Common Core: 8th Grade English Language Arts : Integration of Knowledge and Ideas
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 #101 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which of the following would the authors of both passages be likely to agree on?
Reading is a valuable hobby worthy of children’s time
Children are only interested in reading about topics such as school and growing up
Shakespearean work is dated and should no longer be considered classic literature
Only adult readers can truly appreciate complex works such as Mark Twain and Charles Dickens
Giving children books about talking animals and superheroes gives them unrealistic expectations about life
Reading is a valuable hobby worthy of children’s time
Here, we’re looking for something both authors agree upon. It’s clear from the passages that both authors agree that reading is an important and worthwhile hobby for children. The point the authors disagree on is how to best keep children interested in reading. Several of our wrong answers either represent one point of view, but not the other, or take a detail present in one of the passages way too far to create a point of view that is unrealistic for either author. (Does either author really think children will believe the talking animals and superheroes are true stories?)
Example Question #102 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which of the following represents the point the authors of Passages 1 & 2 disagree about?
The author of Passage 1 believes that Mark Twain is the most important author of his time, but the author of Passage 2 prefers the works of Shel Silverstein
The author of Passage 1 believes that children learn to love reading when they read about topics they know and experience, but the author of Passage 2 believes that only classic literature can truly grow this interest
The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind
The author of Passage 1 would consider comic books a valuable read for children, but the author of Passage 2 would find such literature wasteful
The author of Passage 1 believes that children would prefer reading Shakespeare to Charlotte’s Web, but the author of Passage 2 believes that old literature is no longer relevant
The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind
If we summarize the points made by each author, we can see that the author of Passage 1 thinks that children would find value in reading classic novels, and that they should be encouraged to do so. The author of Passage 2 on the other hand, thinks that children will be encouraged to read if they are given books written specifically with their interests and daily lives in mind, they will be more likely to want to continue to read. This aligns perfectly with: “The author of Passage 1 believes that children would benefit from reading classic literature designed for adults, but the author of Passage 2 believes that the novels children read should be designed with their age and interests in mind.” Here, our wrong answers either take too far an extreme, or present the correct opinion from the wrong point of view/passage, as we see with: “The author of Passage 1 believes that children learn to love reading when they read about topics they know and experience, but the author of Passage 2 believes that only classic literature can truly grow this interest.”
Example Question #103 : Reading
Passage 1:
School-age children are filled with curiosity and seek to discover new and exciting things every day! So, it is silly to assume that a child would not appreciate the faraway places and times of classics by Mark Twain, Charles Dickens, and Shakespeare. Regardless of the child’s age, if he or she can break down the structure of Shakespeare’s sonnets or the satire of Dickens’s episodics, there is no reason such a child should have to wait until the later part of his or her schooling to enjoy such works. In fact, limiting younger children to writing consisting only of relatable elementary- and middle-school topics such as going to school, overcoming bullying, and growing up only acts to stifle the curiosity that could otherwise be strengthened by the wonder of classic literature.
Passage 2:
There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand. Allow a child to find his love for reading through books that he can relate to and he will hold onto that appreciation of reading for a lifetime. Force him to know only difficult constructions and dated language when he reads, and you’ll be sure to chase him away from the hobby entirely! By allowing children to read about what they find interesting, or what they can relate to, whether it’s the common challenges faced making friends in school or the wonder of talking animals and superheroes, you build the foundation for a love of reading that will eventually make its way to the classic literature adult readers have come to embrace.
Which point of view would the following piece of evidence be most likely to support?
When asked about the inspiration for their work, many adults working in the field of literature cite classic novels such as The Great Gatsby and Wuthering Heights as the novels that gained their interest in literature at a young age.
The author of Passage 1, but not the author of Passage 2
This evidence refutes the arguments of both authors
The author of Passage 2, but not the author of Passage 1
This evidence supports the arguments of both authors
The author of Passage 1, but not the author of Passage 2
We can see that the author of Passage 1 thinks that allowing and encouraging children to read classic novels at a young age will inspire them to continue to enjoy reading and literature as a whole. The author of Passage 2, on the other hand, thinks that “There is no simpler way to drive children away from reading than to fill their arms and their reading lists with dense, boring novels full of language and topics they find unrelatable and difficult to understand.” So, The author of Passage 1, but not the author of Passage 2” would be supported by this piece of evidence.
Example Question #111 : Reading
Adapted from The Wind in the Willows by Kenneth Grahame (1908)
'Do you mean to tell me,' shouted the Rat, thumping with his little fist upon the table, 'that you've heard nothing about the Stoats and Weasels?’
‘What, the Wild Wooders?' cried Toad, trembling in every limb. 'No, not a word! What have they been doing?’
'—And how they've been and taken Toad Hall?' continued the Rat.
Toad leaned his elbows on the table, and his chin on his paws; and a large tear welled up in each of his eyes, overflowed and splashed on the table, plop! plop!
'The Wild Wooders have been living in Toad Hall ever since you—got—into that—that—trouble of yours,' continued the Rat; 'and going on simply anyhow! Lying in bed half the day, and breakfast at all hours, and the place in such a mess (I'm told) it's not fit to be seen! Eating your grub, and drinking your drink, and making bad jokes about you, and singing vulgar songs, about—well, about prisons and magistrates, and policemen; horrid personal songs, with no humor in them. And they're telling the tradespeople and everybody that they've come to stay for good.’
. . .
Such a tremendous noise was going on in the banqueting-hall that there was little danger of their being overheard. The Badger said, 'Now, boys, all together!' and the four of them put their shoulders to the trap-door and heaved it back. Hoisting each other up, they found themselves standing in the pantry, with only a door between them and the banqueting-hall, where their unconscious enemies were carousing.
The noise, as they emerged from the passage, was simply deafening. At last, as the cheering and hammering slowly subsided, a voice could be made out saying, 'Well, I do not propose to detain you much longer'—(great applause)—'but before I resume my seat'—(renewed cheering)—'I should like to say one word about our kind host, Mr. Toad. We all know Toad!'—(great laughter)—'GOOD Toad, MODEST Toad, HONEST Toad!' (shrieks of merriment).
'Only just let me get at him!' muttered Toad, grinding his teeth.
'Hold hard a minute!' said the Badger, restraining him with difficulty. 'Get ready, all of you!'
'—Let me sing you a little song,' went on the voice, 'which I have composed on the subject of Toad'—(prolonged applause).
The Badger drew himself up, took a firm grip of his stick with both paws, glanced round at his comrades, and cried—
'The hour is come! Follow me!’
And flung the door open wide.
My!
What a squealing and a squeaking and a screeching filled the air!
Well might the terrified weasels dive under the tables and spring madly up at the windows! Well might the ferrets rush wildly for the fireplace and get hopelessly jammed in the chimney! Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room! The mighty Badger, his whiskers bristling, his great cudgel whistling through the air; Mole, black and grim, brandishing his stick and shouting his awful war-cry, 'A Mole! A Mole!' Rat; desperate and determined, his belt bulging with weapons of every age and every variety; Toad, frenzied with excitement and injured pride, swollen to twice his ordinary size, leaping into the air and emitting Toad-whoops that chilled them to the marrow! He went straight for the Chief Weasel. They were but four in all, but to the panic-stricken weasels the hall seemed full of monstrous animals, grey, black, brown and yellow, whooping and flourishing enormous cudgels; and they broke and fled with squeals of terror and dismay, this way and that, through the windows, up the chimney, anywhere to get out of reach of those terrible sticks.
The affair was soon over. Up and down, the whole length of the hall, strode the four Friends, whacking with their sticks at every head that showed itself; and in five minutes the room was cleared. Through the broken windows the shrieks of terrified weasels escaping across the lawn were borne faintly to their ears; on the floor lay prostrate some dozen or so of the enemy, on whom the Mole was busily engaged in fitting handcuffs. The Badger, resting from his labors, leant on his stick and wiped his honest brow.
Which of the characters is most directly analogous to Odysseus/Ulysses?
The Toad
The Mole
The Chief Weasel
The Rat
The Badger
The Toad
The character in the passage most analogous to Odysseus is Toad, as it is his home that he and his friends are trying to retake from the weasels and stoats. It is also he who has been absent for a notable time, as the Rat mentions when he says, "'When you—got—into that—that—trouble of yours." Odysseus comes back to his house after a long absence and chases his wife's suitors out of his home in the Odyssey with help from friends, which is very similar to what Toad does in the passage.
Example Question #252 : Common Core: 8th Grade English Language Arts
Adapted from The Wind in the Willows by Kenneth Grahame (1908)
'Do you mean to tell me,' shouted the Rat, thumping with his little fist upon the table, 'that you've heard nothing about the Stoats and Weasels?’
‘What, the Wild Wooders?' cried Toad, trembling in every limb. 'No, not a word! What have they been doing?’
'—And how they've been and taken Toad Hall?' continued the Rat.
Toad leaned his elbows on the table, and his chin on his paws; and a large tear welled up in each of his eyes, overflowed and splashed on the table, plop! plop!
'The Wild Wooders have been living in Toad Hall ever since you—got—into that—that—trouble of yours,' continued the Rat; 'and going on simply anyhow! Lying in bed half the day, and breakfast at all hours, and the place in such a mess (I'm told) it's not fit to be seen! Eating your grub, and drinking your drink, and making bad jokes about you, and singing vulgar songs, about—well, about prisons and magistrates, and policemen; horrid personal songs, with no humor in them. And they're telling the tradespeople and everybody that they've come to stay for good.’
. . .
Such a tremendous noise was going on in the banqueting-hall that there was little danger of their being overheard. The Badger said, 'Now, boys, all together!' and the four of them put their shoulders to the trap-door and heaved it back. Hoisting each other up, they found themselves standing in the pantry, with only a door between them and the banqueting-hall, where their unconscious enemies were carousing.
The noise, as they emerged from the passage, was simply deafening. At last, as the cheering and hammering slowly subsided, a voice could be made out saying, 'Well, I do not propose to detain you much longer'—(great applause)—'but before I resume my seat'—(renewed cheering)—'I should like to say one word about our kind host, Mr. Toad. We all know Toad!'—(great laughter)—'GOOD Toad, MODEST Toad, HONEST Toad!' (shrieks of merriment).
'Only just let me get at him!' muttered Toad, grinding his teeth.
'Hold hard a minute!' said the Badger, restraining him with difficulty. 'Get ready, all of you!'
'—Let me sing you a little song,' went on the voice, 'which I have composed on the subject of Toad'—(prolonged applause).
The Badger drew himself up, took a firm grip of his stick with both paws, glanced round at his comrades, and cried—
'The hour is come! Follow me!’
And flung the door open wide.
My!
What a squealing and a squeaking and a screeching filled the air!
Well might the terrified weasels dive under the tables and spring madly up at the windows! Well might the ferrets rush wildly for the fireplace and get hopelessly jammed in the chimney! Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room! The mighty Badger, his whiskers bristling, his great cudgel whistling through the air; Mole, black and grim, brandishing his stick and shouting his awful war-cry, 'A Mole! A Mole!' Rat; desperate and determined, his belt bulging with weapons of every age and every variety; Toad, frenzied with excitement and injured pride, swollen to twice his ordinary size, leaping into the air and emitting Toad-whoops that chilled them to the marrow! He went straight for the Chief Weasel. They were but four in all, but to the panic-stricken weasels the hall seemed full of monstrous animals, grey, black, brown and yellow, whooping and flourishing enormous cudgels; and they broke and fled with squeals of terror and dismay, this way and that, through the windows, up the chimney, anywhere to get out of reach of those terrible sticks.
The affair was soon over. Up and down, the whole length of the hall, strode the four Friends, whacking with their sticks at every head that showed itself; and in five minutes the room was cleared. Through the broken windows the shrieks of terrified weasels escaping across the lawn were borne faintly to their ears; on the floor lay prostrate some dozen or so of the enemy, on whom the Mole was busily engaged in fitting handcuffs. The Badger, resting from his labors, leant on his stick and wiped his honest brow.
Which of the following best summarizes what happens in the passage?
The Rat explains to Toad what’s become of his home, Toad Hall, in his extended absence.
The Wild Wood animals celebrate in Toad Hall, helping themselves to the house’s provisions.
The Badger leads a group of friends into Toad Hall, which has been taken over by Wild Wood animals.
Toad learns that Toad Hall has been overtaken, and with the help of his friends, reclaims it.
A group of animals tries to reclaim one of their houses, but fails and is forced to retreat.
Toad learns that Toad Hall has been overtaken, and with the help of his friends, reclaims it.
In the part of the passage before the break, Toad learns that the Wild Wooders have taken over Toad Hall, his residence. After the break, Toad and his friends the Badger, the Rat, and the Mole take back Toad Hall by sneaking up on the stoats and weasels carousing in the home. They are successful and are not forced to retreat, so “A group of animals tries to reclaim one of their houses, but fails and is forced to retreat” is not correct. “The Rat explains to Toad what’s become of his home, Toad Hall, in his extended absence” is not correct because it only describes the first part of the passage; similarly, “The Badger leads a group of friends into Toad Hall, which has been taken over by Wild Wood animals” is not correct because it only talks about the second part of the passage. “The Wild Wood animals celebrate in Toad Hall, helping themselves to the house’s provisions” does not summarize either part of the passage; it is just an event that occurs in it. The best answer is “Toad learns that Toad Hall has been overtaken, in and with the help of his friends, reclaims it.” This briefly tells readers what happens in both the first and second part of the passage.
Example Question #11 : Integration Of Knowledge And Ideas
Adapted from The Wind in the Willows by Kenneth Grahame (1908)
'Do you mean to tell me,' shouted the Rat, thumping with his little fist upon the table, 'that you've heard nothing about the Stoats and Weasels?’
‘What, the Wild Wooders?' cried Toad, trembling in every limb. 'No, not a word! What have they been doing?’
'—And how they've been and taken Toad Hall?' continued the Rat.
Toad leaned his elbows on the table, and his chin on his paws; and a large tear welled up in each of his eyes, overflowed and splashed on the table, plop! plop!
'The Wild Wooders have been living in Toad Hall ever since you—got—into that—that—trouble of yours,' continued the Rat; 'and going on simply anyhow! Lying in bed half the day, and breakfast at all hours, and the place in such a mess (I'm told) it's not fit to be seen! Eating your grub, and drinking your drink, and making bad jokes about you, and singing vulgar songs, about—well, about prisons and magistrates, and policemen; horrid personal songs, with no humor in them. And they're telling the tradespeople and everybody that they've come to stay for good.’
. . .
Such a tremendous noise was going on in the banqueting-hall that there was little danger of their being overheard. The Badger said, 'Now, boys, all together!' and the four of them put their shoulders to the trap-door and heaved it back. Hoisting each other up, they found themselves standing in the pantry, with only a door between them and the banqueting-hall, where their unconscious enemies were carousing.
The noise, as they emerged from the passage, was simply deafening. At last, as the cheering and hammering slowly subsided, a voice could be made out saying, 'Well, I do not propose to detain you much longer'—(great applause)—'but before I resume my seat'—(renewed cheering)—'I should like to say one word about our kind host, Mr. Toad. We all know Toad!'—(great laughter)—'GOOD Toad, MODEST Toad, HONEST Toad!' (shrieks of merriment).
'Only just let me get at him!' muttered Toad, grinding his teeth.
'Hold hard a minute!' said the Badger, restraining him with difficulty. 'Get ready, all of you!'
'—Let me sing you a little song,' went on the voice, 'which I have composed on the subject of Toad'—(prolonged applause).
The Badger drew himself up, took a firm grip of his stick with both paws, glanced round at his comrades, and cried—
'The hour is come! Follow me!’
And flung the door open wide.
My!
What a squealing and a squeaking and a screeching filled the air!
Well might the terrified weasels dive under the tables and spring madly up at the windows! Well might the ferrets rush wildly for the fireplace and get hopelessly jammed in the chimney! Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room! The mighty Badger, his whiskers bristling, his great cudgel whistling through the air; Mole, black and grim, brandishing his stick and shouting his awful war-cry, 'A Mole! A Mole!' Rat; desperate and determined, his belt bulging with weapons of every age and every variety; Toad, frenzied with excitement and injured pride, swollen to twice his ordinary size, leaping into the air and emitting Toad-whoops that chilled them to the marrow! He went straight for the Chief Weasel. They were but four in all, but to the panic-stricken weasels the hall seemed full of monstrous animals, grey, black, brown and yellow, whooping and flourishing enormous cudgels; and they broke and fled with squeals of terror and dismay, this way and that, through the windows, up the chimney, anywhere to get out of reach of those terrible sticks.
The affair was soon over. Up and down, the whole length of the hall, strode the four Friends, whacking with their sticks at every head that showed itself; and in five minutes the room was cleared. Through the broken windows the shrieks of terrified weasels escaping across the lawn were borne faintly to their ears; on the floor lay prostrate some dozen or so of the enemy, on whom the Mole was busily engaged in fitting handcuffs. The Badger, resting from his labors, leant on his stick and wiped his honest brow.
The chapter from which the latter scene is excerpted is titled “The Return of Ulysses.” What famous story is the author referencing in this choice of chapter title?
A story from the Bible
The story of Prometheus
The story of Hercules
The Odyssey
A creation myth
The Odyssey
Ulysses is the Roman name of Odysseus, the main character of the Odyssey, an epic poem by Homer. In it, Odysseus is attempting to return home to his wife Penelope after the events in the Illiad, during which a great war is fought. Odysseus encounters many obstacles that have become famous as literary references, including but not limited to sirens, Scylla and Charybdis, a cyclops, and an island of lotus-eaters. Eventually, Odysseus returns home to find that Penelope is beset by suitors who think Odysseus has died, and that the suitors have taken up residence in his house and have been eating his food and drinking his beverages. With some help, Odysseus is able to chase them out. It is this famous scene that we see replayed in a different fashion in the passage. Note that you didn’t need to know that to answer this question, though—just recognizing that Ulysses is associated with the Odyssey is enough!
Example Question #12 : Integration Of Knowledge And Ideas
Adapted from The Wind in the Willows by Kenneth Grahame (1908)
'Do you mean to tell me,' shouted the Rat, thumping with his little fist upon the table, 'that you've heard nothing about the Stoats and Weasels?’
‘What, the Wild Wooders?' cried Toad, trembling in every limb. 'No, not a word! What have they been doing?’
'—And how they've been and taken Toad Hall?' continued the Rat.
Toad leaned his elbows on the table, and his chin on his paws; and a large tear welled up in each of his eyes, overflowed and splashed on the table, plop! plop!
'The Wild Wooders have been living in Toad Hall ever since you—got—into that—that—trouble of yours,' continued the Rat; 'and going on simply anyhow! Lying in bed half the day, and breakfast at all hours, and the place in such a mess (I'm told) it's not fit to be seen! Eating your grub, and drinking your drink, and making bad jokes about you, and singing vulgar songs, about—well, about prisons and magistrates, and policemen; horrid personal songs, with no humor in them. And they're telling the tradespeople and everybody that they've come to stay for good.’
. . .
Such a tremendous noise was going on in the banqueting-hall that there was little danger of their being overheard. The Badger said, 'Now, boys, all together!' and the four of them put their shoulders to the trap-door and heaved it back. Hoisting each other up, they found themselves standing in the pantry, with only a door between them and the banqueting-hall, where their unconscious enemies were carousing.
The noise, as they emerged from the passage, was simply deafening. At last, as the cheering and hammering slowly subsided, a voice could be made out saying, 'Well, I do not propose to detain you much longer'—(great applause)—'but before I resume my seat'—(renewed cheering)—'I should like to say one word about our kind host, Mr. Toad. We all know Toad!'—(great laughter)—'GOOD Toad, MODEST Toad, HONEST Toad!' (shrieks of merriment).
'Only just let me get at him!' muttered Toad, grinding his teeth.
'Hold hard a minute!' said the Badger, restraining him with difficulty. 'Get ready, all of you!'
'—Let me sing you a little song,' went on the voice, 'which I have composed on the subject of Toad'—(prolonged applause).
The Badger drew himself up, took a firm grip of his stick with both paws, glanced round at his comrades, and cried—
'The hour is come! Follow me!’
And flung the door open wide.
My!
What a squealing and a squeaking and a screeching filled the air!
Well might the terrified weasels dive under the tables and spring madly up at the windows! Well might the ferrets rush wildly for the fireplace and get hopelessly jammed in the chimney! Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room! The mighty Badger, his whiskers bristling, his great cudgel whistling through the air; Mole, black and grim, brandishing his stick and shouting his awful war-cry, 'A Mole! A Mole!' Rat; desperate and determined, his belt bulging with weapons of every age and every variety; Toad, frenzied with excitement and injured pride, swollen to twice his ordinary size, leaping into the air and emitting Toad-whoops that chilled them to the marrow! He went straight for the Chief Weasel. They were but four in all, but to the panic-stricken weasels the hall seemed full of monstrous animals, grey, black, brown and yellow, whooping and flourishing enormous cudgels; and they broke and fled with squeals of terror and dismay, this way and that, through the windows, up the chimney, anywhere to get out of reach of those terrible sticks.
The affair was soon over. Up and down, the whole length of the hall, strode the four Friends, whacking with their sticks at every head that showed itself; and in five minutes the room was cleared. Through the broken windows the shrieks of terrified weasels escaping across the lawn were borne faintly to their ears; on the floor lay prostrate some dozen or so of the enemy, on whom the Mole was busily engaged in fitting handcuffs. The Badger, resting from his labors, leant on his stick and wiped his honest brow.
In referring to the four animals as “heroes” in the following sentence, the author __________.
"Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room!"
makes it clear that only some of the animals invading Toad Hall are acting heroically
introduces the idea that the animal narrating that scene thinks the Toad, Badger, Rat, and Mole don’t deserve to be called heroes
makes it clear that we should be rooting for the weasels and stoats
strengthens an allusion being made to a particular famous ancient story
suggests that what they are doing isn’t actually that heroic
strengthens an allusion being made to a particular famous ancient story
Even if you don’t recognize that by calling the Badger, Mole, Toad, and Rat “heroes” the author is strengthening the parallels between this story and the Odyssey, you can eliminate all of the wrong answers and arrive at the correct one, that the use of the word “heroes” “strengthens an allusion to a particular famous ancient story.”
Does the word “heroes” make it clear that we should be rooting for the weasels and stoats? Not at all—it’s not the weasels and stoats who are being called “heroes” by the author, it’s the Badger, Toad, Rat, and Mole. Does the author’s use of the word “heroes” introduce the idea that the animal narrating the scene . . . wait a moment. Is there an animal narrating the scene? We’re not given any indication that that is true. Plus, we’re not given any clues that the narrator thinks that the group of four main character animals don’t deserve to be called “heroes.” The use of the word also does not suggest that what they are doing isn’t actually heroic, or that only some of the four main animals are acting heroically. Eliminating these answer choices, we’re left with the correct one!
Example Question #13 : Integration Of Knowledge And Ideas
Adapted from The Wind in the Willows by Kenneth Grahame (1908)
'Do you mean to tell me,' shouted the Rat, thumping with his little fist upon the table, 'that you've heard nothing about the Stoats and Weasels?’
‘What, the Wild Wooders?' cried Toad, trembling in every limb. 'No, not a word! What have they been doing?’
'—And how they've been and taken Toad Hall?' continued the Rat.
Toad leaned his elbows on the table, and his chin on his paws; and a large tear welled up in each of his eyes, overflowed and splashed on the table, plop! plop!
'The Wild Wooders have been living in Toad Hall ever since you—got—into that—that—trouble of yours,' continued the Rat; 'and going on simply anyhow! Lying in bed half the day, and breakfast at all hours, and the place in such a mess (I'm told) it's not fit to be seen! Eating your grub, and drinking your drink, and making bad jokes about you, and singing vulgar songs, about—well, about prisons and magistrates, and policemen; horrid personal songs, with no humor in them. And they're telling the tradespeople and everybody that they've come to stay for good.’
. . .
Such a tremendous noise was going on in the banqueting-hall that there was little danger of their being overheard. The Badger said, 'Now, boys, all together!' and the four of them put their shoulders to the trap-door and heaved it back. Hoisting each other up, they found themselves standing in the pantry, with only a door between them and the banqueting-hall, where their unconscious enemies were carousing.
The noise, as they emerged from the passage, was simply deafening. At last, as the cheering and hammering slowly subsided, a voice could be made out saying, 'Well, I do not propose to detain you much longer'—(great applause)—'but before I resume my seat'—(renewed cheering)—'I should like to say one word about our kind host, Mr. Toad. We all know Toad!'—(great laughter)—'GOOD Toad, MODEST Toad, HONEST Toad!' (shrieks of merriment).
'Only just let me get at him!' muttered Toad, grinding his teeth.
'Hold hard a minute!' said the Badger, restraining him with difficulty. 'Get ready, all of you!'
'—Let me sing you a little song,' went on the voice, 'which I have composed on the subject of Toad'—(prolonged applause).
The Badger drew himself up, took a firm grip of his stick with both paws, glanced round at his comrades, and cried—
'The hour is come! Follow me!’
And flung the door open wide.
My!
What a squealing and a squeaking and a screeching filled the air!
Well might the terrified weasels dive under the tables and spring madly up at the windows! Well might the ferrets rush wildly for the fireplace and get hopelessly jammed in the chimney! Well might tables and chairs be upset, and glass and china be sent crashing on the floor, in the panic of that terrible moment when the four Heroes strode wrathfully into the room! The mighty Badger, his whiskers bristling, his great cudgel whistling through the air; Mole, black and grim, brandishing his stick and shouting his awful war-cry, 'A Mole! A Mole!' Rat; desperate and determined, his belt bulging with weapons of every age and every variety; Toad, frenzied with excitement and injured pride, swollen to twice his ordinary size, leaping into the air and emitting Toad-whoops that chilled them to the marrow! He went straight for the Chief Weasel. They were but four in all, but to the panic-stricken weasels the hall seemed full of monstrous animals, grey, black, brown and yellow, whooping and flourishing enormous cudgels; and they broke and fled with squeals of terror and dismay, this way and that, through the windows, up the chimney, anywhere to get out of reach of those terrible sticks.
The affair was soon over. Up and down, the whole length of the hall, strode the four Friends, whacking with their sticks at every head that showed itself; and in five minutes the room was cleared. Through the broken windows the shrieks of terrified weasels escaping across the lawn were borne faintly to their ears; on the floor lay prostrate some dozen or so of the enemy, on whom the Mole was busily engaged in fitting handcuffs. The Badger, resting from his labors, leant on his stick and wiped his honest brow.
The stoats and weasels play the same role as __________ play(s) in a famous story by Homer.
Odysseus
the Trojan army as it builds a wooden horse
Telemachus, Odysseus’s son
a group of suitors in Odysseus's house
a trickster figure
a group of suitors in Odysseus's house
In the passage, the Wild Wood stoats and weasels have taken up residence in Toad’s house and are helping themselves to his stores of food and drink and generally having a party. This is the same role that the group of suitors plays in the Odyssey. Believing Odysseus, the main character, to be dead, they start trying to court his wife and take up residence in his house, having a continuous party.
Example Question #261 : Common Core: 8th Grade English Language Arts
Adapted from “Introduced Species That Have Become Pests” in Our Vanishing Wild Life, Its Extermination and Protection by William Temple Hornaday (1913)
The man who successfully introduces into a new habitat any species of living thing assumes a very grave responsibility. Every introduced species is doubtful gravel until panned out. The enormous losses that have been inflicted upon the world through the perpetuation of follies with wild animals and plants would, if added together, be enough to purchase a principality. The most aggravating feature of these follies in transplantation is that never yet have they been made severely punishable. We are just as careless and easygoing on this point as we were about the government of Yellowstone Park in the days when Howell and other poachers destroyed our first national bison herd. Even though Howell was caught red-handed, skinning seven Park bison cows, he could not be punished for it, because there was no penalty prescribed by any law. Today, there is a way in which any revengeful person could inflict enormous damage on the entire South, at no cost to himself, involve those states in enormous losses and the expenditure of vast sums of money, yet go absolutely unpunished!
The gypsy moth is a case in point. This winged calamity was imported near Boston by a French entomologist, Mr. Leopold Trouvelot, in 1868 or 69. The scientist did not purposely set the pest free. He was endeavoring with live specimens to find a moth that would produce a cocoon of commercial value to America, and a sudden gust of wind blew his living and breeding specimens of the gypsy moth out of his study through an open window. The moth itself is not bad to look at, but its larvae is a great, overgrown brute with an appetite like a hog. Immediately Mr. Trouvelot sought to recover his specimens. When he failed to find them all, he notified the State authorities of the accident. Every effort was made to recover all the specimens, but enough escaped to produce progeny that soon became a scourge to the trees of Massachusetts. The method of the big, nasty-looking mottled-brown caterpillar was very simple. It devoured the entire foliage of every tree that grew in its sphere of influence.
The gypsy moth spread with alarming rapidity and persistence. In time, the state of Massachusetts was forced to begin a relentless war upon it, by poisonous sprays and by fire. It was awful! Up to this date (1912) the New England states and the United States Government service have expended in fighting this pest about $7,680,000!
The spread of this pest has been slowed, but the gypsy moth never will be wholly stamped out. Today it exists in Rhode Island, Connecticut, and New Hampshire, and it is due to reach New York at an early date. It is steadily spreading in three directions from Boston, its original point of departure, and when it strikes the State of New York, we, too, will begin to pay dearly for the Trouvelot experiment.
Which of the following aspects of the passage is LEAST relevant to the author's argument that invasive species can be expensive to fight and difficult to stop?
“Today, there is a way in which any revengeful person could inflict enormous damage on the entire South, at no cost to himself, involve those states in enormous losses and the expenditure of vast sums of money, yet go absolutely unpunished!”
“Up to this date (1912) the New England states and the United States Government service have expended in fighting this pest about $7,680,000!”
“Today [the gypsy moth] exists in Rhode Island, Connecticut, and New Hampshire, and it is due to reach New York at an early date.”
Description of the gypsy moth caterpillar as “a great, overgrown brute” and “the big, nasty-looking mottled-brown caterpillar"
“The enormous losses that have been inflicted upon the world through the perpetuation of follies with wild animals and plants would, if added together, be enough to purchase a principality.”
Description of the gypsy moth caterpillar as “a great, overgrown brute” and “the big, nasty-looking mottled-brown caterpillar"
“The enormous losses that have been inflicted upon the world through the perpetuation of follies with wild animals and plants would, if added together, be enough to purchase a principality." - Here, the author imagines the amount of money that has been spent in fighting accidentally introduced invasive species throughout the world and says that it would be "enough to purchase a principality"—that is, the land owned by a prince, effectively a small country. This conveys to the reader that a lot of money has been spent fighting such species. This claim is relevant to the author's argument about how expensive it can be to fight invasive species.
“Today, there is a way in which any revengeful person could inflict enormous damage on the entire South, at no cost to himself, involve those states in enormous losses and the expenditure of vast sums of money, yet go absolutely unpunished!” - This sentence tells readers that by inflicting the South with a destructive invasive species, a person could "involve those states in enormous losses and the expenditure of vast sums of money." Thus, this answer is also related to the author's argument about the expenses of fighting invasive species.
“Up to this date (1912) the New England states and the United States Government service have expended in fighting this pest about $7,680,000!” - Here, the author presents a financial fact: the total that some states and the U.S. government have spent fighting the gypsy moth. This evidence is very relevant to the author's claims about how fighting invasive species can be expensive.
“Today [the gypsy moth] exists in Rhode Island, Connecticut, and New Hampshire, and it is due to reach New York at an early date.” - Here, the author presents facts about the range to which the gypsy moth has spread. This statement is relevant evidence in his argument that invasive species can be difficult to stop.
Description of the gypsy moth caterpillar as “a great, overgrown brute” and “the big, nasty-looking mottled-brown caterpillar" - This is the correct answer, as these excerpts only provide visual description of the gypsy moth caterpillar. While such description helps skew the audience against the moth by portraying it in a negative way, the description is not relevant to the author's argument about how invasive species can be expensive to fight and difficult to stop.
Example Question #15 : Integration Of Knowledge And Ideas
Passage 1
It’s a great time to be green! Environmentally friendly practices have become very popular with shoppers. Business owners can capitalize on this trend by accurately advertising how their products are good for the environment, such as by using recycled materials.
Many shoppers associate the color green with sustainability. So, consider using eye-catching green details on your products when describing how they help the environment. You may want to incorporate symbols of nature into your advertising as well. Popular symbols associated with sustainability include leaves, trees, and flowers. These details may not seem important, but they are. The visual way in which a sustainability claim is made can make the difference between a shopper trying your product or leaving it on the shelf.
Some people want to regulate sustainability claims. This is a bad idea. Increased regulation would be an unnecessary burden on businesses. It would slow the time it takes them to adapt to trends. If every advertising decision had to be approved by a regulating body, a lot of time would be wasted. Just think how ridiculous it would be if you wanted to use a blue logo instead of a red one and had to fill out paperwork approving that decision! The threat of increased regulation is all the more reason to emphasize the greenness of your products today.
Passage 2
Environmentalism has become very popular lately. As a result, many products are emphasizing “green” status—that is, how they help protect the environment. This trend has been accompanied by an ugly shadow: “greenwashing.” “Greenwashing” is the practice of making false claims about a product’s sustainability. Companies can say that a product is “greener” than it really is. These false claims are made so that the product can appeal to shoppers.
As a result, shoppers have become less confident about all sustainability claims. There’s no way to tell from packaging and advertisements if a product is actually helping the environment or just claiming to do so. And it’s not easy to research products in the aisles of a supermarket or department store! It’s certainly extra work that many shoppers won’t do. Instead, they ignore “green” claims completely.
Competition and “greenwashing” have also encouraged companies to prioritize appearing green over actually being green. As a result, money is spent on making products appear to be something they are not instead of on actually improving the products and making them more sustainable.
So, what can we do? We need to start by regulating sustainability claims. This way, consumers can be confident that claims they see are true, since false claims would not be allowed on packaging. This will be a step in the right direction.
One flaw in the argument of Passage 1 is that __________.
it suggests that sustainable products are more expensive to produce than non-sustainable products, but doesn’t explain why
it claims that green-colored logos are always more effective than logos of other colors when it comes to making sustainability claims and presents no evidence that this is the case
it states that “greenwashing” is not a problem but offers no evidence to back up this claim
it conflates the colors of logos with the validity of claims about sustainability
it argues both that regulation might increase and that it should not increase without explaining how these positions can agree
it conflates the colors of logos with the validity of claims about sustainability
This question asks us to identify a flaw in the argument that Passage 1 puts forward. If you find it difficult to pick out the correct answer by identifying it from passage evidence, you can narrow down the answer choices until you can arrive at the correct one by process of elimination. Let's approach the question that way and consider each of the answer choices.
"it suggests that sustainable products are more expensive to produce than non-sustainable products, but doesn’t explain why" - Passage 2 never makes this particular claim, so this answer is incorrect.
"it argues both that regulation might increase and that it should not increase without explaining how these positions can agree" - This answer choice is a bit tricky; while the passage does make each of these claims, the positions don't contradict one another. Someone can hold the opinion that while something might increase, it should not, and that person's opinion wouldn't be contradictory. This isn't the correct answer.
"it claims that green-colored logos are always more effective than logos of other colors when it comes to making sustainability claims and presents no evidence that this is the case" - This answer choice is incorrect because it restates one of the passage's suggestions in absolute terms where the passage qualifies its recommendation. The passage states,
Many shoppers associate the color green with sustainability. So, consider using eye-catching green details on your products when describing how they help the environment. You may want to incorporate symbols of nature into your advertising as well. Popular symbols associated with sustainability include leaves, trees, and flowers.
Nowhere in these sentences does the passage claim that using a green details is always more effective than using details of other colors. The passage uses qualifying terms: it refers to "many," not "all" shoppers, and says "consider using" green details. It isn't correct to claim that the passage says green-colored details are always more effective.
"it states that “greenwashing” is not a problem but offers no evidence to back up this claim" - This is another somewhat tricky incorrect answer choice. While Passage 1 is against increasing the regulation of sustainability claims and Passage 2 supports increasing regulation because of the problems "greenwashing" presents; however, Passage 1 never actually mentions "greenwashing," so it certainly doesn't claim that it isn't a problem; it just doesn't address it at all.
The correct answer is that Passage 1 "conflates the colors of logos with the validity of claims about sustainability." This error occurs in the third paragraph, which states:
Some people want to regulate advertising claims about sustainability. This is a bad idea. Increased regulation would be an unnecessary burden on businesses. It would slow the time it takes them to adapt to trends. If every advertising decision had to be approved by a regulating body, a lot of time would be wasted. Just think how ridiculous it would be if you wanted to use a blue logo instead of a red one and had to fill out paperwork approving that decision! The threat of increased regulation is all the more reason to emphasize the greenness of your products today.
The paragraph starts by talking about the idea of regulating "advertising that says products are good for the Earth." The passage then argues that this would be "an unnecessary burden" because it would slow down businesses. Then, the passage makes an error by generalizing the problem: " If every advertising decision had to be approved by a regulating body, a lot of time would be wasted." The issue at hand is whether sustainability claims specifically need to be regulated, not "every advertising decision"! That's a much broader category. It is from this overgeneralization that the passage draws its example of blue logos and red logos, which have nothing to do with sustainability claims. This answer is correct because this is the error that the passage's argument makes.
All Common Core: 8th Grade English Language Arts Resources
