MLA Bootcamp REPLACEMENT Formative Assessment

Tells the reader what the essay will be about.

Introduces details about the topic of the essay.

Grabs the reader's attention

Wraps up the important fetails the essay covered/discussed.

Provide a smooth entrance into the topic of discussion.

Pose an interesting question.

Offer a statistic related to the topic of the paper.

Directly discuss the topic of the paper

Make use of an anecdote (brief story) for the purposes of drawing the reader into the paper.

Earning credits through summer school, night school, and Advanced Placement courses.

Attending college while in high school

Students enjoying the high school experience

Exiting high school before one's peers

Body paragraphs

Conclusion paragraph

Introduction paragraph

Counterargument paragraph

I

II and III

II, III, and IV

I and IV

It presents the topic, character, or text that will be analyzed in a literary analysis essay.

It presents an arguable/debatable claim in an argumentative essay.

It is normally placed at the end of the introductory paragraph.

It presents the order of subtopics to be discussed.

It can be one or more sentences in length.

I and IV

II only

III only

II, III, and IV

I, II, III, and IV

By finishing high school early through dual enrollment, it will cheat students out of their high school experience.

Why would students want to finish high school early?

Not all high school students have the same level of access to dual enrollment programs.

Most adults talk about going to senior prom, playing a sport, or the clubs they enjoyed during high school.

It begins the body paragraph.

It can be a quotation or a question.

It focuses on the subtopics of the thesis one body paragraph at a time.

It is connected back to a specific part of the thesis statement (i.e. a specific subtopic)

It provides the reader with the focus of the paragraph.

It usually comes before the actual quotation.

It is a dependent clause.

It introduces a quotation.

It allows the writer to smoothly transition into the evidence in order to avoid a PLOP quote.

It provides the reader with information regarding how the source was found.

Before the lead-in, provide the reader with a brief summary of what was going on in the text before the quoted material is inserted. This is known as the set-up sentence.

In the sentence following the lead-in, quotation, and citation (or documentation), elaborate and explain how the quotation supports the writer's claim or thesis.

Immediately after the lead-in, provide the citation.

After the quotation, place quotation marks to show where the quotations ends.

After the citation, place the end punctuation (i.e. period, question mark, etc.).

In order to participate in dual enrollment, a student must meet certain eligibilty requirements.

Students who want to take advantage of college courses while in high school cannot simply enroll.

They are required to meet certain criteria "to participate in these programs which may include "meet[ing] the entry requirements for local postsecondary institutions before taking college-level courses" (Sparks).

To elaborate further, colleges often ask students to take standardized tests, complete an applicaiton, and provide an up-to-date transcript.

Although being at a certain grade level is not necessarily that difficult, this requirement limits which students are eligibel to participate in dual enrollment.

Explain how the evidence supports the thesis or claim of the essay.

Explain how the evidence supports the topic sentence of the paragraph.

Explain why the evidence was selected to support the topic.

Explain how the evidence supports the overall argument.

Explain where they found the evidence.

I and IV

II and III

II only

III only

I, II, and IV

The clincher can be more than one sentence.

The clincher acts like the conclusion statement of a paragraph.

The clincher can act like the hook of the body paragraph.

The clincher can be a question.

BOTH the clincher can be more than one sentence AND the clincher can be a question.

It supports the thesis of the essay.

It presents evidence to support the writer's claim.

It develops the writer's argument.

It presents the opposing viewpoint.

It sums up or recaps all that the writer has said up to this point in the essay.

Participating in dual enrollment although it sounds like a great idea does not take into consideration barriers such as whether a student is eligible or has access at his or her school.

Furthermore, dual enrollment might cheat a high school student out of their one-in-a-lifetime high school experience.

It takes the three subtopics presented in the original thesis/claim and splits/divides them between two sentences.

It begins the conclusion paragraph WITHOUT the words "In conclusion..."

ALL answer choices are correct.

What do I as the writer want to happen next?

What does the writer want people (i.e. readers or the audience) to think about as it relates tot he topic?

How will this topic change society?

What will or might change as a result of the writer's presentation of the topic?

ALL of the answer choices are correct.

Body paragraph #1

Body paragraph #2

Body paragraph #3

Body paragraph #4

Body paragraph #1

Body paragraph #2

Body paragraph #3

Body paragraph #4

Conclusion

Body paragraph #1

Body paragraph #2

Body paragraph #3

Body pararaph #4

Conclusion

Body paragraph #1

Body paragraph #2

Body paragraph #3

Body paragraph #4

Conclusion

Body paragraph #1 & 2

Body paragraph #2 & 3

Body paragraph #3 & 4

Body paragraph #4 & conclusion

Conclusion & Body paragraph #1

The writer forgot it.

The writer didn't like the name.

The writer discovered that no author's name was available for this source.

The writer Googled it and found out that it was okay to leave out the author's name.

In order of publication date.

In order of source type.

In alphabetical order according to the author's last name.

In order of the title name for the source.

In alphabetical order according ot the author's last name EXCEPT when no author's name is available. Then the title is used to alphabetize the source.

By numbering the sources.

By using a right alignment.

By using a hanging indent.

By centering the sources on the page.