Prentice Hall WritinG cOacH - Oswalt English

Prentice Hall WRITING COACH

All-in-One Workbook Answer Key

Grade 10

Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois

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ISBN-13: 978-0-32-862491-1 ISBN-10: 0-32-862491-8

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Contents

Part 2: TEKS Practice Answers........................................................................................ TX 1 Part 3: Practice Test Answers........................................................................................... TX 8 Part 4: Grammar Practice Answers....................................................................................... 1 Part 5: Vocabulary and Spelling Practice Answers........................................................... 54 Part 6: Academic and Workplace Skills Activities Answers............................................ 73

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Writing Coach All-in-One Workbook Answers

Part 2: TEKS Practice Answers

TX 3 TEKS 1

1. C 2. J 3. B 4. H 5. C

TX 5 TEKS 2

1. D 2. H 3. A 4. F 5. ? 6. Guide students in locating appropriate texts for each activity. Answers will

vary. Students' responses should show an understanding and mastery of the skills that make up the standard. Possible responses: 5. Whitman's elegy for Abraham Lincoln, "O Captain! My Captain!" uses the extended metaphor of a dangerous sea voyage. That metaphor was prompted by the perils of the American Civil War. 6. Homer's epic poem the Odyssey and Robert Frost's lyric poem "Home Burial" both explore the importance of home.

TX 7 TEKS 3

1. C 2. F 3. Possible answer: Bradstreet is saying that she loves her husband intensely, more

than she loves anything else, and that she treasures his love for her. 4. Possible answer: Bradstreet uses an aabbccddeeff rhyme scheme, with only a

single stanza. The meter of the poem is iambic pentameter, meaning there are five feet per line, each consisting of an unstressed followed by a stressed syllable. Some students may perceive there are slight variations in this pattern; for example, an anapest (unstressed, unstressed, stressed) in the second foot of line 10 and extra unstressed syllables at the end of lines 11 and 12. 5. Answers will vary, possible answer: By declaring she values her husband's love more than "whole mines of gold" she establishes that nothing is greater than this love. Her imagery creates an impression of her love as a fire or thirst that no amount of water can "quench." Her repeated use of the word "love" in different contexts constantly returns the reader to her central message, which is the strength of her love.

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TX 9 TEKS 4

1. A 2. H 3. Answers will vary. 4. The motif is the repeated appearance of a ghost or ghosts in the play,

foreshadowing tragedy. Here, the ghost hints that he will bring about Brutus' death in the coming battle.

TX 11 TEKS 5

1. B 2. H 3. B

TX 13 TEKS 6

1. D 2. H 3. J 4. B

TX 15 TEKS 7

1. C 2. F 3. D 4. G 5. B 6. Answers will vary. Possible answers: Imagery: "an orchard of starved appletrees

writhing over a hillside." Symbolism: The farmhouse might be a symbol of loneliness.

TX 17 TEKS 8

1. C 2. J 3. D 4. F 5. D

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TX

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TX 19

TEKS 9

1. Answers will vary. Students may conclude that the successful marketing strategy Morrisey mentions in the first article might be related to the information DataSourcez claims was stolen. Students might call into question Morrisey's integrity and honesty.

2. Possible answer: Article 2 uses anecdotal evidence to support the conclusion that TeenLife may have to pay money to DataSourcez. However, empirical evidence indicates that the stock fell 20% in the third quarter and that construction has been halted on three new stores in Oklahoma.

3. Possible answer: It appears that TeenLife, Inc., is in fairly serious financial trouble, with investors worried about the corporate scandal. Falling stock prices have made it impossible for the company to continue building stores outside Texas. Knowing how a settlement between TeenLife, Inc. and DataSourcez might affect TeenLife, Inc.'s stock might allow one to interpret the situation more accurately.

TX 21

TEKS 10

1. B 2. G 3. D 4. Answers will vary. Students' responses should show an understanding and

mastery of the skills that make up the standard. Possible response: As everyone agrees, juniors like Matt don't have time for extra-curricular activities because they're too busy thinking about college (appeal to commonly held opinions); You must either elect Sasha or watch as our school government collapses (false dilemma); for years, Sasha has been waiting for this chance to serve her fellow students (appeal to pity); I don't want to spread rumors, but Matt was reportedly seen stealing quarters from a school vending machine (personal attack).

TX 23

TEKS 11

1. C 2. G 3. The pyramid represents the estimated populations of male and female

Americans within given age groups in the year 2025. 4. There will be more 30- to 35-year-olds than 45- to 49-year-olds in 2025. This holds

true for both males and females. The estimate for the younger group is about 12 million males and 12 million females. The estimate for the older group is about 11 million males and 11 million females. 5. Answers will vary. Possible response: Students might expect to find this population pyramid in an article about U.S. population growth that appears in a government journal, a newspaper, or a magazine.

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TX 25 TEKS 12

1. D 2. G 3. D 4. F 5. ? 6. Answers will vary. Students' responses should show an understanding and

mastery of the skills that make up the standard. Possible responses: 5. Students may note the way in which many news shows today combine information with entertainment. They may observe how shifts between these two purposes affect the tone and level of formality. 6. Students may refer to the commercials' quick visual set up of mini-dramas involving families and friends. They may also refer to the use of music to enhance a mood or create excitement.

TX 27

TEKS 13 1. A 2. F 3. C 4. Answers will vary. Students' outlines should organize ideas in a logical order. You might offer students several possibilities, including beginning with the least important reason and proceeding to the most important. 5. Answers will vary. Students' compositions should include a thesis and supporting details presented in a logical order. Students should complete filling in the rubric and discuss the results with their partner.

TX 29 TEKS 14

Answers will vary. Students' responses should demonstrate an understanding and mastery of the skills that make up the standard. Pacing might be a difficult concept for some students. Explain to them that pacing refers to the ways in which a writer can slow readers down or speed them up at critical points and throughout the story. For example, by zooming in on a particular moment, a writer can slow the pace and create tension. To help students visualize the concept, have them consider pacing in a film: how the director can make events seem to speed up or slow down through editing and the use of different camera angles.

TX 31 TEKS 15

1. B 2. H 3. C 4.?6. Answers will vary. Students' responses should demonstrate an

understanding and mastery of the skills that make up the standard. Help students distinguish between an opening statement, which is meant to capture readers' attention and orient them to the topic, and a thesis, which states the controlling idea of the composition.

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TX 33

TEKS 16 Answers will vary. Students' responses should demonstrate an understanding and mastery of the skills that make up the standard. Encourage students to consider whether the statistic would be more impressive if more information about the study were provided, such as the researchers' names, the journal where it was published, and the date it was published.

TX 35

TEKS 17

1. B

2. H

3. B

4. F

5.?8. Answers will vary. Students' responses should demonstrate an understanding and mastery of the skills that make up the standard. Possible responses: 5. I learned generosity from Mike, and I also learned bravery. 6. When I am five years older, I would like to become a firefighter. 7. I prefer that he remove his winter coat before we start playing. 8. People who do not like pizza are not worth knowing (restrictive clause). I'm certain that we would not get along with each other anyway (reciprocal pronouns). They don't even like to discuss pizza toppings, and they feel justified in their prejudice (compound sentence, joined by conjunction). I, on the other hand, wish I were eating a pizza with extra cheese right now (subjunctive mood).

TX 37 TEKS 18

1. C 2. G 3. C 4. J 5. The most terrifying moment of my life came quite suddenly, when Mr. Fisher

announced that we would begin swimming lessons. I was eight, just old enough to go to summer camp for the first time. I had looked forward to a week at Camp Wildwood, but little did I know what awaited me.

TX 39 TEKS 19

1. A 2. H 3. D 4. G 5. sophomoric 6. chatting 7. archival 8. performance 9. annually

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