Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

Reading Comprehension

Passage 1: The Oval Portrait

by Edgar Allan Poe (1842)

The chateau into which my valet had ventured to make forcible entrance, rather than permit me, in my
desperately wounded condition, to pass a night in the open air, was one of those piles of commingled
gloom and grandeur which have so long frowned among the Apennines, not less in fact than in the fancy
of Mrs. Radcliffe.1 To all appearance it had been temporarily and very lately abandoned. We established
ourselves in one of the smallest and least sumptuously furnished apartments. It lay in a remote turret of
the building. Its decorations were rich, yet tattered and antique. Its walls were hung with tapestry and
bedecked with manifold and multiform armorial trophies, together with an unusually great number of
very spirited modern paintings in frames of rich golden arabesque. In these paintings, which depended
from the walls not only in their main surfaces, but in very many nooks which the bizarre architecture of
the chateau rendered necessary—in these paintings my incipient delirium, perhaps, had caused me to take
deep interest; so that I bade Pedro to close the heavy shutters of the room—since it was already night—to
light the tongues of a tall candelabrum which stood by the head of my bed—and to throw open far and
wide the fringed curtains of black velvet which enveloped the bed itself. I wished all this done that I
might resign myself, if not to sleep, at least alternately to the contemplation of these pictures, and the
perusal of a small volume which had been found upon the pillow, and which purported to criticize and
describe them.
Long—long I read—and devoutly, devotedly I gazed. Rapidly and gloriously the hours flew by and the
deep midnight came. The position of the candelabrum displeased me, and outreaching my hand with
difficulty, rather than disturb my slumbering valet, I placed it so as to throw its rays more fully upon the
book.
But the action produced an effect altogether unanticipated. The rays of the numerous candles (for there
were many) now fell within a niche of the room which had hitherto been thrown into deep shade by one
of the bed-posts. I thus saw in vivid light a picture all unnoticed before. It was the portrait of a young girl
just ripening into womanhood. I glanced at the painting hurriedly, and then closed my eyes. Why I did
this was not at first apparent even to my own perception. But while my lids remained thus shut, I ran over
in my mind my reason for so shutting them. It was an impulsive movement to gain time for thought—to
make sure that my vision had not deceived me—to calm and subdue my fancy for a more sober and more
certain gaze. In a very few moments I again looked fixedly at the painting.
That I now saw aright I could not and would not doubt; for the first flashing of the candles upon that
canvas had seemed to dissipate the dreamy stupor which was stealing over my senses, and to startle me at
once into waking life.
The portrait, I have already said, was that of a young girl. It was a mere head and shoulders, done in what
is technically termed a vignette manner; much in the style of the favorite heads of Sully. 2 The arms, the
bosom, and even the ends of the radiant hair melted imperceptibly into the vague yet deep shadow which
formed the back-ground of the whole. The frame was oval, richly gilded and filigreed in Moresque. 3 As a
thing of art nothing could be more admirable than the painting itself. But it could have been neither the
execution of the work, nor the immortal beauty of the countenance, which had so suddenly and so
1
Ann Radcliffe (1764–1823), English writer of popular Gothic novels
2
Thomas Sully (1783–1872), famous U.S. portrait painter
3
decorations in the form of vines, leaves, and flowers

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

vehemently moved me. Least of all, could it have been that my fancy, shaken from its half slumber, had
mistaken the head for that of a living person. I saw at once that the peculiarities of the design, of the
vignetting, and of the frame, must have instantly dispelled such idea—must have prevented even its
momentary entertainment. Thinking earnestly upon these points, I remained, for an hour perhaps, half
sitting, half reclining, with my vision riveted upon the portrait. At length, satisfied with the true secret of
its effect, I fell back within the bed. I had found the spell of the picture in an absolute life-likeliness of
expression, which, at first startling, finally confounded, subdued, and appalled me. With deep and
reverent awe I replaced the candelabrum in its former position. The cause of my deep agitation being thus
shut from view, I sought eagerly the volume which discussed the paintings and their histories. Turning to
the number which designated the oval portrait, I there read the vague and quaint words which follow:
“She was a maiden of rarest beauty, and not more lovely than full of glee. And evil was the hour when
she saw, and loved, and wedded the painter. He, passionate, studious, austere, and having already a bride
in his Art; she a maiden of rarest beauty, and not more lovely than full of glee; all light and smiles, and
frolicsome as the young fawn; loving and cherishing all things; hating only the Art which was her rival;
dreading only the pallet and brushes and other untoward instruments which deprived her of the
countenance of her lover. It was thus a terrible thing for this lady to hear the painter speak of his desire to
portray even his young bride. But she was humble and obedient, and sat meekly for many weeks in the
dark, high turret-chamber where the light dripped upon the pale canvas only from overhead. But he, the
painter, took glory in his work, which went on from hour to hour, and from day to day. And he was a
passionate, and wild, and moody man, who became lost in reveries; so that he would not see that the light
which fell so ghastly in that lone turret withered the health and the spirits of his bride, who pined visibly
to all but him. Yet she smiled on and still on, uncomplainingly, because she saw that the painter (who had
high renown) took a fervid and burning pleasure in his task, and wrought day and night to depict her who
so loved him, yet who grew daily more dispirited and weak. And in sooth4 some who beheld the portrait
spoke of its resemblance in low words, as of a mighty marvel, and a proof not less of the power of the
painter than of his deep love for her whom he depicted so surpassingly well. But at length, as the labor
drew nearer to its conclusion, there were admitted none into the turret; for the painter had grown wild
with the ardor of his work, and turned his eyes from canvas merely, even to regard the countenance of his
wife. And he would not see that the tints which he spread upon the canvas were drawn from the cheeks of
her who sat beside him. And when many weeks had passed, and but little remained to do, save one brush
upon the mouth and one tint upon the eye, the spirit of the lady again flickered up as the flame within the
socket of the lamp. And then the brush was given, and then the tint was placed; and, for one moment, the
painter stood entranced before the work which he had wrought; but in the next, while he yet gazed, he
grew tremulous and very pallid, and aghast, and crying with a loud voice, ‘This is indeed Life itself!’
turned suddenly to regard his beloved: —She was dead!”

4
truthfully

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

1. Read the sentence from the story.

And evil was the hour when she saw, and loved, and wedded the painter.
This sentence foreshadows the importance of the theme of
a. the certainty of death.
b. the value of art.
c. the heartbreak of love.
d. the obsession of the artist.

ANS: d PTS: 1 CCSS: RL.11-12.2 DOK: 2

TOPIC: identify key themes

2. One of the themes explored in “The Oval Portrait” is the human fascination with
a. love.
b. beauty.
c. success.
d. painting.

ANS: b PTS: 1 CCSS: RL.11-12.2 DOK: 2

TOPIC: identify key themes

3. How does the author develop the themes in “The Oval Portrait”? Choose TWO correct answers.
a. by exploring connections between art and life
b. by describing the painter’s many works of art
c. by tracing the narrator’s journey back to health
d. by showing how the painter’s dedication becomes obsession

ANS: a, d PTS: 1 CCSS: RL.11-12.2 DOK: 2

TOPIC: identify key themes

4. In “The Oval Portrait,” the decline and death of the painter’s bride are partly the result of
a. her adoration of him.
b. her anger toward him.
c. her desire to hurt him.
d. her fear of him.

ANS: a PTS: 1 CCSS: RL.11-12.3 DOK: 2

TOPIC: analyze characterization

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

5. Which of the following statements BEST explains the irony at the center of “The Oval Portrait”?
a. The painter was able to recognize life, but he failed to recognize love.
b. In creating an image of life, the painter destroyed the life that inspired it.
c. In trying to capture an image of life, the painter captured an image of his death.
d. The woman fell in love with the painter, but the woman despised his paintings.

ANS: b PTS: 1 CCSS: RL.11-12.6 DOK: 2

TOPIC: analyze irony

6. At the end of “The Oval Portrait,” the painter says, “This is indeed Life itself!” What does
he mean by this remark?
a. The portrait of his wife is astoundingly lifelike.
b. The woman in the portrait is the love of his life.
c. The act of creating art makes him feel alive.
d. The woman he loves is more important than his painting.

ANS: a PTS: 1 CCSS: RL.11-12.1 DOK: 2

TOPIC: make inferences

7. Which of the following words describes the painter’s emotions at the end of the story?
a. horrified
b. understanding
c. satisfied
d. repentant

ANS: a PTS: 1 CCSS: RL.11-12.3 DOK: 2

TOPIC: analyze characterization

8. Imagine that you are watching a play of “The Oval Portrait.” Which would MOST LIKELY
be used to set the mood?
a. eerie music
b. bright lights
c. colorful drapes
d. violent actions

ANS: a PTS: 1 CCSS: RL.11-12.7 DOK: 2

TOPIC: analyze interpretations of a play

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

Passage 2: The Law and the Criminal from Crime: Its Cause and Treatment
by Clarence Darrow5 (1922)
If one were ill with a specific disease and he were sent to a hospital, every person who touched him, from
the time his disease was known until he was discharged, would use all possible effort to bring him back to
health. Physiology and psychology alike would be used to effect a cure. Not only would he be given
surroundings for regaining health and ample physical treatment, but he would be helped by appeals in the
way of praise and encouragement, even to the extent of downright falsehood about his condition, to aid in
his recovery.
If such is done of “disease,” why not of “crime”? Not only is it clear that crime is a disease whose root is
in heredity and environment, but it is clear that with most men, at least when young, by improving
environment or adding to knowledge and experience, it is curable. Still with the unfortunate accused of
crimes or misdemeanors, from the moment the attention of the officers is drawn to him until his final
destruction, everything is done to prevent his recovery and to aggravate and make fatal his disease.
The young boy of the congested districts, who tries to indulge his normal impulses for play, is driven
from every vacant lot; he is forbidden normal activity by the police; he has no place of his own; he grows
to regard all officers as his enemies instead of his friends; he is taken into court, where the most well-
meaning judge lectures him about his duties to his parents and threatens him with the dire evils that the
future holds in store for him, unless he reforms. If he is released, nothing is done by society to give him a
better environment where he can succeed. He is turned out with his old comrades and into his old life, and
is then supposed by strength of will to overcome these surroundings, a thing which can be done by no
person, however strong he may be.
For the graver things, the boy or man is taken to the police station. There he is photographed and his
name and family record taken down even before he has had a hearing or a trial. He is handled by officers
who may do the best they can, but who by training and experience and for lack of time and facilities are
not fitted for their important positions. I say this in spite of the fact that my experience has taught me that
policemen, as a rule, are kindly and human. From the police station the offender is lodged in jail. Here is
huddled together a great mass of human wreckage, a large part of it being the product of imperfect
heredities acted upon by impossible environments. However short the time he stays, and however wide
his experience, the first offender learns things he never knew before, and takes another degree in the life
that an evil destiny has prepared for him. In the jail he is fed much like the animals in the zoo. In many
prisons the jailer is making what money he can by the amount he can save on each prisoner he feeds
above the rate the law allows. . .. In a short time, the prisoner’s misery and grief turn to bitterness and
hate; hatred of jailer, of officers, of society, of existing things, of the fate that overshadows his life. There
is only one thing that offers him opportunity and that is a life of crime. He is indicted and prosecuted. The
prosecuting attorney is equipped with money and provided with ample detectives and assistants to make it
impossible for the prisoner to escape. Everyone believes him guilty from the time of his arrest. The black
marks of his life have been recorded at schools, in police stations and examining courts. The good marks
are not there and would not be competent evidence if they were. Theoretically the State’s Attorney is as
much bound to protect him as to prosecute him, but the State’s Attorney has the psychology that leads to
a belief of guilt, and when he forms that belief his duty follows, which is to land the victim in prison. It is
not only his duty to land him in jail, but the office of the State’s Attorney is usually a stepping-stone to
something else, and he must make a record and be talked about. The public is interested only in sending
bad folks to jail.
5
Darrow (1857–1938) was a well-known U.S. lawyer, speaker, and writer.

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

9. Readers of “The Law and the Criminal” can infer that the author’s views on crime are
based MAINLY on his
a. experience as a lawbreaker.
b. commitment to fair treatment of others.
c. disadvantaged background.
d. experience in the medical field.

ANS: b PTS: 1 CCSS: RI.11-12.1 DOK: 2

TOPIC: make inferences

10. Read this sentence.

In “The Law and the Criminal,” the author contrasts the treatment of prisoners to the
treatment of patients in order to highlight the _____ of the prison system.
Which of the following words BEST completes the sentence?
a. inefficiency
b. ineffectiveness
c. severity
d. significance

ANS: b PTS: 1 CCSS: RI.11-12.1 DOK: 2

TOPIC: make inferences

11. The author of “The Law and the Criminal” rejects the commonly held definition of “crime”
because he believes that
a. most prisoners can be reformed.
b. most people in prison are innocent.
c. the public wants to put people in jail.
d. the definition of crime is unclear.

ANS: a PTS: 1 CCSS: RI.11-12.1 DOK: 3

TOPIC: make inferences

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

12. The author writes, “The public is interested only in sending bad folks to jail.” For the author, this
interest is ironic because
a. most people in jail are “victims” with little chance to reform.
b. most police officers are “kindly and human.”
c. most judges deliver “well-meaning” but ineffective lectures.
d. most prisoners are fed like “animals in a zoo.”

ANS: a PTS: 1 CCSS: RI.11-12.2 DOK: 2

TOPIC: analyze irony

13. In “The Law and the Criminal,” what does the author mean by the “impossible environments” that
cause some people to turn to crime and end up in jail?
a. He means prisons where people learn to be criminals.
b. He means courtrooms where judges are willing to send people to jail.
c. He means hospitals that fail to cure people of their illnesses.
d. He means cities that fail to offer people chances to learn and work.

ANS: d PTS: 1 CCSS: RI.11-12.1 DOK: 2

TOPIC: make inferences

14. Imagine that you are viewing a play that tells the story of the “young boy” who distrusts the police
in “The Law and the Criminal.” In what setting would the play MOST LIKELY take place?
a. on a productive farm
b. in an overcrowded neighborhood
c. on the estate of a wealthy family
d. in an unsafe factory

ANS: b PTS: 1 CCSS: RI.11-12.7 DOK: 2

TOPIC: analyze interpretations of a play

15. In “The Law and the Criminal,” the author expresses the ironic view that
a. the system created to ensure justice often furthers injustice.
b. the laws created to prevent crime cause crime to increase.
c. many people convicted of crimes do not commit criminal acts.
d. people get more help in hospitals than they do in prisons.

ANS: a PTS: 1 CCSS: RI.11-12.6 DOK: 3

TOPIC: analyze irony

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

Vocabulary

16. Which word contains a root that means “feel” and has the meaning of “full of feeling”?
a. abnormal
b. applicable
c. portable
d. sentimental

ANS: d PTS: 1 CCSS: L.11-12.4.b DOK: 1

TOPIC: roots and affixes

17. In “The Oval Portrait,” the painter appears to be sinking into madness. Which of these phrases is
the BETTER euphemism for “sinking into madness”?
a. slipping into unconsciousness
b. not being in one’s right mind

ANS: b PTS: 1 CCSS: L.11-12.5.a DOK: 2

TOPIC: euphemism

18. Which word contains a root that means “carry” and has the meaning of “to carry in”?
a. disguise
b. subvert
c. import
d. sensible

ANS: c PTS: 1 CCSS: L.11-12.4.b DOK: 1

TOPIC: roots and affixes

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

19. Read the sentence from “The Law and the Criminal.”
The young boy of the congested districts, who tries to indulge his normal impulses for play, is
driven from every vacant lot . . . he has no place of his own. . .
In this context, “congested districts” means
a. packed prisons.
b. inadequate housing.
c. crowded cities.
d. overfull classrooms.

ANS: c PTS: 1 CCSS: L.11-12.6 DOK: 2

TOPIC: technical vocabulary

20. To commemorate someone means to honor or celebrate his or her life. Adding the suffix -ion to the
verb creates the noun commemoration, which MOST NEARLY means
a. mention.
b. memorial.
c. memory.
d. remember.

ANS: b PTS: 1 CCSS: L.11-12.4 DOK: 1

TOPIC: change base words

21. Which statement BEST explains why authors use slang and dialect in a story or play?
a. Slang and dialect help readers understand the dialogue.
b. Slang and dialect help readers identify with the setting.
c. Slang and dialect make the characters sound more realistic.
d. Slang and dialect make the conflict and resolution clear.

ANS: c PTS: 1 CCSS: L.11-12.6 DOK: 2

TOPIC: dialect and slang

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

22. Read the following sentence, which uses slang.

Sometimes I think it ain’t never gonna rain again.
Choose the sentence that BEST conveys the same meaning without using slang.
a. Sometimes I think it won’t never rain again.
b. Sometimes I think it won’t ever rain again.
c. Sometimes I think it won’t be going to rain again.
d. Sometimes I think it ain’t going to rain again.

ANS: b PTS: 1 CCSS: L.11-12.6 DOK: 2

TOPIC: dialect and slang

23. Which word could be used as a euphemism to describe a person who often disagrees or
argues with others?
a. strong-minded
b. dreadful
c. dynamic
d. high-spirited

ANS: a PTS: 1 CCSS: L.11-12.5.a DOK: 2

TOPIC: euphemism

24. Two things that are inextricably linked are impossible to separate. Changing the suffix of the word
to -able creates the adjective inextricable, which MOST NEARLY means
a. entangled.
b. immersed.
c. supported.
d. sustained.

ANS: a PTS: 1 CCSS: L.11-12.4 DOK: 1

TOPIC: change base words

25. Which excerpt from “The Oval Portrait” includes technical vocabulary relevant to the field of art?
a. And evil was the hour when she saw, and loved, and wedded the painter.
b. she a maiden of radiant beauty, and not more lovely than full of glee
c. dreading only the pallet and brushes . . . which deprived her of the countenance of her lover
d. And he was a passionate, and wild, and moody man, who became lost in his reveries . . .

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

ANS: c PTS: 1 CCSS: L.11-12.6 DOK: 2

TOPIC: technical vocabulary

Language and Writing

26. Which of the following sentences contains a redundancy?

a. I decided a long time ago that I wanted to take the time to travel through Europe on a
long journey.
b. I traveled through Europe some years ago, and I decided last week that I wanted to go
again.

ANS: a PTS: 1 CCSS: L.11-12.1 DOK: 1

TOPIC: eliminate wordiness and redundancy

27. Ana is writing an essay about the importance of music in her life. She wrote these sentences.
I fell in love with music when I was a child. It seemed strange, almost magical, to me that
music had the power to cheer me up when I was down, soothe me to sleep when I was tired, or
have the ability to make me feel such sadness I would cry deep sobs.
Which underlined phrase is it BEST to eliminate to prevent wordiness in these sentences?
a. almost magical
b. when I was tired
c. have the ability to
d. I would cry deep sobs

ANS: c PTS: 1 CCSS: L.11-12.1; W.11-12.5 DOK: 2

TOPIC: revise to eliminate wordiness and redundancy

28. Which sentence from “The Oval Portrait” contains more precise language?
a. The frame was oval, richly gilded and filigreed in Moresque.
b. As a thing of art nothing could be more admirable than the painting itself.

ANS: a PTS: 1 CCSS: L.11-12.1 DOK: 2

TOPIC: use precise language

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

29. Ariana is writing a report about snakes. Her instructor told her to use precise language. Which of
the following sentences would be BEST to use in her essay?
a. Snakes are interesting animals that can be dangerous and even poisonous, but they are often
misunderstood.
b. Although some kinds of snakes are venomous and others are not, people often believe that all
snakes are dangerous.

ANS: b PTS: 1 CCSS: L.11-12.1; W.11-12.5 DOK: 2

TOPIC: revise to use precise language

30. How are parentheses used in a sentence?

a. to enclose information that is not essential to the main idea
b. to enclose information that was borrowed from another source
c. to introduce a list or quotation

ANS: a PTS: 1 CCSS: L.11-12.1 DOK: 1

TOPIC: dashes, colons, and parentheses

31. Ernesto is writing a narrative essay. He wrote this paragraph.

When my father was 18 (the same age I am now), he left home in a beaten-up truck: determined
to see the country. He was tired of staying in the same place—he’d lived in Virginia all his life.
So he decided to drive all the way to California.
How should he revise the paragraph to correct the punctuation error?
a. Remove the parentheses around “the same age I am now.”
b. Replace the colon after “truck” with a comma.
c. Remove the dash after “same place.”
d. Add a colon after “So.”

ANS: b PTS: 1 CCSS: L.11-12.1; W.11-12.5 DOK: 2

TOPIC: revise to use dashes, colons, and parentheses

32. Which of the following sentences is an imperative sentence?

a. To understand Edgar Allan Poe, read more of his stories.
b. What do you think of Clarence Darrow’s views on crime?
c. Although I read both, I like nonfiction better than fiction.
d. The endings of some of Poe’s stories often surprise me!

ANS: a PTS: 1 CCSS: L.11-12.1 DOK: 1

TOPIC: types of sentences

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

33. Tamaya is writing an essay about the value of art. She wants to begin her essay with an
interrogative sentence to get readers’ attention. Which sentence should she use to begin
her essay?
a. How fantastic it must feel to complete a painting you created yourself!
b. Have you ever felt the desire to create something you could be proud of?
c. I dreamed of becoming a famous painter for many years
d. To have a fuller understanding of life, create your own art.

ANS: b PTS: 1 CCSS: L.11-12.1; W.11-12.5 DOK: 2

TOPIC: types of sentences

34. Which of the following sentences contains a misplaced modifier?

a. Maya wants to travel with her friends all over Europe.
b. Alejandro wants to take a trip to Spain with his sister.

ANS: a PTS: 1 CCSS: L.11-12.1; L.7.1.c DOK: 1

TOPIC: misplaced and dangling modifiers

35. Read the sentence.

The justice system neglects to help people improve their lives with criminal records.
Which is the BEST way to revise the sentence to correct the misplaced modifier?
a. The justice system neglects to help people with criminal records improve their lives.
b. The justice system neglects to improve their lives and help people with criminal records.
c. People in the justice system neglect to improve their lives because they have criminal records.
d. People neglected by the justice system with criminal records improve their lives.

ANS: a PTS: 1 CCSS: L.11-12.1; W.11-12.5 DOK: 2

TOPIC: revise to correct a misplaced modifier

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

Short Answer
Directions: Write a brief response to each question.

36. Identify an experience you had that you considered valuable, and briefly explain why it was
worthwhile or how it enriched your life.
ANS: Accept any answer that explains a personal experience that was important to the student. A
two-point answer will both identify a personal experience and provide an explanation of how the
experience enriched the student’s life.
Sample answer: I never thought I’d like camping until I spent a weekend in the mountains. I went
with my family to a secluded campsite far from any town, and we spent the next three days
breathing the cool, fresh air and enjoying the most spectacular views of the land and sky. I found
comfort in nature, and I do to this day.
PTS: 2 CCSS: W.11-12.5 DOK: 3
TOPIC: write a reflective essay

37. Think about the selections in this unit and what the authors and characters valued. What are TWO
things you value in life? Why are they important to you?
ANS: Accept any answer that identifies two things (objects, values, rights, experiences, people,
etc.) that are important to the reader. A two-point answer will both identify two things and explain
why they are important.
Sample answer: The first answer I thought of was that my family and friends are more valuable
than me to anything else. However, I think now that food and shelter are more valuable. Food and
shelter are basic needs, and without them we could not live to enjoy our family and friends. Food
and shelter are essential to me, and I value ensuring that all people have them.
PTS: 2 CCSS: W.11-12.5 DOK: 3
TOPIC: write a reflective essay

38. Your teacher has asked you to write an essay that explains the debate about how much protection
forests need against the excessive harvesting of trees. The goal of your essay is to help readers
decide where they stand on the issue. How would you organize your essay? Identify the structure
you would use, and briefly explain why that structure would be effective.
ANS: Accept any answer that states that a comparison-and-contrast organization structure would be
effective. A two-point answer will both identify a comparison-and-contrast structure and explain
why it is effective for the essay.
Sample answer: A good way to organize an essay that explains two sides of a debate is to use a
comparison-and-contrast structure. Explaining why people who are for or against protecting forests
believe the way they do will help readers understand the different views and decide which view
they agree with more.

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Name _________________________ Grade/Section _________________ Date _______________

Grade 11 | Unit 1 Test

PTS: 2 CCSS: W.11-12.4; W.11-12.5 DOK: 3

TOPIC: organization

39. Explain the difference between the tone you would use in writing a letter to a friend and in writing a
report for history class. Why would the tone of the letter sound different from the tone of the
report?
ANS: Accept any answer that explains that letters to friends use a conversational tone while school
reports use a more formal and objective tone. A two-point answer will discuss a writer’s tone and
relate it to the intended audience.
Sample answer: Tone in writing refers to the way a text sounds and to the level of formality in the
language. A letter to a friend will sound like a conversation and have a casual tone, but a school
report will use a more formal tone, with more attention paid to style and grammar, and maintain an
objective stance. A writer should consider the kind of tone that is appropriate for the audience and
for the purpose of the text. Therefore, a writer’s tones changes depending on who will be reading
the text and in what circumstances.
PTS: 2 CCSS: W.11-12.5 DOK: 3
TOPIC: diction; objective tone

40. Marco is writing a narrative essay that tells about a challenge he overcame. He wants to be as clear
and descriptive as possible, but can only use a limited number of words. He has asked for help.
What advice would you give Marco to help him with his essay?
ANS: Accept any answer that explains that Marco should use precise language that helps readers
picture what he is describing and that also avoids wordiness. A two-point answer will identify both
goals and explain how they improve the clarity of writing.
Sample answer: I would tell Marco that the words he chooses should be as precise as possible
because precise language helps readers picture what is happening and get a clearer idea of what he
means. He can use energetic verbs, precise nouns, and sensory details to make his ideas lively and
engaging. I would also tell him to avoid redundancy and wordiness. He should review his work to
make sure every phrase and sentence and adds something important to his essay.
PTS: 2 CCSS: W.11-12.3; W.11-12.5 DOK: 3
TOPIC: revise for precise language

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