English 1 Eoc

2016 TEXAS STAAR TEST – END OF COURSE – ENGLISH I
Total Possible Score: 92

Needed Correct to Pass: For 2016 - 48 For 2017 - 50
Advanced Performance: 74
Time Limit: 5 Hours
This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring,
2016, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This
document is available to the public under Texas state law. This file was created from information released
by the Texas Education Agency, which is the state agency that develops and administers the tests. All of
this information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.
The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since STAAR questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the test
made available to the public until after they used as part of the official test.
The test materials in this file are copyright 2016, Texas Education Agency. All rights reserved.
Reproduction of all or portions of this work is prohibited without express written permission from the
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Questions and comments about the tests should be directed to:

Texas Education Agency
Student Assessment Division
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phone: 512-463-9536 email: Student.Assessment@tea.state.tx.us
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Former State Representative Scott Hochberg.
No tax dollars were used for this posting.
STAAR
®
State of Texas
Assessments of
Academic Readiness
English I
Administered March 2016
RELEASED
Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
WRITING
Page 3
Read the selection and choose the best answer to each question. Then fill in
the answer on your answer document.
Alicia wrote the following paper in response to a class assignment. Before she
submits it to her teacher, she would like you to read it and look for any revisions she
should make. Then answer the questions that follow.
Body Language
(1) The expressions you make and the way you hold your body can say a
great deal about your state of mind. (2) People have studied these nonverbal cues
for centuries, even as far back as the times of the ancient Greeks and Romans.
(3) You’ve probably heard that others might draw conclusions about you by
observing your body language. (4) But you may not realize that evidence suggests
that body language also works in reverse.
(5) In 1988, researchers did a study in which they positioned participants’
facial expressions by having them hold a pencil in their mouth. (6) Some people
were asked to hold the pencil horizontally in their teeth, which shaped their mouth
into something like a smile. (7) Then the participants were shown a series of
cartoons and asked to assess how funny they were. (8) Interestingly, the people
who were already “smiling” thought the cartoons were funnier than the people who
were “frowning” did. (9) This type of study has been repeated on other occasions
with similar results. (10) It appears that simply holding your facial muscles in a
particular expression sends messages to your brain that can make your feelings
reflect your expression.
(11) Evidence also suggests that the way you hold the rest of your body can
affect how you feel. (12) Amy Cuddy did a study on how “power poses” affect
people. (13) She is a social psychologist at Harvard University. (14) A power pose is
a way of holding your body that suggests you’re in control of a situation. (15) It’s
positioning your body in a way that says you have control. (16) Imagine a top
executive at a major company leaning back in his chair with his hands behind his
head and his feet on the desk. (17) That’s a power pose. (18) So is standing tall
with your feet slightly apart, your chest out, and your hands on your hips.
(19) Cuddy measured people’s hormones after just two minutes of holding poses like
these and opposed the results with the hormone levels of people who were slouched
Page 4
over or standing with their arms crossed. (20) She found that the people holding
their body in a position of power had an increase in the hormone associated with
dominance and the hormone associated with stress was decreased. (21) This
suggests that those who hold their body confidently may actually start to feel more
confident.
© wavebreakmedia/Shutterstock.com
© R. Gino Santa Maria/

Dreamstime.com
Power Poses
(22) Many people know that their body language can affect how others
perceive them, but recent studies seem to suggest it can also influence how people
perceive themselves. (23) So the next time you need a dose of confidence for a test,
an interview, or a difficult conversation, you might want to put on a big smile and
strike a power pose. (24) You may gain the self-assurance you need to do your very
best.
Page 5
1 Alicia has not provided a thesis for her paper. Which of the following should come after
sentence 4 to serve as a thesis statement for this paper?
A In other words, the facial expressions and body postures you adopt can actually influence
how you feel.
B However, you’ve probably already heard that people assess what you’re feeling by
observing your body language.
C Interestingly, the entire concept seems to have been proved to work in reverse as well.
D For example, your basic feelings can be attributed to how people perceive you to be
holding your body.
2 Alicia needs to add the following detail to the second paragraph (sentences 5–10).
Others held the pencil between their lips, which shaped their
mouth more like a frown.
Where should this sentence be inserted?
F Before sentence 5
G After sentence 5
H After sentence 6
J After sentence 7
3 What is the most effective way to combine sentences 12 and 13?
A Amy Cuddy did a study on how “power poses” affect people she is a social psychologist at
Harvard University.
B Amy Cuddy did a study on how “power poses” affect people, a social psychologist at
Harvard University.
C Amy Cuddy, a social psychologist at Harvard University, did a study on how “power poses”
affect people.
D Amy Cuddy did a study, at Harvard University and with a social psychologist, on how
“power poses” affect people.
Page 6
4 The word opposed is not the best choice for sentence 19. Which word should replace
opposed in this sentence?
F contrasted
G differed
H varied
J measured
5 What is the most effective revision to make in sentence 20?
A She found that the people had an increase in the hormone associated with dominance and
a decrease in the hormone associated with stress who were holding their body in a
position of power.
B She found that the people holding their body in a position of power had an increase in the
hormone associated with dominance, the hormone associated with stress was decreased.
C She found that while the people were holding their body in a position of power, the
hormones associated with dominance and stress were increased and decreased.
D She found that the people holding their body in a position of power had an increase in the
hormone associated with dominance and a decrease in the hormone associated with
stress.
6 There is a redundant sentence in the third paragraph (sentences 11–21). Which of these
sentences unnecessarily repeats information and should be deleted?
F Sentence 14
G Sentence 15
H Sentence 18
J Sentence 21
Page 7
Simon is planning to submit the following paper to his school newspaper. Read
Simon’s paper and look for any revisions he should make. Then answer the questions
that follow.
© iStockphoto.com/JayLazarin
Should Bicyclists Be Required to
Register and License Their Bikes?
(1) We are fortunate to live in a city that encourages bicycling as a means of
transportation. (2) In recent years our local government has promoted bicycling by
improving bike lanes and increasing the number of them. (3) On the other hand,
more people are choosing to cycle instead of drive. (4) The growing number of
cyclists, however, brings this question to mind: should bicyclists be required to share
the responsibilities of the road? (5) Automobile drivers have to take competency
tests, follow established regulations, and accept penalties for breaking rules. (6) The
city enforces accountability by requiring drivers to register and license their vehicles.
(7) Bicyclists who use public roadways should be held accountable, too.
(8) Let’s look at what sharing the road entails. (9) For one thing, it should
involve cost sharing. (10) Auto registration and license fees are used, in part, for
building and maintaining roadways. (11) It seems only reasonable to ask bicyclists
to contribute to transportation funding as well.
(12) More importantly, sharing the road includes accountability. (13) Most
commuters are courteous. (14) Unfortunately, however, there are some irresponsible
people out there. (15) When drivers ignore the rules of the road, the police and
Page 8
other motorists have the opportunity to identify them by their license plate number
and report their offenses. (16) This isn’t true for bicyclists. (17) I’ve seen riders
whack cars as they pull alongside them. (18) I’ve seen bicyclists dart between
lanes. (19) In my part of town, some bikers even ignore red lights and stop signs.
(20) Because they show no identification, they feel protected by anonymity.
(21) What good would it do to report to the police “I saw a guy on a red bike blow
through the stoplight”? (22) I think the simple act of making bicyclists identifiable
would encourage safer, more responsible riding.
(23) When people accept responsibility—and yes, put out a little money—they
gain a stake in things, a feeling of ownership. (24) Bicycle registration fees could be
modest, and the method for displaying a license number could be simple. (25) But
requiring cyclists to fulfill these requirements would emphasize their responsibility in
sharing the road.
(26) Of course, I’ve heard arguments against asking cyclists to register and
license their bikes. (27) But I think most of them can be addressed. (28) For
example, some people might say, “Little kids ride bikes. (29) Would you require a
six-year-old rider to take a test and pay a fee?” (30) Obviously, the city could
determine an age when cycling would be considered a “means of transportation on
public roads.” (31) The regulations would apply and be enforced in only those
situations. (32) Other people argue that bicycle fees are unfair because bikes don’t
damage the roadways as cars do.
(33) Research shows that many U.S. cities and towns now mandate bike
registration and licensing. (34) A statute from one California town states that “the
laws regulating bicycles have a dual purpose, antitheft and safety.” (35) It notes
that the licensing program not only promotes safety but is also a “deterrence to
theft” and a means of enhancing “apprehension and conviction of the responsible
person.”
(36) As a bike commuter myself, I listen when motorists complain about
riders who flout the rules of the road. (37) I’m eager to see more bicyclists on the
road, but I’m hoping for riders who take their responsibilities seriously.
Page 9
7 Simon has used an ineffective transition in sentence 3. Which word or phrase could best
replace On the other hand in this sentence?
A Similarly
B Specifically
C In the end
D As a result
8 Simon’s paper needs a position statement. Which of these sentences could best follow
sentence 7 and state the position that Simon is taking in this paper?
F It’s time to require cyclists to register and license their bikes.
G If they’re going to use public roadways, they should own them, too.
H They’re drivers and should be given the respect that they deserve.
J We have many bicyclists on the roadways of our town.
9 Which of these sentences could best follow and support sentence 13?
A They consider others, and they recognize and follow rules.
B This means that these commuters are usually polite and nice.
C People don’t think about how their actions make others feel.
D The next time you’re on the road, pay attention to those around you.
Page 10
10 Simon needs to respond to an argument he has suggested that people will make. Which of the
following could come after sentence 32 and best accomplish this goal?
F With that said, it wouldn’t be fair to ask bicyclists to pay to use the roadways.
G Bicyclists just want a place to be certain that they can ride on the roads safely.
H Bikes don’t create potholes, and they don’t leave grease and gas marks.
J This is true, so I would suggest that bike fees be significantly lower than automobile fees.
11 Simon needs a sentence to help close his paper. Which sentence could be added to the very
end of this paper to help bring it to an effective conclusion?
A If you own or have access to a bicycle, it might just be the perfect time for you to start
riding it to school or work.
B Bicycling is clearly the most effective form of transportation, and we should encourage all
riders to participate actively.
C I’m convinced that requiring bicyclists to register and license their bikes would result in
safer streets and happier travels for all.
D In closing, it’s time for us to add some rules and regulations that all bicyclists will be able
to follow and that motorists will appreciate.
Page 11
Trevor wrote this reflective essay for his English class. Read Trevor’s paper and look
for any corrections he needs to make before submitting it to his teacher. When you
have finished reading, answer the questions that follow.
Cool Dude
(1) As any younger brother will tell you, having a big brother involves a lot of
walking in someone else’s shadow. (2) It just comes with the territory, especially
when you have an older brother, who is the epitome of “cool.”
(3) For years I wanted to do everything Tyson did, but no matter how hard I
tried, my legs just weren’t made to run like his. (4) I could never make better than
third string on the football team, and I couldn’t hit a three-point basket. (5) I
probably would have continued trying to keep up with “Big T” for the rest of my high
school career, but when my family moved in the middle of my Freshman year,
everything changed. (6) Tyson had already left for college, so I had to start at a new
school all by myself. (7) For most kids high school is the worst time in life for a big
move; for me it turned out to be exactly what I needed. (8) Transferring to another
school gave me an opportunity to redefine myself and discover an entirely new
version of “cool.”
(9) I don’t know what made me decide to try some new activities at the new
school, but on a whim I showed up for an after-school meeting of the Science
Olympiad team. (10) I learned that this team consists of 15 students who train
together for regional and national science competitions. (11) Visiting this group was
the best thing I’ve ever done! (12) I had always been fascinated with chemistry,
biology, and math, but since those interests hadn’t fit Tyson’s definition of cool, I had
never pursued it. (13) On this day, for some reason, I did. (14) To my surprise, I
discovered a roomful of like-minded people who welcomed me without question or
condition.
Page 12
© Andrew Fox/CORBIS
(15) In that little room that always smelled a bit like chemistry experiments
gone awry, I found a place where I fit in. (16) As we organized teams, prepared
resourses, practiced answering questions, and trained for the annual tournament, I
felt more connected than I ever had to any sports team. (17) I didn’t feel as though
I needed to keep up with anybody else; I was finally with peers who understood me.
(18) It was so good to feel accepted for who I am and affirmed for things that I’m
good at. (19) For the first time in my life, I actually felt cool.
(20) I’ll admit that it took a while to convince Tyson that the science lab was
the best place for me to spend my time. (21) He couldn’t understand how I had
connected with a crowd that was so totally different from the friends he had had in
high school. (22) But this time his questions didn’t make me question myself. (23) I
finally know who I am! (24) Yes, I’m Tyson’s little brother, but that’s only part of my
identity, I’m a cool guy in my own way, too. (25) I’m relieved to know that “cool”
has a much broader definition than what I used to think. (26) And Tyson is coming
around, too. (27) He’s been telling his friends about his “smart little brother” and
has promised to come cheer for me at our practice competition next month.
Page 13
12 What change should be made in sentence 2?
F Change comes to come’s
G Change especially to specially
H Delete the comma after brother
J No change should be made.
13 What change needs to be made in sentence 5?
A Delete but
B Change Freshman to freshman
C Delete the comma after year
D No change needs to be made in sentence 5.
14 How should sentence 12 be changed?
F Change fascinated to fasinated
G Delete the comma after cool
H Change had never pursued to hadn’t never pursued
J Change it to them
Page 14
A Change resourses to resources
B Change the comma after tournament to a period
C Change than to then
D No change should be made.
16 What is the correct way to write sentence 24?
F Yes, I’m Tyson’s little brother, that’s only part of my identity, though, I’m a cool guy in my
own way, too.
G Yes, I’m Tyson’s little brother, but that’s only part of my identity. Because I’m a cool guy
in my own way, too.
H Yes, I’m Tyson’s little brother, but that’s only part of my identity. I’m a cool guy in my
own way, too.
J Sentence 24 is written correctly in the paper.
Page 15
Anthony’s teacher asked him to write about someone who had greatly influenced
him. Anthony immediately thought of a person and wrote the following paper. Read
Anthony’s paper and think about any errors he should correct. Then answer the
questions that follow.
Dream On
(1) I started drawing houses at age six. (2) My dream was to build a
backyard clubhouse—a dream that wasn’t very realistic given that we lived in an
apartment. (3) By high school I was still drawing. (4) The designs were more
sophistacated, and my dreams had broadened. (5) I wanted to become an architect.
(6) “Do I have a chance?” I asked my older brother.
(7) “Nope,” he replied. (8) “Zip. (9) Zilch. (10) That takes a university
education.
(11) I knew he was probably right. (12) I had three siblings, and my family
couldn’t afford that kind of education. (13) Still, I fanned the flame of hope and
continued drawing. (14) I studied hard, too. (15) If a chance at college arose, I
wanted to make sure I had the grades.
(16) My second favorite pastime after drawing was bowling. (17) I had a
part-time job at Bayside Bowl, and I had started saving money. (18) My bank
account, however, was growing quite slowly. (19) When I looked at college catalogs,
I couldn’t imagine how I would ever get there. (20) I drew less and less and finally
boxed up my notebooks. (21) “Zip, zilch, not a chance,” I told myself. (22) I
decided to shrink my dreams to a more realistic size.
(23) Soon after that, a newcomer started frequenting Bayside Bowl. (24) She
arrived alone and always toted a pink bag with a ball inside. (25) She would bowl
line after line, scoring mostly strikes and spares. (26) The lady was good, but it
wasn’t her skill that got my attention, it was her age. (27) Her dark, wrinkled skin
and curly gray hair made her stand out among our younger clientele. (28) She
talked to me whenever I cleaned near her lane, and I soon learned that her name
was Bessie. (29) She had been a singer for as long as she could remember. (30) In
her 20s she had tried to get a job as a restaurant singer. (31) “Not a chance of
Page 16
that,” she said. (32) “I was a young black woman, and in the early 1950s doors
didn’t exactly open wide for me. (33) Nope. (34) Zip. (35) Zilch!” she said.
(36) As soon as those words came out of her mouth, I knew that I had to hear more
of her story.
(37) Bessie and I started bowling together. (38) I admired her ability to pick
up a split, but I also appreciated her advise. (39) “Life’s like bowling,” she would
say. (40) “Set your eye on your target and follow through.”
(41) Indeed, Bessie had kept her eye on her singing dreams. (42) She hadn’t
let the “zilches” stop her. (43) She had saved up and enrolled in the Brightwood
Music Academy. (44) Eventually, she had hired an agent. (45) It turned out this
lady with the pink bowling bag was the Bessie Richards, she was a recording artist of
the 1960s. (46) When Bessie and I bowled, we talked about her dreams fulfilled and
my dreams still unrealized.
(47) Toward the year’s end Bessie told me that she was “moving on” to live
with her sister, but before leaving, she gave me three things. (48) She left me with
a $50 tip for helping her at the lanes, a reminder to ignore the “zips” and “zilches” in
my life, and some lines of poetry she had copied from a book. (49) “They’re by Mr.
Langston Hughes, a fellow who knew a lot about dreams,” Bessie said. (50) “Read
this when the going seems tough. (51) It’ll help you follow through and reach for
your goal.” (52) On the page Bessie had written these words:
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
(53) A year has past since I last bowled with Bessie, and I’ve resumed my
drawing. (54) I’m working and saving money, taking drafting classes, and applying
for internships. (55) Whenever I’m discouraged, I reread those lines of poetry.
Page 17
(56) There’ll be no barren field of frozen snow nor zips and zilches for me.
(57) Inspired by Bessie and Langston Hughes, I plan to continue to dream.
Page 18
A Change were to are
B Change sophistacated to sophisticated
C Delete and
D Sentence 4 should not be changed.
18 What change, if any, should be made in sentence 10?
F Change takes to take’s
G Change university to University
H Insert quotation marks after the period
J Make no change
A Delete but
B Change her skill to no skill
C Change my to our
D Change the comma after attention to a semicolon
F Change admired to admirred
G Change the comma to a semicolon
H Change advise to advice
J Sentence 38 should not be changed.
Page 19
21 What is the correct way to write sentence 45?
A It turned out this lady with the pink bowling bag was the Bessie Richards. Who was a
recording artist of the 1960s.
B It turned out this lady with the pink bowling bag was the Bessie Richards. A recording
artist of the 1960s.
C It turned out this lady with the pink bowling bag. She was the Bessie Richards, a recording
D It turned out this lady with the pink bowling bag was the Bessie Richards, a recording
22 What change, if any, should be made in sentence 53?
F Change past to passed
G Delete and
H Change resumed to resummed
J Make no change
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

ON THE ANSWER DOCUMENT.
Page 20
WRITTEN COMPOSITION: Expository
Read the following quotation.
Don’t walk behind me; I may not lead. Don’t walk in front of me;
I may not follow. Just walk beside me and be my friend.
—Anonymous
What is the best way to maintain a strong friendship? Think carefully about this question.
Write an essay explaining your definition of a true friendship.
Be sure to —
• clearly state your thesis

• organize and develop your ideas effectively
• choose your words carefully
• edit your writing for grammar, mechanics, and spelling
Page 21
USE THIS PREWRITING PAGE TO
PLAN YOUR COMPOSITION.
MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON

THE LINED PAGE IN THE ANSWER DOCUMENT.
Page 22
USE THIS PREWRITING PAGE TO
PLAN YOUR COMPOSITION.
MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON

THE LINED PAGE IN THE ANSWER DOCUMENT.
Page 23
Page 24
READING
Page 25
Read the next two selections and answer the questions that follow.
A History of Fearlessness
by Jeré Longman
The New York Times
August 24, 2011
University of Tennessee at Martin/USA Basketball
Photo by Doug Benc/Getty Images Sport
© Christy Bowe/CORBIS
Pat Summitt . . . the Player Pat Summitt . . . the Coach Pat Summitt . . . the Citizen
1 When Pat Summitt became head coach of the Tennessee Lady Vols in 1974, she
drove the team van and began to shift gears on the long uphill climb for
women’s sports.
2 Not until 1982 would the N.C.A.A. begin sponsoring a basketball tournament for
women. The gender equity law known as Title IX had been enacted in 1972, but
it was force of personality more than federal mandate that forged Summitt’s
career and those of her contemporaries.
3 “Title IX gave us some clout, but it didn’t give us our motivation,” said Jody
Conradt, the Hall of Fame former women’s coach at the University of Texas.
4 In those early days when female athletes lacked scholarships and widespread
respect—at reigning champion Texas A&M, the first women’s basketball locker
room was a men’s dressing room with camouflaging flowers placed in the
urinals—Summitt survived at Tennessee on a coaching stipend of $250 a month
and washed the team uniforms.
5 Those were the days, Conradt said only half-jokingly, that “if you had a car you
made the team because we needed it to go to games.”
6 Summitt overcame athletic inequality with a stoicism and determination that

came from growing up on a farm in Tennessee, chopping tobacco and baling hay
as part of her sunup to sundown chores while her father admonished, “Cows
don’t take a day off.” Basketball games were played at night in a hayloft with
her three older brothers.
7 “They would just run over me,” Summitt said in a 2008 interview. “But that was
O.K.”
Page 26
8 She would not be run over for long. At 22, Summitt became head coach at
Tennessee, barely older than her players. Thirty-seven seasons later, she has
won eight national titles and more games (1,071) than any major-college
basketball coach, man or woman, while avoiding scandal and graduating the
vast majority of her players.
9 “In modern history, there are two figures that belong on the Mount Rushmore of
women’s sports—Billie Jean King and Pat Summitt,” said Mary Jo Kane, a sports
sociologist at the University of Minnesota. “No one else is close to third.”
10 Her stature made it all the more shocking Tuesday when Summitt announced
that she had early-onset Alzheimer’s disease at age 59. Fellow coaches were
stunned by the diagnosis of dementia but hardly surprised that Summitt
approached it the way she confronted everything else—head-on, open, resolute,
determined to keep coaching.
11 “It might not be curable, but I’m sure she has a plan to deal with this,” said Tara
VanDerveer, the Hall of Fame coach at Stanford. “All those things she has taught
in sports—discipline—could be exactly what she needs. I give her a lot of credit
for being so open in sharing this and being so courageous in continuing to
coach. A lot of people would say, ‘That’s it,’ and do crossword puzzles. But she’s
bringing visibility to something that a lot of people have a hard time talking
about and dealing with.”
12 In an athletic context, this is precisely what Summitt has done for nearly four
decades, bringing widespread attention to something that made many people
uncomfortable—the ascendance of women’s sports.
13 She attended Tennessee-Martin where, she once told Time magazine, her team
played three consecutive road games in the same unwashed uniforms because it
had only one set. Early in her coaching career, the Lady Vols once slept on mats
in an opponent’s gym because money for hotels was scarce.
14 “We played because we loved the game,” Summitt told Time in 2009. “We didn’t
think anything about it.”
15 Her father, Richard Head, was a stern man, but he moved the family to a
neighboring county so that Tricia, as he called her, could play basketball in high
school. She played on the 1976 Olympic team and won a silver medal. And
when Summitt lost her inaugural game coaching at Tennessee, her father gave
her this enduring advice: “Don’t take donkeys to the Kentucky Derby.”
16 By this, he meant, the best teams have the best players. She became a fierce
recruiter and motivator, supple enough with Xs and Os to change from a
plodding, half-court style to a full-court style built on aggressive defense and
rebounding. And she became an ambassador as much as coach, allowing
television cameras into the locker room, willing to play almost any team on
almost any court.
17 She is fearless, tough, even blistering, in her approach. This, after all, is a
woman who dislocated her shoulder three years ago while forearming a raccoon
off her deck to protect her Labrador retriever. At times, Summitt has had to
Page 27
have her rings rerounded after pounding them flat on the court. Yet she has also
managed to be forceful without being considered shrill or arrogant, avoiding a
double standard that often confronts women in the workplace.
18 “She was wildly successful but never was she too big for anyone,” said Doris
Burke, a former point guard at Providence and now an ESPN commentator.
“There’s a humility and groundedness that make her special. That Kipling line,
‘If you can walk with kings and still keep the common touch,’ that captures Pat
Summitt.”
19 She is not without her critics. Summitt’s refusal in recent seasons to play
archrival Connecticut—she was upset by what she considered the improper
recruiting of Maya Moore—was met with disapproval even by some of her former
players. But the balance of her career swings far in the other direction. Summitt
brought record victory to women’s basketball along with something even more
valuable—legitimacy. Attitudes changed. Coaching salaries elevated along with
general acceptance. She made it O.K. to aspire and perspire.
20 “Pat Summitt is our John Wooden1 in the women’s game,” Baylor Coach Kim
Mulkey said, referring to the U.C.L.A. legend. “There may be coaches that win
more than Pat, but there will never be another Pat Summitt.”
From the New York Times, August 24, 2011, © 2011 the New York Times. All rights reserved. Used by permission and
protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this
Content without express written permission is prohibited.
1As head coach at UCLA, John Wooden won 10 NCAA National Championships and coached a record
88 consecutive winning games. He is revered as one of the best coaches in the history of sports.
Page 28
No Dream Is Impossible
by Julie Adams, The Bob Edwards Show, NPR
September 25, 2009
1 From the time I can remember, I have wanted to be an actress. No one in my

entire family had ever had artistic yearnings, so they looked upon my girlish
dreams as a rather silly and impractical phase, which I would surely outgrow
and then settle down in Arkansas like my more sensible cousins. But the dreams
were still there when I reached the age of twenty, and I came to a rather shaky
decision that I had to try it.
2 In the years since that day, I’ve come to

realize that whatever part of myself
forced me to strike out rather
haphazardly for Hollywood is the only
real wisdom I possess. That part of me
seemed to know that no matter how
difficult achieving my goal might be, or
even if I never achieved it, I would be
happier striving toward my dream than if
I tried to find security in a life I was
unsuited for. This knowledge and quiet
surety came from within me, and yet
seemed to have its source far beyond
comprehension of my wavering and
Hulton Archive/Getty Images

indecisive personality. It alone kept me
from quitting during that first year in
which I discovered how right my family
was in warning of the difficulties in store
for me with no financial backing.
3 I found expensive dramatic lessons and living costs left almost nothing from my
check as a secretary, with the very necessary clothes for studio interviews. But
of course what really made me feel like catching the next bus for Arkansas was
that in all the offices I managed to invade, not one casting man had looked at
me with sudden interest and exclaimed, “That girl has something.” My lovely air
castles were quickly shattered, and I was forced to listen to the wiser, inner
voice again. This time it had a new message: “Look at yourself honestly.” Well
this seemed simple enough, but it turned out to be very unpleasant indeed. One
honest glance told me that only by unglamorous hard work over quite a few
years would this gangling, unsure Arkansas girl be transformed into my dream
of a fine actress.
4 After I recovered from the first shock of this discovery, to my surprise I began to
feel stronger and more hopeful about the future. Since then I’ve found this inner
voice always spoke the truth or made me try to find it for myself. Of course, I
wandered away from it at times or rebelled when it said “no” to something I
wanted very much at that moment. But these excursions away from my wiser
self led only to confusion and unhappiness. Strangely enough, now that I’ve
climbed a couple of rungs of the long ladder up, sometimes I find it harder to
Page 29
listen to the inner voice than when I was alone and struggling. It’s a very quiet
voice and is easily drowned out by outside babble. But one word from it is worth
a book of advice from the best-intentioned friends.
5 The voice seems very stern at times, as it

makes me accept the responsibility for my A Dream Realized
failures and shortcomings, instead of Born in 1926, Julie Adams grew up
excusing them or laying the blame dreaming of becoming an actress.
elsewhere. But while it takes away petty Even though many young women
egotism and silly pretensions, the voice hope for success as actresses and
whispers of things that send my thoughts are disappointed, Adams listened to
and imagination soaring. It tells me no her inner voice, followed her dream,
and found success. She has acted
dream is impossible because faith in my
with some of the greatest stars in
inner self will guide me to its fulfillment. Hollywood: John Wayne, James
This belief in my inner self banishes fear Stewart, Elvis Presley, and Charlton
and doubt and frees me to live and love and Heston, to name a few. Adams is
work to the fullest. remembered best for her role in
Creature from the Black Lagoon
“No Dream Is Impossible,” written by Julie Adams, part of the This I (1954) but has acted in movies and
Believe Essay Collection found at www.thisibelieve.org. Copyright © television for more than 60 years,
2005–2013 by This I Believe, Inc. Reprinted with permission. most recently in Lost, CSI, and Cold
Case.
Page 30
Use “A History of Fearlessness” (pp. 26–28) to answer questions 23–29.
Then fill in the answers on your answer document.
23 Read the following dictionary entry.
ı
clout \ klaut\ n
•
1. a significant amount of
influence 2. a hard punch 3. a big
hit in baseball 4. a target
Which definition most closely matches the use of the word clout in paragraph 3?
A Definition 1
B Definition 2
C Definition 3
D Definition 4
24 Read this sentence from paragraph 16.
And she became an ambassador as much as

coach, allowing television cameras into the
locker room, willing to play almost any team
on almost any court.
In this sentence, the author is trying to show that Summitt —
F frequently sought out opportunities to appear on television
G was able to pick and choose which teams to play
H took on a role in women’s sports that went beyond coaching
J compromised her standards occasionally
Page 31
25 Why does the author end the article with a quotation?
A To show how Pat Summitt will likely be remembered over time
B To suggest that Pat Summitt’s accomplishments may soon be eclipsed
C To imply that female coaches will never win as many games as male coaches
D To provide an opinion that differs from those expressed in the rest of the article
26 Which of these best summarizes the article?
F Throughout her career, Pat Summitt has been an important figure in women’s sports.
Although it was difficult for her to face the discrimination directed at female players and
coaches, she managed to have successful seasons at the University of Tennessee.
G The popularity of women’s sports today is largely the result of the enactment of Title IX in
1972. Before that, female athletes like Pat Summitt had little funding or support for their
teams. Pat Summitt’s success is an example of how Title IX helped women athletes and
coaches.
H Although Pat Summitt had been a very successful basketball coach for many years, her
primary accomplishment came after she developed Alzheimer’s disease. By refusing to
hide her diagnosis from the public and vowing to continue coaching, she set a powerful
example for others.
J Through her determination to lead and succeed, Pat Summitt has become both a
successful coach and an inspiration to female athletes. She applied the work ethic she
learned as a child to her playing and coaching career, ultimately winning more games than
any other college coach.
27 According to the author, Pat Summitt learned important lessons about how to face difficult
circumstances from her time spent —
A playing on the 1976 Olympic team
B dealing with her Alzheimer’s diagnosis
C working on her family’s farm
D losing games as a new coach
Page 32
28 Tara VanDerveer thinks Pat Summitt is equipped to handle her illness because of —
F the support from her team
G the availability of good medical care
H her physical conditioning
J her coaching experience
29 What is the primary purpose of the photos of Pat Summitt?
A To show how she became famous over time
B To portray both her successes and failures
C To represent different aspects of her career
D To highlight differences in her attitude over time
Page 33
Use “No Dream Is Impossible” (pp. 29–30) to answer questions 30–34.
Then fill in the answers on your answer document.
30 The selection is mainly about —
F the importance of luck in finding success in Hollywood
G the need for adult guidance
H the limited career opportunities for women in Arkansas
J the importance of trusting oneself
One honest glance told me that only by

unglamorous hard work over quite a few years
would this gangling, unsure Arkansas girl be
transformed into my dream of a fine actress.
In this sentence, the author admits that —
A her quest would be more difficult than she had thought
B Hollywood directors didn’t think she had much talent
C it was time to start thinking about a different career
D acting was not as much fun as it had once seemed
Page 34
32 Which line demonstrates the author’s realization that she may have overestimated her
abilities?
F But of course what really made me feel like catching the next bus for Arkansas was that in
all the offices I managed to invade, not one casting man had looked at me with sudden
interest and exclaimed, “That girl has something.”
G Since then I’ve found this inner voice always spoke the truth or made me try to find it for
myself.
H No one in my entire family had ever had artistic yearnings, so they looked upon my girlish
dreams as a rather silly and impractical phase, which I would surely outgrow and then
settle down in Arkansas like my more sensible cousins.
J It tells me no dream is impossible because faith in my inner self will guide me to its
fulfillment.
33 In paragraph 2, the author suggests that —
A she knew she would become a successful actress as long as she worked hard
B failing would be acceptable as long as she had made the effort to succeed
C life in Hollywood was made more difficult by pressure from her family
D it would have been wise to have gotten a good job before pursuing her dream
34 The title of the boxed information, “A Dream Realized,” best reflects the juxtaposition of which
two concepts?
F Irrationality and rationality
G Good and evil
H Ideal and actual
J Originality and banality
Page 35
Use “A History of Fearlessness” and “No Dream Is Impossible” to answer
questions 35–38. Then fill in the answers on your answer document.
35 Which sentence from “No Dream Is Impossible” connects most closely to a central idea from
“A History of Fearlessness”?
A That part of me seemed to know that no matter how difficult achieving my goal might be,
or even if I never achieved it, I would be happier striving toward my dream than if I tried
to find security in a life I was unsuited for.
B The voice seems very stern at times, as it makes me accept the responsibility for my
failures and shortcomings, instead of excusing them or laying the blame elsewhere.
C This time it had a new message: “Look at yourself honestly.”
D After I recovered from the first shock of this discovery, to my surprise I began to feel
stronger and more hopeful about the future.
36 Unlike Julie Adams in “No Dream Is Impossible,” Pat Summitt in “A History of Fearlessness” is
known for —
F starting her career without formal training
G finding a balance between work and her personal life
H her ability to avoid controversy in her career
J helping others achieve excellence in her field
Page 36
37 Which sentence states how the authors of each selection support their ideas?
A The author of “A History of Fearlessness” uses first-person narration, while the author of
“No Dream Is Impossible” provides a third-person historical overview.
B The author of “A History of Fearlessness” depends on quotations from others, while the
author of “No Dream Is Impossible” provides a first-person account of her life.
C The author of “A History of Fearlessness” mainly references other articles, while the author
of “No Dream Is Impossible” references experts in her field.
D The author of “A History of Fearlessness” relies on his own insights and philosophies, while
the author of “No Dream Is Impossible” provides a detailed chronology of her life.
38 How are Pat Summitt’s father in “A History of Fearlessness” and Julie Adams’s inner voice in
“No Dream Is Impossible” similar?
F Both served as obstacles to success.
G Both suggested actions that proved unwise.
H Both would not permit failure.
J Both offered important advice.

Page 37
SHORT ANSWER #1
DIRECTIONS
Answer the following question in the box labeled “Short Answer #1” on page 4 of
your answer document.
What is one similarity between Pat Summitt in “A History of Fearlessness” and Julie Adams in “No
Dream Is Impossible”? Explain your answer and support it with evidence from both selections.
BE SURE YOU HAVE WRIT TEN YOUR ANSWER

ON PAGE 4 OF THE ANSWER DOCUMENT.
Page 38
The 1928 Packard

by Richard Peck
1 The other day I was making a speech somewhere about being a writer.
Afterward, an old gent in a slouch hat came up. He’d brought his grandson, who
he said was a faithful reader of my books.
2 “Do you have time for a story?” the grandfather asked. Of course I had time for
a story. I’m a writer. His gaze grew filmy, and his grandson looked like he was
about to hear a tale he’d heard before. “At around fourteen I was a handful,” the
old gent said. “So you know how busy I was around Halloween.
3 “My dad drove a 1942 Buick Eight.”
4 I stirred. I too was from a world where a man was known by what he drove.
5 “At the other end of our street, a beat-up old 1928 Packard coupe was always
parked at the curb, big as a Tiger tank.”1
6 He had my full attention now.
7 “I ought to have known better,” he said, “but I dearly loved pinning horns.”
Pinning car horns was a sacred Halloween ritual. If you could get into a car, you
jammed one end of a stick into the horn and wedged the other end against the
back of the driver’s seat. Then you ran like the devil, and the owner had to
come out and unstick the horn before the battery ran down. Horns went off all
over town on Halloween, like car alarms do every night now.
8 “I skulked up the dark street,” the old gent said, “and like a miracle the front
window of the Packard was down. Why didn’t this look too good to be true? I
guess because I was fourteen.”
9 I hung on his every word now, though his grandson’s mind was wandering.
10 “I had me a stick just the right length. All I had to do was reach in the car
window with it. I didn’t even have to open the door. When I leaned inside with
the stick, a hand shot up from the dark, and a fist the size of a ham grabbed my
wrist. My heart stopped. I haven’t been that scared since. The Packard’s owner
sat up in the seat and said, ‘What can I do for you, son?’
11 “‘You can turn me loose,’ I said when I could breathe, and in three minutes I
was back home in bed. I guess you know who the Packard belonged to.”
1The Tiger was a type of heavy German tank used during World War II.
Page 39
12 I did. It was my dad’s. Who else would own a twenty-year-old Hummer-esque
Packard coupe for a fishing car? Who but my dad would lie all Halloween evening
across the broken springs of its seat, waiting to catch a Halloweener just for the
fun of it? And why couldn’t the neighborhood kids remember that my dad looked
forward to Halloween more than they did?
13 It was Skippy Oglesby my dad nabbed that particular Halloween night: Skippy
Oglesby, the nearest thing our neighborhood had to a bully. And there he was
again all these years and miles later, disguised by time as somebody’s doting
grandfather, to tell me another story about my dad.
14 And why not? My father was the perfect dad; he thought like a kid, but he was
bigger than a bully. In fact, he was larger than life, older than the other dads
but weirdly young, with a shoulder bunged up in World War I, and a
Harley-Davidson he rode to work on mornings the Packard’s engine wouldn’t
turn over. A big guy with a big grin and lures on his fishing hat.
15 Everything I write is an homage to him. Some of my stories are woven out of his
memories. Some are memories of him. And some are things that didn’t happen
to him—to us—and I wish they had. But everything I write invites him back.
Nobody a writer ever loved is dead.
© 2005 “The 1928 Packard” by Richard Peck from GUYS WRITE FOR GUYS READ: BOYS’ FAVORITE AUTHORS WRITE
ABOUT BEING BOYS. Reprinted by permission of Wernick & Pratt Agency.
Page 40
39 In paragraph 2, the word handful means someone who is —
A difficult to manage
B extremely generous
C useful around the house
D reluctant to help others
40 Read the following quotation from paragraph 8.
“Why didn’t this look too good to be true? I

guess because I was fourteen.”
In these sentences, Skippy Oglesby suggests that as a teenager —
F he intimidated others
G he was naive
H he liked to fool others
J he often got into trouble
41 Which paragraph from the selection provides imagery that gives a sense of the father’s
personality?
A Paragraph 14
B Paragraph 11
C Paragraph 13
D Paragraph 7
Page 41
42 By asking a series of questions in paragraph 12, the author emphasizes his —
F uncertainty about what motivated his father
G belief that his father was unique
H doubts about the details of Oglesby’s story
J hope that others will appreciate his father
43 What did young Skippy Oglesby and the author’s father have in common?
A Knowledge of motorcycles
B An inclination to bully others
C A love of pranks
D Storytelling skills
44 In paragraphs 1 and 15, the author shows —
F his realization that some of his memories are exaggerated
G his skepticism about the distinction between truth and memory
H his desire to be a role model
J his awareness of himself as a writer
Page 42
In Bengali tradition children are given two names at birth: an informal name used
only at home and a formal name, or “good name,” used in public. In this excerpt,
Gogol’s parents, Ashoke and Ashima, want to give him a good name to use at school.
from
The Namesake
by Jhumpa Lahiri
1 There is a reason Gogol doesn’t want to go to kindergarten. His parents

have told him that at school, instead of being called Gogol, he will be called by a
new name, a good name, which his parents have finally decided on, just in time
for him to begin his formal education. The name, Nikhil, is artfully connected to
the old. Not only is it a perfectly respectable Bengali good name, meaning “he
who is entire, encompassing all,” but it also bears a satisfying resemblance to
Nikolai, the first name of the Russian Gogol. Ashoke had thought of it recently,
staring mindlessly at the Gogol spines in the library, and he had rushed back to
the house to ask Ashima her opinion. He pointed out that it was relatively easy
to pronounce, though there was the danger that Americans, obsessed with
abbreviation, would truncate it to Nick. She told him she liked it well enough,
though later, alone, she’d wept, thinking of her grandmother, who had died
earlier in the year, and of the letter, forever hovering somewhere between India
and America, containing the good name she’d chosen for Gogol. Ashima still
dreams of the letter at times, discovering it after all these years in the mailbox
on Pemberton Road, opening it up only to find it blank.
2 But Gogol doesn’t want a new name. He can’t understand why he has to
answer to anything else. “Why do I have to have a new name?” he asks his
parents, tears springing to his eyes. It would be one thing if his parents were to
call him Nikhil, too. But they tell him that the new name will be used only by the
teachers and children at school. He is afraid to be Nikhil, someone he doesn’t
know. Who doesn’t know him. His parents tell him that they each have two
names, too, as do all their Bengali friends in America, and all their relatives in
Calcutta. It’s a part of growing up, they tell him, part of being a Bengali. They
write it for him on a sheet of paper, ask him to copy it over ten times. “Don’t
worry,” his father says. “To me and your mother, you will never be anyone but
Gogol.”
* * *
3 At school, Ashoke and Gogol are greeted by the secretary, Mrs. McNab, who
asks Ashoke to fill out a registration form. He provides a copy of Gogol’s birth
certificate and immunization record, which Mrs. McNab puts in a folder along
with the registration. “This way,” Mrs. McNab says, leading them to the
principal’s office. CANDACE LAPIDUS, the name on the door says. Mrs. Lapidus
assures Ashoke that missing the first week of kindergarten is not a problem,
that things have yet to settle down. Mrs. Lapidus is a tall, slender woman with
Page 43
short white-blond hair. She wears frosted blue eye shadow and a lemon yellow
suit. She shakes Ashoke’s hand and tells him that there are two other Indian
children at the school, Jayadev Modi in the third grade and Rekha Saxena in
fifth. Perhaps the Gangulis know them? Ashoke tells Mrs. Lapidus that they do
not. She looks at the registration form and smiles kindly at the boy, who is
clutching his father’s hand. Gogol is dressed in powder blue pants, red and white
canvas sneakers, a striped turtleneck top.
4 “Welcome to elementary school, Nikhil. I am your principal, Mrs. Lapidus.”
5 Gogol looks down at his sneakers. The way the principal pronounces his
new name is different from the way his parents say it, the second part of it
longer, sounding like “heel.”
6 She bends down so that her face is level with his, and extends a hand to his
shoulder. “Can you tell me how old you are, Nikhil?”
7 When the question is repeated and there is still no response, Mrs. Lapidus
asks, “Mr. Ganguli, does Nikhil follow English?”
8 “Of course he follows,” Ashoke says. “My son is perfectly bilingual.”
9 In order to prove that Gogol knows English, Ashoke does something he has
never done before, and addresses his son in careful, accented English. “Go on,
Gogol,” he says, patting him on the head. “Tell Mrs. Lapidus how old you are.”
10 “What was that?” Mrs. Lapidus says.
11 “I beg your pardon, madam?”
12 “That name you called him. Something with a G.”
13 “Oh that, that is what we call him at home only. But his good name should
be—is”—he nods his head firmly—“Nikhil.”
14 Mrs. Lapidus frowns. “I’m afraid I don’t understand. Good name?”
15 “Yes.”
16 Mrs. Lapidus studies the registration form. She has not had to go through
this confusion with the other two Indian children. She opens up the folder and
examines the immunization record, the birth certificate. “There seems to be
some confusion, Mr. Ganguli,” she says. “According to these documents, your
son’s legal name is Gogol.”
17 “That is correct. But please allow me to explain—”
18 “That you want us to call him Nikhil.”
19 “That is correct.”
20 Mrs. Lapidus nods. “The reason being?”
Page 44
21 “That is our wish.”
22 “I’m not sure I follow you, Mr. Ganguli. Do you mean that Nikhil is a middle
name? Or a nickname? Many of the children go by nicknames here. On this form
there is a space—”
23 “No, no, it’s not a middle name,” Ashoke says. He is beginning to lose
patience. “He has no middle name. No nickname. The boy’s good name, his
school name, is Nikhil.”
24 Mrs. Lapidus presses her lips together and smiles. “But clearly he doesn’t
respond.”
25 “Please, Mrs. Lapidus,” Ashoke says. “It is very common for a child to be
confused at first. Please give it some time. I assure you he will grow
accustomed.”
26 He bends down and this time in Bengali, calmly and quietly, asks Gogol to
please answer when Mrs. Lapidus asks a question. “Don’t be scared, Gogol,” he
says, raising his son’s chin with his finger. “You’re a big boy now. No tears.”
27 Though Mrs. Lapidus does not understand a word, she listens carefully,
hears that name again. Gogol. Lightly, in pencil, she writes it down on the
registration form.
28 Ashoke hands over the lunch box, a windbreaker in case it gets cold. He
thanks Mrs. Lapidus. “Be good, Nikhil,” he says in English. And then, after a
moment’s hesitation, he is gone.
29 When they are alone, Mrs. Lapidus asks, “Are you happy to be entering
elementary school, Gogol?”
30 “My parents want me to have another name in school.”
31 “And what about you, Gogol? Do you want to be called by another name?”
32 After a pause, he shakes his head.
33 “Is that a no?”
34 He nods. “Yes.”
35 “Then it’s settled. Can you write your name on this piece of paper?”
36 Gogol picks up a pencil, grips it tightly, and forms the letters of the only
word he has learned thus far to write from memory, getting the “L” backward
due to nerves. “What beautiful penmanship you have,” Mrs. Lapidus says. She
tears up the old registration form and asks Mrs. McNab to type up a new one.
Then she takes Gogol by the hand, down a carpeted hallway with painted
cement walls. She opens a door, and Gogol is introduced to his teacher, Miss
Watkins, a woman with hair in two braids, wearing overalls and clogs. Inside the
classroom it’s a small universe of nicknames—Andrew is Andy, Alexandra Sandy,
William Billy, Elizabeth Lizzy. It is nothing like the schooling Gogol’s parents
Page 45
have known, fountain pens and polished black shoes and notebooks and good
names and sir or madam at a tender age. Here the only official ritual is pledging
allegiance first thing in the morning to the American flag. For the rest of the day,
they sit at a communal round table, drinking punch and eating cookies, taking
naps on little orange cushions on the floor. At the end of his first day he is sent
home with a letter to his parents from Mrs. Lapidus, folded and stapled to a
string around his neck, explaining that due to their son’s preference he will be
known as Gogol at school. What about the parents’ preference? Ashima and
Ashoke wonder, shaking their heads. But since neither of them feels comfortable
pressing the issue, they have no choice but to give in.
Excerpt from THE NAMESAKE by Jhumpa Lahiri. Copyright © 2003 by Jhumpa Lahiri. Reprinted by permission of
Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Page 46
45 Read these sentences from paragraph 3.
She shakes Ashoke’s hand and tells him that

there are two other Indian children at the
school, Jayadev Modi in the third grade and
Rekha Saxena in fifth. Perhaps the Gangulis
know them?
These sentences imply that Mrs. Lapidus —
A has made assumptions about the Gangulis because they are Indian American
B wants to reassure the Gangulis that Gogol will feel welcome among his Indian classmates
C is familiar with the Indian naming traditions that the Gangulis follow
D has worried about how the Gangulis will fit into the Indian American community at school
46 In paragraph 26, Ashoke can best be described as —
F optimistic and irritable
G caring and critical
H compassionate and stern
J insightful and authoritarian
47 Which quotation foreshadows the ultimate decision to allow the boy to use the name “Gogol”
at school instead of “Nikhil”?
A Though Mrs. Lapidus does not understand a word, she listens carefully, hears that name
again. Gogol. Lightly, in pencil, she writes it down on the registration form.
B Gogol looks down at his sneakers. The way the principal pronounces his new name is
different from the way his parents say it, the second part of it longer, sounding like “heel.”
C She bends down so that her face is level with his, and extends a hand to his shoulder.
“Can you tell me how old you are, Nikhil?”
D He thanks Mrs. Lapidus. “Be good, Nikhil,” he says in English. And then, after a moment’s
hesitation, he is gone.
Page 47
She told him she liked it well enough, though

later, alone, she’d wept, thinking of her
grandmother, who had died earlier in the year,
and of the letter, forever hovering somewhere
between India and America, containing the
good name she’d chosen for Gogol.
The author uses figurative language in this sentence to reveal that —
F the letter failed to reach Ashima because it was lost in the mail
G Ashima was too upset to read the letter when it finally arrived
H the letter had expressed the last wish of Ashima’s grandmother
J Ashima’s grandmother had hoped that the letter would unite the two cultures
49 The description of the setting in the last paragraph of the story suggests that Gogol will —
A continue to feel anxious when he speaks to Mrs. Lapidus
B have trouble fitting in with his new classmates
C change his mind about which name he prefers
D become comfortable with the routines of kindergarten
50 The descriptions of Mrs. Lapidus and Gogol in paragraph 3 create a contrast between a —
F professional adult and an ordinary child
G strict principal and a nervous kindergartner
H dependable adult and a playful boy
J busy administrator and a carefree student

Page 48
SHORT ANSWER #2
DIRECTIONS
Answer the following question in the box labeled “Short Answer #2” on page 6 of
your answer document.
In the excerpt from The Namesake, what is Gogol’s primary conflict? Explain your answer and
support it with evidence from the selection.
BE SURE YOU HAVE WRIT TEN YOUR ANSWER

ON PAGE 6 OF THE ANSWER DOCUMENT.
STOP
Page 49
STAAR
English I
March 2016
STAAR English I Assessment
Genres Assessed:
Literary Informational
• Fiction (Readiness) • Expository (Readiness)
• Literary Nonfiction (Supporting) • Persuasive (Supporting)
• Poetry (Supporting) • Procedural (Embedded, Supporting)
• Drama (Supporting) • Media Literacy (Embedded, Supporting)
• Media Literacy (Embedded, Supporting)
Reporting Category 1:
Understanding and Analysis Across Genres
The student will demonstrate the ability to understand and analyze a
variety of written texts across reading genres.
(1) Reading/Vocabulary Development. Students understand new vocabulary

and use it when reading and writing. Students are expected to
(A) determine the meaning of grade-level technical academic English words

in multiple content areas (e.g., science, mathematics, social studies,
the arts) derived from Latin, Greek, or other linguistic roots and affixes;
Supporting Standard
(B) analyze textual context (within a sentence and in larger sections of
text) to distinguish between the denotative and connotative meanings
of words; Readiness Standard
(D) describe the origins and meanings of foreign words or phrases used
frequently in written English (e.g., caveat emptor, carte blanche, tete a
tete, pas de deux, bon appetit, quid pro quo); Supporting Standard
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine or confirm the meanings of words and phrases, including
their connotations and denotations, and their etymology.
Readiness Standard
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(A) analyze how the genre of texts with similar themes shapes meaning;
Supporting Standard
STAAR English I Page 2 of 11

December 2013
(9) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(D) synthesize and make logical connections between ideas and details in
several texts selected to reflect a range of viewpoints on the same topic
and support those findings with textual evidence.
Supporting Standard
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. The student is expected to
(B) make complex inferences about text and use textual evidence to
support understanding. Readiness Standard

December 2013
Understanding and Analysis of Literary Texts
The student will demonstrate an ability to understand and analyze literary
texts.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students

analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(B) analyze the influence of mythic, classical and traditional literature on

20th and 21st century literature; Supporting Standard
(C) relate the figurative language of a literary work to its historical and
cultural setting. Supporting Standard
(3) Reading/Comprehension of Literary Text/Poetry. Students understand,
make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to
(A) analyze the effects of diction and imagery (e.g., controlling images,
figurative language, understatement, overstatement, irony, paradox) in
poetry. Supporting Standard
(4) Reading/Comprehension of Literary Text/Drama. Students understand,
drama and provide evidence from text to support their understanding.
(A) explain how dramatic conventions (e.g., monologues, soliloquies,

dramatic irony) enhance dramatic text. Supporting Standard
(5) Reading/Comprehension of Literary Text/Fiction. Students understand,
fiction and provide evidence from text to support their understanding.
(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing,

sub-plots, parallel plot structures) and compare it to linear plot
development; Supporting Standard
(B) analyze how authors develop complex yet believable characters in
works of fiction through a range of literary devices, including character
foils; Readiness Standard
(C) analyze the way in which a work of fiction is shaped by the narrator’s
point of view. Supporting Standard

December 2013
(6) Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence
from text to support their understanding. Students are expected to
(A) analyze how literary essays interweave personal examples and ideas
with factual information to explain, present a perspective, or describe a
situation or event. Supporting Standard
(7) Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author’s
sensory language creates imagery in literary text and provide evidence from
text to support their understanding. Students are expected to
(A) explain the role of irony, sarcasm, and paradox in literary works.
Supporting Standard
(12) Reading/Media Literacy. Students use comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A) compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts; Supporting Standard
(D) evaluate changes in formality and tone within the same medium for
specific audiences and purposes. Supporting Standard
support understanding. Readiness Standard (Fiction) /
Supporting Standard (Literary Nonfiction, Poetry, Drama, Media
Literacy)

December 2013
Understanding and Analysis of Informational Texts
The student will demonstrate an ability to understand and analyze
informational texts.
(8) Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the author’s
purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected
to
(A) explain the controlling idea and specific purpose of an expository text
and distinguish the most important from the less important details that
support the author’s purpose. Readiness Standard
(9) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(A) summarize text and distinguish between a summary that captures the
main ideas and elements of a text and a critique that takes a position
and expresses an opinion; Readiness Standard
(B) differentiate between opinions that are substantiated and
unsubstantiated in the text; Supporting Standard
(C) make subtle inferences and draw complex conclusions about the ideas
in text and their organizational patterns. Readiness Standard
(10) Reading/Comprehension of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to
(A) analyze the relevance, quality, and credibility of evidence given to

support or oppose an argument for a specific audience;
Supporting Standard
(B) analyze famous speeches for the rhetorical structures and devices used
to convince the reader of the authors’ propositions.
Supporting Standard

December 2013
(11) Reading/Comprehension of Informational Text/Procedural Texts.
Students understand how to glean and use information in procedural texts
and documents. Students are expected to
(A) analyze the clarity of the objective(s) of procedural text (e.g., consider
reading instructions for software, warranties, consumer publications);
Supporting Standard
(B) analyze factual, quantitative, or technical data presented in multiple
graphical sources. Supporting Standard
(12) Reading/Media Literacy. Students use comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A) compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts; Supporting Standard
(D) evaluate changes in formality and tone within the same medium for
specific audiences and purposes. Supporting Standard
support understanding. Readiness Standard (Expository) /
Supporting Standard (Persuasive, Procedural, Media Literacy)

December 2013
Composition
The student will demonstrate an ability to compose a variety of written
texts with a clear, controlling idea; coherent organization; sufficient
development; and effective use of language and conventions.
(13) Writing/Writing Process. Students use elements of the writing process

(planning, drafting, revising, editing, and publishing) to compose text.
(B) structure ideas in a sustained and persuasive way (e.g., using outlines,
note taking, graphic organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and the rhetorical devices
used to convey meaning; Readiness Standard
(C) revise drafts to improve style, word choice, figurative language,
sentence variety, and subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been addressed;
Readiness Standard
(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard
*(14) Writing/Literary Texts. Students write literary texts to express their ideas
and feelings about real or imagined people, events, and ideas. Students are
expected to
(A) write an engaging story with a well-developed conflict and resolution,

interesting and believable characters, and a range of literary strategies
(e.g., dialogue, suspense) and devices to enhance the plot.
Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository
[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A) write an [analytical] essay of sufficient length Readiness Standard

that includes
(i) effective introductory and concluding paragraphs and a variety of
sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a controlling idea or thesis;
(iv) an organizing structure appropriate to purpose, audience, and
context;
(v) relevant information and valid inferences.
*Literary writing will no longer be assessed on STAAR English I. However, literary writing will continue to be the
type of writing assessed on STAAR Modified English I, since spring 2014 will be the last administration of that
assessment.

December 2013
Genres Represented in the Revision and Editing Sections of the Test:
Literary Informational
• Literary Nonfiction • Expository
• Persuasive
Revision
The student will demonstrate an ability to revise a variety of written texts.

(C) revise drafts to improve style, word choice, figurative language,

sentence variety, and subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been addressed.
Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository
[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A) write an [analytical] essay of sufficient length that includes

(i) effective introductory and concluding paragraphs and a variety of
sentence structures; Supporting Standard
(ii) rhetorical devices, and transitions between paragraphs;
Supporting Standard
(iii) a controlling idea or thesis; Supporting Standard
(iv) an organizing structure appropriate to purpose, audience, and
context; Supporting Standard
(v) relevant information and valid inferences. Supporting Standard
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to write an argumentative essay to the appropriate audience that
includes
(A) a clear thesis or position based on logical reasons supported by precise

and relevant evidence; Supporting Standard
(C) counter-arguments based on evidence to anticipate and address
objections; Supporting Standard

December 2013
(D) an organizing structure appropriate to the purpose, audience, and
context; Supporting Standard
(E) an analysis of the relative value of specific data, facts, and ideas.
Supporting Standard

December 2013
Editing
The student will demonstrate an ability to edit a variety of texts.

(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard
(17) [Oral and] Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when [speaking
and] writing. Students are expected to
(A) use and understand the function of the following parts of speech in the
context of reading, writing, [and speaking]: Readiness Standard
(i) more complex active and passive tenses and verbals (gerunds,
infinitives, participles); Supporting Standard
(ii) restrictive and nonrestrictive relative clauses;
Supporting Standard
(iii) reciprocal pronouns (e.g., each other, one another);
Supporting Standard
(C) use a variety of correctly structured sentences (e.g., compound,
complex, compound-complex). Readiness Standard
(18) [Oral and] Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to
(A) use conventions of capitalization; Readiness Standard

(B) use correct punctuation marks Readiness Standard
including
(i) quotation marks to indicate sarcasm or irony;
Supporting Standard
(ii) comma placement in nonrestrictive phrases, clauses, and
contrasting expressions. Supporting Standard
(19) [Oral and] Written Conventions/Spelling. Students spell correctly.
(A) spell correctly, including using various resources to determine and

check correct spellings. Readiness Standard

December 2013
English I
Short Answer
Connecting Selections
Scoring Guide
March 2015
Copyright © 2015, Texas Education Agency. All rights reserved. Reproduction of all
or portions of this work is prohibited without express written permission from Texas
Education Agency.
Read the next two selections and answer the questions that follow.
Copyright restrictions prevent “Creative Solutions to Life’s Challenges”

from being displayed in this format. The selection is available at
http://www.npr.org/templates/story/story.php?storyId=5298083.
A photograph was included with this selection in the printed

version of the English I test and is shown below.
Creativity Abounds
© Rachel Eliza Griffiths

Frank X Walker is assistant professor of English at
Eastern Kentucky University. He coined the word
“Affrilachian” to describe African Americans living in
Appalachia and helped found a group of Affrilachian
poets. Walker is the author of three collections of
poetry and was awarded a prestigious Lannan
Literary Fellowship in 2005. He believes artists
aren’t the only creative people: barbers, cooks,
janitors, and kids all enrich the world with their
creativity as much as the painters, sculptors, and
writers.
English I Short Answer
In “Creative Solutions to Life’s Challenges” and “Back Home,” what made

the authors happy as children? Explain your answer and support it with
evidence from both selections.
STAAR English I
Score Point 0—Insufficient Response to the Question

Insufficient responses indicate a very limited reading performance.
These responses have one of the following problems.
For one or both selections, the idea is not an answer to the question asked.
The idea is incorrect because it is not based on one or both selections.
For one or both selections, the idea is too general, vague, or unclear to
determine whether it is reasonable.
No idea is present from either selection. Sometimes the response contains

only text evidence from one or both selections. At other times there appears
to be an idea; however, this idea cannot be considered an answer to the
question because it merely repeats verbatim, or “echoes,” the text evidence.

March 2015
STAAR English I
March 2015 Connecting — 1
Score Point 0
The student provides textual evidence from both selections but does not offer an idea. Stating
that the authors were happy as children only repeats the question; this statement does not
constitute an idea. Because the student does not present an idea, this response is insufficient.
Connecting — 2
Score Point 0
The student presents an idea that is reasonable for “Creative Solutions to Life’s Challenges”
and attempts to support that idea with textual evidence. However, the response contains
neither an idea nor textual evidence for “Back Home.” Because the student does not address
both selections, this response represents a very limited reading performance.
STAAR English I
Score Point 0
The student attempts to answer the question; however, no original idea is present. The student
attempts to explain why the authors were happy as children, but these explanations are merely
“echoes” because “the freedom to express” and “how simple life was” only repeat the text
the student is using as evidence. Because the student has not included an original idea, this
response indicates a very limited reading performance.
Connecting — 4
Score Point 0
In this response the student presents separate ideas for each selection. For “Creative Solutions
to Life’s Challenges,” the idea that “art and his mom being creative made him happy” is
explained specifically enough to constitute a reasonable idea. However, the response is
insufficient because for “Back Home” the idea that “doing things made life fun” is too vague
to determine whether it is reasonable.
STAAR English I
Score Point 1—Partially Sufficient Response to the

Question
Partially sufficient responses indicate a basic reading performance.
These responses have one of the following characteristics.
The idea is reasonable for both selections, but the response contains no text
evidence (from one or both selections).
The idea is reasonable for both selections, but the text evidence (from one or
both selections) is flawed and does not adequately support the idea. Text
evidence is considered inadequate when it is
only a general reference to the text,

too partial to support the idea,
weakly linked to the idea, or
used inappropriately because it wrongly manipulates the meaning of the
text.
For one or both selections, the idea needs more explanation or specificity
even though it is supported with text evidence from both selections.
For one or both selections, the idea represents only a literal reading of the
text, with or without text evidence (from one or both selections).
The response contains relevant textual evidence from both selections, but
the student offers an idea that is reasonable for only one selection.
The response contains an idea and relevant text evidence for both selections,
but the idea for one selection contains an inaccuracy.

March 2015
STAAR English I
Score Point 1
The student offers the idea that both authors were happy because their mothers took care of
them, so even though they were poor, they appreciated what their mothers were able to do.
This idea is specific and reasonable for both selections. However, the student does not provide
textual evidence for either selection. Because the idea is not supported with relevant text from
both selections, the response is only partially sufficient.
Connecting — 6
Score Point 1
The student offers an idea that “although [Walker’s family was] not the wealthiest, [Walker] was happy
that he got to do things he enjoyed.” This idea, which is reasonable only for “Creative Solutions to
Life’s Challenges,” is supported with relevant textual evidence from that selection. The student provides
relevant textual evidence from “Back Home,” but there is no corresponding idea offered for that
selection. Responses that contain relevant textual evidence from both selections but a reasonable idea
for only one selection indicate a basic reading performance.
STAAR English I
Score Point 1
The student offers the reasonable idea that both authors were happy because their mothers demonstrated their
care for their children by feeding them. The text evidence for “Creative Solutions to Life’s Challenges” adequately
supports the idea because it shows that the author appreciated the food his mother made with limited resources.
However, the text evidence from “Back Home” is weakly linked to the idea. The quotation used—“Mama was
a delightful person”—does not support the idea that the author’s mother showed her care for the author by
feeding her. Because the student does not support the idea with relevant textual evidence from both selections,
the response is only partially sufficient.
Connecting — 8
Score Point 1
The student offers the idea that spending quality time at home with their mothers made the authors happy as
children. This idea is specific and reasonable for both selections. The text evidence from “Back Home” supports
the idea because it illustrates the enjoyable time the author spent with her mother. However, the response is
only partially sufficient because the text evidence from “Creative Solutions to Life’s Challenges” is flawed. The
portion of the quotation provided is too partial to support the student’s idea. The fact that the author thinks
about his mother does not support the idea that he spent quality time with her.
STAAR English I
Score Point 2—Sufficient Response to the Question

Sufficient responses indicate a satisfactory reading performance.
These responses have the following characteristics.
For both selections, the idea is reasonable and goes beyond a literal reading
of the text. It is explained specifically enough to show that the student can
make appropriate connections across the selections and draw valid
conclusions.
For both selections, the text evidence that is used to support the idea is
accurate and relevant.
For both selections, the idea and text evidence used to support it are clearly
linked.
For both selections, the combination of the idea and the text evidence
demonstrates a good understanding of the text.

March 2015
STAAR English I
Score Point 2
The student offers a reasonable idea for each selection. In “Creative Solutions to Life’s Challenges,” the
author was happy as a child because he enjoyed having people appreciate his artwork. In “Back Home,”
the author was happy because she enjoyed nature and being outdoors. The student provides direct
quotations from the selections to support these ideas. For both selections, the idea and text evidence
used to support it are clearly linked, making this a sufficient response.
Connecting — 10
Score Point 2
The student offers the reasonable idea that both authors were made happy as children by “their mothers’
love.” The student’s explanation that Walker’s “mother allows him to express himself ” and “The love
from [Stewart’s] mother gave her a feeling that love is the most powerful thing” shows that he is able
to draw valid conclusions across the selections. The student supports the idea and explanations by
providing quotations of relevant text. This response is sufficient because the student demonstrates a
good understanding of the texts.
STAAR English I
Score Point 2
The student offers the reasonable idea that despite coming from humble beginnings, the
authors were made happy by their mothers’ food. The student provides relevant quotations
from both selections to support that the authors enjoyed their mothers’ food, making this a
sufficient response.
Connecting — 12
Score Point 2
The student offers the reasonable idea that the authors’ childhood happiness resulted from
good home environments provided by loving mothers. The direct quotations from each
selection clearly support the idea because they describe how the mothers created a loving
home environment. The combination of the idea and the text evidence for each selection
indicates a satisfactory reading performance.
STAAR English I
Score Point 3—Exemplary Response to the Question

Exemplary responses indicate an accomplished reading performance.
For both selections, the idea is perceptive and reflects an awareness of the
complexities of the text. The student is able to develop a coherent
explanation of the idea by making discerning connections across both
selections.
For both selections, the text evidence that is used to support the idea is
specific and well chosen. Overall, the evidence strongly supports the validity
of the idea.
For both selections, the combination of the idea and the text evidence
demonstrates a deep understanding of the text.

March 2015
STAAR English I
Score Point 3
The student offers the idea that their mothers made the authors happy as children. By
analyzing how each mother gave her child the skills or attention necessary to be happy for a
lifetime, the student is able to make a discerning connection across the selections. The idea
is supported with direct quotations of specific and well-chosen textual evidence from each
selection, making this an exemplary response.
Connecting — 14
Score Point 3
The student presents the perceptive idea that as children both authors found happiness in
simple circumstances and actions that most people just see as normal. For both selections,
the text evidence used to support the idea is specific and well chosen. The combination of
idea and text evidence demonstrates a deep understanding of the selections and indicates an
accomplished reading performance.
STAAR English I
Score Point 3
The student presents the idea that although the authors “did not have lavish upbringings,” they were
happy because they had a loving family that cared for them. The student extends this idea by drawing
discerning parallels between the mothers, analyzing how they go to great lengths to keep their children
happy. The student shows a deep understanding of the texts by providing well-chosen text evidence that
strongly supports this perceptive analysis, making this an exemplary response.
Connecting — 16
Score Point 3
In this exemplary response, the student presents the perceptive idea that both authors used their own
minds to escape the realities of their lives. Further analysis clarifies the idea (Walker uses poetry as an
escape, while Stewart uses her imagination) and shows that the student can make discerning connections
across the selections. In addition, the paraphrased text and direct quotations the student provides are
well chosen and strongly support the validity of the analysis.
English I
Expository
Scoring Guide
March 2015
Education Agency.
English I
Expository Prompt
Read the following quotation.
Right actions for the future are the best apologies for
wrong ones in the past.
—Tryon Edwards
Sometimes changing your behavior is the only way to make up for a past mistake. Think
carefully about this statement.
Write an essay explaining how actions can be more powerful than words.
Be sure to —
• clearly state your thesis

• organize and develop your ideas effectively
• choose your words carefully
• edit your writing for grammar, mechanics, and spelling
STAAR English I Expository
Score Point 1
The essay represents a very limited writing performance.
Organization/Progression
The organizing structure of the essay is inappropriate to the purpose or the

specific demands of the prompt. The writer uses organizational strategies
that are only marginally suited to the explanatory task, or they are
inappropriate or not evident at all. The absence of a functional organizational
structure causes the essay to lack clarity and direction.
Most ideas are generally related to the topic specified in the prompt, but the
thesis statement is missing, unclear, or illogical. The writer may fail to
maintain focus on the topic, may include extraneous information, or may
shift abruptly from idea to idea, weakening the coherence of the essay.
The writer’s progression of ideas is weak. Repetition or wordiness sometimes

causes serious disruptions in the flow of the essay. At other times the lack of
transitions and sentence-to-sentence connections causes the writer to
present ideas in a random or illogical way, making one or more parts of the
essay unclear or difficult to follow.
Development of Ideas
The development of ideas is weak. The essay is ineffective because the writer
uses details and examples that are inappropriate, vague, or insufficient.
The essay is insubstantial because the writer’s response to the prompt is

vague or confused. In some cases, the essay as a whole is only weakly linked to
the prompt. In other cases, the writer develops the essay in a manner that
demonstrates a lack of understanding of the expository writing task.
Use of Language/Conventions
The writer’s word choice may be vague or limited. It reflects little or no

awareness of the expository purpose and does not establish a tone
appropriate to the task. The word choice may impede the quality and clarity
of the essay.
Sentences are simplistic, awkward, or uncontrolled, significantly limiting the

effectiveness of the essay.
The writer has little or no command of sentence boundaries and spelling,

capitalization, punctuation, grammar, and usage conventions. Serious and
persistent errors create disruptions in the fluency of the writing and
sometimes interfere with meaning.

March 2015
STAAR English I
March 2015 Expository — 1
Score Point 1
In this very limited essay, the writer’s response to the prompt is vague and confused. She does
not provide a thesis; instead, she attempts to explain or reword the Tyron Edwards quotation
in various ways throughout the essay. However, the writing is unclear, repetitive, and difficult
to follow. The writer offers a brief example of someone who can make up for ruining a party by
throwing another party, but the language used in this example is vague and ineffective. Because
the writer’s focus is on doing the right thing to make up for past wrongs rather than on how
actions can be more powerful that words, the essay is not responsive to the specific demands
of the prompt.
STAAR English I
Score Point 1
In this very limited writing performance, the writer provides the thesis that “action is a lot more
powerful than words because words could be lies.” He attempts to support this thesis with two
unconnected examples. The first example (people saying they’re unafraid but never proving it)
is vague and not explicitly connected to the idea that words can be lies. The second example
(finding out your significant other has been cheating on you) is insufficiently developed. In
addition, the writer’s uncontrolled sentences and lack of appropriate punctuation between
sentences are serious problems, especially at the high school level, since they create disruptions
in the fluency of the writing and significantly weaken the essay.
STAAR English I
Score Point 1
The writer’s approach to the topic is confused. Although she asserts in several places that
actions are more powerful than words, she uses personal examples that seem to support the
opposite idea (words are more powerful than actions). For example, the writer states, “I have
had a time when I expressed myself in a wrong way and it almost got me into trouble.” In this
sentence, it is unclear whether the writer’s use of the word “expressed” means “revealed in
words” or “revealed by actions.” Because no additional explanatory information is included, it
is not clear what point the writer is trying to make or what the ideas in the essay are meant to
support. Uncontrolled sentences further contribute to the lack of clarity. The result is an essay
that is insubstantial and ineffective.
STAAR English I
Score Point 1
In this very limited performance, the writer asserts that actions can be more powerful than
words. However, he fails to provide any appropriate support for this idea. Instead, he lists a series
of quotations that are similar to the quotation in the prompt and intersperses these quotations
with repetitive explanations of what they mean. This random and repetitive presentation of
ideas makes the essay lack direction and coherence. Limited word choice and uncontrolled
sentences further impede the clarity of the writing. These problems make it difficult to follow
the writer’s train of thought or understand what he is trying to say.
Score Point 2
The essay represents a basic writing performance.
The organizing structure of the essay is evident but may not always be
appropriate to the purpose or the specific demands of the prompt. The essay
is not always clear because the writer uses organizational strategies that are
only somewhat suited to the expository task.
Most ideas are generally related to the topic specified in the prompt, but the
writer’s thesis statement is weak or somewhat unclear. The lack of an
effective thesis or the writer’s inclusion of irrelevant information interferes
with the focus and coherence of the essay.
The writer’s progression of ideas is not always logical and controlled.

Sometimes repetition or wordiness causes minor disruptions in the flow of
the essay. At other times transitions and sentence-to-sentence connections
are too perfunctory or weak to support the flow of the essay or show the
relationships among ideas.
The development of ideas is minimal. The essay is superficial because the

writer uses details and examples that are not always appropriate or are too
briefly or partially presented.
The essay reflects little or no thoughtfulness. The writer’s response to the

prompt is sometimes formulaic. The writer develops the essay in a manner
that demonstrates only a limited understanding of the expository writing
task.
The writer’s word choice may be general or imprecise. It reflects a basic

awareness of the expository purpose but does little to establish a tone
appropriate to the task. The word choice may not contribute to the quality
and clarity of the essay.
Sentences are awkward or only somewhat controlled, weakening the

The writer demonstrates a partial command of sentence boundaries and

spelling, capitalization, punctuation, grammar, and usage conventions. Some
distracting errors may be evident, at times creating minor disruptions in the
fluency or meaning of the writing.

March 2015
STAAR English I
Score Point 2
In this basic writing performance, the writer attempts to explain that actions hurt more
than words because the hurt caused by actions “stays with you.” She explains that fighting,
bullying, spilling someone’s drink, or throwing something at someone are all actions that can
hurt but that a person can make up for these actions by apologizing, changing behavior, and
not being mean. While all these examples are appropriate, they are only partially presented,
causing the overall level of development to be superficial. In addition, the flow of ideas is not
always smooth due to some wordiness and repetition (I know it sounds kind of stupid but it’s
true; That may sound crazy but it’s also true). However, despite these minor disruptions, the
progression of ideas from sentence to sentence is logical.
STAAR English I
Score Point 2
In this essay, the conclusion functions as the clearest, most explicit thesis statement. The writer provides a number
of examples—running a 40-yard dash, the Mayan Calendar, being Mom’s favorite, and Muhammad Ali—to
support the thesis. However, the first three examples only partially support the thesis; while they show instances
when someone’s words prove to be untrue, they are not clearly connected to the idea that people are going to be
skeptical of you until you prove your words are true through your actions. Only the Mohammad Ali example
provides direct support for the entire thesis statement. In addition, the writer’s presentation of these examples
creates other problems. First, these examples are related to the topic but not to each other. The absence of
meaningful connections between them weakens the flow of the essay and makes the writing “jumpy.” Second,
because the examples remain in separate clusters, the writer is unable to “build” any depth into his explanation.
For these reasons, this essay represents a basic writing performance.
STAAR English I
Score Point 2
In this basic writing performance, the writer states that “words are just words, actions proves
alot more.” She begins the essay with an example of a boyfriend proposing in order to “prove”
his love through his actions. While this example is appropriate, the writer’s attempts to explain
it in paragraph two are both general and partial (sometimes people need to see it to believe it; a
person can tell someone they love them, but their actions are saying something different). In fact,
the writer repeats the thesis statement throughout the essay, which weakens the progression by
disrupting the sentence-to-sentence movement. Overall, the writer demonstrates only a limited
understanding of the expository writing task.
STAAR English I
Score Point 2
In this basic writing performance, the writer believes that “actions can be more powerful than words
because anyone can say that they will do something but never actually do it.” To support the thesis, he
uses the example of Katniss and Peeta from The Hunger Games. However, this example is only partially
presented because the writer omits key information that is necessary for the reader to understand how this
example is relevant. He states that “they promised each other that they will both eat the poisoned berry
at the same time so they wouldn’t have to kill each other” and that “they put the berry in their mouth like
they said they would.” The reader can infer that the characters did not eat the poisoned berry because they
“didn’t end up dying,” but he or she does not understand what actually happened. Because there is a gap in
the explanation, the example provides only minimal support for the thesis statement.
Score Point 3
The essay represents a satisfactory writing performance.
The organizing structure of the essay is, for the most part, appropriate to the
purpose and responsive to the specific demands of the prompt. The essay is
clear because the writer uses organizational strategies that are adequately
suited to the expository task.
The writer establishes a clear thesis statement. Most ideas are related to the
thesis and are focused on the topic specified in the prompt. The essay is
coherent, though it may not always be unified due to minor lapses in focus.
The writer’s progression of ideas is generally logical and controlled. For the
most part, transitions are meaningful, and sentence-to-sentence connections
are sufficient to support the flow of the essay and show the relationships
among ideas.
The development of ideas is sufficient because the writer uses details and
examples that are specific and appropriate, adding some substance to the
essay.
The essay reflects some thoughtfulness. The writer’s response to the prompt
is original rather than formulaic. The writer develops the essay in a manner
that demonstrates a good understanding of the expository writing task.
The writer’s word choice is, for the most part, clear and specific. It reflects an
awareness of the expository purpose and establishes a tone appropriate to
the task. The word choice usually contributes to the quality and clarity of the
essay.
Sentences are varied and adequately controlled, for the most part
contributing to the effectiveness of the essay.
The writer demonstrates an adequate command of sentence boundaries and

spelling, capitalization, punctuation, grammar, and usage conventions.
Although some errors may be evident, they create few (if any) disruptions in
the fluency of the writing, and they do not affect the clarity of the essay.

March 2015
STAAR English I
Score Point 3
The writer presents the clear thesis that “we learn with both our ears and eyes, but seeing a good example
is more influential than just hearing somebody talk about one.” She focuses the development of her thesis
on the example of Dr. Martin Luther King, Jr. as someone who did not just talk about equal rights but
“walked the walk” by leading the Civil Rights Movement. Appropriate details add some substance to
the development by highlighting King’s actions rather than his words (He believed in civil disobedience
or nonviolent protest; he took the stand for others who were too scared). The progression of ideas is
controlled, and the narrow focus strengthens the coherence of the essay. In addition, the writer establishes
an appropriate expository tone and has a good control of sentences and command of conventions.
STAAR English I
Score Point 3
In this satisfactory writing performance, the writer explores the nuances of the prompt by presenting the
thesis that actions can be more powerful than words in both positive and negative ways. This is an acceptable
approach in expository writing. He uses a compare/contrast organizational strategy to develop the essay.
In the first part of paragraph two, the writer provides several specific examples of positive actions but does
not develop an explanation of how these actions are, in fact, more powerful than words. However, in the
second half of the paragraph, the writer focuses on a single hypothetical example of someone being pushed
around. The description not only of the actions themselves but of their aftereffects on the person being
pushed reflects some thoughtfulness. In addition, the writer’s use of a meaningful transition (However,
actions can be stronger than words in a negative sense too) in the middle of the body paragraph helps the
writer build meaning. Overall, the writer demonstrates a good understanding of the expository writing task.
STAAR English I
Score Point 3
The writer of this satisfactory essay presents the thesis that “actions speak louder than words, because
sometimes saying a simple ‘sorry’ doesn’t fix anything.” She uses a concise and effective personal anecdote
to develop the idea that a demonstration of remorse is more meaningful than a verbal apology. This
anecdote is an appropriate organizational strategy because the writer uses it to explain rather than to tell a
story. The specific details support her thesis and add some substance to the essay by showing how the friend
replaced the destroyed cake in order to prove that her remorse was sincere. The writer’s acknowledgement
that their relationship might have changed if the friend had not “cared enough to do something about
it” reflects some thoughtfulness. The movement from sentence to sentence is generally controlled, and
the word choice is clear and specific. In addition, the writer’s narrow focus contributes to the unity and
coherence of the essay.
STAAR English I
Score Point 3
In the last paragraph of this satisfactory essay, the writer establishes the clear thesis that actions
are more memorable than words because showing someone you care is better that simply saying
it. Although the introductory paragraph is only weakly linked to the thesis, the two body
paragraphs are well connected and strengthen the coherence of the explanation. The writer
supports the thesis in paragraph two by discussing in global terms how a person’s presence
and actions can be more comforting than words to someone who is upset. In paragraph three,
the writer links this idea to the concrete example of comforting a best friend through actions
rather than words. The essay overall reflects some thoughtfulness and a good understanding
of the expository writing task.
Score Point 4
The essay represents an accomplished writing performance.
The organizing structure of the essay is clearly appropriate to the purpose

and responsive to the specific demands of the prompt. The essay is skillfully
crafted because the writer uses organizational strategies that are particularly
well suited to the expository task.
The writer establishes a clear thesis statement. All ideas are strongly related
to the thesis and are focused on the topic specified in the prompt. By
sustaining this focus, the writer is able to create an essay that is unified and
coherent.
The writer’s progression of ideas is logical and well controlled. Meaningful

transitions and strong sentence-to-sentence connections enhance the flow of
the essay by clearly showing the relationships among ideas, making the
writer’s train of thought easy to follow.
The development of ideas is effective because the writer uses details and
examples that are specific and well chosen, adding substance to the essay.
The essay is thoughtful and engaging. The writer may choose to use his/her
unique experiences or view of the world as a basis for writing or to connect
ideas in interesting ways. The writer develops the essay in a manner that
demonstrates a thorough understanding of the expository writing task.
The writer’s word choice is purposeful and precise. It reflects a keen

awareness of the expository purpose and maintains a tone appropriate to the
task. The word choice strongly contributes to the quality and clarity of the
essay.
Sentences are purposeful, varied, and well controlled, enhancing the

The writer demonstrates a consistent command of sentence boundaries and

spelling, capitalization, punctuation, grammar, and usage conventions.
Although minor errors may be evident, they do not detract from the fluency
of the writing or the clarity of the essay. The overall strength of the
conventions contributes to the effectiveness of the essay.

March 2015
STAAR English I
Score Point 4
The writer develops the thesis that “action proves the will to accomplish something when words fail to
do so” through two different historical examples—Helen Keller and Nelson Mandela. In both examples,
the writer provides specific details that create biographical context and add depth to the explanation. He
connects these two disparate examples with a transitional sentence at the beginning of paragraph three
(Like Keller, Nelson Mandela also left a legacy behind with his actions), enabling the writer to build
meaning. In addition the word choice is purposeful and precise, and sentence control and conventions are
strong. Overall, this engaging essay represents an accomplished writing performance.
STAAR English I
Score Point 4
In this accomplished writing performance, the writer provides a thoughtful introduction about the many
ways to show love, ending it with the clear thesis that “sometimes actions truly speak louder than all the
strings of 26 letters a person could think up.” The writer uses the personal example of her uncle to develop
the essay. Her purposeful and precise word choice strongly contributes to the effective development. The
movement from sentence to sentence is well controlled, making the writer’s train of thought easy to follow.
The effective conclusion shows the writer’s unique perspective and adds to the depth of the essay (Contracts
may be sealed with ink, paper, and vibrant words, but the pounding of muscle, bones, and sinew definitely
outperform the most detailed journal entry).
STAAR English I
Score Point 4
The writer presents the thesis that because “the average human mouth is capable of saying anything, the
only way to sustain your words as true is by letting your actions mimic your words.” He skillfully crafts the
essay using a philosophical approach. He focuses his development on the ease with which we make promises,
the difficulty of keeping those promises, and the loss of trust that occurs when that happens. The writer’s
purposeful use of language adds thoughtfulness and depth to the essay (if your actions don’t obey your
words, that trust can fall through and shatter even the sturdiest of relationships; words are tossed around
as carelessly as pennies). Strong sentence-to-sentence connections enhance the flow of the explanation, and
keen observations about trust and relationships not only add specificity and thoughtfulness to the piece but
also reflect his unique perspective on the topic. This essay represents an accomplished writing performance.
STAAR English I
Score Point 4
In this skillfully crafted essay, the writer explains how one man’s actions spoke louder than words and
sparked the Arab Spring. The essay’s narrow focus on the martyr who set himself on fire strengthens
its overall coherence, and strong sentence-to-sentence connections make the writer’s presentation easy to
follow. The purposeful and precise word choice employed throughout the piece is complemented by a
consistent control of conventions, allowing the writer to establish a strong expository tone and convey
ideas clearly. The specific details about the martyr, video record, and seeds of rebellion spreading across
North Africa and the Middle East add substance to the essay and demonstrate that this writer possesses a
thorough understanding of the expository writing task.
English I
Short Answer
Single Selection
Scoring Guide
March 2015
Education Agency.
English I Short Answer
Single Selection
In the excerpt from Emory’s Gift, what does the narrator learn about
himself? Explain your answer and support it with evidence from the
selection.
STAAR English I
Single Selection
Score Point 0 — Insufficient Response to the Question

Insufficient responses indicate a very limited reading performance.
These responses have one of the following problems.
The idea is not an answer to the question asked.
The idea is incorrect because it is not based on the text.
The idea is too general, vague, or unclear to determine whether it is

reasonable.
No idea is present. Sometimes the response contains only text evidence. At

other times there appears to be an idea; however, this idea cannot be
considered an answer to the question because it merely repeats verbatim, or
“echoes,” the text evidence.

March 2015
STAAR English I
March 2015 Single — 1
Score Point 0
This response is insufficient because the student presents an idea that is too general to
determine whether it is reasonable. The idea that the narrator learns to stay strong and keep
his head up no matter the situation is not specific enough to be a valid answer to the question.
Single — 2
Score Point 0
The student provides textual evidence from paragraph 24 but does not offer an original idea.
Stating that “the narrator learns this about himself ” simply rephrases the question. Because
this response contains textual evidence only, it indicates that the student’s reading performance
is very limited.
STAAR English I
Score Point 0
This response is insufficient because the student presents an idea that is incorrect. The idea
that “the narrator learns that he shouldn’t fight back with a wild animal alone” cannot be
supported with evidence from the selection.
Single — 4
Score Point 0
The student asserts that the narrator learns he is brave but neither explains the idea nor
clarifies it with evidence from the selection. Without further explanation or relevant textual
support, this assertion is too vague to constitute a reasonable idea. For this reason, this
response represents a very limited reading performance.
STAAR English I
Single Selection
Score Point 1 — Partially Sufficient Response to the

Question
Partially sufficient responses indicate a basic reading performance.
These responses have one of the following characteristics.
The idea is reasonable, but the response contains no text evidence.
The idea is reasonable, but the text evidence is flawed and does not
adequately support the idea. Text evidence is considered inadequate when it
is
only a general reference to the text,

too partial to support the idea,
weakly linked to the idea, or
used inappropriately because it wrongly manipulates the meaning of the
text.
The idea needs more explanation or specificity even though it is supported

with text evidence.
The idea represents only a literal reading of the text, with or without text
evidence.

March 2015
STAAR English I
Score Point 1
This response is partially sufficient because the student offers a reasonable idea but does
not provide textual evidence. The student states that the narrator is brave and then explains
why he is brave (“at first he was scared to do anything and then he grew courage; was going
to fight”). This explanation is reasonable because it represents the narrator’s actions in the
selection. However, because the student has not supported her idea with textual evidence, this
response can be considered only a basic reading performance.
Single — 6
Score Point 1
In this partially sufficient response, the student presents the general idea that the narrator is
strong. Although the student presents relevant textual evidence that supports how the father’s
advice helped the narrator to be mentally strong, the idea itself lacks the explanation or
specificity needed for a sufficient response. For this reason, the student’s reading performance
is basic.
STAAR English I
Score Point 1
The student presents the reasonable idea that the narrator learns he has courage because he was ready to
protect himself. The student attempts to provide textual support by providing a general reference to what
the narrator did in paragraph 21 (“In paragraph 21 he got himself ready to fight the mountain lion”).
However, this reference is inadequate because it does not provide specific evidence from inside paragraph
21 that would sufficiently support the idea. As a result, this response is partially sufficient.
Single — 8
Score Point 1
The student offers the reasonable idea that the narrator learns he can do anything he puts his mind to
because he thinks about his father’s advice and stays calm despite his fear. However, the textual evidence is
too partial to support the idea. The quotation proves that the narrator’s fear is intense but does not support
how the narrator uses his father’s advice to deal with his fear and save his own life. Because the text evidence
is flawed, this response indicates only a basic reading performance.
STAAR English I
Single Selection
Score Point 2 — Sufficient Response to the Question
Sufficient responses indicate a satisfactory reading performance.
The idea is reasonable and goes beyond a literal reading of the text. It is
explained specifically enough to show that the student can make appropriate
connections across the text and draw valid conclusions.
The text evidence used to support the idea is accurate and relevant.
The idea and text evidence used to support it are clearly linked.
The combination of the idea and the text evidence demonstrates a good
understanding of the text.

March 2015
STAAR English I
Score Point 2
At the beginning of the response, the student presents the idea that the narrator learns he has a lot of
courage. At the end of the response, the student explains why this character trait is important to the narrator
(without it the narrator might have panicked and been attacked by the cougar). Sandwiched in between
the idea and the explanation is the textual support in the form of a paraphrase of paragraph 22 (“he tells
himself to put up a good fight against the cougar or die”). The combination of the reasonable idea and the
text evidence indicates that the student has a good understanding of the selection.
Single — 10
Score Point 2
The student presents the reasonable idea that the narrator learns he has a good sense of danger when he
feels the presence of the cougar. The student supports this idea by providing a direct quotation from the
selection that clearly illustrates the narrator’s acute sense of being watched. The combination of the idea
and textual support demonstrates that the student’s reading performance is satisfactory.
STAAR English I
Score Point 2
The student offers the reasonable idea that the narrator learns that trusting his father’s words has saved
his life. The quotation the student provides as textual support is accurate and relevant because it shows
the narrator recalling his father’s instructions during a moment of danger. The idea and text evidence are
clearly linked, making this a sufficient response to the question.
Single — 12
Score Point 2
The student offers two reasonable ideas: the narrator shows he is a quick thinker by analyzing the
surrounding terrain, and he shows he has a good memory by remembering to intimidate the cougar. The
student uses direct quotations from the selection as textual evidence. Although these quotations are short,
they are clearly linked to and provide sufficient support for the ideas. Overall, the student demonstrates a
satisfactory reading performance.
STAAR English I
Single Selection
Score Point 3 — Exemplary Response to the Question
Exemplary responses indicate an accomplished reading performance.
The idea is perceptive and reflects an awareness of the complexities of the

text. The student is able to develop a coherent explanation of the idea by
making discerning connections across the text.
The text evidence used to support the idea is specific and well chosen.
Overall, the evidence strongly supports the validity of the idea.
The combination of the idea and the text evidence demonstrates a deep
understanding of the text.

March 2015
STAAR English I
Score Point 3
The student offers the reasonable idea that the narrator “learns that he has the courage needed in desperate
times.” By analyzing the narrator’s thinking process as he confronts the cougar, the student develops a
coherent explanation of the idea. The student also provides direct quotations from the selection that
strongly support the validity of the idea, making this an exemplary response.
Single — 14
Score Point 3
In this accomplished reading performance, the student presents the insightful idea that the narrator learns
he is resourceful and brave. The student makes discerning connections across the text by recounting how
the narrator’s perception of himself changes during the encounter with the cougar: although initially afraid
and unsure, the narrator remembers his father’s advice and decides to put up a fight rather than run away.
Well-chosen direct quotations support the validity of the idea. The combination of the coherent explanation
and the textual evidence indicates that the student has a deep understanding of the excerpt.
STAAR English I
Score Point 3
The student offers the perceptive idea that when the narrator stands up for himself in a life-threatening
situation, he learns that “he can be brave and scared at the same time.” Direct quotations illustrating the
narrator’s simultaneous fear and courage strongly support the validity of the idea presented. By recognizing
the complexities of the narrator’s reactions during the encounter with the cougar, the student demonstrates
an accomplished reading performance. Single — 16
Score Point 3
The student presents the perceptive idea that the narrator learns the extent of his own bravery. The student’s
analysis focuses on the narrator’s decision to face the cougar despite his own fear, the cat’s size advantage,
and his realization that he may die in the encounter. The student strongly supports this analysis with direct
quotations (“he ‘found [his] voice’…and roared at the cat”; “I [will] make him decide that, as meals go, I was
too much trouble to bother with”) and paraphrase (“He understands that he will probably die, but he was
not going down without a fight”). The student demonstrates a deep understanding of the excerpt, making
this an exemplary response.

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2016 TEXAS STAAR TEST – END OF COURSE – ENGLISH I

Total Possible Score: 92

Time Limit: 5 Hours

Questions and comments about the tests should be directed to:

Provided as a public service by

Administered March 2016

that body language also works in reverse.

(5) In 1988, researchers did a study in which they positioned participants’

reflect your expression.

© R. Gino Santa Maria/

Where should this sentence be inserted?

3 What is the most effective way to combine sentences 12 and 13?

5 What is the most effective revision to make in sentence 20?

to contribute to transportation funding as well.

(20) Because they show no identification, they feel protected by anonymity.

would encourage safer, more responsible riding.

requiring cyclists to fulfill these requirements would emphasize their responsibility in

sharing the road.

determine an age when cycling would be considered a “means of transportation on

damage the roadways as cars do.

theft” and a means of enhancing “apprehension and conviction of the responsible

(36) As a bike commuter myself, I listen when motorists complain about

F It’s time to require cyclists to register and license their bikes.

J We have many bicyclists on the roadways of our town.

A They consider others, and they recognize and follow rules.

when you have an older brother, who is the epitome of “cool.”

school gave me an opportunity to redefine myself and discover an entirely new

school, but on a whim I showed up for an after-school meeting of the Science

discovered a roomful of like-minded people who welcomed me without question or

F Change comes to come’s

G Change especially to specially

H Delete the comma after brother

J No change should be made.

13 What change needs to be made in sentence 5?

B Change Freshman to freshman

C Delete the comma after year

D No change needs to be made in sentence 5.

14 How should sentence 12 be changed?

F Change fascinated to fasinated

G Delete the comma after cool

H Change had never pursued to hadn’t never pursued

A Change resourses to resources

B Change the comma after tournament to a period

C Change than to then

D No change should be made.

16 What is the correct way to write sentence 24?

J Sentence 24 is written correctly in the paper.

sophistacated, and my dreams had broadened. (5) I wanted to become an architect.

(6) “Do I have a chance?” I asked my older brother.

wanted to make sure I had the grades.

decided to shrink my dreams to a more realistic size.

my dreams still unrealized.

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

Hold fast to dreams

For when dreams go

Life is a barren field

Frozen with snow.

(57) Inspired by Bessie and Langston Hughes, I plan to continue to dream.

A Change were to are

B Change sophistacated to sophisticated