Practice STAAR

Read the next two selections and answer the questions that follow.

Hunger for Books

by Scott Russell Sanders

1 I visited the library once a week, first with my mother, and then, when Sandra learned to drive, with my
sister, and eventually on my own. Early on, I chose my weekly reading downstairs, where the children’s
books called to me from the midst of banners, mobiles, stuffed animals, and model dinosaurs. Perhaps
because of those models, at first I imagined that all of these books had been made ages ago, like fossils, and
that all of the people who wrote them had long since died, and that authors, like dinosaurs, were now
extinct.

2 Then on one of my visits I noticed a shelf labeled “New Books.” Curious, I drew out a shiny volume,
opened it gingerly, heard the stiff spine creak, ran my fingers over the unblemished pages, lowered my
nose to smell the fresh glue and ink. Then I opened another and another. They were indeed brand new. But
where had they come from? When I asked the librarian, she explained that authors, unlike dinosaurs, were
far from extinct. In fact, she said, thousands of new books were published every year. At that moment,
standing in the children’s room of the library in Ravenna, Ohio, I realized that if there were still people
writing such fresh and fragrant books, then maybe one day I could write some as well.

3 All these years later, after making more than twenty books of my own, I still feel the miraculous power in
language, whether written or spoken, the same power I felt when I sang a train into motion and I learned
the name of snake and Sandra taught me the alphabet on the screened porch of our farmhouse in Memphis.
How extraordinary, that a few sounds or a few squiggles can rouse up people and voices and landscapes in
our minds! Like sunshine, like the urgency of spring, like bread, language is so familiar that we easily forget
what an amazing gift it is.

4 Today, using a library that contains millions of volumes, I recognize that my childhood library in Ohio,
which seemed so enormous, was actually quite small. It seemed enormous to me because, week by week,
year by year, I passed through those library doors into the great world of human thought and art and
story. Reading the books I found there, I went on adventures; I dived under the sea and climbed
mountains; I met explorers and baseball players and scientists; I learned the names of rocks and birds and
butterflies; I learned how to build log cabins, how to launch model rockets, how to trap muskrats; I roved
through the past and all over the earth and even beyond the earth; I studied the planets and the stars; I
dreamed my way to the beginnings of time and to the ends of the universe.

5 A library is a storehouse, preserving what humans have learned, generation by generation, in every
land, but it is a storehouse with doors and windows and hallways opening outward to the vast, sprawling,
worldwide treasure trove of human knowledge. Surely this is what most clearly distinguishes us as a
species, the ability to accumulate knowledge and to pass it on. We pass it on by word of mouth, we pass it
on by example, we pass it on in films and tapes and disks, in magazines and newspapers, but above all we
pass it on in books.

6 Libraries have become, of course, much more than houses for books. They’ve become knots in the global
web of information. However, in this age of new devices for storing and transmitting knowledge—from
videotapes to CD-ROMs, from cable television to the Internet—I’m still devoted to the humble book. A
book requires no electricity. It is portable, made for the hand and pocket. It invites but does not demand
our attention, and it leaves us time to think. We can enter or leave a book just as we choose, and we can
interrupt our reading to burp a baby or pay a bill or ponder a cloud. A good book appeals to what is best in
us, without trying to sell us anything. Books may become dated, of course, yet never because of some shift
in technology or because their parts wear out, and the best of them are more durable than any
manufactured product.

7 I’m not foolish enough to believe that books will survive merely because I love them, or because I write
them, or because they’ve shaped my life. By comparison with films or videos or computer bulletin boards,
a good book requires more from us in the way of intelligence and imagination and memory, and that makes
it vulnerable to its glitzy competitors; but a book also rewards us more abundantly. The best books invite
us to share in a sustained, complex, subtle effort to make sense of things, to understand some portion of
our humanity and our universe. As long as there are people hungry for such understanding, there will be

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 people hungry for books. My own hunger set in long before I could read, back when ink marks on the page
were still an impenetrable mystery, and yet even now, after devouring so many thousands of books, I am
as ravenous as ever.

“Hunger for Books” © 1999 by Scott Russell Sanders, from his book The Country of Language (Milkweed
Editions, 1999); reprinted by permission of the author

The Low-Tech Appeal of Little Free Libraries

by Margret Aldrich
The Atlantic
July 27, 2014

The “take a book, return a book” boxes are catching on even in places where Kindles and brick-
and-mortar libraries abound.

1 When a 36-year-old bibliophile in Daegu, South Korea, sat down at his computer and googled the word
“library,” he didn’t expect to find anything particularly noteworthy. But as DooSun You scrolled through
the results, an appealingly anti-tech concept popped up.

2 The Internet led him to Little Free Libraries—hand-built boxes where neighbors can trade novels,
memoirs, comics, and cookbooks, and connect with each other in the process.

3 The little libraries immediately appealed to DooSun. “Reading books is one of the most valuable things in
my life. I think a book is equal to a treasure,” he says. “I hoped to share that feeling with my neighbors—

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 that’s the reason I wanted a Little Free Library.” The website showed pictures of the diminutive structures
standing in front yards, on city curbs, and alongside country roads all over the world, along with their GPS
locations. “The Little Free Library map was a treasure map,” he says.

4 Soon after his online discovery, DooSun built a Little Free Library—the first one in South Korea—in front
of his apartment building. Then he built a second at a different spot. Then a third. Slowly, his “take a book,
return a book” libraries began bringing people together, garnering book donations and handwritten notes
of thanks from strangers. He now pastes a QR code on the front of each library, so passersby can use their
smartphones to learn more about them, and he regularly exchanges emails with others who want to build
their own. He recently started a Facebook group where other Little Free Library stewards throughout Asia
can swap ideas and experiences—as easily as visitors to their libraries swap physical books.

5 In 2009, Todd Bol built the first Little Free Library in the Mississippi River town of Hudson, Wisconsin,
as a tribute to his mother—a dedicated reader and former schoolteacher. When he saw the people of his
community gathering around it like a neighborhood water cooler, exchanging conversation as well as
books, he knew he wanted to take his simple idea farther.

6 “We have a natural sense of wanting to be connected, but there are so many things that push us apart,”
Bol says. “I think Little Free Libraries open the door to conversations we want to have with each other.”

7 Since then, his idea has become a full-fledged movement, spreading from state to state and country to
country. There are now 18,000 of the little structures around the world, located in each of the 50 states
and in 70 countries—from Ukraine to Uganda, Italy to Japan. They’re multiplying so quickly, in fact, that
the understaffed and underfunded nonprofit struggles to keep its world map up to date.

8 Khalid and Yasmin Ansari, who live in Qatar, say they get a special satisfaction out of seeing their six-
year-old son Umayr’s Little Free Library represented on the website. “When looking at the LFL world
map,” says Khalid, “you almost feel obliged to have one in the neighborhood to fill the gap. It’s like doing
your part in your part of the world.”

9 In some places, Little Free Libraries are filling a role usually served by brick-and-mortar libraries; the
organization’s Books Around the Block program, for example, aims to bring LFLs to places where kids and
adults don’t have easy access to books. In North Minneapolis, an area more often in the news for shootings
than community engagement, the Books Around the Block initiative set up 40 of the little libraries. Two
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 hundred more sprung up shortly thereafter.

10 Last year, Sarah Maxey of Winston-Salem, North Carolina, discovered Little Free Libraries when
browsing the crowdfunding site Kickstarter. She was then inspired to launch her own LFL Kickstarter
campaign. The response was enthusiastic: By the time the campaign ended, Maxey had raised more than
$10,000 for her cause—enough money to build dozens (and dozens) of little libraries.

11 “What happens is, you start the momentum, and then the community—the Lions Club, the Rotary, the
churches, the neighbors—steps up and builds more. It just keeps going,” Bol says.

12 Individual stewards are using their Little Free Libraries in altruistic ways, too. Tina Sipula of Clare
House, a food pantry in Bloomington, Illinois, does more than distribute groceries; she distributes books
via an on-site Little Free Library. As she points out, homeless people don’t have addresses—which means
they can’t get public library cards. Linda Prout was instrumental in bringing dozens of Little Free Libraries
to New Orleans after Hurricane Katrina, and Lisa Heydlauff of Bihar, India, is working to bring a thousand
Little Free Libraries to girls’ schools in her country, filling them with books that teach business and
entrepreneurial skills.

13 “Little Free Libraries create neighborhood heroes,” says Bol. “That’s a big part of why it’s succeeding.”

14 Though they owe their spread largely to the Internet, Little Free Libraries often serve as an antidote to
a world of Kindle downloads and data-driven algorithms. The little wooden boxes are refreshingly physical
—and human. When you open the door, serendipity (and your neighbors’ taste) dictates what you’ll find.
The selection of 20 or so books could contain a Russian novel, a motorcycle repair manual, a Scandinavian
cookbook, or a field guide to birds.

15 For many people—particularly in more affluent areas where libraries abound—this sense of discovery is
an LFL’s main appeal. A girl walking home from school might pick up a graphic novel that gets her excited
about reading; a man on his way to the bus stop might find a volume of poetry that changes his outlook on
life. Every book is a potential source of inspiration.

© 2014 by The Atlantic Media Co., as first published in The Atlantic Magazine. All rights reserved.

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 Distributed by Tribune Content Agency, LLC.

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1 Which sentence best states the main idea of the selection?
A Building Little Free Libraries was appealing to DooSun You of South Korea because books are a
treasure in his life that he wanted to share with his neighbors.
B Hundreds of Little Free Libraries have been built with funds collected by people who have started
fundraising campaigns on the Internet.
C Little Free Libraries are growing in popularity around the world because they bring neighbors
together and make books more accessible.
D Little Free Libraries are small wooden boxes that hold a wide variety of books that appeal to many
different types of people.

2 From paragraph 14, the reader can infer that the author —
F enjoys reading books by international authors
G appreciates the opportunity for discovery provided by Little Free Libraries
H thinks e-books fail to offer the same variety of topics as printed books do
J understands the limitations of Little Free Libraries

3 In cultures around the world, the Little Free Libraries are —

A replacing brick-and-mortar libraries
B influencing people in positive ways
C stocked with books from large libraries
D supported by local governments

4 By discussing the various people who use Little Free Libraries, the author —
F emphasizes the international appeal of Little Free Libraries
G presents opinions that contradict her own
H provides support from researchers who have studied Little Free Libraries
J clarifies the meanings of terms she uses

5 While “Hunger for Books” emphasizes the personal experience of reading, “The Low-Tech Appeal of Little
Free Libraries” —
A presents the perspectives of librarians and reading specialists
B depicts reading as an activity that is difficult but rewarding
C suggests that reading is an activity that unites entire communities
D reveals the differences in reading preferences around the world

6 Both the traditional libraries described in “Hunger for Books” and the Little Free Libraries in the other
article are described as —
F havens for people who do not like modern technology
G repositories of knowledge that offer opportunities for discovery
H popular local meeting places where people work together
J places that are inexpensive to establish and operate

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7 Which quotation from “The Low-Tech Appeal of Little Free Libraries” best supports the message of
“Hunger for Books”?
A In some places, Little Free Libraries are filling a role usually served by brick-and-mortar
libraries; the organization’s Books Around the Block program, for example, aims to bring LFLs
to places where kids and adults don’t have easy access to books.
B “I hoped to share that feeling with my neighbors—that’s the reason I wanted a Little Free
Library.”
C “We have a natural sense of wanting to be connected, but there are so many things that
push us apart,” Bol says. “I think Little Free Libraries open the door to conversations we
want to have with each other.”
D “Reading books is one of the most valuable things in my life. I think a book is equal to a
treasure,” he says.

8 Read this sentence from paragraph 2 of “Hunger for Books.”

Which quotation from “The Low-Tech Appeal of Little Free Libraries” expresses a similar sentiment?
F When he saw the people of his community gathering around it like a neighborhood water cooler,
exchanging conversation as well as books, he knew he wanted to take his simple idea farther.
G But as DooSun You scrolled through the results, an appealingly anti-tech concept popped up.
H “Little Free Libraries create neighborhood heroes,” says Bol.
J When you open the door, serendipity (and your neighbors’ taste) dictates what you’ll find.

9 Read these quotations from the two selections.

Both of these quotations support the idea that people value —

A communities that welcome diversity
B the chance to share experiences with others
C making the world a better place
D the opportunity to learn something new

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10 The author organizes the selection by —
F presenting individual experiences from people around the world to provide a positive account of
Little Free Libraries
G comparing Little Free Libraries to brick-and-mortar libraries
H providing a chronological account of the development of Little Free Libraries
J discussing the advantages and disadvantages of building Little Free Libraries in areas that have
experienced natural disasters

11 Which inference about Little Free Libraries from the article does the map support?
A They provide low-tech entertainment.
B They appeal primarily to children.
C They benefit local communities.
D They offer an unusual selection of books.

12 The author uses parentheses in paragraphs 10 and 14 to —

F simplify difficult concepts in the article
G insert her own asides into the article
H provide a counterargument to the article
J add credibility to the article

13 In paragraph 12, people who act in altruistic ways are —

A selfless
B persistent
C resourceful
D dignified

14 Read this sentence from paragraph 5.

The author uses a metaphor in this sentence to —

F describe the welcoming architecture and practical layout of libraries
G highlight the way libraries continually update their collections
H emphasize the role libraries play in collecting and sharing information
J show the way libraries encourage patrons to learn in different ways

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15 Which word from paragraph 7 is closest in meaning to “weak”?
A subtle
B impenetrable
C sustained
D vulnerable

16 Paragraph 7 highlights the author’s message by suggesting that books —

F will eventually be replaced by other media
G offer something deeper than other forms of entertainment
H are more appealing to people with academic backgrounds
J provide people with knowledge not available elsewhere

17 What is the author’s tone in this essay?

A Determined
B Passionate
C Remorseful
D Humorous

18 How does paragraph 6 contribute to the author’s message?

F It presents his argument for replacing libraries with modern technology.
G It offers a solution to the problem of books becoming outdated.
H It details the advantages of books to support his belief about their value
J It explores whether the best source of knowledge is the Internet or libraries.

19 The author uses similes at the end of paragraph 3 to highlight —

A that common things can be taken for granted
B the various ways that language affects people
C the impact of childhood memories on learning
D how children’s books affected the author

20 The author uses descriptive examples in paragraph 4 to —

F emphasize that libraries contain many types of books
G differentiate between childhood expectations and adult experiences
H illustrate the power that books have to expand the imagination
J reflect on the ways that libraries have changed over the years

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 Simon is planning to submit the following paper to his school newspaper. Read Simon’s paper and
look for any revisions he should make. Then answer the questions that follow.

​Should Bicyclists Be Required to Register and License Their Bikes?

(1) We are fortunate to live in a city that encourages bicycling as a means of transportation. (2) In recent
years our local government has promoted bicycling by improving bike lanes and increasing the number of
them. (3) On the other hand, more people are choosing to cycle instead of drive. (4) The growing number
of cyclists, however, brings this question to mind: should bicyclists be required to share the
responsibilities of the road? (5) Automobile drivers have to take competency tests, follow established
regulations, and accept penalties for breaking rules. (6) The city enforces accountability by requiring
drivers to register and license their vehicles. (7) Bicyclists who use public roadways should be held
accountable, too.

(8) Let’s look at what sharing the road entails. (9) For one thing, it should involve cost sharing. (10) Auto
registration and license fees are used, in part, for building and maintaining roadways. (11) It seems only
reasonable to ask bicyclists to contribute to transportation funding as well.

(12) More importantly, sharing the road includes accountability. (13) Most commuters are courteous.
(14) Unfortunately, however, there are some irresponsible people out there. (15) When drivers ignore the
rules of the road, the police and other motorists have the opportunity to identify them by their license
plate number and report their offenses. (16) This isn’t true for bicyclists. (17) I’ve seen riders whack cars as
they pull alongside them. (18) I’ve seen bicyclists dart between lanes. (19) In my part of town, some bikers
even ignore red lights and stop signs. (20) Because they show no identification, they feel protected by
anonymity. (21) What good would it do to report to the police “I saw a guy on a red bike blow through the
stoplight”? (22) I think the simple act of making bicyclists identifiable would encourage safer, more
responsible riding.

(23) When people accept responsibility—and yes, put out a little money—they gain a stake in things, a
feeling of ownership. (24) Bicycle registration fees could be modest, and the method for displaying a
license number could be simple. (25) But requiring cyclists to fulfill these requirements would emphasize
their responsibility in sharing the road.

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 (26) Of course, I’ve heard arguments against asking cyclists to register and license their bikes. (27) But I
think most of them can be addressed. (28) For example, some people might say, “Little kids ride bikes. (29)
Would you require a six-year-old rider to take a test and pay a fee?” (30) Obviously, the city could
determine an age when cycling would be considered a “means of transportation on public roads.” (31) The
regulations would apply and be enforced in only those situations. (32) Other people argue that bicycle fees
are unfair because bikes don’t damage the roadways as cars do.

(33) Research shows that many U.S. cities and towns now mandate bike registration and licensing. (34)
A statute from one California town states that “the laws regulating bicycles have a dual purpose, antitheft
and safety.” (35) It notes that the licensing program not only promotes safety but is also a “deterrence to
theft” and a means of enhancing “apprehension and conviction of the responsible person.”

(36) As a bike commuter myself, I listen when motorists complain about riders who flout the rules of the
road. (37) I’m eager to see more bicyclists on the road, but I’m hoping for riders who take their
responsibilities seriously.

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21 Simon needs a sentence to help close his paper. Which sentence could be added to the very end of this
paper to help bring it to an effective conclusion?
A If you own or have access to a bicycle, it might just be the perfect time for you to start riding it to
school or work.
B Bicycling is clearly the most effective form of transportation, and we should encourage all riders to
participate actively.
C I’m convinced that requiring bicyclists to register and license their bikes would result in safer
streets and happier travels for all.
D In closing, it’s time for us to add some rules and regulations that all bicyclists will be able to follow
and that motorists will appreciate.

22 Simon needs to respond to an argument he has suggested that people will make. Which of the following
could come after sentence 32 and best accomplish this goal?
F With that said, it wouldn’t be fair to ask bicyclists to pay to use the roadways.
G Bicyclists just want a place to be certain that they can ride on the roads safely.
H Bikes don’t create potholes, and they don’t leave grease and gas marks.
J This is true, so I would suggest that bike fees be significantly lower than automobile fees.

23 Which of these sentences could best follow and support sentence 13?
A They consider others, and they recognize and follow rules.
B This means that these commuters are usually polite and nice.
C People don’t think about how their actions make others feel.
D The next time you’re on the road, pay attention to those around you.

24 Simon’s paper needs a position statement. Which of these sentences could best follow sentence 7 and
state the position that Simon is taking in this paper?
F It’s time to require cyclists to register and license their bikes.
G If they’re going to use public roadways, they should own them, too.
H They’re drivers and should be given the respect that they deserve.
J We have many bicyclists on the roadways of our town.

25 Simon has used an ineffective transition in sentence 3. Which word or phrase could best replace On the
other hand in this sentence?
A Similarly
B Specifically
C In the end
D As a result

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26 Simon needs a sentence to help close his paper. Which sentence could be added to the very end of this
paper to help bring it to an effective conclusion?
F If you own or have access to a bicycle, it might just be the perfect time for you to start riding it to
school or work.
G Bicycling is clearly the most effective form of transportation, and we should encourage all riders to
participate actively.
H I’m convinced that requiring bicyclists to register and license their bikes would result in safer
streets and happier travels for all.
J In closing, it’s time for us to add some rules and regulations that all bicyclists will be able to follow
and that motorists will appreciate.

27 Simon needs to respond to an argument he has suggested that people will make. Which of the following
could come after sentence 32 and best accomplish this goal?
A With that said, it wouldn’t be fair to ask bicyclists to pay to use the roadways.
B Bicyclists just want a place to be certain that they can ride on the roads safely.
C Bikes don’t create potholes, and they don’t leave grease and gas marks.
D This is true, so I would suggest that bike fees be significantly lower than automobile fees.

28 Which of these sentences could best follow and support sentence 13?
F They consider others, and they recognize and follow rules.
G This means that these commuters are usually polite and nice.
H People don’t think about how their actions make others feel.
J The next time you’re on the road, pay attention to those around you.

29 Simon’s paper needs a position statement. Which of these sentences could best follow sentence 7 and
state the position that Simon is taking in this paper?
A It’s time to require cyclists to register and license their bikes.
B If they’re going to use public roadways, they should own them, too.
C They’re drivers and should be given the respect that they deserve.
D We have many bicyclists on the roadways of our town.

30 Simon has used an ineffective transition in sentence 3. Which word or phrase could best replace On the
other hand in this sentence?
F Similarly
G Specifically
H In the end
J As a result

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 Read the selection and choose the best answer to each question. Then fill in the answer on
your answer document.

Losing Is Good for You

by Ashley Merryman
The New York Times
September 24, 2013

1 As children return to school this fall and sign up for a new year’s worth of extracurricular activities,
parents should keep one question in mind. Whether your kid loves Little League or gymnastics, ask the
program organizers this: “Which kids get awards?” If the answer is, “Everybody gets a trophy,” find
another program.

2 Trophies were once rare things—sterling silver loving cups bought from jewelry stores for truly special
occasions. But in the 1960s, they began to be mass-produced, marketed in catalogs to teachers and
coaches, and sold in sporting-goods stores.

3 Today, participation trophies and prizes are almost a given, as children are constantly assured that they
are winners. One Maryland summer program gives awards every day—and the “day” is one hour long. In
Southern California, a regional branch of the American Youth Soccer Organization hands out roughly
3,500 awards each season—each player gets one, while around a third get two. Nationally, A.Y.S.O. local
branches typically spend as much as 12 percent of their yearly budgets on trophies.

4 It adds up: trophy and award sales are now an estimated $3 billion-a-year industry in the United States
and Canada.

5 Po Bronson and I have spent years reporting on the effects of praise and rewards on kids. The science is
clear. Awards can be powerful motivators, but nonstop recognition does not inspire children to succeed.
Instead, it can cause them to underachieve.

6 Carol Dweck, a psychology professor at Stanford University, found that kids respond positively to praise;
they enjoy hearing that they’re talented, smart and so on. But after such praise of their innate abilities,
they collapse at the first experience of difficulty. Demoralized by their failure, they say they’d rather cheat
than risk failing again.

7 In recent eye-tracking experiments by the researchers Bradley Morris and Shannon Zentall, kids were
asked to draw pictures. Those who heard praise suggesting they had an innate talent were then twice as
fixated on mistakes they’d made in their pictures.

8 By age 4 or 5, children aren’t fooled by all the trophies. They are surprisingly accurate in identifying who
excels and who struggles. Those who are outperformed know it and give up, while those who do well feel
cheated when they aren’t recognized for their accomplishments. They, too, may give up.

9 It turns out that, once kids have some proficiency in a task, the excitement and uncertainty of real
competition may become the activity’s very appeal.

10 If children know they will automatically get an award, what is the impetus for improvement? Why
bother learning problem-solving skills, when there are never obstacles to begin with?

11 If I were a baseball coach, I would announce at the first meeting that there would be only three awards:
Best Overall, Most Improved and Best Sportsmanship. Then I’d hand the kids a list of things they’d have to
do to earn one of those trophies. They would know from the get-go that excellence, improvement,
character and persistence were valued.

12 It’s accepted that, before punishing children, we must consider their individual levels of cognitive and
emotional development. Then we monitor them, changing our approach if there’s a negative outcome.
However, when it comes to rewards, people argue that kids must be treated identically: everyone must

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 always win. That is misguided. And there are negative outcomes. Not just for specific children, but for
society as a whole.

13 In June, an Oklahoma Little League canceled participation trophies because of a budget shortfall. A
furious parent complained to a local reporter, “My children look forward to their trophy as much as
playing the game.” That’s exactly the problem, says Jean Twenge, author of Generation Me.

14 Having studied recent increases in narcissism and entitlement among college students, she warns that
when living rooms are filled with participation trophies, it’s part of a larger cultural message: to succeed,
you just have to show up. In college, those who’ve grown up receiving endless awards do the requisite
work, but don’t see the need to do it well. In the office, they still believe that attendance is all it takes to get
a promotion.

15 In life, “you’re going to lose more often than you win, even if you’re good at something,” Ms. Twenge
told me. “You’ve got to get used to that to keep going.”

16 When children make mistakes, our job should not be to spin those losses into decorated victories.
Instead, our job is to help kids overcome setbacks, to help them see that progress over time is more
important than a particular win or loss, and to help them graciously congratulate the child who succeeded
when they failed. To do that, we need to refuse all the meaningless plastic and tin destined for landfills. We
have to stop letting the Trophy-Industrial Complex run our children’s lives.

17 This school year, let’s fight for a kid’s right to lose.

From the New York Times, September 24, 2013. © 2013 the New York Times . All rights reserved. Used
by permission and protected by the copyright laws of the United States. The printing, copying,
redistribution, or retransmission of this content without express written permission is prohibited.

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31 In paragraph 9, the word proficiency means —
A curiosity
B investment
C expertise
D discipline

32 Which interpretation of the cartoon best supports the author’s position in the article?
F The boy is excited about winning a competition.
G The boy would like to win more trophies for his collection.
H The boy wants to improve his skills so that he will continue to win.
J The boy is used to getting trophies simply for participating in activities.

33 Which quotation challenges the idea that children need constant praise?
A Carol Dweck, a psychology professor at Stanford University, found that kids respond
positively to praise; they enjoy hearing that they’re talented, smart and so on.
B Today, participation trophies and prizes are almost a given, as children are constantly
assured that they are winners.
C In recent eye-tracking experiments by the researchers Bradley Morris and Shannon Zentall,
kids were asked to draw pictures.
D In life, “you’re going to lose more often than you win, even if you’re good at something,”
Ms. Twenge told me. “You’ve got to get used to that to keep going.”

34 Paragraph 14 provides support for the author’s claim that —

F adults are responsible for monitoring the learning and emotional development of children
G society as a whole suffers when children assume they will benefit from doing very little
H children and parents alike expect trophies and prizes for doing their best
J trophy and award sales have become a multibillion-dollar industry

35 Which sentence best expresses the controlling idea of the article?

A But after such praise of their innate abilities, they collapse at the first experience of
difficulty.
B It adds up: trophy and award sales are now an estimated $3 billion-a-year industry in the
United States and Canada.
C Awards can be powerful motivators, but nonstop recognition does not inspire children to
succeed.
D Trophies were once rare things—sterling silver loving cups bought from jewelry stores for
truly special occasions.

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36 In paragraphs 3 and 4, what kind of argument is the author making?
F Logical
G Emotional
H Ethical
J Circular

37 What is the author’s primary purpose for writing the article?

A To convince readers that children will learn valuable life lessons only if they are not rewarded
simply for participation
B To describe the types of awards that parents and coaches should give to children for their
accomplishments
C To explain to readers the benefits of rewarding children for their participation in competitive
activities
D To emphasize the unfairness of organizations that provide awards to all children regardless of merit

38 In paragraph 9, the word proficiency means —

F curiosity
G investment
H expertise
J discipline

39 Which interpretation of the cartoon best supports the author’s position in the article?
A The boy is excited about winning a competition.
B The boy would like to win more trophies for his collection.
C The boy wants to improve his skills so that he will continue to win.
D The boy is used to getting trophies simply for participating in activities.

40 Which quotation challenges the idea that children need constant praise?
F Carol Dweck, a psychology professor at Stanford University, found that kids respond
positively to praise; they enjoy hearing that they’re talented, smart and so on.
G Today, participation trophies and prizes are almost a given, as children are constantly
assured that they are winners.
H In recent eye-tracking experiments by the researchers Bradley Morris and Shannon Zentall,
kids were asked to draw pictures.
J In life, “you’re going to lose more often than you win, even if you’re good at something,”
Ms. Twenge told me. “You’ve got to get used to that to keep going.”

41 Paragraph 14 provides support for the author’s claim that —

A adults are responsible for monitoring the learning and emotional development of children
B society as a whole suffers when children assume they will benefit from doing very little
C children and parents alike expect trophies and prizes for doing their best
D trophy and award sales have become a multibillion-dollar industry

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42 Which sentence best expresses the controlling idea of the article?
F But after such praise of their innate abilities, they collapse at the first experience of
difficulty.
G It adds up: trophy and award sales are now an estimated $3 billion-a-year industry in the
United States and Canada.
H Awards can be powerful motivators, but nonstop recognition does not inspire children to
succeed.
J Trophies were once rare things—sterling silver loving cups bought from jewelry stores for
truly special occasions.

43 In paragraphs 3 and 4, what kind of argument is the author making?

A Logical
B Emotional
C Ethical
D Circular

44 What is the author’s primary purpose for writing the article?

F To convince readers that children will learn valuable life lessons only if they are not rewarded
simply for participation
G To describe the types of awards that parents and coaches should give to children for their
accomplishments
H To explain to readers the benefits of rewarding children for their participation in competitive
activities
J To emphasize the unfairness of organizations that provide awards to all children regardless of merit

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