Title: Unit 3 Assessment - Form C
Course: Developmental English > Section: Unit 3: Discovering Implied Meaning

Q: Unit 3 Quiz 1186199 (Form C) Question 976512 - Objective(s) 3.6.1

Which sentence is in the past tense?
- I failed my driver’s test the first time I took it. (Correct. You identified the past tense sentence.)
- There will be driverless cars before too long. (Incorrect. This sentence is not past tense.)
- The bus is running 30 minutes late. (Incorrect. This sentence is not past tense.)
- When the weather is nice, I walk to work instead of driving. (Incorrect. This sentence is not past tense.)
A: I failed my driver’s test the first time I took it.

Q: Unit 3 Quiz 1186199 (Form C) Question 976560 - Objective(s) 3.6.1

Which sentence is not in the past tense?
- I fall every time I go skiing. (Correct. You identified the sentence that is not in the past tense.)
- Little Timmy has fallen into the well! (Incorrect. This sentence is in the past tense.)
- They fell in love at first sight. (Incorrect. This sentence is in the past tense.)
- The leaves were falling through the crisp autumn air. (Incorrect. This sentence is in the past tense.)
A: I fall every time I go skiing.

Q: Unit 3 Quiz 1186199 (Form C) Question 976596 - Objective(s) 3.6.2

Which sentence is in the present tense?
- With a trembling hand, she reaches into the mailbox for the letter from her dream college. (Correct. You identified the present tense sentence.)
- A faded postcard from Sweden and a tin of stale butter cookies were all that remained of those happy days with Sven. (Incorrect. This sentence is not present tense.)
- The post box was full, but Molly shoved her tax return in with all the others. (Incorrect. This sentence is not present tense.)
- I will drop these invitations in the mail on my way to work. (Incorrect. This sentence is not present tense.)
A: With a trembling hand, she reaches into the mailbox for the letter from her dream college.

Q: Unit 3 Quiz 1186199 (Form C) Question 976656 - Objective(s) 3.6.3

Which sentence is in the future tense?
- I will call you. (Correct. You identified the future tense sentence.)
- She isn’t answering her phone. (Incorrect. This sentence is not future tense.)
- Do you have my number? (Incorrect. This sentence is not future tense.)
- I left a message, but no one ever responded. (Incorrect. This sentence is not future tense.)
A: I will call you.

Q: Unit 3 Quiz 1186199 (Form C) Question 976704 - Objective(s) 3.6.3

Which sentence is in the future tense?
- Because of heavy snow, the park will close the road over the pass for the rest of the winter. (Correct. You identified the future tense sentence.)
- A few drivers honked and shouted, but most were willing to wait while all ten ducklings meandered over to the curb. (Incorrect. This sentence is not future tense.)
- The streets downtown were blocked off for the parade, so we went the long way around. (Incorrect. This sentence is not future tense.)
- As everyone rushed to follow the evacuation order, the highways out of town were soon at a standstill. (Incorrect. This sentence is not future tense.)
A: Because of heavy snow, the park will close the road over the pass for the rest of the winter.

Q: Unit 3 Quiz 1186199 (Form C) Question 976740 - Objective(s) 3.6.4

Fill in the blanks in the sentence below, choosing the verbs that make the sentence coherent.

We through the blueberry field, our mouths with more fruit than our baskets.
- wander / filling (Correct. You chose the verbs that make the sentence coherent.)
- are wandering / filled (Incorrect. These are not the verbs that make the sentence coherent.)
- wandered / will fill (Incorrect. These are not the verbs that make the sentence coherent.)
- will wander / filled (Incorrect. These are not the verbs that make the sentence coherent.)
A: wander / filling

Q: Unit 3 Quiz 1186199 (Form C) Question 976788 - Objective(s) 3.6.4

Fill in the blanks in the sentence below, choosing the verbs that make the sentence coherent.

We to the beach as soon as we our lunch.
- are going to walk / pack (Correct. You chose the verbs that make the sentence coherent.)
- walked / packs (Incorrect. These are not the verbs that make the sentence coherent.)
- walks / are packing (Incorrect. These are not the verbs that make the sentence coherent.)
- are walking / will pack (Incorrect. These are not the verbs that make the sentence coherent.)
A: are going to walk / pack

Q: Unit 3 Quiz 1186199 (Form C) Question 976800 - Objective(s) 3.7.1

Read the following sentence:

The Bill of Rights to the U.S. Constitution in 1791.

Choose the words that make the sentence coherent.
- was added (Correct. You chose the words that make the sentence coherent.)
- will be added (Incorrect. These words do not make the sentence coherent.)
- were added (Incorrect. These words do not make the sentence coherent.)
- are added (Incorrect. These words do not make the sentence coherent.)
A: was added

Q: Unit 3 Quiz 1186199 (Form C) Question 976838 - Objective(s) 3.7.1

Read the following sentence:

I vacuum every day because two cats and a dog a lot of fur!

Choose the word that makes the sentence coherent.
- shed (Correct. You chose the word that makes the sentence coherent.)
- sheds (Incorrect. This word does not make the sentence coherent.)
- shedding (Incorrect. This word does not make the sentence coherent.)
- shedded (Incorrect. This word does not make the sentence coherent.)
A: shed

Q: Unit 3 Quiz 1186199 (Form C) Question 1061583 - Objective(s) 3.1.1

Read this excerpt from a passage.

Research has suggested working more than fifteen hours a week during the school year can negatively affect your grades. However, the benefits of joining the workforce far outweigh any drawbacks. So, fill out those applications, but be mindful of your time and academic priorities so you can find the right balance between your new job and school.

What is the author’s point of view in the excerpt?
- second person (Correct. You identified the author's point of view in the excerpt.)
- third-person limited (Incorrect. This is not the author's point of view in the excerpt.)
- third-person omniscient (Incorrect. This is not the author's point of view in the excerpt.)
- first person (Incorrect. This is not the author's point of view in the excerpt.)
A: second person

Q: Unit 3 Quiz 1186199 (Form C) Question 1061643 - Objective(s) 3.1.2

Read this excerpt from a passage.

Usually we hang out at Jerome’s or Dylan’s house. Jerome’s parents work long hours. So at Jerome’s house it’s just us guys hanging out in his den and playing video games. Jerome calls the den “his castle,” and I believe him, too, because when we’re at his house, we’re left alone to play video games, watch TV, and eat pizza out of the box without any interference from his family.

At my house . . . well, let’s just say that life at my house is a lot livelier. Some might describe it as hectic or chaotic. My mother likes to call it spirited; my father says it is boisterous. My abuela (grandmother) who lives with us says our house is like a little bit of Puerto Rico in the middle of Illinois.

What is the cultural context of this passage?
- The reading takes place in modern times. The setting is in the American Midwest. The narrator is teenager and his heritage is Puerto Rican. (Correct. You identified the cultural context of this passage.)
- The reading takes place in modern times. The setting is in Puerto Rico. The narrator is left alone to play video games. (Incorrect. This is not the cultural context of this passage.)
- The reading takes place in modern times. The setting is a lively village in Puerto Rico. The narrator lives in a castle. (Incorrect. This is not the cultural context of this passage.)
- The reading takes place in the future. The setting is the narrator's abuela's house, which is in the American South. (Incorrect. This is not the cultural context of this passage.)
A: The reading takes place in modern times. The setting is in the American Midwest. The narrator is teenager and his heritage is Puerto Rican.

Q: Unit 3 Quiz 1186199 (Form C) Question 1061751 - Objective(s) 3.3.2

Read this passage.

A total solar eclipse occurs when the moon passes completely in front of the sun. There are five phases of a total solar eclipse. During the first phase, the partial eclipse phase, the moon begins to pass in front of the sun, blocking a fraction of it. Second, the total eclipse phase begins and the moon blocks the light from the sun when viewed from a specific location. The third phase, called the totality, is the specific point when the moon completely covers the sun. In this phase, the sky becomes dark as the umbra, or complete shadow of the moon, totally hides the sun's rays, bathing the earth in darkness. In one of the most dramatic elements of a total solar eclipse, the sun's corona, or upper atmosphere, shines all around the moon, which appears black against the fiery halo of the corona. During the fourth phase, the total eclipse ends when the moon begins to move away from the sun and the sky lightens. Finally, in the fifth phase, the moon moves completely out of line with the sun and the eclipse ends.

Which of the following is a major supporting detail in the one paragraph essay above?
- The third phase, called the totality, is the specific point when the moon completely covers the sun. (Correct. You identified the sentence that is a major supporting detail.)
- A total solar eclipse occurs when the moon passes completely in front of the sun. (Incorrect. This is not a major supporting detail.)
- In this phase, the sky becomes dark as the umbra, or complete shadow of the moon, totally hides the sun's rays, bathing the earth in darkness. (Incorrect. This is not a major supporting detail.)
- In one of the most dramatic elements of a total solar eclipse, the sun's corona, or upper atmosphere, shines all around the moon, which appears black against the fiery halo of the corona. (Incorrect. This is not a major supporting detail.)
A: The third phase, called the totality, is the specific point when the moon completely covers the sun.

Q: Unit 3 Quiz 1186199 (Form C) Question 1061799 - Objective(s) 3.3.3

Read this paragraph.

A total solar eclipse occurs when the moon passes completely in front of the sun. There are five phases of a total solar eclipse. During the first phase, the partial eclipse phase, the moon begins to pass in front of the sun, blocking a fraction of it. Second, the total eclipse phase begins and the moon blocks the light from the sun when viewed from a specific location. The third phase, called the totality, is the specific point when the moon completely covers the sun. In this phase, the sky becomes dark as the umbra, or complete shadow of the moon, totally hides the sun's rays, bathing the earth in darkness. In one of the most dramatic elements of a total solar eclipse, the sun's corona, or upper atmosphere, shines all around the moon, which appears black against the fiery halo of the corona. During the fourth phase, the total eclipse ends when the moon begins to move away from the sun and the sky lightens. Finally, in the fifth phase, the moon moves completely out of line with the sun and the eclipse ends.

Which of the following is a minor supporting detail in the one paragraph essay above?
- In this phase, the sky becomes dark as the umbra, or complete shadow of the moon, totally hides the sun's rays, bathing the earth in darkness. (Correct. You identified the sentence that is a minor supporting detail.)
- A total solar eclipse occurs when the moon passes completely in front of the sun. (Incorrect. This is not a minor supporting detail.)
- There are five phases of a total solar eclipse. (Incorrect. This is not a minor supporting detail.)
- Finally, in the fifth phase, the moon moves completely out of line with the sun and the eclipse ends. (Incorrect. This is not a minor supporting detail.)
A: In this phase, the sky becomes dark as the umbra, or complete shadow of the moon, totally hides the sun's rays, bathing the earth in darkness.

Q: Unit 3 Quiz 1186199 (Form C) Question 1061871 - Objective(s) 3.4.1

Read this paragraph.

Introversion and extroversion are personality types that are defined by where a person receives their energy. Introverts gain energy from spending quiet time alone. Extroverts gather energy from spending time with others in stimulating environments. Employees who are introverts have special talents. Creating new ideas, thinking through problems, paying attention to detail, and the ability to focus are natural skills for many introverts. Extroverts tend to be assertive, take risks, and enjoy working with others. Introverts, with their abilities to think deeply and listen well, can bring balance to those strengths. Extroverts tend to be better leaders of passive employees who need their energy and motivation. Conversely, introverts excel at leading proactive employees who have big ideas because they can help them think through their plans and carry them out effectively. Where extroverts may act first and think second, introverts prefer to think things through completely and then take action. When employers recognize the value of the work styles of both introverts and extroverts, their businesses benefit.

What is the implied main idea?
- Introverts and extroverts both bring valuable, yet different, skills to the workplace. (Correct. You identified the implied main idea.)
- Introverts have more valuable work skills than extroverts. (Incorrect. This is not the implied main idea.)
- Introverts and extroverts may find it difficult to work together since they have different skill sets. (Incorrect. This is not the implied main idea.)
- Extroverts gather their energy from spending time with others. (Incorrect. This is not the implied main idea.)
A: Introverts and extroverts both bring valuable, yet different, skills to the workplace.

Q: Unit 3 Quiz 1186199 (Form C) Question 1196418 - Objective(s) 3.8.1

What is the meaning of the word perturbed in the following sentence?

Celeste and her sister were perturbed and frustrated that the package took so long to arrive.
- upset (Correct. You have identified the keywords that help define the word perturbed.")
- excited (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
- careless (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
- terrified (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
A: upset

Q: Unit 3 Quiz 1186199 (Form C) Question 1196454 - Objective(s) 3.8.1

What does the word impetuous mean in the following sentence?

While Tony was an impetuous race car driver and stunt man, his brother Kyle was a cautious businessman with a steady job.
- reckless (Correct. You have identified the keywords that help define the word impetuous.)
- cruel (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
- boring (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
- careful (Incorrect. Context clues can be used to determine the meaning of an unknown word. One way to use context clues is to think about the meanings of the words near or describing the unknown word.)
A: reckless

Q: Unit 3 Quiz 1186199 (Form C) Question 1196490 - Objective(s) 3.9.1

Use this dictionary entry to answer the question.

se- (prefix): apart

After months of irreconcilable differences between the two company partners, the lead partner decided secession was necessary.

What does the word secession mean in the sentence?
- separation (Correct. You have identified the meaning of secession using the prefix se- as a clue to determine the definition.)
- collaboration (Incorrect. You can use word parts, in this case the prefix se-, to help define the word.)
- reconciliation (Incorrect. You can use word parts, in this case the prefix se-, to help define the word.)
- destruction (Incorrect. You can use word parts, in this case the prefix se-, to help define the word.)
A: separation

Q: Unit 3 Quiz 1186199 (Form C) Question 1196556 - Objective(s) 3.9.1

Use this dictionary entry to answer the question.

ten: hold

The school launched a marketing campaign to increase their retention rate.

Based on the dictionary entry, what does a school retention rate measure?
- The number of students who keep attending the school (Correct. You have identified the meaning of retention using the dictionary definition as a clue to determine the definition.)
- The number of students who are enrolled in a degree-seeking program (Incorrect. You can use word parts, in this case ten, to help define the word.)
- The number of students who drop out after one semester (Incorrect. You can use word parts, in this case ten, to help define the word.)
- The number of students who transfer to a four-year university (Incorrect. You can use word parts, in this case ten, to help define the word.)
A: The number of students who keep attending the school

Q: Unit 3 Quiz 1186199 (Form C) Question 1196592 - Objective(s) 3.5.1

Read the following sentences:

I was driving my car down Main Street when a car came driving up Main Street in the opposite direction that I was driving in the same lane.
I swerved my car but the other car hit my car anyway.
When the police came, the driver of the other car told the police that the car accident was all my fault.
The police could tell that the driver of the other car had been drinking before their car hit my car.
The police arrested the driver of the car that caused the car accident.

Combine these sentences together into one paragraph, using referents to create better coherence and flow.

Q: Unit 3 Quiz 1186199 (Form C) Question 1196596 - Objective(s) 3.5.2

Read the following sentences:

Learning to drive is intimidating.
Learning to drive safely takes practice.
A safe driver drives carefully but not nervously.
A good driver learns to anticipate what will happen next.
Drivers need to be prepared for surprises like road hazards and sudden moves from other drivers.

Combine these sentences together into one paragraph, using transitions to create coherence and flow.