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Test Bank for In Harmony: Reading and Writing , 3rd Edition

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    Test Bank For IN HARMONY An Integrated Approach to Reading and Writing Third Edition Kathleen T. McWhorter, Niagara County Community College Prepared by Jeanne Michel Jones

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    iii Chapter Quizzes Contents Chapter 1 1 Chapter 2 3 Chapter 3 5 Chapter 4 7 Chapter 5 9 Chapter 6 11 Chapter 7 13 Chapter 8 15 Chapter 9 17 Chapter 10 19 Chapter 11 21 Chapter 12 23 Chapter 13 25 Chapter 14 27 Chapter 15 29 Answer Key for Chapter Quizzes 31 Mastery Tests Chapter 1 35 Chapter 2 39 Chapter 3 42 Chapter 4 45 Chapter 5 48 Chapter 6 51 Chapter 7 54 Chapter 8 57 Chapter 9 60 Chapter 10 63 Chapter 11 66 Chapter 12 68 Chapter 13 71 Chapter 14 73 Chapter 15 75 Answer Key for Mastery Tests 78 82 Credits

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    iv INTRODUCTION The following test bank for In Harmony , 3e , includes two types of assessment: chapter review quizzes and mastery tests. The test bank contains a chapter review quiz for Chapters 1–15. Each chapter review quiz consists of a ten-question, multiple-choice quiz and an answer key. Although the quizzes are intended as assessment tools, they can be used instructionally in several different ways: 1. As announced or unannounced quizzes after students have been assigned a chapter to read but before the material is discussed in class; 2. As in-class work with a partner after the chapter is assigned and either before or after the material has been discussed in class; 3. As quizzes given after the material has been thoroughly covered; 4. As homework assignments to be done following the reading but prior to the discussion in class. With this option, you can collect and grade the quizzes as a way of encouraging students to read the material in advance of the class discussion, or you can go over the answers in class as a way of introducing the class discussion of the reading. Mastery tests are designed to measure a student’s ability to apply the skills learned in each chapter. These tests are intended to be practical simulations of reading and study situations that college students face. For Chapters 1–10, each mastery test begins with an excerpt from a college textbook, followed by ten objective questions about content, vocabulary, and specific topics covered in the chapter. For Chapters 11–15, the mastery tests consist of ten multiple- choice exercises for each chapter. These exercises require students to apply concepts related to sentence basics and grammar essentials. An answer key is provided for each chapter. Although mastery tests are intended as assessment tools, they can be used as instructional tools as well: 1. As collaborative learning activities in which students work together to complete the tasks in each mastery test; 2. As additional practice exercises. Some students may require additional guided practice in learning and applying particular skills.

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    v PART ONE CHAPTER REVIEW QUIZZES

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    1 Name Section Number right Date X 10 points = Score % CHAPTER 1 An Overview of the Reading Process (with Writing) Directions: Select the choice that best completes each statement. 1. Active reading involves all of the following except a. thinking and asking questions as you read. b. reading every assignment the same way. c. sorting information as you read. d. reviewing after reading. 2. The first step in previewing written material is to a. read the title and subtitle. b. highlight important ideas. c. notice typographical aids. d. make notes on the first and last paragraph. 3. In contrast to a paraphrase, a summary contains a. your reaction to the material. b. all of the information presented in the original. c. background information about the author. d. only the important points of the text. 4. The best time to develop guide questions is a. before seeing the assignment. b. after reading the selection. c. after previewing but before reading. d. while you are making predictions. 5. When you highlight material, you should do all of the following except a. read first, then highlight what is important. b. use a system for highlighting. c. always highlight complete sentences. d. make sure your highlighting reflects the content of the passage.

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    2 6. The first step in the SQ3R system involves a. studying. b. previewing. c. comparing. d. summarizing. 7. One characteristic of idea maps is that they a. give a visual picture of the organization and content of an essay. b. are intended to be used only for reading, not writing. c. include only main points and ideas but not details. d. always use four boxes for the body of an essay. 8. Immediate review refers to a. reviewing material right after you finish reading an assignment. b. quickly reviewing previously learned material on a regular basis. c. making a last review of material right before taking an exam. d. finding out more about a topic before completing an assignment. 9. The part of a graphic that serves as a guide to the graphic's colors, terms, and other important information is the a. caption. b. legend. c. title. d. label. 10. The type of graphic frequently used to show whole/part relationships is a a. pie chart. b. bar graph. c. line graph. d. diagram.

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    3 Name Section Number right Date X 10 points = Score % CHAPTER 2 An Overview of the Writing Process (with Reading) Directions: Select the choice that best completes each statement. 1. Achieving success as a writer involves all of the following except a. attending all of your writing classes. b. developing a routine. c. giving yourself enough time to write. d. producing a perfect piece of work on your first try. 2. The first step in the writing process is to a. decide on a title. b. generate ideas to write about. c. write a draft. d. consider your audience. 3. The benefits of journal writing include all of the following except a. improving your writing through practice. b. keeping track of your thoughts and ideas. c. obtaining feedback from other members of your class. d. creating a good source of ideas for writing assignments. 4. Freewriting is a technique for generating ideas in which you a. write nonstop about a topic for a specified period of time. b. read and comment on the work of other students. c. make a list of everything you can think of that has to do with your topic. d. use diagrams or drawings to come up with ideas about a topic. 5. In the writing process, an idea map is used primarily to a. list your main points in the order in which you will present them. b. show how ideas are connected and which ideas are not relevant to your topic. c. check your spelling, punctuation, capitalization, and grammar. d. generate new ideas for topics.

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    4 6. A paragraph is defined as a. a group of sentences that expresses one main idea. b. a group of minor details that support a major detail. c. a collection of topics, ideas, and details. d. an author's opinion about a subject. 7. A a. n essay includes all of the following parts except an introductory paragraph. b. c. the body of the essay. a concluding paragraph. d. a summary. 8. Writing an effective first draft involves all of the following except a. experimenting with different ideas and ways of organizing them. b. correcting punctuation, spelling errors, or grammar. c. explaining your topic sentence or thesis statement using ideas from your list. d. changing your focus or starting over if your draft is not working out. 9. The last step in the writing process is a. proofreading. b. revising. c. drafting. d. mapping. 10. When considering your audience, you should ask: a. What format and tone are appropriate? b. What is your relationship with your audience? c. What does your audience already know about your topic? d. all of the above.

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    5 Name Section Number right Date X 10 points = Score % CHAPTER 3 Vocabulary: Working with Words Directions: Select the choice that best completes each statement. 1. The type of context clue that uses words and phrases such as means, is, and refers to is a. an example clue. b. a synonym clue. c. an inference clue. d. a definition clue. 2. The type of context clue that uses logic and reasoning skills is a. a contrast clue. b. an example clue. c. an inference clue. d. a definition clue. 3. Al l of the following statements about word parts are true except: a. b. A word is usually built upon at least one root. Words can only have one prefix. c. d. Some words have two suffixes. Words do not always have a prefix and a suffix. 4. The basic or core meaning of a word is carried in the word's a. prefix. b. suffix. c. root. d. context. 5. The suffix in the word employee means a. one who. b. capable of. c. possessing. d. quality.

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    6 6. The most complete information about each word in the English language is found in a. a thesaurus. b. a collegiate dictionary. c. a desk dictionary. d. an unabridged dictionary. 7. The etymology of a word is its a. history or origin. b. part of speech. c. plural form. d. definition. 8. A thesaurus is typically useful for all of the following situations except a. locating the precise term to fit a particular situation. b. learning the proper pronunciation of a word. c. replacing an overused or unclear word. d. conveying a different or more specific meaning. 9. The connotative meaning of a word refers to a. the standard, dictionary meaning of a word. b. a description that means the same thing for everyone. c. the feelings or associations that accompany a word. d. an author's attitude or opinion about a topic. 10. The sentence that contains a simile is: a. He realized too late that he had spilled the beans. b. The ladies’ room was located near the back of the store. c. The fire marched ominously toward the outskirts of town. d. Driving the country roads was like being on a roller coaster.

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    7 Name Section Number right Date X 10 points = Score % CHAPTER 4 Main Ideas and Topic Sentences Directions: Select the choice that best completes each statement. 1. The three basic elements of a paragraph are the topic, the main idea and the a. conclusion. b. supporting details. c. thesis statement. d. transitions. 2. The topic of a paragraph can be defined as the a. first sentence of the paragraph. b. subject of the paragraph. c. title of the paragraph. d. most specific idea in the paragraph. 3. Of the following terms, the most general one is a. biology. b. astronomy. c. science. d. geology. 4. The main idea of a paragraph is a. the most general statement the writer makes about the topic. b. often expressed in the topic sentence. c. explained by the rest of the paragraph. d. all of the above. 5. A good clue to the topic of a paragraph is the a. repeated use of a word. b. types of examples. c. way the paragraph is organized. d. first word in the paragraph.

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    8 6. To a. find the main idea of a paragraph, you should figure out the subject of the paragraph. b. c. locate the most general sentence. discover the one idea that ties all of the other details together. d. do all of the above. 7. In most paragraphs, the topic sentence is the a. first sentence. b. middle sentence. c. shortest sentence. d. longest sentence. 8. The problem with choosing a topic that is too broad is that a. your paragraph will seem skimpy. b. you will have barely enough to cover your topic. c. you will risk straying from your topic. d. you will have too much to say. 9. The best suggestion for writing an effective topic sentence is to a. make a direct announcement or statement of intent. b. place your topic sentence last in the paragraph. c. be sure your topic sentence is a complete thought. d. use a fragment to achieve a special effect. 10. The topic sentence “Many colleges have a study-abroad program” is not effective because it a. lacks a viewpoint. b. is too broad. c. is too narrow. d. is incomplete.

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    9 Name Section Number right Date X 10 points = Score % CHAPTER 5 Details, Transitions, and Implied Main Ideas Directions: Select the choice that best completes each statement. 1. The purpose of supporting details in a paragraph is to a. lead the reader from one idea to another. b. provide background information about the writer. c. suggest ideas not related to the topic sentence. d. prove or explain the main idea. 2. Another word for implied is a. stated. b. specific. c. suggested. d. summarized. 3. Minor details in a paragraph do all of the following except a. provide additional information. b. offer examples. c. further explain major details. d. directly explain or prove the main idea. 4. Writers use reasons as supporting details when they want to a. show how a concept is applied in a particular situation. b. explain why a thought or action is appropriate. c. help readers visualize a person, object, or event. d. list the steps or procedures in a process. 5. The first step in finding an implied main idea is to a. find the topic. b. locate any transitions. c. decide what you already know about that topic. d. identify key supporting details.

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    10 6. The type of transition that indicates the writer will show how the previous idea is similar to what follows is called a. enumeration. b. comparison. c. cause/effect. d. contrast. 7. A time sequence transition tells the reader that the writer is a. arranging ideas in order of importance. b. switching to a different idea than previously discussed. c. arranging ideas in the order in which they happened. d. continuing with the same idea and providing additional information. 8. Al l of the following transitions indicate cause/effect except a. b. because. therefore. c. d. consequently. however. 9. Supporting details that directly relate to or explain your topic sentence are considered a. relevant. b. sufficient. c. specific. d. varied. 10. A writer using the spatial arrangement presents details according to a. how items are placed or positioned. b. the order in which they happened. c. their order of importance. d. similarities or differences.

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    11 Name Section Number right Date X 10 points = Score % CHAPTER 6 Patterns of Organization: Chronological Order, Process, Narration, and Description Directions: Select the choice that best completes each statement. 1. Of the following patterns of organization, the only one that is not based on time sequence is a. chronological order. b. process. c. description. d. narration. 2. Writers use the process pattern to a. explain how something is done or how it works. b. describe events in order of importance. c. present events in the order in which they occurred. d. tell a story that makes a point. 3. To write an effective process paragraph, you should do all of the following except a. b. place your topic sentence first. include only essential steps. c. d. assume that your reader is familiar with your topic. use a consistent point of view. 4. Al l of the following transitions indicate a time sequence pattern except a. b. first. next. c. d. during. nearby. 5. Writers use the narrative pattern when they want to a. list a series of events. b. shape and interpret events to make a point. c. explain how something should operate. d. report an event without expressing feelings about it.

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