Common Core: 8th Grade English Language Arts : Reading to Determine Main Idea or Theme
Study concepts, example questions & explanations for Common Core: 8th Grade English Language Arts
All Common Core: 8th Grade English Language Arts Resources
Example Questions
Example Question #11 : Key Ideas And Details
Until recently, there were two schools of thought on establishing "flagship" endangered species chosen for campaigns to make people aware of the need for action to protect animals from extinction. These flagship species are used in marketing and advertising not only to raise awareness but also to encourage people to take action - such as fundraising, voting, and recruiting others to join in - for fauna conservation as a whole.
The first concerns how recognizable the general public, the audience of most large-scale funding campaigns, finds a particular species. This concept is commonly termed its “public awareness.” This school of thought was built on the foundation that if an individual recognizes a species from prior knowledge, cultural context, or previous conservational and educational encounters (in a zoo environment or classroom setting, for instance) that individual would be more likely to note and respond to the severity of its endangered status. For instance, the panda bear, a known and beloved animal of both historical and pop-culture significance, has long been used as a flagship species for many conservation groups. However, recently emerging flagship species such as the pangolin have shown us that this cannot be the only factor.
Alongside public awareness, conservation experts have long considered a factor they refer to as a “keystone species” designation in the flagstone selection process. Keystone species are those species that play an especially important role in their respective habitats or ecosystems. The otter, for example, plays a key role in balancing the kelp ecosystems in which it hunts. While this metric is important to the environmentalists in charge of distributing funds received, recent data has expressed the more minor role a keystone species designation seems to play in the motivations of the public.
Recent studies by conservationists have questioned both the singularity and the extent to which the above classifications impact the decision making of the general public. Though more complicated to measure, a third designation, known as a species’ “charisma,” is now the yardstick by which most flagship species are classified. Addressing the charisma of a species involves establishing and collecting data concerning its ecological (interactions with humans/the environments of humans), aesthetic (appealing to human emotions through physical appearance and immediately related behaviors), and corporeal (affection and socialization with humans over the short- and long-terms) characteristics. This process has been understandably criticized by some for its costs and failure to incorporate the severity of an endangered species’ status into designation, but its impact on the public has been unquestionable. While keystone and public awareness designations are still often applied in the field because of their practicality and comparative simplicity, charisma is now commonly accepted as the most accurate metric with which to judge a species’ flagship potential.
The primary purpose of this passage is to
argue that charisma is the only method environmental experts should use to designate a species as a flagship endangered species
criticize the negative feedback received by the charisma method of designation
analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns
make the case that the conservation of endangered species is an important cause worthy of public support
compare and contrast two commonly accepted theories
analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns
In this case, we need to think about *why* the author has developed this passage. Is the author attempting to make a case for charisma as a designation process? Certainly not! We were told in the passage that this has already become the commonly accepted process! Though some elements of the passage speak about characteristics of each of the three methods cited, a direct comparison/contrast is never made, and would not encompass the purpose of the passage as a whole. Nor has the author developed the passage to directly criticize the negative feedback received. While it might be true that the author agrees that conservation is an important cause worthy of support, the tone and purpose of the passage do not align with "make the case that the conservation of endangered species is an important cause worthy of public support". The author is attempting to dig into the context and implications of the general transition being made toward the use of charisma as a primary designation - thus “analyze the factors that contribute to the effectiveness of a flagship endangered species for conservation campaigns” is the correct answer.
Example Question #12 : Reading
When you hear the word “pirate,” you likely think of names such as Blackbeard or Henry Morgan. However, there exists a vast and interesting history of lesser-known pirates who have also shaped the term as we know it, and this history is just as deserving of our attention.
For instance, in the fifteenth century, the pirate Pier Gerlofs Donia, better known as “Big Pier,” fought tirelessly against the Roman Empire and intimidated even the most fierce army men with the seven foot long sword he wielded, known as the “Zweihander.” When his crew captured a suspected enemy ship, he was known to determine friend from foe by forcing them to say: “Butter, bread, and green cheese: if you can’t say that, you’re not a real Frisian!” in his native tongue, as this was often difficult for enemies to pronounce correctly. Enemies who were unable to do so were sentenced to their doom!
Seventeenth century dutch pirate Laurens de Graaf is also an interesting story. While he is best known for his ship, the Tigre, and for evading capture and disappearing into mystery and myth, he was supposedly an interesting pirate to work for! Known as the “gentleman’s outlaw,” de Graaf would travel the seas with an arrangement of violins and trumpets, which he would play for his crew to keep spirits high.
Samuel Bellamy’s life poses yet another interesting, though ultimately tragic, story. When treasure hunter Bellamy found it difficult to make a living, he turned to piracy. Bellamy was known as a just captain, and even formed a democracy on his ship, earning the trust and respect of his men. Bellamy was also known as the wealthiest pirate ever, and in the short year or so that he roamed the seas, he acquired over $120 million in treasure. This wealth would be short-lived, however, as Bellamy and his ship sank to the bottom of the deep blue on their way back from the heist that would have allowed his entire crew to retire and live out the rest of their lives in peace.
It is true that many of the icons we see in today’s movies, novels, and costumes come from some of history’s most well-known pirates. Nevertheless, those interested in knowing the full history and culture of what we know as “piracy” today should seek out the stories behind some of the world’s lesser-known tyrants of the sea.
The primary purpose of this passage is to
warn against the dangers of piracy
explain the way pirates went about acquiring treasure
suggest that less famous pirates are also important to the history of piracy
describe some interesting stories of well-known pirates
describe some of the origins of the symbols of pirates we see in today’s movies, novels, and costumes.
suggest that less famous pirates are also important to the history of piracy
The introduction and conclusion (first and last paragraphs) of the passage claim and reiterate that “those interested in knowing the full history and culture of what we know as “piracy” today should seek out the stories behind some of the world’s lesser-known tyrants of the sea.” The body paragraphs provide examples of these less famous pirates to reinforce the claim that such pirates are also important to the history of piracy. The passage thus provides the following structure:
Paragraph one: Make the claim that less well-known pirates should also be studied
Paragraph two: Give one example of a lesser-known pirate and his history
Paragraph three: Provide a second example of a lesser-known pirate
Paragraph four: Provide a third example of a lesser-known pirate
Paragraph five: Conclude by reiterating that less well-known pirates, such as the ones above, are also important to the history of pirates
So, the passage is suggesting that less well-known pirates are also important and worth studying, as described in answer choice "suggest that less famous pirates are also important to the history of piracy."
Example Question #13 : Reading
Passage 1:
Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent, and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.
Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.
Passage 2:
Video games are often (and unfairly) blamed for negatively impacting children, but in reality they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.
People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress relieving, and say that these activities positively impact their mood.
While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!
If Passage 1 were to appear as an opinion article in a parenting magazine, which of the following would be the most appropriate title for that article?
The Case for Video Games: Why We Shouldn’t Overlook the Positive Impact of Gaming as a Hobby
Learning to Play Video Games to Bond with your Child
Why Parents Should Discourage their Children from Playing Video Games
Arts and Athletics: the Ideal Hobbies for Children
Keeping your Child Active with a Variety of Hobbies!
Why Parents Should Discourage their Children from Playing Video Games
In order to address the most appropriate title for the article, we need to understand the primary purpose of the passage. Here, the passage is not in any way advocating for the use of video games. Instead, the author maintains a consistently negative tone regarding video games for children, and argues that “parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.” So, while the author does address the importance of varying hobbies, and suggests that arts and athletics are examples of positive hobbies for children, the primary purpose of the passage is not to advocate for a variety of hobbies, or for arts and athletics in particular. The purpose of the passage is to warn parents against the dangers of video games and suggest they encourage children to pursue other hobbies instead.
Example Question #14 : Reading
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following best describes the primary purpose of Passage 1?
Argue that dodgeball is the best use of students’ free time
Claim that the Pythagorean Theorem is useless in “real life”
Encourage that elective courses be focused on STEM-related skills
List various elective courses preferred by students
Advocate for the use of elective courses as a pleasant break from an otherwise taxing school day
Advocate for the use of elective courses as a pleasant break from an otherwise taxing school day
In this question, we want to address a primary purpose that aligns with the author’s final claim that “elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.” So, the author has established this passage to advocate for (defend) the use of elective courses as a pleasant break from an otherwise taxing school day. While dodgeball and other elective courses that might be preferred by students are mentioned in the passage, the purpose is not to argue for one of these in particular. Instead, the author wants to express to readers that electives should be focused on hobbies and interests in order to provide a break to students.
Example Question #15 : Reading
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
Which of the following would be an appropriate title for Passage 2?
Why all classes should be electives
Home economics - the ultimate elective course for students
Employing electives to build practical skills in students
Why elective courses are useless to students
The importance of STEM for our future workforce
Employing electives to build practical skills in students
In this passage, the author attempts to emphasize to readers that elective courses should focus on building practical “life skills students will find helpful as adults, such as personal finance and home economics.” So, it would be appropriate to title this passage “Employing electives to build practical skills in students.” Several of our wrong answers are either too specific and thus go beyond the scope of the passage (Home economics - the ultimate elective course for students/Why all classes should be electives), or address a purpose that aligns with an entirely different passage (The importance of STEM for our future workforce). Finally, the author does not at all leave the impression that elective courses are useless. Instead, the author argues their importance, but notes that they should be focused on building practical life skills.
Example Question #16 : Reading
Passage 1:
When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy, and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.
Passage 2:
Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists, or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!
Passage 3:
Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.
According to the context of the passage, Passage 3 would most likely be found in
a technical journal for STEM experts focused on best practices in advanced mathematics
an educational opinion journal expressing opinions on class curriculum and learning priorities
a proposal from a home economics teacher asking for more funding for the home economics department
a letter from a teacher to the school board detailing why more emphasis should be placed on visual arts
a petition written and signed by students who are sick of taking so many math classes and want more variety in their school days
an educational opinion journal expressing opinions on class curriculum and learning priorities
The author of Passage 3 is clearly advocating for more class time focused on STEM skills to prepare today’s youth for future career demand. So, “an educational opinion journal expressing opinions on class curriculum and learning priorities” would make sense as a source for this passage. While “a technical journal for STEM experts focused on best practices in advanced mathematics” sounds on topic, it’s definitely not aligned with the purpose or scope of this passage. Additionally, “a letter from a teacher to the school board detailing why more emphasis should be placed on visual arts,” “a petition written and signed by students who are sick of taking so many math classes and want more variety in their school days,” and “a proposal from a home economics teacher asking for more funding for the home economics department” all prioritize opinions held in other passages in this passage set, but certainly not the opinion of the author of Passage 3.
All Common Core: 8th Grade English Language Arts Resources
