appropriate whena.the material is easy to understand.b.the author uses simple or familiar language.c.the material is not especially complex.d.detailed comprehension is required.3.When you are highlighting a textbook, you shoulda.highlight supporting facts as well as main ideas.b.ignore any boldfaced headings.c.highlight complete sentences.d.highlight as quickly as you can.4.Asa general rule, you should highlighta.most of the sentences on a page.b.no more than one-third of each page.c.d.one key word from each sentence on a page.only the headings on a page.5.An example of a marginal note at the evaluating level of thinking isa.jotting notes about how to use the information.b.drawing arrows to link related material.c.commenting on the value and relevance of ideas.d.condensing ideas into your own words.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 15 preview image86.Using standard outline format, the item placed closest to the left margin isa.a major topic.b.an important detail.c.a minor detail.d.an example.7.Of the following situations, writing a summary would be least effective fora.preparing for an essay exam in history.b.recording the results of a chemistry experiment.c.learning the bones of the hand for an anatomy quiz.d.understanding the plot of a novel assigned in English class.8.After you have defined your purpose for writing a summary, your next step is toa.determine the author’s attitude and approach toward the subject.b.locate and evaluate key supporting details.c.underline or highlight key terms and definitions.d.identify the author’s main idea and write a statement that expresses it.9.Of the following topics in a political science course, a time line would be mosteffective for showinga.how a bill becomes a law.b.the chain of command in a police department.c.the sequence of events leading up to World War I.d.differences between the Democratic and Republican parties.10.The only situation that isnotan example of plagiarism isa.using information from the Internet without listing the source.b.paraphrasing an author’s words without giving the author credit.c.using commonly known facts without documentation.d.accidentally omitting quotation marks when quoting an author.
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Test Bank for College Reading and Study Skills, 14th Edition - Page 16 preview image9NAME:DATE:SECTION:CHAPTER 5LEARNING AND MEMORYDirections:Write the letter of the choice that best completes each statement in the spaceprovided.1.One aspect of forgetting is thata.people tend to forget information that they use frequently.b.for most people, forgetting occurs very slowly.c.certain techniques can prevent or slow down forgetting.d.forgetting only occurs with information stored in long-term memory.2.The process through which environmental stimuli enter the brain is known asa.encoding.b.sensory storage.c.retrieval.d.information transfer.3.Information is retained in short-term memory fora.less than a minute.b.about an hour.c.8-10 hours.d.24 hours.4.When your brain automatically sorts out important information from trivial signals,itis engaging ina.visualization.b.rote learning.c.interference.d.selective attention.5.The function of sensory storage is toa.retain information until it is sent to short-term memory or discarded.b.rearrange information into groups or sets.c.allow you to practice information to learn it.d.store information permanently until you recall it.
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