Finding Text Evidence
Maria watched the older students board the bus to the college visit, her hands clenched tightly at her sides. She felt reluctant to stay behind, knowing she wanted the same opportunities they did. Although she had responsibilities at home, her ambitions stretched far beyond her small town. She hesitated, wondering whether her hard work would ever be enough to change her future.
Later that evening, Maria proved she was resourceful when the power went out during her study time. Instead of giving up, she gathered candles and used her phone’s flashlight to finish her assignment. Her determined attitude showed that setbacks would not stop her from reaching her goals.
3. What is the meaning of ambitions as it is used in paragraph 1?
A. failures
B. commitments
C. aspirations
D. demands
4. Which evidence from the text best supports the answer to the previous question?
A. “she hesitated, wondering whether her hard work would ever be enough”
B. “Although she had responsibilities at home”
C. “her ambitions stretched far beyond her small town”
D. “Maria watched the older students board the bus”
C. aspirations
C. “her ambitions stretched far beyond her small town”
[The kitchen. JAMES stands near the table, arms crossed.]
EMMA: You promised I could go to the meeting tonight.
JAMES (sternly): I already gave my answer.
EMMA: But everyone else is going.
JAMES (shaking his head): That doesn’t change anything.
EMMA: It isn’t fair.
JAMES (briskly): Life isn’t always fair.
EMMA: You never listen to me.
JAMES (sighing deeply): This discussion is over.
[EMMA exits slowly.]
[JAMES remains standing, expression unchanged.]
3. A reader can tell from the stage directions and dialogue that James…
A. enjoys debating his daughter
B. is unsure about his decision
C. is a strict and authoritative parent
D. feels guilty about his actions
4. Which word from the stage directions best supports the characterization of James from the previous question?
A. (sternly) line 3
B. (shaking his head) line 5
C. (briskly) line 7
D. (sighing deeply) line 9
C. is a strict and authoritative parent
A. (sternly) line 3
[The Thompson household. MR. THOMPSON enters the living room, frowning.]
MR. THOMPSON: You’re staying home tonight to finish your chores.
SARA: But Father, the debate club meets tonight!
MR. THOMPSON (sternly): I don’t care. Work comes first.
BROTHER: This isn’t fair!
SISTER: She always has to follow the rules.
MR. THOMPSON: Enough! I won’t argue.
[All leave the room, except Sara, who stands her ground.]
SARA (determined): I have a responsibility to speak up.
[Sara takes a deep breath, looking directly at her father.]
1. The conflict between the characters contributes to the theme of the play because it shows…
A. Sara is afraid to challenge her father.
B. Mr. Thompson relies on the children for chores.
C. Mr. Thompson cares about Sara’s opinions.
D. Sara is persistent in standing up for her beliefs.
2. Which stage direction best supports the answer to the previous question?
A. MR. THOMPSON enters the living room, frowning (line 1)
B. MR. THOMPSON (sternly) line 4
C. All leave the room, except Sara, who stands her ground (line 7)
D. Sara takes a deep breath, looking directly at her father (line 10)
1. D. Sara is persistent in standing up for her beliefs
Rationale: The conflict shows Sara challenging her father’s authority instead of backing down, which highlights her persistence and courage.
2. C. All leave the room, except Sara, who stands her ground (line 7)
Rationale: This stage direction clearly shows Sara standing up to her father while others leave, supporting the idea that she is persistent in asserting her beliefs.
I had always struggled to understand the world around me. Numbers and words often felt like puzzles I could never solve. I couldn’t grasp Shakespeare or algebra, and I didn’t understand why poems could make people cry. Life seemed confusing and unfair, and I often felt powerless. Then I discovered basketball. I gave myself over as soon as I discovered it. The court was my place, a space where the rules made sense and I could compete and succeed. I was alive, and I knew I’d found an answer to my life. At first, my dad wouldn’t let me play basketball. I was ten, and we would go to my brother’s games at the high school. But I couldn’t stay away. I practiced every day, imagining the games I would play and the victories I could achieve. Sports became my way of making sense of the world, a way to understand control, effort, and fairness.
7. What is the author’s purpose for lines 1–23?
A. To foreshadow the conflict with the narrator and her father.
B. To show how the narrator uses sports to make sense of life.
C. To express the narrator’s love for school and sports.
D. To provide details about the setting and time period.
8. Which two pieces of text evidence best support the answer to the previous question?
A. “There are rules. You follow the rules and try to win. Life isn’t like that.” (lines 3–4)
B. “Life is tough and disappointing, and I can’t control anything, so to me the best answer is sports.” (lines 10–11)
C. “I don’t understand Shakespeare or algebra or why a poem makes people cry.” (lines 16–17)
D. “...I gave myself over as soon as I discovered basketball. I knew that I’d found an answer to my life. I was alive.” (lines 22–23)
E. “At first, my dad wouldn’t let me play basketball. I was ten and we would go to my brother’s games at the high school.” (lines 24–25)
7. B. To show how the narrator uses sports to make sense of life
Rationale: The paragraph focuses on how the narrator finds clarity, control, and purpose through basketball, helping her understand life.
8. B and D
B. “Life is tough and disappointing, and I can’t control anything, so to me the best answer is sports.” (lines 10–11)
D. “...I gave myself over as soon as I discovered basketball. I knew that I’d found an answer to my life. I was alive.” (lines 22–23)
Rationale: These lines directly show the narrator using sports as a way to make sense of life and find meaning.
When I told my father I wanted to join the debate team, he frowned. “That’s for boys, not girls,” he said. I tried to explain my interest, but he shook his head. My brothers nodded in agreement with him, and I felt the weight of everyone’s expectations. My father often believed that girls had limits to what they could achieve, and I was expected to focus on household tasks instead. Still, I refused to let his beliefs stop me from trying.
1. Based on lines 1–15, what can readers conclude about the narrator’s father?
A. He encourages girls to try new things.
B. He believes girls have limits to their potential.
C. He thinks debate is more important than schoolwork.
D. He wants the family to support all children equally.
2. Which line best supports the answer to the previous question?
A. “That’s for boys, not girls,” he said. (line 2)
B. “I tried to explain my interest, but he shook his head.” (line 3)
C. “My brothers nodded in agreement with him.” (line 4)
D. “Still, I refused to let his beliefs stop me from trying.” (line 7)
1. B. He believes girls have limits to their potential
2. A. “That’s for boys, not girls,” he said. (line 2)
Maria watched the older students board the bus to the college visit, her hands clenched tightly at her sides. She felt reluctant to stay behind, knowing she wanted the same opportunities they did. Although she had responsibilities at home, her ambitions stretched far beyond her small town. She hesitated, wondering whether her hard work would ever be enough to change her future.
Later that evening, Maria proved she was resourceful when the power went out during her study time. Instead of giving up, she gathered candles and used her phone’s flashlight to finish her assignment. Her determined attitude showed that setbacks would not stop her from reaching her goals.
5. What is the meaning of resourceful as it is used in paragraph 2?
A. careless
B. creative
C. lazy
D. impatient
6. Which detail from the text best supports the answer to the previous question?
A. “the power went out during her study time”
B. “she gathered candles and used her phone’s flashlight”
C. “Later that evening”
D. “she finished her assignment”
B. creative
B. “she gathered candles and used her phone’s flashlight”
[The classroom. MS. CARTER stands at the board.]
STUDENT: I didn’t understand the assignment.
MS. CARTER (patiently): That’s why we ask questions.
STUDENT: Can you explain it again?
MS. CARTER (smiling): Of course.
STUDENT: Even though you already did?
MS. CARTER (calmly): Learning takes time.
[She moves closer to the student.]
MS. CARTER: Let’s go through it step by step.
STUDENT: Thank you.
[MS. CARTER nods encouragingly.]
1. A reader can tell from the stage directions and dialogue that Ms. Carter…
A. becomes frustrated easily
B. is supportive and patient
C. prefers to work alone
D. expects students to already understand
2. Which word from the stage directions best supports the characterization of Ms. Carter?
A. (patiently) line 3
B. (smiling) line 5
C. (calmly) line 7
D. (encouragingly) line 10
1. B. is supportive and patient
2. A. (patiently) line 3
[The kitchen. MR. HARRIS stands by the table, arms crossed.]
MR. HARRIS: You cannot leave for the art contest until the chores are done.
LILA: But Father, I’ve been preparing for weeks!
MR. HARRIS (firmly): Rules are rules. No exceptions.
BROTHER: She always gets punished for everything!
SISTER: Why can’t she just follow instructions?
MR. HARRIS: Enough! I expect everyone to obey.
[All leave the room, except Lila, who stands her ground.]
LILA (resolutely): I will not let this stop me.
[Lila takes a deep breath and meets her father’s gaze.]
1. The conflict between the characters contributes to the theme of the play because it shows…
A. Lila is fearful of her father’s rules.
B. MR. Harris relies on the children to complete chores.
C. Lila is persistent in pursuing her goals despite opposition.
D. MR. Harris is always supportive of his children.
2. Which stage direction best supports the answer to the previous question?
A. MR. HARRIS stands by the table, arms crossed (line 1)
B. MR. HARRIS (firmly) (line 4)
C. All leave the room, except Lila, who stands her ground (line 7)
D. Lila takes a deep breath and meets her father’s gaze (line 9)
1. C. Lila is persistent in pursuing her goals despite opposition
Rationale: Lila challenges her father’s strict rules instead of giving up, showing persistence, which is central to the theme.
2. C. All leave the room, except Lila, who stands her ground (line 7)
Rationale: This stage direction explicitly shows Lila standing up for herself while others leave, highlighting her persistence.
When I first moved to the new town, everything felt strange and overwhelming. The streets were unfamiliar, and the school was huge compared to my old one. I didn’t know anyone, and I often felt invisible in the crowded hallways. Then I discovered the library. It was quiet and welcoming, filled with books that transported me to other worlds. I spent hours reading about faraway places, imagining myself as the hero in each story. The library became my safe place, a way to escape the confusion of my new life. I realized that reading could help me understand people, places, and ideas I had never encountered before. It gave me confidence and a sense of belonging.
1. What is the author’s purpose for lines 1–17?
A. To describe the author’s love for reading.
B. To explain how moving to a new town was challenging.
C. To show how reading helped the author adapt to a new environment.
D. To provide details about the school and library setting.
2. Which two pieces of text evidence best support the answer to the previous question?
A. “The streets were unfamiliar, and the school was huge compared to my old one.” (lines 2–3)
B. “Then I discovered the library. It was quiet and welcoming, filled with books that transported me to other worlds.” (lines 4–5)
C. “I spent hours reading about faraway places, imagining myself as the hero in each story.” (lines 6–7)
D. “It gave me confidence and a sense of belonging.” (lines 9–10)
E. “I didn’t know anyone, and I often felt invisible in the crowded hallways.” (lines 3–4)
1. C. To show how reading helped the author adapt to a new environment
2. B and D
At first, my mother didn’t think I should play soccer. “It’s too rough for girls,” she warned. My father, however, encouraged my brothers to join every game. I watched from the sidelines, learning from their teamwork and strategy. He believed sports were for boys, and girls should focus on studying and helping at home. Yet seeing my brothers compete sparked a determination in me to prove that girls could play too.
3. Based on lines 16–30, what can readers conclude about the narrator’s father?
A. He believes girls and boys should compete equally.
B. He thinks sports are mostly for boys.
C. He doesn’t care about education.
D. He wants his daughters to join every game.
4. Which line best supports the answer to the previous question?
A. “My father, however, encouraged my brothers to join every game.” (line 18)
B. “I watched from the sidelines, learning from their teamwork and strategy.” (line 20)
C. “He believed sports were for boys, and girls should focus on studying and helping at home.” (lines 21–22)
D. “Yet seeing my brothers compete sparked a determination in me to prove that girls could play too.” (lines 23–24)
3. B. He thinks sports are mostly for boys
4. C. “He believed sports were for boys, and girls should focus on studying and helping at home.” (lines 21–22)
Maria watched the older students board the bus to the college visit, her hands clenched tightly at her sides. She felt reluctant to stay behind, knowing she wanted the same opportunities they did. Although she had responsibilities at home, her ambitions stretched far beyond her small town. She hesitated, wondering whether her hard work would ever be enough to change her future.
Later that evening, Maria proved she was resourceful when the power went out during her study time. Instead of giving up, she gathered candles and used her phone’s flashlight to finish her assignment. Her determined attitude showed that setbacks would not stop her from reaching her goals.
7. What does determined most nearly mean as it is used in paragraph 2?
A. unsure
B. angry
C. decided
D. frightened
8. Which evidence best supports the answer to the previous question?
A. “the power went out”
B. “Instead of giving up”
C. “Later that evening”
D. “watched the older students board the bus”
C. decided
B. “Instead of giving up”
Play Excerpt
[The living room. TOM paces back and forth.]
MAYA: You’ve checked the clock three times.
TOM (nervously): He should be here by now.
MAYA: Maybe he’s just late.
TOM (wringing his hands): What if something went wrong?
MAYA: Try to relax.
TOM (glancing at the door): I can’t.
[TOM stops pacing.]
TOM: I should have gone with him.
MAYA: It’s not your fault.
[TOM exhales slowly.]
3. A reader can tell from the stage directions and dialogue that Tom…
A. is angry about the situation
B. is impatient with Maya
C. feels anxious and worried
D. is hiding something
4. Which word or phrase from the stage directions best supports the characterization of Tom?
A. (paces back and forth) line 1
B. (nervously) line 3
C. (wringing his hands) line 5
D. (exhales slowly) line 10
3. C. feels anxious and worried
4. C. (wringing his hands) line 5
[The school hallway. MR. JONES stands with his arms folded.]
MR. JONES: You cannot skip your homework to go to the science fair.
TOM: But I’ve been working on this project for weeks!
MR. JONES (sternly): Rules are rules. Everyone must finish their work first.
CLASSMATE 1: This is so unfair!
CLASSMATE 2: Why does he always do this?
MR. JONES: I expect obedience from everyone.
[All students leave the hallway except Tom, who stays.]
TOM (determined): I’m going to present my project anyway.
[Tom straightens his shoulders, staring at Mr. Jones.]
1. C. Tom is persistent in pursuing his goals
2. C. All students leave the hallway except Tom, who stays (line 7)
I had never thought much about cooking until my grandmother taught me her recipes. At first, I was clumsy with the knives and constantly overcooked the vegetables. But she was patient, showing me every step carefully. Soon, I discovered the joy of creating something from scratch. The smells, the textures, and the colors fascinated me. Cooking became more than just preparing meals—it was a way to connect with my family and learn patience. I realized that I could express myself in ways words could not. Every dish I prepared carried a little bit of me and a little bit of my grandmother’s wisdom.
3. What is the author’s purpose for lines 1–18?
A. To explain the steps in cooking a recipe.
B. To show how learning to cook helped the author connect with family.
C. To describe the challenges of cooking.
D. To persuade readers to cook at home.
4. Which two pieces of text evidence best support the answer to the previous question?
A. “At first, I was clumsy with the knives and constantly overcooked the vegetables.” (lines 2–3)
B. “Cooking became more than just preparing meals—it was a way to connect with my family and learn patience.” (lines 7–8)
C. “The smells, the textures, and the colors fascinated me.” (lines 5–6)
D. “Every dish I prepared carried a little bit of me and a little bit of my grandmother’s wisdom.” (lines 9–10)
E. “But she was patient, showing me every step carefully.” (lines 3–4)
3. B. To show how learning to cook helped the author connect with family
4. B and D
During family discussions about college, my father often emphasized that sons should pursue higher education, while daughters should learn to manage a household. He would say, “Girls have enough to worry about at home; boys need to prepare for the future.” My sisters listened quietly, and I felt frustrated. Despite his opinion, I was determined to prove that girls could succeed academically, just like boys.
5. Based on lines 31–45, what can readers conclude about the narrator’s father?
A. He believes girls and boys should attend college equally.
B. He thinks daughters should focus on home duties.
C. He is indifferent to education.
D. He prioritizes girls’ education over boys’.
6. Which line best supports the answer to the previous question?
A. “Girls have enough to worry about at home; boys need to prepare for the future.” (lines 33–34)
B. “My sisters listened quietly, and I felt frustrated.” (line 35)
C. “During family discussions about college, my father often emphasized that sons should pursue higher education, while daughters should learn to manage a household.” (lines 31–32)
D. “Despite his opinion, I was determined to prove that girls could succeed academically, just like boys.” (lines 36–37)
5. B. He thinks daughters should focus on home duties
6. C. “During family discussions about college, my father often emphasized that sons should pursue higher education, while daughters should learn to manage a household.” (lines 31–32)
9. What is the meaning of hesitated as it is used in paragraph 1?
A. moved quickly
B. paused in uncertainty
C. spoke loudly
D. felt proud
10. Which evidence from the text best supports the answer to the previous question?
A. “Maria watched the older students board the bus”
B. “her hands clenched tightly at her sides”
C. “She hesitated, wondering whether her hard work would ever be enough to change her future”
D. “her ambitions stretched far beyond her small town”
B. paused in uncertainty
C. “She hesitated, wondering whether her hard work would ever be enough to change her future”
Play Excerpt
[The town square. MAYOR LIN stands at a podium.]
MAYOR LIN (confidently): We will rebuild together.
CITIZEN: How can you be sure?
MAYOR LIN (firmly): Because this town has faced worse.
CITIZEN: People are afraid.
MAYOR LIN (raising her voice): And they are strong.
[She gestures to the crowd.]
MAYOR LIN: I will not abandon you.
CROWD: [Murmurs of approval]
MAYOR LIN (steadily): We move forward today.
[The crowd applauds.]
5. A reader can tell from the stage directions and dialogue that Mayor Lin…
A. doubts her own plan
B. is a confident and strong leader
C. is easily influenced by others
D. feels overwhelmed by responsibility
6. Which word from the stage directions best supports the characterization of Mayor Lin?
A. (confidently) line 2
B. (firmly) line 4
C. (raising her voice) line 6
D. (steadily) line 10
5. B. is a confident and strong leader
6. A. (confidently) line 2
Play Excerpt
[The garden. MRS. KIM stands near the gate.]
MRS. KIM: You must practice piano before going outside.
ANNA: But Mother, the recital is tomorrow!
MRS. KIM (firmly): Practice comes first. No excuses.
BROTHER: She always gets the hardest rules.
SISTER: Why can’t she just obey?
MRS. KIM: Enough talking. Do as I say.
[Everyone leaves except Anna, who faces her mother.]
ANNA (resolutely): I will not let this stop me from preparing for the recital.
[Anna takes a deep breath and sits at the piano.]
The conflict between the characters contributes to the theme of the play because it shows…
A. Anna is afraid to disobey her mother.
B. Mrs. Kim relies on the children to follow rules.
C. Anna is persistent in achieving her goal.
D. Mrs. Kim is always supportive of Anna.
4. Which stage direction best supports the answer to the previous question?
A. MRS. KIM stands near the gate (line 1)
B. MRS. KIM (firmly) (line 4)
C. Everyone leaves except Anna, who faces her mother (line 7)
D. Anna takes a deep breath and sits at the piano (line 9)
3. C. Anna is persistent in achieving her goal
4. C. Everyone leaves except Anna, who faces her mother (line 7)
When I joined the debate team, I was nervous about speaking in front of others. My hands shook, and I stumbled over my words during the first few meetings. But with practice, I began to understand how to structure my arguments and anticipate counterpoints. Winning a debate felt exhilarating, not just because of the recognition, but because I realized I could use my voice to make a difference. The team became a place where I could challenge myself, learn from mistakes, and grow more confident. I discovered that public speaking was not something to fear, but a skill that could empower me.
5. What is the author’s purpose for lines 1–19?
A. To explain how debate competitions are judged.
B. To show how participating in debate helped the author grow in confidence.
C. To describe the rules of public speaking.
D. To persuade others to join a debate team.
6. Which two pieces of text evidence best support the answer to the previous question?
A. “My hands shook, and I stumbled over my words during the first few meetings.” (lines 2–3)
B. “Winning a debate felt exhilarating, not just because of the recognition, but because I realized I could use my voice to make a difference.” (lines 7–8)
C. “The team became a place where I could challenge myself, learn from mistakes, and grow more confident.” (lines 9–10)
D. “I began to understand how to structure my arguments and anticipate counterpoints.” (lines 5–6)
E. “Public speaking was not something to fear, but a skill that could empower me.” (lines 10–11)
5. B. To show how participating in debate helped the author grow in confidence
6. B and C
When I expressed interest in learning carpentry from my father, he laughed. “That’s not for girls,” he said, shaking his head. My brothers followed his example and teased me. He valued practical skills for boys, while expecting girls to focus on household chores. I couldn’t understand why my abilities were judged differently because of my gender, and I made a silent vow to prove him wrong.
7. Based on lines 46–60, what can readers conclude about the narrator’s father?
A. He believes girls should have the same opportunities as boys.
B. He values carpentry for boys, but not for girls.
C. He encourages all children to learn new skills.
D. He prefers that daughters learn practical skills outside the home.
8. Which line best supports the answer to the previous question?
A. “When I expressed interest in learning carpentry from my father, he laughed.” (line 46)
B. “That’s not for girls,” he said, shaking his head. (line 47)
C. “My brothers followed his example and teased me.” (line 48)
D. “I couldn’t understand why my abilities were judged differently because of my gender.” (line 50)
7. B. He values carpentry for boys, but not for girls
8. B. “That’s not for girls,” he said, shaking his head. (line 47)
Maria watched the older students board the bus to the college visit, her hands clenched tightly at her sides. She felt reluctant to stay behind, knowing she wanted the same opportunities they did. Although she had responsibilities at home, her ambitions stretched far beyond her small town. She hesitated, wondering whether her hard work would ever be enough to change her future.
Later that evening, Maria proved she was resourceful when the power went out during her study time. Instead of giving up, she gathered candles and used her phone’s flashlight to finish her assignment. Her determined attitude showed that setbacks would not stop her from reaching her goals.
1. What is the meaning of reluctant as it is used in paragraph 1?
A. excited
B. unwilling
C. confused
D. prepared
2. Which evidence from the text best supports the answer to the previous question?
A. “Maria watched the older students board the bus”
B. “her hands clenched tightly at her sides”
C. “she felt reluctant to stay behind”
D. “knowing she wanted the same opportunities they did”
B. unwilling
B. “her hands clenched tightly at her sides”
[Backstage. NINA stands alone, holding a script.]
NINA (quietly): I can do this.
[She takes a deep breath.]
NINA (trembling): Just remember your lines.
[Footsteps are heard offstage.]
NINA (straightening her shoulders): Stay calm.
[She wipes her hands on her costume.]
NINA: This is my chance.
[The stage manager calls her name.]
NINA (firmly): I’m ready.
7. A reader can tell from the stage directions that Nina…
A. is careless and unprepared
B. feels nervous but determined
C. is angry about performing
D. does not want to go onstage
8. Which phrase from the stage directions best supports the characterization of Nina?
A. (quietly) line 2
B. (trembling) line 4
C. (wipes her hands) line 8
D. (firmly) line 10
7. B. feels nervous but determined
8. B. (trembling) line 4
Play Excerpt
[The workshop. MR. BAKER stands by the tools.]
MR. BAKER: You must finish your chores before using the lathe.
JACK: But Father, I’ve designed the model for weeks!
MR. BAKER (sternly): Rules must be followed. No exceptions.
SISTER: He always gets the hardest tasks.
BROTHER: Why can’t he just listen?
MR. BAKER: I expect obedience.
[Everyone exits except Jack, who stands tall.]
JACK (firmly): I will complete my project, no matter what.
[Jack grips the tools, determined.]
5. The conflict between the characters contributes to the theme of the play because it shows…
A. Jack is afraid to challenge his father.
B. Mr. Baker relies on the children to do chores.
C. Jack is persistent in reaching his goal.
D. Mr. Baker is always supportive of Jack.
6. Which stage direction best supports the answer to the previous question?
A. MR. BAKER stands by the tools (line 1)
B. MR. BAKER (sternly) (line 4)
C. Everyone exits except Jack, who stands tall (line 7)
D. Jack grips the tools, determined (line 9)
5. C. Jack is persistent in reaching his goal
6. C. Everyone exits except Jack, who stands tall (line 7)
Ever since I started volunteering at the animal shelter, I’ve noticed how much joy small acts of kindness can bring. Feeding the dogs, cleaning their kennels, and helping them play might seem like simple tasks, but each moment made me feel connected to the animals. I learned patience, empathy, and responsibility. Sometimes the work was tiring, but seeing a scared dog wag its tail or a shy cat curl up on my lap made every effort worthwhile. Volunteering taught me that helping others—whether animals or people—can change the way I see the world and myself.
7. What is the author’s purpose for lines 1–16?
A. To describe the challenges of volunteering at an animal shelter.
B. To show how volunteering taught the author important life lessons.
C. To persuade readers to adopt pets from shelters.
D. To explain the daily routine at the animal shelter.
8. Which two pieces of text evidence best support the answer to the previous question?
A. “Feeding the dogs, cleaning their kennels, and helping them play might seem like simple tasks, but each moment made me feel connected to the animals.” (lines 2–4)
B. “I learned patience, empathy, and responsibility.” (lines 4–5)
C. “Sometimes the work was tiring, but seeing a scared dog wag its tail or a shy cat curl up on my lap made every effort worthwhile.” (lines 5–7)
D. “Volunteering taught me that helping others—whether animals or people—can change the way I see the world and myself.” (lines 7–9)
E. “Ever since I started volunteering at the animal shelter, I’ve noticed how much joy small acts of kindness can bring.” (lines 1–2)
7. B. To show how volunteering taught the author important life lessons
8. B and D
Rationale: Line B directly states the lessons learned, and line D explains how volunteering shaped the author’s perspective, supporting the main purpose.
At family dinners, my father often reminded us that sons would inherit the family business, while daughters were expected to help at home until they married. I noticed how he praised my brothers’ achievements, but rarely recognized mine. “You girls have to focus on your future husbands, not the business,” he would say. I wanted to challenge this, but I also knew it would not be easy. His beliefs shaped my early understanding of gender roles and motivated me to work harder to prove myself.
9. Based on lines 61–75, what can readers conclude about the narrator’s father?
A. He believes girls and boys should be treated equally.
B. He prioritizes sons’ education and achievements over daughters’.
C. He wants all children to work in the family business.
D. He encourages daughters to pursue ambitious careers.
10. Which line best supports the answer to the previous question?
A. “At family dinners, my father often reminded us that sons would inherit the family business, while daughters were expected to help at home until they married.” (lines 61–63)
B. “I noticed how he praised my brothers’ achievements, but rarely recognized mine.” (lines 64–65)
C. “You girls have to focus on your future husbands, not the business,” he would say. (lines 66–67)
D. “His beliefs shaped my early understanding of gender roles and motivated me to work harder to prove myself.” (lines 68–69)
9. B. He prioritizes sons’ education and achievements over daughters’
10. A. “At family dinners, my father often reminded us that sons would inherit the family business, while daughters were expected to help at home until they married.” (lines 61–63)