Common Core: 7th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 7th Grade English Language Arts
All Common Core: 7th Grade English Language Arts Resources
Example Questions
Example Question #21 : Craft And Structure
The animal kingdom is made up of creatures of all shapes, sizes, and colors. While we may see color as little more than decoration, animals use their colors in three key ways: to hide, to deceive, and to attract.
The first purpose of color in the animal kingdom, to hide, is perhaps the most commonly known. Animals use a variety of colorations to camouflage themselves or to obscure their shapes from predators. For instance, the owl is often colored and patterned to match the bark of its tree of choice to better blend into its surroundings when perched. The leafy seadragon, an aquatic example of a species employing color to hide, uses its blue-green coloration and leaf-like protrusions to blend into the aquatic foliage of its ecosystem. But perhaps no species is better known for its ability to use color to hide than the chameleon, which can change color to blend into its surroundings. In fact, the chameleon is so well-known for this trait that its name has become a term that is now generally used to refer to one who “changes to fit/blend in.”
Deception is the second function of color in animals. Animals have been known to use their colors and patterns to deceive potential predators and prey. The hemeroplanes triptolemus, otherwise known as the aptly named “snake mimic caterpillar,” uses large, eye-like colorations on its underbelly to flip over and appear snake-like and thus more intimidating to predators. The orchid mantis is another fascinating example of deception in the animal kingdom. Brightly colored in hues of pink and purple, the mantis contorts itself to appear flower-like as it awaits its prey. When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.
Animals don’t always use their colors to become less pronounced or to hide their true forms from predators or prey. They can also use colors to attract. Bright colorations in animals are used to both attract mates, and to attract attention from and send a warning to potential predators. Many species of birds are known to use bright colorations to attract potential female mates. Additionally, poisonous creatures might be seen with bright colorations and patterns to warn potential predators to leave them be! In fact, many non-poisonous animals have taken this “attract attention” purpose and melded it with “deception” to use their bright coloration to appear poisonous and thus dangerous to predators - even though they are completely harmless!
When it comes to animal colorations, there’s more than meets the eye. With bright colors to attract a mate or ward off a foe, patterns to obscure one’s form and markings that can make even the most harmless bug look like a terrifying creature, animals use color in many ways to better their chances of survival in the wild.
Which of the following best describes the function of the text in quotations: “changes to fit/blend in” in paragraph two of the passage?
To describe attributes of the animal, the chameleon
To provide a definition of chameleon that extends beyond its reference to the animal
To show that the chameleon is able to change to blend into its surroundings
To argue against the claim that chameleons are able to blend in
To provide a definition of chameleon that extends beyond its reference to the animal
In end of paragraph two, the author tells us that the term chameleon has extended beyond the animal to refer to anyone who “changes to fit/blend in.” So, the function of the text in quotations is “to provide a definition of chameleon that extends beyond its reference to the animal.”
Example Question #193 : Common Core: 7th Grade English Language Arts
The animal kingdom is made up of creatures of all shapes, sizes, and colors. While we may see color as little more than decoration, animals use their colors in three key ways: to hide, to deceive, and to attract.
The first purpose of color in the animal kingdom, to hide, is perhaps the most commonly known. Animals use a variety of colorations to camouflage themselves or to obscure their shapes from predators. For instance, the owl is often colored and patterned to match the bark of its tree of choice to better blend into its surroundings when perched. The leafy seadragon, an aquatic example of a species employing color to hide, uses its blue-green coloration and leaf-like protrusions to blend into the aquatic foliage of its ecosystem. But perhaps no species is better known for its ability to use color to hide than the chameleon, which can change color to blend into its surroundings. In fact, the chameleon is so well-known for this trait that its name has become a term that is now generally used to refer to one who “changes to fit/blend in.”
Deception is the second function of color in animals. Animals have been known to use their colors and patterns to deceive potential predators and prey. The hemeroplanes triptolemus, otherwise known as the aptly named “snake mimic caterpillar,” uses large, eye-like colorations on its underbelly to flip over and appear snake-like and thus more intimidating to predators. The orchid mantis is another fascinating example of deception in the animal kingdom. Brightly colored in hues of pink and purple, the mantis contorts itself to appear flower-like as it awaits its prey. When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.
Animals don’t always use their colors to become less pronounced or to hide their true forms from predators or prey. They can also use colors to attract. Bright colorations in animals are used to both attract mates, and to attract attention from and send a warning to potential predators. Many species of birds are known to use bright colorations to attract potential female mates. Additionally, poisonous creatures might be seen with bright colorations and patterns to warn potential predators to leave them be! In fact, many non-poisonous animals have taken this “attract attention” purpose and melded it with “deception” to use their bright coloration to appear poisonous and thus dangerous to predators - even though they are completely harmless!
When it comes to animal colorations, there’s more than meets the eye. With bright colors to attract a mate or ward off a foe, patterns to obscure one’s form and markings that can make even the most harmless bug look like a terrifying creature, animals use color in many ways to better their chances of survival in the wild.
Which of the following best expresses the function of the following excerpt from paragraph two of the passage?
When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.
To provide an example of the “deception” function of color
To show how the mantis uses “attract” to find a mate
To explain the risks of using “hide” as a function of color
To illustrate how prey uses “hide” to avoid predators
To provide an example of the “deception” function of color
The context of this excerpt shows us that the orchid mantis uses deception as a predator to deceive prey. This aligns with “To provide an example of the “deception” function of color.” The excerpt is not expressing risks (for the predator, at least!) nor showing how attract is used to find a mate. In this case, the mantis is the predator using deception to fool unsuspecting prey.
Example Question #71 : Reading
Samantha has highlighted keywords and phrases in a story to help identify the text structure. She has highlighted the following words/phrases:
- because
- so that
- due to
- led to
- since
What text structure often uses these keywords and phrases?
Sequential
Cause & Effect
Problem & Solution
Compare & Contrast
Cause & Effect
Samantha has highlights phrases and words from a text that is structured using a cause-and-effect method. In a cause-and-effect text, structured events and actions give readers the reasons or consequences of the story. An example could be, "Gregory was riding his bike quickly around that corner. He was not paying attention, and this led to him crashing into a parked car." We know the consequence is crashing, and the cause of this was not paying attention while riding the bike quickly. Many text structures can be identified based on their keywords.
Example Question #22 : Craft And Structure
What text structure does the author use to organize this set of passages?
Compare & Contrast
Problem & Solution
Cause & Effect
Sequential
Coal Passage 1
The typical coal plant in the United States creates more than 125,000 tons of ash and 193,000 tons of sludge each year. On average, 42% of coal combustion waste ponds and landfills are unlined. This means that the substances in the waste can seep into the ground and nearby lakes. Some of the substances include arsenic, mercury, chromium, and cadmium. These can contaminate drinking water supplies and directly contact the consumers who drink water from these areas. The disposal of coal plant waste has damaged many ecosystems. Once the coal plants have cycled through billions of gallons of water to cool the system, it is dumped back into the river, ocean, or lake it is pulling water from. When this hot water is released back into the body of water, it creates “thermal pollution,” which can harm the plants and animals living in this area. Many plants add chemicals to their cooling water, which is released back into the lake, ocean, or river with the hot water.
Coal Passage 2
Coal is a concentrated form of prehistoric biomass, plant life, and is the most plentiful fossil fuel produced in the United States. More than 90 percent of the coal consumed in the US is used to generate electricity. Coal power is also an essential industry source for making steel, cement, and paper, and is used in numerous other industries. Coal was a valuable resource that powered trains, steamships, and other forms of transportation for centuries. Coal is essential to the US economy and provides consumers with affordable electricity. The mining of coal and the use of coal power plants provide vital jobs to many American citizens. In 2018 15% of U.S. coal production was exported to other countries. Exporting coal has a positive effect on the United State’s economy.
Compare & Contrast
This author uses a compare and contrast text structure to organize the passage set. Another way to describe this passage set's structure is as a point/counterpoint structure. The author provides two different viewpoints of the use of coal - positive and negative - and uses evidence or details to support the opinion.
Example Question #72 : Reading
Adapted from Little Women by Louisa M. Alcott (1880)
Margaret, the eldest of the four, was sixteen, and very pretty, being plump and fair, with large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain. Fifteen-year-old Jo was very tall, thin, and brown, and reminded one of a colt; for she never seemed to know what to do with her long limbs, which were very much in her way. She had a decided mouth, a comical nose, and sharp, gray eyes, which appeared to see everything, and were by turns fierce, funny, or thoughtful. Her long, thick hair was her one beauty; but it was usually bundled into a net, to be out of her way. Round shoulders had Jo, big hands and feet, a fly-away look to her clothes, and the uncomfortable appearance of a girl who was rapidly shooting up into a woman, and didn't like it. Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved. Amy, though the youngest, was a most important person,—in her own opinion at least. A regular snow-maiden, with blue eyes, and yellow hair, curling on her shoulders, pale and slender, and always carrying herself like a young lady mindful of her manners. What the characters of the four sisters were we will leave to be found out.
The clock struck six; and, having swept up the hearth, Beth put a pair of slippers down to warm. Somehow the sight of the old shoes had a good effect upon the girls; for mother was coming, and every one brightened to welcome her. Meg stopped lecturing, and lighted the lamp, Amy got out of the easy-chair without being asked, and Jo forgot how tired she was as she sat up to hold the slippers nearer to the blaze.
"They are quite worn out; Marmee must have a new pair."
"I thought I'd get her some with my dollar," said Beth.
"No, I shall!" cried Amy.
"I'm the oldest," began Meg, but Jo cut in with a decided—
"I'm the man of the family now papa is away, and I shall provide the slippers, for he told me to take special care of mother while he was gone."
"I'll tell you what we'll do," said Beth; "let's each get her something for Christmas, and not get anything for ourselves."
"That's like you, dear! What will we get?" exclaimed Jo.
Every one thought soberly for a minute; then Meg announced, as if the idea was suggested by the sight of her own pretty hands, "I shall give her a nice pair of gloves."
"Army shoes, best to be had," cried Jo.
"Some handkerchiefs, all hemmed," said Beth.
"I'll get a little bottle of cologne; she likes it, and it won't cost much, so I'll have some left to buy my pencils," added Amy.
Why did Beth's father call her "Little Tranquility"?
Beth's father called her "Little Tranquility" because she looked mad.
Beth's father called her "Little Tranquility" because she looked happy.
Beth's father called her "Little Tranquility" because she looked sad.
Beth's father called her "Little Tranquility" because she looked peaceful.
Beth's father called her "Little Tranquility" because she looked peaceful.
To answer this question, we need to locate the part of the passage where the author describes Beth and think about what the word "tranquility" means.
"Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved."
Before we are told that Beth's father called her "Little Tranquility", we are told that Beth was shy and had a peaceful expression. Tranquil means to be quiet and peaceful; so, given our answer choices, "Beth's father called her "Little Tranquility" because she looked peaceful" is the best option.
Example Question #2 : Reading To Understand Vocabulary In Context
Adapted from Little Women by Louisa M. Alcott (1880)
Margaret, the eldest of the four, was sixteen, and very pretty, being plump and fair, with large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain. Fifteen-year-old Jo was very tall, thin, and brown, and reminded one of a colt; for she never seemed to know what to do with her long limbs, which were very much in her way. She had a decided mouth, a comical nose, and sharp, gray eyes, which appeared to see everything, and were by turns fierce, funny, or thoughtful. Her long, thick hair was her one beauty; but it was usually bundled into a net, to be out of her way. Round shoulders had Jo, big hands and feet, a fly-away look to her clothes, and the uncomfortable appearance of a girl who was rapidly shooting up into a woman, and didn't like it. Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved. Amy, though the youngest, was a most important person,—in her own opinion at least. A regular snow-maiden, with blue eyes, and yellow hair, curling on her shoulders, pale and slender, and always carrying herself like a young lady mindful of her manners. What the characters of the four sisters were we will leave to be found out.
The clock struck six; and, having swept up the hearth, Beth put a pair of slippers down to warm. Somehow the sight of the old shoes had a good effect upon the girls; for mother was coming, and every one brightened to welcome her. Meg stopped lecturing, and lighted the lamp, Amy got out of the easy-chair without being asked, and Jo forgot how tired she was as she sat up to hold the slippers nearer to the blaze.
"They are quite worn out; Marmee must have a new pair."
"I thought I'd get her some with my dollar," said Beth.
"No, I shall!" cried Amy.
"I'm the oldest," began Meg, but Jo cut in with a decided—
"I'm the man of the family now papa is away, and I shall provide the slippers, for he told me to take special care of mother while he was gone."
"I'll tell you what we'll do," said Beth; "let's each get her something for Christmas, and not get anything for ourselves."
"That's like you, dear! What will we get?" exclaimed Jo.
Every one thought soberly for a minute; then Meg announced, as if the idea was suggested by the sight of her own pretty hands, "I shall give her a nice pair of gloves."
"Army shoes, best to be had," cried Jo.
"Some handkerchiefs, all hemmed," said Beth.
"I'll get a little bottle of cologne; she likes it, and it won't cost much, so I'll have some left to buy my pencils," added Amy.
Based on the passage, select the word that most accurately describes the sisters.
Selfish
Selfless
Tired
Happy
Selfless
Most of this passage is about the girls discussing getting a gift for their mother. They have decided instead of getting gifts for each other, or using their money on themselves, they will use their money to do something nice for their mother.
Let's look at our answer choices:
Selfless means to care or worry about someone else, as opposed to yourself.
Selfish means to care for yourself, no one else.
Tired means to be sleepy.
Happy means to be excited about something.
Based on these definitions, and what we know from the text, "selfless" is the best answer choice.
Example Question #1 : Reading To Understand Vocabulary In Context
"Sonnet 18" by William Shakespeare
1 Shall I compare thee to a summer's day?
2 Thou art more lovely and more temperate:
3 Rough winds do shake the darling buds of May,
4 And summer's lease hath all too short a date:
5 Sometime too hot the eye of heaven shines,
6 And often is his gold complexion dimmed,
7 And every fair from fair sometime declines,
8 By chance, or nature's changing course untrimmed:
9 But thy eternal summer shall not fade,
10 Nor lose possession of that fair thou ow'st,
11 Nor shall death brag thou wand'rest in his shade,
12 When in eternal lines to time thou grow'st,
13 So long as men can breathe or eyes can see,
14 So long lives this, and this gives life to thee.
Which of the following lines provides direct evidence that in the phrase “eternal lines,” “lines” references the lines of the poem itself?
"Rough winds do shake the darling buds of May, / And summer's lease hath all too short a date:” (Lines 3–4)
“So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee.” (Lines 13–14)
"Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed," (Lines 5–6)
“Nor shall death brag thou wand'rest in his shade,” (Line 11)
“And every fair from fair sometime declines, / By chance, or nature's changing course untrimmed:” (Lines 7–8)
“So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee.” (Lines 13–14)
Part of the poem's conclusion involves a complex reference that Shakespeare makes in Line 12:
9 But thy eternal summer shall not fade,
10 Nor lose possession of that fair thou ow'st,
11 Nor shall death brag thou wand'rest in his shade,
12 When in eternal lines to time thou grow'st,
What are these "eternal lines"? The question tells us that one interpretation is that they refer to the lines of the poem itself. We need to pick out which line in the poem provides evidence supporting this reading. Lines 3–4 ("Rough winds do shake the darling buds of May, / And summer's lease hath all too short a date:”) have no relation to these "lines," and neither do Lines 7–8 (“And every fair from fair sometime declines, / By chance, or nature's changing course untrimmed:”). Line 11 (“Nor shall death brag thou wand'rest in his shade,”) is nearer where these "lines" are mentioned but doesn't provide any evidence supporting the claim that they refer to the lines of the poem itself. Consider Lines 13–14, though:
13 So long as men can breathe or eyes can see,
14 So long lives this, and this gives life to thee.
"This" seems to refer to the poem itself; that makes sense, given Line 13's claim that the speaker will "live" in one sense as long as "men can breathe and eyes can see," both things necessary for reading. Let's trace this out a little bit more: if the speaker "lives" as long as the poem is around for people to read, then the speaker's claim that death won't get to brag about the poem's addressee "[wandering] in his shade" makes more sense. The speaker says that death won't get to brag in this way "When in eternal lines to time thou grow'st," so it makes sense that these "eternal lines" are the poem, the same thing that the speaker references with the word "this" in the poem's last line. The correct answer is Lines 13–14.
Example Question #2 : Reading To Understand Vocabulary In Context
“The Petrified Forest of Arizona” by E.A. J. Seddon, Associate Editor, Southern Division in The Mountain States Monitor, September 1918.
The Petrified Forest of Arizona is an area covered with the fossil remains of prehistoric trees. The name “Petrified Forest” is somewhat of a misnomer: the word “forest” suggests standing trees, but these trees fell over long ago and have been preserved in stone. At one time, they formed part of a forest of gigantic trees. They proudly reared their heads above the surrounding country, but they were conquered and laid low by some force of nature.
Then began the process of embalming and preserving these fallen monarchs. They were buried thousands of feet beneath the bottom of an inland sea. This was a vast pickling vat where the wood was slowly converted into living gems. We can tell this because volcanic cones and mineral springs still exist in the area.
Water containing minerals slowly forced its way into the trunks and limbs and roots of the fallen monarchs under a terrific pressure. Eventually, the woody material was gradually replaced by silica, a type of rock. Iron oxides were present in the silica. These oxides created brilliant and beautiful brown, yellow, and red colors in the rock.
Eventually, the sediment containing the petrified trees was thrown up from nature’s subterranean chemical laboratory. The wrappings of the dead monarchs were slowly washed away by erosion and corrosion. Then the glorious sun shone upon the trees once again. They were no longer rulers of the kingdom of flora, but preserved for all time as agate, jasper, opal, and other forms of silica.
Which of the following best describes the effects of the author’s use of the word “embalming,” underlined in the first sentence of the second paragraph?
The word evokes ancient Egypt and pharaohs, strengthening the comparison between the ancient trees and monarchs.
The word brings to mind gravestones, suggesting that something on the Earth’s surface marks spots where you can find trees being petrified underground.
The word returns to the author’s statement about how words can be misnomers, as “embalming” is a misnomer suggesting that the tree is being preserved.
The word has to do with the process of preserving a deceased person and compares the effects of water with those of an undertaker.
The word has to do with death, so it explains for the first time to the reader that the trees have been knocked down and are no longer growing when the process of petrification begins.
The word evokes ancient Egypt and pharaohs, strengthening the comparison between the ancient trees and monarchs.
It's important to understand what the word "embalming" means and how the author uses it in the passage before you try to answer this question. Here is the sentence in which the word appears:
Then began the process of embalming and preserving these fallen monarchs.
"Embalming" refers to the process by which a corpse is preserved. Thus, when the author refers to petrification as "embalming," he is implicitly comparing the trees with people. The author refers to the trees as "fallen monarchs" in the same sentence. Encouraged to think of both royalty and the preservation of a corpse in the same sentence, many readers may associate "embalming" with mummification in ancient Egypt, a process used to preserve the bodies of deceased rulers and other people considered to be important.
Now that we've analyzed the word's usage, let's consider the answer choices. Each answer choice consists of two parts: the subtle meaning that the word's usage has, and the effect this has in the passage. Four of the answer choices describe "embalming" as being associated with death; any of those might be correct. Its use has nothing to do with the author's description of misnomers, so let's ignore the answer choice "The word returns to the author’s statement about how words can be misnomers, as “embalming” is a misnomer suggesting that the tree is being preserved." This leaves us with four answer choices:
"The word has to do with the process of preserving a corpse, strengthening the personification of the ancient trees."
"The word has to do with undertakers and compares the effects of water with those of an undertaker."
"The word brings to mind gravestones, suggesting that something on the Earth’s surface marks spots where you can find trees being petrified underground."
"The word has to do with death, so it explains for the first time to the reader that the trees have been knocked down and are no longer growing when the process of petrification begins."
The answer choice discussing "gravestones" isn't correct; nothing about the word's usage specifically has to do with gravestones or tells the audience that certain spots identify where trees are being petrified underground, and nothing in the rest of the passage supports this. The answer choice that says "explains for the first time to the reader that the trees have been knocked down" isn't correct either, because the author explained this point at the end of the first paragraph, not for the first time in this sentence. The answer choice about the word "[comparing] the effects of water with those of an undertaker" isn't correct either because water hasn't even been mentioned as being part of the petrification process at this point in the passage. The correct answer is that "the word has to do with the process of preserving a corpse, strengthening the personification of the ancient trees." As we noted earlier, by using the word "embalming," the author is implicitly comparing the trees with humans.
Example Question #3 : Reading To Understand Vocabulary In Context
Every day it seems, new inventions surface that promise to add value to our day-to-day lives. But did you know, many of the inventions we interact with on a daily basis were developed completely by accident?
Take the microwave, for instance. This accidental invention was developed by engineer Percy Spencer who, upon experimenting with a microwave-emitting magnetron, found that the candy bar in his pocket had begun to melt. Spencer was then able to harness this radiation into the microwave we use today to make snack time a speedy process!
Perhaps one of the most well-known accidental inventions of today, the potato chip was born when a customer kept requesting that his french fries be sliced thinner and made crispier. Though chef George Crum responded with the chips as a joke, they quickly became a favorite snack around the world!
Even the match is a result of accidental invention. When pharmacist John Walker was stirring chemicals, he noticed that the end of his stirring stick had dried into a hardened lump. When attempting to scrape the dried residue off, a flame sparked, and so did Walker’s idea to turn this accident into a helpful tool!
So, the next time your science experiment doesn’t go as planned, or you burn what you have cooked on the stove, keep in mind that some of today’s most valued inventions were discovered when the inventor least expected it!
In the context of paragraph 1, surface most nearly means
exterior
invent
table
evaporate
appear
appear
Here, the term “surface” is used to mean that the inventions come into light or “appear.” While surface, in another context, could describe an exterior, or even a component of a table, neither of those words fit our context. Evaporate, if anything, is the opposite of what we are looking for, and while we are talking about inventions as a whole, it would not make any contextual sense to say “inventions invent.”
Example Question #4 : Reading To Understand Vocabulary In Context
Every day it seems, new inventions surface that promise to add value to our day-to-day lives. But did you know, many of the inventions we interact with on a daily basis were developed completely by accident?
Take the microwave, for instance. This accidental invention was developed by engineer Percy Spencer who, upon experimenting with a microwave-emitting magnetron, found that the candy bar in his pocket had begun to melt. Spencer was then able to harness this radiation into the microwave we use today to make snack time a speedy process!
Perhaps one of the most well-known accidental inventions of today, the potato chip was born when a customer kept requesting that his french fries be sliced thinner and made crispier. Though chef George Crum responded with the chips as a joke, they quickly became a favorite snack around the world!
Even the match is a result of accidental invention. When pharmacist John Walker was stirring chemicals, he noticed that the end of his stirring stick had dried into a hardened lump. When attempting to scrape the dried residue off, a flame sparked, and so did Walker’s idea to turn this accident into a helpful tool!
So, the next time your science experiment doesn’t go as planned, or you burn what you have cooked on the stove, keep in mind that some of today’s most valued inventions were discovered when the inventor least expected it!
In the context of paragraph 2, “harness” most nearly means
expel
utilize
destroy
leather strap
utilize
In this passage, the term “harness” is used to mean the engineer was able to use, or utilize, the radiation to make a microwave. In another context, “harness” could be used to describe a set of straps used to fasten a horse to a cart, but this would not fit our context.
All Common Core: 7th Grade English Language Arts Resources
