Preparation Manual

Domain II—Language Arts, Part II: Reading Comprehension and Assessment, Reading Applications, Written Language, Viewing and Representing and Study and Inquiry Skills

Competency 004—The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension and teaches students strategies for improving their comprehension.

5. Ms. Lovett completes a Venn diagram as she explains the similarities and differences between two versions of The Three Little Pigs. She then has students write evaluative statements describing the major differences between the two versions. Through the lesson, Ms. Lovett primarily demonstrates an understanding of the importance of which of the following?

1. Allowing students an opportunity to independently apply comprehension skills
2. Enhancing students’ comprehension by developing their listening skills
3. Improving students’ comprehension by linking their prior knowledge to the text
4. Providing students with guided practice of comprehension strategies

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because Ms. Lovett is leading students by modeling the strategy and having them apply their understanding. Option A is incorrect because throughout the lesson Ms. Lovett is demonstrating guided practice, not independent practice. Option B is incorrect because while listening skills are important, the focus is on guided practice of comprehension strategies. Option C is incorrect because the scenario does not include having students relate previous experiences or content to their reading.

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6. After a class reads several versions of the fairy tale "Cinderella," the teacher has students write an essay comparing and contrasting their two favorite versions. The activity will benefit students’ comprehension primarily by having them

1. synthesize information from multiple texts.
2. reread the texts with appropriate prosody.
3. evaluate a variety of text structures.
4. practice metacognitive strategies.

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because comparing and contrasting texts requires students to synthesize information, which leads to an in-depth understanding of the text. Option B is incorrect because students do not read the text aloud, so the activity does not build their knowledge of prosody. Also, prosody is a fluency skill that only indirectly affects comprehension. Option C is incorrect because while students may discuss elements of text structures in their essays, writing the essays will not necessarily help students evaluate a variety of text structures. Option D is incorrect because the essay-writing activity does not incorporate metacognition, which involves thinking about the thinking process to better comprehend.

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Competency 005—The teacher understands reading skills and strategies appropriate for various types of texts and contexts and teaches students to apply those skills and strategies to enhance their reading proficiency.

7. Although students in a middle school science class are able to glean specific facts from a textbook chapter, they are unable to restate the broad concepts presented in the reading. Which of the following activities should the teacher have the students do first to address the issue?

1. Summarizing the main ideas in the chapter
2. Defining the important vocabulary words in the chapter
3. Reading the chapter aloud with a partner
4. Discussing their favorite part of the chapter

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because summarizing the text would be the teacher’s best first step to promote students’ understanding of the main ideas of the text and help students restate the broad concepts of the text. Option B is incorrect because focusing on the meaning of vocabulary words would not be the first strategy to use to help students understand the broad concepts of the text. Option C is incorrect because reading aloud helps students’ fluency but not their comprehension of the broad concepts of the text. Option D is incorrect because discussing their favorite part of the textbook chapter will not necessarily direct students toward the broad concepts. In fact, if students are gleaning the details, this strategy may reinforce their focus on the specific facts.

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8. Mr. Marcos decides to utilize reading journals with his students to increase their interest in reading. To accomplish the goal, it will be most effective for students to use the journals for which of the following activities?

1. Taking notes about the main ideas of the text
2. Recording personal reactions to the text
3. Responding to a prompt about the text
4. Summarizing a passage from the text

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the strategy allows students to interact with the text by providing their own interpretations and connections, which tends to increase interest in reading. Options A and D are incorrect because such strategies help students’ comprehension rather than increase student interest in reading. Option C is incorrect because the strategy focuses on writing skills rather than increasing student interest in reading.

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Use the information below to answer the questions that follow.

To encourage eighth-grade students’ understanding of how various genre characteristics support comprehension, Ms. Autry is preparing a genre study of traditional literature. Students will work in groups to study a cultural, historical or contemporary text of their choice. Ms. Autry is considering the most effective instructional activities to help guide her students’ analysis of their chosen text. She plans for students to complete the following tasks.

1. Describing the implicit themes

2. Analyzing how cultural context influences theme

3. Identifying stylistic elements of traditional literature

9. To best help students achieve the first task, which of the following should Ms. Autry ask students to annotate while reading?

1. Questions about the text that they do not understand
2. Summaries of the plot at the end of each textual event
3. Predictions about what they think will happen next in the text
4. Connections between personal experiences and events in the text

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because reviewing thoughts and feelings about events in a text will help students discover an implicit theme. Options A, B and C are incorrect because while these strategies are effective ways to increase basic comprehension, they will not directly help students discover an implicit theme.

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10. Which of the following instructional activities would best promote students’ ability to complete the second task?

1. Using a Venn diagram to compare and contrast the conflicts in the same folktale from two different cultures
2. Creating a story map that highlights the cultural elements of two different folktales by the same author
3. Using a comparison grid to compare and contrast the moral lessons of two folktales from different cultures
4. Completing a KWL chart about cultural features learned while reading two folktales from the same culture

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because comparing moral lessons of two folktales from different cultures is the most effective approach for developing an understanding of theme as it relates to different cultures. Option A is incorrect because the problem remains the same regardless of the culture. Option B is incorrect because this activity does not directly address the cultural influence on the theme. Option D is incorrect because KWL charts are more appropriate for expository texts, and reading two folktales from the same culture will not allow students to understand how cultural context affects the theme.

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11. To best help students complete the third task, Ms. Autry should have her students find textual evidence that demonstrates which of the following?

1. Settings that describe the specific time and place of the stories
2. Plots that are complex and take time in developing the climax
3. Specific details explaining the resolution of each conflict
4. Characters that are portrayed with a familiar pattern of traits

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because understanding that characters represent certain archetypes (i.e., good or evil) helps students identify the conflict and theme of the story. Option A is incorrect because the settings of traditional literature are actually general, since the stories convey a timeless message. Option B is incorrect because the plot of this genre is generally fast-paced and simple. Option C is incorrect because this genre usually includes limited descriptions and details.

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Use the information below to answer the question that follows.

An eighth-grade English teacher writes the following sentence on the board.

I talked yesterday to the kid which lives next to my grandmother.

The teacher discusses with the class ways to improve the sentence. Together, they come up with the following revision.

Yesterday, I talked to the boy who lives next to my grandmother.

Competency 006—The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions.

12. The revised sentence best demonstrates the students’ ability to make corrections regarding

1. active voice.
2. relative pronouns.
3. adjective placement.
4. verb agreement.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the correction involves changing “which” to “who,” which are relative pronouns. Option A is incorrect because both sentences are in the active voice; therefore, this type of correction was not made. Option C is incorrect because although there is a change involving the placement of the word “yesterday,” this word is an adverb, not an adjective. Option D is incorrect because no changes were made to the verb.

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Use the information below to answer the questions that follow.

During writing workshop, Ms. Elstak, a fourth-grade teacher, has a conference with a student, Kyle, about his personal narrative.

The narrative reads "I went to Corpus Christy for vacation last summer period. It was fun comma while there my family and I stayed in a luxurious hotel period. The most exciting thing comma was getting to go on a yacht bigger than the Titanic period. On the last day we went fishing period. My brother Sam did not like the water very much period. It was too bad because we spent alot of time on boats period." End Narrative. The following is a list of the misspelled words in the narrative: Christy is spelt K R I S T Y. Vacation is spelt V A C A S H U N. Luxurious is spelt L U C K S H U R I O U S. Exciting is spelt E C K S I T I N G. Yacht is spelt Y H A T. Titanic is spelt T I T A N I C K. Brother is spelt B R U T H E R. Because is spely B E C U Z.

13. Based on his writing piece, which of the following will best help Kyle improve his spelling?

1. Memorizing the spelling of high-frequency words
2. Sorting words that contain irregular spelling patterns
3. Having a peer editor circle the misspelled words in the piece
4. Applying knowledge of phonics to his spelling

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the majority of words the student misspelled have irregular spellings. Word sorting will help the student identify common spelling patterns (such as the prefix “ex” and the suffix “tion”) that can be applied in his current and future writing. Option A is incorrect because the student spelled most high-frequency words correctly. Option C is incorrect because a peer editor may not be able to recognize all the errors in the writing piece, nor will the peer editor help the student learn ways to improve spelling. Option D is incorrect because the writing piece shows evidence that the student is using knowledge of phonics to spell the words (e.g., “shun” for “tion” in vacation). The misspelled words have irregular spellings.

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14. Which of the following grammatical concerns is present in Kyle’s writing?

1. A subject-verb agreement error
2. A sentence fragment
3. A comma splice
4. A misplaced modifier

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because a comma splice is using a comma incorrectly between two independent clauses, which Kyle does in his writing. Option A is incorrect because there is no evidence of a problem with subject-verb agreement. Option B is incorrect because Kyle’s sentences are all complete and vary from simple to complex. Option D is incorrect because a misplaced modifier is a word, phrase or clause that is improperly separated from the word it modifies, which does not occur in Kyle’s writing.

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Use the student writing sample below to answer the question that follows.

Yesterday I went skating with Chloe and my sister. Chloe likes to roller blade, and my sister likes to roller skate. There was a lot of people skating yesterday. It was fun.

15. The writing sample most strongly indicates that the student would benefit from additional instruction in which of the following areas?

1. Identifying sentence fragments
2. Using the correct verb tense
3. Creating compound sentences
4. Referencing pronouns clearly

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because in the third sentence, the student uses incorrect subject-verb agreement. The sentence should have “there were” not “there was.” Option A is incorrect because all of the sentences in the sample are complete sentences, so the sample does not indicate that the student needs work in this area. Option C is incorrect because the student uses correct parallel construction in sentence two, “Chloe likes to roller blade and my sister likes to roller skate.” Option D is incorrect because all of the pronouns used, “I,” “my,” and “it,” are clear and easy to understand because they refer to the correct “who” and “what.”

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Competency 007—The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students’ competence in written communication.

16. A teacher reviews the following transitional words and phrases with students: "if…then," "as a result," and "therefore." With that choice of transitions, the teacher is best preparing students to write a composition using a

1. list of steps.
2. descriptive or specific example.
3. cause and an effect pattern.
4. sequence of events.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the transitional phrases listed show a cause and effect relationship. For example, “If she does not come home by her curfew, then her mother will be angry.” Options A and D are incorrect because a writer uses transitional phrases such as “first, second, last, finally” to elaborate with a list of steps or sequence of events. Option B is incorrect because a writer uses transitional phrases such as “For example,” “For instance,” or “This is shown when...” to elaborate using examples.

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17. Ms. Coignet notices that her students are struggling with making decisions to improve their writing. They understand how to make their stories longer, but they are leaving some parts vague. To best improve the students’ revision process, Ms. Coignet should teach the students how to make use of which of the following?

1. A list of sparkle words, which are more precise synonyms for the words used most frequently in their stories
2. A box-and-explode strategy, in which students draw a box around a main idea in their story and then add details to expand, or explode, the main idea
3. A technique for varying sentence lengths, in which students highlight the end of each sentence and count and record the total number of words in the sentence
4. A checklist for the revision process to use when rereading and revising their own stories and for reading and checking a partner’s story

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the box-and-explode strategy helps students elaborate their ideas more clearly. Option A is incorrect because even though word choice will improve the students’ story, they are struggling with how to elaborate their ideas. Option C is incorrect because this activity is focused on revising sentence fluency rather than on elaboration. Option D is incorrect because although a checklist is an assessment tool to help students check if they need more revision, it will not teach the students a strategy for revising their story.

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18. A language arts teacher wants students to have an opportunity to write for an authentic audience and purpose. The assignment that best achieves the teacher’s goal is writing a

1. review of an imaginary movie from the point of view of a critic.
2. sympathy letter to a character in a story who is in an argument with a family member.
3. letter to the principal stating a personal opinion about a school-related issue.
4. front-page newspaper article about a true event in students’ lives.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the audience is real, and the students are writing in their own voice about a subject of personal importance. Option A is incorrect because the movie is imaginary and the audience and purpose are contrived, so the activity is not an authentic writing task. Option B is incorrect because the character in the story is not a real person, so the activity is not an authentic writing task. Option D is incorrect because front-page newspaper articles do not focus on events in students’ lives, so the activity is not an authentic writing task.

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Competency 008—The teacher understands skills for interpreting, analyzing, evaluating and producing visual images and messages in various media and provides students with opportunities to develop skills in this area.

19. Students in a seventh-grade English class are working in groups on a project in which they must create a computer-based slide presentation and present it to the class. Before the students begin creating their presentations, the teacher shows them examples of slides that have too much text and discusses ways to improve the slides. The activity will best help students’ understanding of how to

1. incorporate appropriate graphics to support the text.
2. appropriately match what is said in the presentation to the slides.
3. ensure that the presentation is the appropriate length.
4. design the presentation slides appropriately.

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because the teacher’s discussion helps students learn ways to design their slides to be more effective. Option A is incorrect because students are exploring the features of individual slides, not how to most effectively add graphics to support the text on each slide. Option B is incorrect because the teacher is not showing an actual presentation that would demonstrate that what is said matches what is shown on the slides. Option C is incorrect because the teacher suggests ways that the topic can be presented in depth without using too much text on individual slides. The teacher is not suggesting that the presentations should be a particular length.

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20. Students in Ms. Rivera’s English class express interest in the local professional football team, which has just won the national championship. The next day, Ms. Rivera presents various video clips from local and national news broadcasts about the game. She then has the students discuss the similarities and differences between what is said and how the information is presented by the broadcasters in the clips. Which of the following are students primarily practicing in the discussion?

1. Assessing how the media capitalizes on recent events
2. Interpreting propaganda techniques used by diverse groups
3. Evaluating the use of images by various media types
4. Analyzing different viewpoints of the same event

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because students are analyzing how the same event can be described differently in local and national broadcasts. Option A is incorrect because the students are not discussing how the media capitalizes on recent events; they are discussing the differences between the broadcasts. Option B is incorrect because the types of broadcasts discussed do not lend themselves to propaganda because they’re not persuasive in nature. Option C is incorrect because the students are viewing two video broadcasts, not comparing different types of media.

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Multiple-Competencies Passages

Use the information below to answer the questions that follow.

Ms. Li, an English teacher, designs a discussion activity for students after they have read a chapter of a class novel. She provides students with a list of question starters that they can use to create questions for their peers. Then, Ms. Li has them ask and answer the questions in the small-group discussion.

1.	Describe what must have happened when (refer to a specific event from chapter and the page number).
2.	What do you think might happen next with (refer to a specific conflict or person and the page number)?
3.	How was (refer to a specific section in the chapter and the page number) similar to (refer to something you have read in the past)?
4.	Describe what the author means when he/she says (refer to a specific quote in the chapter and the page number).
5.	What changes to (refer to a character or event and the page number) would you recommend to the author?
6.	What are some of the problems of (refer to a character in the chapter and the page number)?

Competency 005—The teacher understands reading skills and strategies appropriate for various types of texts and contexts and teaches students to apply those skills and strategies to enhance their reading proficiency.

21. The activity primarily encourages students to practice which of the following critical-reading skills?

1. Providing evidence from text to support ideas
2. Synthesizing information from multiple sources
3. Determining the effectiveness of rhetorical devices
4. Comparing a variety of textual structures

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because each of the questions asks students to cite a particular page number in the text that has information that supports their ideas. Option B is incorrect because the questions do not require the students to synthesize, process or interact with information from multiple sources. Option C is incorrect because the questions do not require the students to analyze rhetorical devices, or the techniques that an author uses to convey meaning to the reader. Option D is incorrect because the questions do not ask the students to compare a variety of structures within the text.

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22. Which of the following skills are students primarily practicing when responding to questions 1 and 4?

1. Visualizing
2. Summarizing
3. Inferencing
4. Predicting

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because the task requires students to make inferences or interpret the text. Option A is incorrect because the tasks do not require the students to use visualization techniques in which they would imagine being in a certain part of the text. Option B is incorrect because summarizing would be describing what happened but not interpreting what the author meant, as in question 4. Option D is incorrect because predicting is practiced through answering question number 2.

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Competency 004—The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension and teaches students strategies for improving their comprehension.

23. Which of the following question starters will best facilitate students’ ability to make text-to-text connections?

1. Question 2
2. Question 3
3. Question 5
4. Question 6

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because question 3 encourages students to connect and compare the text they are currently reading to other texts that they have read in the past. Options A, C and D are incorrect because questions 2, 5 and 6 only refer to the text that the students are currently reading.

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Competency 001—The teacher understands the importance of oral language, knows the developmental processes of oral language and provides a variety of instructional opportunities for students to develop listening and speaking skills.

24. The activity is beneficial for English-language learners primarily because it

1. develops elements of phonemic awareness.
2. offers explicit language acquisition instruction.
3. provides an authentic opportunity for speaking.
4. encourages the use of word analysis strategies.

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because this activity supports the learner by modifying content, scaffolding language and providing an authentic opportunity to listen to and respond to peers in small groups, which is beneficial for English-language learners. Option A is incorrect because the focus of this activity is not on developing an understanding of sounds of the language, which is phonemic awareness. Option B is incorrect because the teacher is neither giving explicit language instruction nor teaching students rules of language. Option D is incorrect because the focus is on comprehending the text, not analyzing and decoding the words.

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Use the information below to answer the questions that follow.

The students in Ms. Afzali’s class have written personal narratives. Read the following excerpt from one student’s narrative.

As I skulked through the door, I could smell my mamas homemade bread floating out to me from the kitchen. The warm smell of yeast wrapped around me like a warm, cozy blanket. When I was younger, I always wrapped myself in this blanket my grandma made for me whenever I was sad. That blanket always made me feel better. Being at home made me forget about the days troubles. I felt comforted by the love that I knew was waiting for me in that kitchen.

Competency 006—The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions.

25. Based on the excerpt, the student needs instruction in which of the following areas?

1. Punctuating possessives
2. Matching subjects and verbs
3. Punctuating complex sentences
4. Matching pronouns and antecedents

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because the student fails to punctuate the possessives in the first and second-to-last sentences (mama’s and day’s). Option B is incorrect because the passage uses correct subject-verb agreement. Option C is incorrect because the passage uses correct sentence punctuation. Option D is incorrect because the passage uses correct pronoun-antecedent agreement.

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Competency 007—The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students’ competence in written communication.

26. During a writing conference, which of the following questions should Ms. Afzali ask to best help the student revise the paragraph?

1. Do you use enough vivid words?
2. Is the word tone appropriate for the piece?
3. Is the paragraph focused on one idea?
4. Do you maintain the same verb tense?

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because this question leads the student to focus on the main idea of the paragraph and eliminate the distracting information in the third and fourth sentences. Option A is incorrect because the student’s use of language is adequately engaging and not a major problem in the passage. Option B is incorrect because the tone is adequate for the purpose of the piece. Option D is incorrect because the passage contains no verb tense errors.

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27. Ms. Afzali could best use the student’s excerpt to model the effective use of

1. plot construction.
2. figurative language.
3. character development.
4. omniscient point of view.

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the use of the simile in the second sentence provides an example of the effective use of figurative language. Option A is incorrect because the excerpt does not contain a fully developed plot. Option C is incorrect because although the excerpt provides some information about the character, it does not fully develop the character. Option D is incorrect because the excerpt uses first person limited point of view.

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Use the information below to answer the questions that follow.

Students are learning to analyze characters using the following graphic organizer.

The inside of the gingerbread man shape is labeled "Character's Name." In the top left corner above the left arm, there is a paragraph that reads, "Describe the character's feelings during one point of the story. Why did the character feel this way?" In the right corner above the right arm, there is a paragraph that reads "Describe the character's actions at a particular point of the story. What do you think caused the character's actions?" In the lower left corner under the left foot, there is a sentence that reads "What other character did the character remind you of?" In the lower right hand side under the right foot, it reads "What was one important thing that the character said? Why was it important?"

Competency 009—The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students’ development in applying study and inquiry skills.

28. When completing the graphic organizer, students will primarily practice which of the following study and inquiry skills?

1. Previewing various text features
2. Locating important textual information
3. Making predictions about the text
4. Sequencing the events of the text

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because the graphic organizer requires students to locate important information. Option A is incorrect because the students are not using the graphic organizer to preview the text. Option C is incorrect because students are not asked to make predictions. Option D is incorrect because the graphic organizer is not helping students sequence the events. It focuses only on character traits.

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Competency 004—The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension and teaches students strategies for improving their comprehension.

29. The graphic organizer will best help students develop which of the following skills?

1. Inferential comprehension
2. Language decoding
3. Contextual comprehension
4. Reading fluency

AnswerEnter to expand or collapse answer.Answer expanded

Option A is correct because students are learning to make inferences about the characters through the clues in the story. Option B is incorrect because the students are not practicing decoding or saying the words. Option C is incorrect because contextual comprehension is about finding the meaning of words through context clues. Option D is incorrect because students are not practicing to read fluently.

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30. Which of the following activities would best help develop students’ metacognitive skills?

1. Using the graphic organizer to write a summary of the story
2. Completing the graphic organizer with a partner and then sharing with a small group
3. Referring to the graphic organizer while reading and writing stories individually
4. Creating another graphic organizer that uses the same concept as the graphic organizer presented here

AnswerEnter to expand or collapse answer.Answer expanded

Option C is correct because students who are reading or writing independently can refer to the graphic organizer to analyze their understanding of the story or their written work. Option A is incorrect because students who are summarizing a story recall the events but do not necessarily develop their understanding of the text. Option B is incorrect because working with a partner does not develop the student’s own thinking about the text. Option D is incorrect because students are not using metacognition to create another graphic organizer but are merely developing a different format.

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Use the information below to answer the questions that follow.

Mr. Walick plans to have his seventh-grade students research a topic related to a unit on American history using online sources. He provides students with the following worksheet that they will use while searching Web-based resources.

1. Does the website have a title? If so, what is it?
2. Does the website have advertisements?
3. Is the author’s name and contact information on the website?
4. How does the author support the main ideas?
5. Does the author provide a list of sources?

Competency 008—The teacher understands skills for interpreting, analyzing, evaluating and producing visual images and messages in various media and provides students with opportunities to develop skills in this area.

31. As an extension activity, which of the following can students also evaluate about the websites based on their findings for question 2?

1. Thematic links
2. Targeted audience
3. Historical context
4. Figurative language

AnswerEnter to expand or collapse answer.Answer expanded

Option B is correct because if a website has advertisements, students can determine the targeted audience by looking at the types of advertisements. Options A, C and D are incorrect because looking at a website’s advertisements would not be helpful in evaluating the thematic links, historical context or figurative language. Students would need to evaluate the information given on the website.

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Competency 009—The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students’ development in applying study and inquiry skills.

32. To best help students answer question 4, Mr. Walick should provide them with a checklist that promotes their ability to

1. identify sentence structures.
2. evaluate the level of formality.
3. identify conventional errors.
4. evaluate the organizational pattern.

AnswerEnter to expand or collapse answer.Answer expanded

Option D is correct because the question asks students to look at how the author supports the main ideas, which can often be determined by looking at the organizational pattern. Options A, B and C are incorrect because having students identify the sentence structures, evaluate the level of formality or find the conventional errors will not help them to focus on the way the author supports the main ideas.

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