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Test Bank for Breaking Through: College Reading , 12th Edition

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    Test Bank For Breaking Through: College Reading Twelfth Edition Brenda D. Smith, Georgia State University LeeAnn Morris, San Jacinto College Prepared by Carolyn Poole

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    PREFACE Within this volume, the instructor will find assessment material to accompany Smith and Morris’s Breaking Through: College Reading, twelfth edition. The tests are constructed to measure students’ ability to: 1) comprehend chapter content through multiple-choice and true-false items; 2) apply reading skills to supplemental reading passages; 3) demonstrate reading comprehension through writing; 4) apply test-taking strategies; 5) study college textbooks efficiently; and 6) think and read critically. In addition, students are required to preview, annotate, interpret, evaluate, and synthesize reading selections. Features of the test bank include: A. Approximately two to three tests for each chapter: Multiple-choice test items are provided; these tests are beneficial in that they facilitate scoring. B. Two mastery tests: 1) Mastery Test I assesses whether the student has a grasp of the content of Chapters One through Four. It covers successful reading strategies, academic reading and studying, and vocabulary. 2) Mastery Test II determines whether the student has learned the content of Chapters Five through Nine. The higher academic reading skills of main idea, details/patterns, analytical reasoning, inference, and critical reading are tested. C. Reading selections, carefully chosen to reflect the concepts presented in the chapters, as well as to reflect course content across the curriculum. Passages were drawn from disciplines such as philosophy and religion, business, psychology, communication arts, sociology, health science and history. D. Answer keys iii

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    1 NAME DATE SCORE CHAPTER 1: Student Success TEST A Answer the multiple-choice questions based on the content of the chapter. 1. According to the text, one of the most important factors for a successful college experience is a. obtaining a high school diploma. b. maintaining a passing grade point average. c. an attitude for success. 2. The way successful people manage to get more done is that they a. manage their use of time. b. have lunch regularly with successful businesspeople. c. work on Saturday. 3. According to the text, how often should a student make a to-do list? a. daily b. once a week c. once a month 4. According to the text, all of the following are keys to academic success except a. currying favor with the professor. b. being prepared by reading the syllabus. c. marking your textbook. 5. Test preparation enhances a. self-confidence. b. speed reading. c. anxiety. 6. After your test is returned, you should review it a. because the instructor suggested it. b. to challenge the grade. c. to learn from your errors. 7. Main idea questions are designated by such words or phrases as a. “suggests” / “implies.” b. “it is stated” / “the author asserts.” c. “primarily concerned with” / “central focus.” 8. The best strategy for finding the answer to a detail question is to a. reread the first sentence and determine the topic. b. find a key word in the question options, and then find the same word in the passage. c. skim the passage to understand the gist of the passage.

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    2 9. “Drawing a conclusion” is categorized as what type of question? a. inference b. detail c. stated main idea 10. To answer vocabulary in context, a student should a. break down the word into parts and try to recognize the root. b. reread the passage to be certain s/he covered all the context. c. reread the sentences before and after the word, as well as the sentence the word is in. 11. A student can simplify an essay question by a. noticing key words in the question. b. asking another student for clarification. c. writing a brief summary of the material before writing the essay. 12. True False Efficient readers know that the most important reading goal is reading the material as fast as possible. 13. An increase in reading speed usually means a. an improvement in comprehension. b. poorer comprehension. c. slower eye movements. 14. An example of an external distraction would be a. worrying about money. b. visualizing during the reading process. c. a telephone call. 15. Reading a selection on economics should take a. more time than reading a popular magazine article. b. less time than reading a popular magazine article. c. the same amount of time as reading a popular magazine article.

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    3 TEST B: ESSAY Choose either the selection on Optimism or the selection on Classroom Behavior and respond to the questions that follow in your essay response. Be sure to support your opinion or points with examples. Optimism Optimism, a positive state of mind, is really more an outlook, a view that has to do with how you explain the bad things that happen in your life, which in turn can keep you from becoming depressed or demoralized in the face of setbacks. In failing an exam, for example, some people would say they failed because they are stupid. They explain it in terms of some fixed, permanent trait in themselves. (That’s the negative or pessimistic view.) Others would say they failed because it was a very hard test, but next time they’ll study harder. They explain bad things happening in terms of a constantly changing situation—not a permanent flaw within themselves. They are hopeful that things will be different next time. In one study started in the 1940s, students at Harvard University were classified as pessimists or optimists based on essays they had written explaining events in their lives. About thirty years later, the health history of these same students was examined. Starting in their forties, the pessimists had more serious diseases and health problems than the optimists. —Goleman, 1997, pp. 40–41 Question : How has pessimism blocked you from your dreams in the past? Give three specific examples. Looking back at these situations now, how could an optimistic view have helped you through the situations? That is, how would you have handled the situations differently? Do you believe that a negative outlook in life and/or stressful situations can lead to health problems? Why or why not? Behavior in the Classroom. Your body has its own language in class and can communicate a lot, even if you rarely say a word. You want to be comfortable, but if you prop your feet up on another desk, lean your head on the wall, or slump forward, you will look inattentive. Avoid sitting back with your arms folded because you obviously aren’t taking notes and can even be perceived as aggressive or defiant, especially if you look unhappy and bored. Use facial expressions and eye contact to demonstrate interest and attention. Watch the teacher unless you are taking notes, and if the teacher catches your eye, don’t look away. You can even use body language to participate in class, which can be a particularly helpful technique for the shy or unprepared student. As your teacher or classmates talk, focus on them. Don’t fidget. Tapping pens, pointedly looking at your watch, shifting around restlessly in your seat, getting out your keys— this kind of body language is distracting. Remember to behave as you would if you and the teacher were the only people in the room. You wouldn’t stare out the window, fail to respond to a question, or go to sleep, would you? Strive to impress the teacher with your qualities as a student. A pleasant, attentive expression and good posture can go a long way toward making a good impression. —Arthur, et al., 1996, pp. 23; 25–26 Question : Try to recall classmates who did not like to go to class. What kind of behaviors did they exhibit to call attention to the fact that they did not like the class? Was the teacher aware that these students did not like the class? At the time, did you consider these students to be “acting successfully”? What kind of grades did they earn? What did you learn from their actions and the consequences of their actions? Be sure to address the question of how you could improve your behavior in the classroom.

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    NAME DATE SCORE CHAPTER TWO: Stages of Reading TEST A Answer the multiple-choice questions based on the content of the chapter. 1. Currently, experts believe that reading is a. the ability to pronounce words fluently. b. a product of a passive task. c. an active process. 2. The process of previewing does not involve a. relating the information to future research topics. b. realizing what you already know about the topic at hand. c. learning what the material is about. 3. Study systems are designed to a. aid the student in finding a study buddy. b. engage the reader in thought throughout the reading process. c. show the student that it is necessary only to preview material. 4. W hen previewing a textbook, a student would not usually look at a. the table of contents and different kinds of type. b. chapter subheadings and bulleted lists. c. critiques of the text by other experts. 5. According to this chapter, the best way to determine whether a book has importance for you is to a. ask a fellow student. b. read the title. c. investigate the background of the author. 6. A visual overview of a chapter a. enables a student to pass a test without studying. b. simplifies the material for the reader. c. is not a good strategy for previewing a text. 7. W hile reading, prior knowledge of a subject a. is not typically used. b. may become an obstacle when reading unfamiliar material. c. provides some link to an unfamiliar topic. 4

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    5 8. According to the chapter, one obstacle to reading well is a. not knowing when you are not comprehending. b. reading out loud in front of the class. c. trying to integrate new knowledge with prior knowledge. 9. Good readers do all of the following except a. make educated guesses. b. visualize the material. c. continue reading even if confused. 10. Experts encourage “recall,” which is the third stage of reading, because a. it is the best stage at which a student can memorize facts. b. comprehension and memory are improved. c. students have never been taught to follow through with memorization techniques. 11. The method you will use for recalling will depend on a. your purpose for learning. b. the professor. c. how many pages you have to cover. 12. Usually a reader can answer literal questions because a. the answers to such questions are stated in the selection. b. they require the student to make an educated guess. c. they necessitate the most sophisticated level of reading. 13. Main idea and inference questions are examples of a. applied questions. b. literal questions. c. interpretive questions. 14. A good main idea for the chapter’s section on good readers would be a. “The only strategy a good reader needs is that of activating schemata.” b. “There are six basic thinking strategies that good readers implement.” c. “Reading is a difficult but rewarding process.” 15. After reading, the best way to reinforce what you have read is to a. read, explain, and make a checklist. b. recall, react, and reflect. c. use mnemonics, reread, and pronounce unfamiliar vocabulary words.

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    6 NAME DATE SCORE TEST B This test focuses on the ability to preview text material. Pay close attention to any information you find in the photos and figures and to peripheral information as well. Then answer the multiple choice questions that follow. FIGURE 1 Why were tests given to immigrants as they arrived at Ellis Island? How were these tests used to draw conclusions about genetic inferiority? Congress passed the 1924 Immigration Restriction Act, which made it national policy to administer intelligence tests to immigrants. Vast numbers of Jewish, Italian, Russian, and other nationalities were classified as ‘morons’ on the basis of IQ tests. --Gerrig & Zimbardo, 2002, p. 304 FIGURE 2 The popular television show “Queen for a Day” reinforced established females sex roles by providing winners with everything they needed to be better housewives. Here host Jack Baily crowns a “Queen for a Day.” --Martin, et al., 1997, p. 1059

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    7 Table 30.4 Percentage of Females in Selected Occupations 1972 1980 1989 Occupation (Percentage) (Percentage) (Percentage) Professional/technical 39.3 44.3 45.2 Accountants 21.7 36.2 48.6 Computer specialists 16.8 25.7 35.7 Engineers 0.8 4 7.6 Lawyers and judges 3.8 12.8 22.3 Life/physical scientists 10 20.3 26.9 Physicians/dentists 9.3 12.9 16.5 Professors 28 33.9 38.7 Engineering/science technicians 9.1 17.8 19.2 Writers/artists/entertainers 31.7 39.3 46 Sales 41.6 45.3 49.3 Real estate agents/brokers 36.7 50.7 51 Clerks, retail 68.9 71.1 81.8 Clerical 75.6 80.1 80 Bookkeepers 97.9 90.5 91.7 Clerical supervisors 57.8 70.5 58.2 Office machine operators 71.4 72.6 62.6 Secretaries 99.1 99.1 98.3 Crafts workers 3.6 6 8.6 Blue-collar supervisors 6.9 10.8 n/a Machinists and jobsetters 0.6 4 n/a Tool and die makers 0.5 2.8 n/a* Mechanics (except automobile) 1 2.6 3.1 Source: U.S. Bureau of the Census, Statistical Abstract of the United States: 1982-83 103d edition), 1991 (111th edition), Washginton, D.C., 1982, 1991. *n/a = not available. 1. In Figure 1, the time frame of the photo is probably a. before 1924 b. after 1924. c. indeterminable. 2. The “Queen for a Day” (Figure 2) received a. a new home. b. trophies to designate her new title. c. gifts to enhance her role as housewife. FIGURE 3 FIGURE 4 Table 30.5 R ATIO OF D IVORCES TO M ARRIAGES , 1890–1987 1890 1–17 1900 1–12 1910 1–11 1920 1–7 1930 1–5 1940 1–6 1950 1–4.3 1960 1–3.8 1970 1–3.5 1980 1–2 1987 1–2.1 Martin, et al., 1997, p. 1068 – M a r t i n , e t a l . , 1 9 9 7 , p . 1 0 6 9 3. In Figure 3, what occupation had the highest percentage of women workers in 1972? a. secretaries b. bookkeepers c. physicians 4. In 1989 (Figure 3), the percentage of women physicians and dentists had risen from 1972 by about a. 70 percent. b. 16.5 percent. c. 7 percent. 5. In Figure 3, for 1980, it is revealed that the occupation that included the least number of women was a. engineer. b. mechanic. c. tool maker. 6. A reader could infer that the statistics in Figure 4 were found in a textbook for a a. sociology class.

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    8 b. criminal justice class. c. philosophy and religion class. 7. Figure 4 indicates that a. a larger ratio of people were divorced in 1987 than 1980. b. a smaller ratio of people were divorced in 1960 than 1900. c. the same ratio of people divorced in 1960 and 1970. 8. An overview of Figures 2 and 3 would suggest that the tables were found in a chapter about a. careers and hiring practices. b. political movements. c. feminism. FIGURE 5 Foreword xi Preface xiii List o xv f ii Figure s CONTENTS 1 Fundamental E 1 lements of Effective Treatment Fundamental Ele 2 ments Rationale for Diagno 3 sis and Treatment Screening, Assess 3 ment, and Diagnostic Procedures Continuum of Care 4 Treatment E 4 nvironment Treatment S 4 trategies Family Involvement 5 Developing Com 5 petent Staff Efficacy and 5 Efficiency of Treatment Summary 6 2 Emerging Personality and Cognitive Structure of an 7 Adolescent Substance Abuser Chemical D A ependency: Nomological Network 8 Cognitive Structure 10 Significance 12 Disease Attitudes 7 Emerging Perso 1 n 3 ality and Cognitive Structure Psychological/Physiological Add 1 ic 4 tion Denial of Feelings and Actions 15 Refusal 17 Self ‐ Destru 1 c 7 tive Attitudes Caldron of Em 2 o 0 tional Pain Summary 2 1 3 Diagnosing Adolescent Substance Abuse 23

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    9 Drug S 2 c 3 reening

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    10 Signs an 2 d 3 Symptoms Checklist Psychosocial Ass 2 e 5 ssment and Family Interviews Parental E valuation 26 Interviewing a Teenag 2 e 7 Substance Abuser Medical Exam 29 ination Psychological/Psychiatric Evalua 3 ti 0 on Clinical Obse 3 r 0 vations Forming a Di 3 a 0 gnosis Determining t 3 h 0 e Degree of Dependency Mental S 3 t 3 ate: Teenage Mental St 3 a 5 te: Parents Summary 36 —Ross, 1994, pp. vii-viii 9. Viewing the table of contents (Figure 5) above, which of the following would be the most appropriate title for the book in which this table of contents appeared? a. Treatment for Substance Abuse b. Adolescent Substance Abuse c. Diagnosis and Treatment 10. Each chapter of this textbook includes a. a summary. b. a preface. c. study questions.

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    11 NAME DATE SCORE TEST C Read the statements below and mark whether or not the statement is true or false (T or F). _1. Newspapers are organized by the chronological order of news events. _2. The “lead” of a newspaper story is the first paragraph that catches the reader’s attention. _3. A question to ask yourself when “reflecting” is, “Was the selection well written?” _4. Previewing refers to recalling what an author has said and evaluating the significance of the material. _5. Good readers anticipate the content, structure, and purpose of text material. _6. Poor readers are not aware of when they are not comprehending. _7. In order to assess improvement in your reading ability, it would be a good idea to keep records of your learning progress. _8. One question to ask yourself when previewing is, “How is the material organized?” _9. Many experts agree that prior knowledge is the most important factor in reading comprehension. 10. Good readers accept gaps in their reading comprehension, confident that understanding will be clarified as they continue reading.

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    12 N A M E D A TE S CORE TEST A CHAPTER THREE: Textbook Learning True-False. Read the statements below and mark whether the statement is true or false (T or F). _1. Annotating is a study system in which the student underlines and notates the text. _2. Annotating is the last step in study reading. _3. The best strategy for marking your text to remember material is to mark as much as possible. _4. The best way to annotate is to read the entire chapter first, then go back to annotate. _5. Notetaking is useful for textbook study as well as for class lectures. _6. In notetaking, the student should write down everything word for word. _7. The Cornell system of notetaking involves writing down main ideas and supporting details. _8. A summary is a simple listing of supporting details. _9. One advantage of writing a summary is that it can provide you with reference notes for later study. 10. W hen writing a summary, be sure to copy sentences directly from the source. 11. W hen citing an author directly, you must place his/her words within quotation marks. 12. Always begin your summary with a striking detail to catch the reader’s attention. 13. One advantage of outlining is that it aids you in organizing your thoughts for essay writing. 14. In an outline, letters, numbers, and indentations designate “fillers.” 15. The greater distance from the left margin an item is listed in an outline, the less significance it is afforded. 16. Mapping helps to stimulate prior knowledge. 17. Mapping is a study strategy that gives a visual display of what was read. 18. W hen mapping, restrict yourself to one specific pattern or shape. 19. It is a good idea to find a study buddy so that you can copy his/her work. 20. The author suggests using both sides of the paper to impress your professor.

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    13 N A M E D A TE S CORE TEST B You are to read the selections below on the Enneagram, a psychological system that is primarily concerned with personality types. Then choose a task to complete from Option A, Option B, or Option C. OPTION A: Write a brief summary of the article. OPTION B: Outline the article. OPTION C: Map the article below in a way other than the nine-pointed circle, including the main characteristics of each type. Be as creative as you like. The word ennea is Greek for “nine,” and the Enneagram is a nine-pointed figure that has its roots in Pythagorean theory (see Figure 1). It reveals to individuals information about unconscious patterns, habitual preoccupations, underlying fears, and misused strengths. W hat sets the Enneagram apart from other personality systems is that it contains such detailed, useful information about what drives us to behave as we do. It’s valuable not just for those seeking to understand themselves but also as a source of insight into one’s friends and family, colleagues, and even enemies. The Enneagram was first adapted to understanding personality types by a Bolivian psychiatrist named Oscar Ichazo in the early 1950s. As David Daniels, psychiatrist, states it: “Embedded in each type is our basic belief about the world and how we live in it. In addition, the Enneagram shows us the aspect of our underlying essence and the corresponding path of healing. If you are fully developed, you can incorporate all nine types rather than skewing toward just one.” Through realizing the type that we are, the Enneagram exposes our fixations—fixations which drive our personalities. For example, being a Six, an individual’s fixations are fear and doubt. Recognizing this, the individual can open the door to healthier states of mind (such as, courage and faith, the “higher opposites”). “The work of the type is to stop being that type,” says Ichazo. “The fixation is dissolved by obtaining an understanding of the other eight positions.” — Schwartz, 1995, p. 10 FIGURE 1 The Peacemaker 9 THE ENNEAGRAM —Riso, 1990, p. 24

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