The Whispering Walls
The air in Sector 7 always hummed with the faint, rhythmic thrum of the Central Grid. Elara, a lean girl of twelve, traced the faded lines of a forgotten map on her palm. Maps were forbidden, especially those showing the "Outside"—the wild, untamed lands beyond the gleaming Enclosures. Inside, every nutrient tablet, every synthetic breath, was monitored by the Omni-Eye, an invisible guardian that watched from the towering ferrocrete walls.
Today was Assessment Day. A shiver ran down Elara’s spine, not from fear, but from a growing resolve. Her older brother, Kael, had often whispered tales of the "Green Places," ancient forests that stretched to the horizon, places where the wind smelled of rain and earth, not recycled air. Kael was gone now, transferred to a distant sector after a "re-education" for expressing "unapproved curiosity." Elara knew his curiosity wasn't gone; it had merely been planted in her.
She remembered Kael's last whisper: "Look for the shimmer, little star. It shows the way." She clutched the small, smooth stone he had given her—a dull grey pebble, unremarkable to the Omni-Eye, but to Elara, it held the secret of the "Outside." The Assessment would test their compliance, their ability to accept the predetermined path. But Elara had a different path in mind. She would find Kael, and together, they would rediscover the whispers of the forgotten world. The Grid’s hum intensified, a silent warning, but Elara’s heart beat to a different rhythm.
What is the central idea of this passage?
Which best describes Elara's primary motivation?
Read the following sentence from the passage: 'The air in Sector 7 always hummed with the faint, rhythmic thrum of the Central Grid.' What does the word 'hummed' most likely mean in this context?
What can be inferred about Kael's 're-education'?
The author includes the detail about the 'Omni-Eye' primarily to:
Echoes of the Great Migration
The train car shuddered, carrying nine-year-old Lily Mae away from the sun-baked fields of Mississippi. Beside her, Mama clutched a worn satchel, her eyes fixed on the blurring landscape. Papa, usually so strong, seemed smaller, quieter, squeezed into the stiff seat. They were heading North, to Chicago, a city Mama said was paved with opportunity, though Lily Mae couldn't imagine asphalt replacing the rich, red earth she knew.
Life in their sharecropper cabin had been hard. The landowners took most of the cotton, leaving barely enough to feed four mouths. And then there were the "separate but equal" signs, stark reminders that their skin color dictated where they could drink water, where they could sit, and even where they could learn. Mama said Chicago was different, a place where their children could "breathe free." Lily Mae, though, missed the familiar scent of magnolias and the crickets’ evening song.
When they finally stepped off the train, Chicago assaulted Lily Mae’s senses. Towering buildings scraped the sky, unlike anything she’d ever seen. Car horns blared, and streetcars clanged, a cacophony compared to the gentle rustle of Mississippi winds. People of every shade hurried past, their faces a mix of hope and exhaustion. Papa found their cousin’s small apartment in a crowded neighborhood, a place that felt cramped after their open fields. Lily Mae watched a group of children playing stickball in the street, a strange new game. She knew this was a new beginning, but a part of her wondered if the echoes of Mississippi would ever truly fade from her heart.
What is the central theme of this passage?
How does the setting of Chicago impact Lily Mae?
The passage mentions 'separate but equal' signs. This detail primarily implies the historical context of:
From which point of view is this story primarily told?
Which of the following is a key contrast presented in the passage?
The Ancient Oak
The ancient oak, a sentinel grand, Stands rooted deep in verdant land. Its gnarled arms, to sky they reach, A silent wisdom, it does teach.
Through summer's blaze and winter's chill, It watches seasons, standing still. The tiny sprout, the soaring bird, Its quiet presence, often heard In rustling leaves, a gentle sigh, As clouds like painted ships float by.
It has seen laughter, heard soft cries, Reflected sun in children's eyes. Felt lovers carve their hopeful plea, And shadowed creatures, wild and free.
A testament to time's slow pace, It holds the history of this place. Its sturdy trunk, a living map, Of lives that grew within its lap.
What is the main message or theme of 'The Ancient Oak'?
In the lines, 'As clouds like painted ships float by,' what type of figurative language is used?
Which words best describe the tone or mood of the poem?
What do the lines 'Its sturdy trunk, a living map, / Of lives that grew within its lap' suggest about the oak?
Part B: Research-Based Argumentative Essay (40 points)
Topic: The Impact of Technology on Society
Technology has dramatically reshaped human society, influencing how we communicate, learn, work, and interact. Some argue that technology's advancements overwhelmingly benefit humanity, leading to progress and efficiency. Others contend that technology introduces significant challenges, such as privacy concerns, social isolation, or ethical dilemmas.
Task: Write a multi-paragraph argumentative essay (approximately 3-4 paragraphs) in which you take a clear stance on whether technology's overall impact on society is primarily positive or negative.
In your essay, be sure to:
- Formulate a clear thesis statement in your introduction that presents your argument.
- Support your argument with specific reasons and evidence. (For this exam, you are encouraged to use hypothetical examples, general knowledge, or common observations about technology's effects, as actual research resources are not provided.)
- Organize your essay logically with an introduction, body paragraphs that develop your points, and a concluding paragraph that summarizes your argument.
- Demonstrate strong command of English language conventions (grammar, spelling, punctuation, sentence structure).
Note to Students: This essay serves as the foundation for a potential future presentation where you might further elaborate on your chosen topic. Therefore, focus on presenting your argument clearly and supporting it effectively.
Argumentative Essay Rubric (40 points)
4 - Exemplary (10 points per category)
- Thesis/Claim: Clear, strong, insightful thesis that takes a precise stand and sets a clear direction for the essay.
- Evidence/Support: Abundant, highly relevant, and well-explained evidence/reasons that strongly support the thesis. Shows sophisticated understanding and logical reasoning.
- Organization: Sophisticated and logical structure with a compelling introduction, well-developed body paragraphs, and a strong conclusion. Smooth and effective transitions between ideas and paragraphs.
- Conventions: Virtually no errors in grammar, spelling, punctuation, or sentence structure. Demonstrates consistent and advanced command of standard English conventions.
3 - Proficient (8 points per category)
- Thesis/Claim: Clear and identifiable thesis that takes a stand. May be broad but is understandable.
- Evidence/Support: Relevant and sufficient evidence/reasons that support the thesis. Explanations are generally clear, though may lack depth in some areas.
- Organization: Clear structure with an introduction, body paragraphs, and a conclusion. Transitions are present and generally effective.
- Conventions: Few errors in grammar, spelling, punctuation, or sentence structure that do not significantly distract from meaning. Demonstrates good command of standard English conventions.
2 - Developing (6 points per category)
- Thesis/Claim: Thesis is present but may be unclear, too broad, or weak. The stance may be vague.
- Evidence/Support: Some relevant evidence/reasons, but may be insufficient or not fully explained. Support may be general or anecdotal without clear connection to the thesis.
- Organization: Essay has a basic structure (introduction, body, conclusion) but may lack logical flow or clear paragraphing. Transitions are minimal or awkward.
- Conventions: Frequent errors in grammar, spelling, punctuation, or sentence structure that sometimes interfere with meaning. Demonstrates developing command of standard English conventions.
1 - Beginning (4 points per category)
- Thesis/Claim: No clear thesis, or the essay lacks a discernible stance or focus.
- Evidence/Support: Little to no relevant evidence or support provided. Claims are unsubstantiated or irrelevant.
- Organization: Lacks clear organization; ideas are jumbled or repetitive. Difficult to follow the intended argument.
- Conventions: Numerous and pervasive errors in grammar, spelling, punctuation, and sentence structure that significantly impede understanding. Demonstrates limited command of standard English conventions.
Answer Key for Part A:
- B
- B
- B
- B
- C
- B
- B
- C
- B
- C
- C
- C
- C
- C