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Arkansas Comprehensive Testing, Assessment, and Accountability Program Released Item Booklet Grade 11 Literacy Examination March 2007 Administration This document is the property of the Arkansas Department of Education, and all rights of this document are reserved by the Arkansas Department of Education. Arkansas public schools may reproduce this document in full or in part for use with teachers, students, and parents. All other uses of this document are forbidden without written permission from the Arkansas Department of Education. All inquiries should be sent to Dr. Gayle Potter at the Arkansas Department of Education, 501-682-4558. Arkansas Department of Education A TAAP








i
PAGE
PART I Overview .........................................................................................................................................1
PART II Released Test Items with Correct Responses & Rubrics .....................................................2–37
Released Reading Items.............................................................................................................2–31 Released Writing Prompts .......................................................................................................32–33 Released Writing Items............................................................................................................34–37
PART III Item Correlation with Curriculum Frameworks................................................................38–41
The Arkansas English Language Arts Curriculum Framework —Reading Strand .......................38 Released Items for Reading ...........................................................................................................39 The Arkansas English Language Arts Curriculum Framework —Writing Strand ........................40 Released Items for Writing ............................................................................................................41

Table of Contents––2007 Grade 11 Literacy







1 PART I Overview––2007 Grade 11 Literacy The criterion-referenced tests implemented as part of the Arkansas Comprehensive Testing, Assessment, and
Accountability Program (ACTAAP) are being developed in response to Arkansas Legislative Act 35, which
requires the State Board of Education to develop a comprehensive testing program that includes assessment of
the challenging academic content standards defined by the Arkansas Curriculum Frameworks.

As part of this program, grade 11 students in Arkansas public schools participated in the Grade 11 Literacy
Examination in March 2007.

This Released Item Booklet for the Grade 11 Literacy Examination contains test questions or items that were
asked of students during the March 2007 operational administration. The test items included in Part II of this
booklet are those items that contributed to the student performance results for that administration.

Students were given approximately two hours and 45 minutes each day to complete assigned test sessions
during the two days of testing in March 2007. All of the Reading and Writing multiple-choice items within this
booklet have the correct response marked with an asterisk (*). The open-response questions for Reading and the
two essay prompts for Writing are listed with scoring guides (rubrics) immediately following. These rubrics
provide information on the scoring model used for each subject, with the scoring model for Writing defining the
overall curricular and instructional link for that subject with the English Language Arts Curriculum Framework.
The domain scoring model, implemented within Arkansas for a number of years, illustrates the appropriate
instructional approaches for Writing within the State.

The development of the Grade 11 Literacy Examination was based on the Arkansas Curriculum Frameworks.
These frameworks have distinct levels: Strands to be taught in concert, Content Standards within each Strand,
and Student Learning Expectations within each Content Standard. Abridged versions of the English Language
Arts Curriculum Framework—Reading Strand and English Language Arts Curriculum Framework—Writing
Strand can be found in Part III of this booklet. It is important to note that these abridged versions list only the
predominant Strand, Content Standard, and Student Learning Expectation associated with each item. However,
since many key concepts within the Arkansas Curriculum Frameworks are interrelated, in many cases there are
other item correlations or associations across Strands, Content Standards, and Student Learning Expectations.

Part III of the Released Item Booklet also contains a tabular listing of the Strand, Content Standard, and Student
Learning Expectation that each question was designed to assess. The multiple-choice and open-response items
found on the Grade 11 Literacy Examination were developed in close association with the Arkansas education
community. Arkansas teachers participated as members of Content Advisory Committees for each subject area,
providing routine feedback and recommendations for all items. The number of items associated with specific
Strands, Content Standards, and Student Learning Expectations was based on approximate proportions
suggested by the Content Advisory Committees, and their recommendations were accommodated to the greatest
extent possible given the overall test design. Part III of the Released Item Booklet provides Arkansas educators
with specific information on how the Grade 11 Literacy Examination items align or correlate with the Arkansas
Curriculum Frameworks to provide models for classroom instruction.
2 PART II Released Reading Items––2007 Grade 11 Literacy Read this passage. Then answer multiple-choice questions 1 through 8 and open-response question A.
Martínez’ Treasure by Manuela Williams Crosno
There was once a man named Juan Martínez who lived near the mountains, but it was so long
ago no one can remember just where he lived. He
had a wife named Rosa, a burro whom he called
José, and two goats. Rosa had a small flock of
chickens. At one time Juan and Rosa had been
young and carefree, but now they were quite old. They lived where the mountains meet the desert and the forest begins. Each day Martínez
walked among the trees and gathered small pieces
of wood. He loaded these on José’s back. José
moved slowly because that is how all burros are. For many years, Juan and Rosa had lived in a small house, which Juan proudly called their casa.
From time to time they had repaired the house with
adobe, which they patted on with their bare hands,
until now all its sides bulged like buttresses. The
roof leaned badly, as if it were trying to shelter its
owners. 4 Juan and Rosa worked hard. In summer, they raised beans and corn to eat through the winter,
and chili peppers to season the beans. The red
strings of peppers hanging over the roof of their
casa in the fall were the only colorful things about
it. With the small amount of money Juan received
for the firewood he sold, they were able to buy a bit
of food—flour for the tortillas and, occasionally,
cheese for the enchiladas. Juan and Rosa seldom saw a living thing— just José, who was not good company, their two
goats, the chickens, and a few lizards that darted
from their path as they went about their work. 6 When they were young, they had made great plans for themselves. But trying to produce food
from the dry soil had been difficult. Gradually they
lost themselves in work and forgot how to laugh or play. Finally, they talked of nothing except their
work and completely abandoned their early dreams.
They forgot they had ever been happy, and they
accepted their monotonous and meager living as a
way of life. All they knew was work and more
work. The two people were busy all day long. Juan would be gone for hours, loading old José’s back
with wood. The next day, Juan would go to the
village, several miles away, to sell the wood. Then
he would gather another load of wood, and so on,
day in and day out. For Rosa, each day was the same. She would rise early and milk the two goats. Then, unless there
were many rains, she would drive the goats out to
eat the grama grass 1 that grew meagerly on the desert. She worked hard in the fields, with the goats
close by. 9 Sometimes she baked in the oven, which was like those built by Indians who lived in the
pueblos along the river. The round adobe oven
looked like a huge beehive sitting on the ground. At
one side near the bottom was a small opening, and
above it a smaller hole through which smoke
escaped. Rosa heated the oven by burning wood in
it. Then she removed the hot coals and put in small
pieces of dough. When baked, the dough became
dark brown and brittle, unlike the tortillas she
sometimes baked for special days. When Rosa made
tortillas, she used a metate 2 to grind the corn, and then flattened and shaped the cakes with her hands.
The cakes came out white, with some brown spots.
Juan always told Rosa they were the best tortillas he
had ever tasted. One evening Juan came home much later than usual. It had been dark for several hours. Rosa
1 grama grass: a type of pasture grass that grows in the southwestern U.S. 2 metate: pronounced me-tah-tay; a slightly hollowed out stone in which grain and corn were ground 3 PART II Released Reading Items––2007 Grade 11 Literacy had stood at the window, holding a candle, peering
anxiously out into the darkness, looking for a sign
of him. When he finally stood in the doorway, she
noticed that his clothing was dusty and caked with
mud. José stood behind him. Instead of the usual
load of wood, a box or chest, about eighteen inches
deep and wide and two feet long, was tied across
the burro’s sagging back. Together Juan and Rosa
removed the box and dragged it inside, for it was
very heavy and covered with hard-packed soil. Juan told Rosa an interesting story. While Juan was gathering wood, José had wandered to the
edge of a small arroyo. 3 The burro’s weight caused some soil on the side of the arroyo to give way, and
José slid to the bottom of the ditch, a distance of a
few feet. Juan walked down into the arroyo to get
the burro. He saw the box sticking out of the side of
the arroyo where the earth had crumbled. All day he
dug about it with sticks, only to find it was too
heavy for him to lift onto the burro’s back. He
dragged the chest along the top of the arroyo to a
place where the ditch was deeper than José was tall,
and there he lowered it onto the burro’s back and
brought it home. Rosa’s first concern was for Juan. She gave him dry clothing and a bowl of hot chili. Then, they
could no longer contain their excitement, and they
turned their attention to the box, wondering what it
contained. But they could find no place where it
might be opened; it had no lock, and its top could
not be pried off. The chest was rusty, so they
scraped it with knives and even washed its sides in
an effort to find a way to open it. They worked very
late by the light of the crude candle that Rosa had
carefully made. Still, they found no way to open the
box, and so they decided to sleep and try again in
the morning. At daybreak, they again tried to open the box. Remembering stories of hidden gold, they
were certain the chest was filled with old Spanish
coins. Therefore, they did not want anyone to know
of their discovery. They had to find a way to open it
themselves. 3 arroyo: a dry stream bed 14 But promises of riches could not keep them from their work. Soon after the first warm glow of
sunlight came through their window, habit called
them to their usual tasks. They hid the box away
under some old blankets and baskets, and, all day,
they thought about it and the treasure it contained. Again they worked late into the night, trying to open the box. They could see small letters carved
into the metal-like material, but neither of them had
the opportunity to learn to read. Above the letters
was a single ornament, standing out from the chest
as if for emphasis as well as design. Juan and Rosa were strangely content now that they thought they were rich. They spent many
hours trying to open the chest, and while they were
working, a great change came over them. They
became happy, and they remained so! Now that
they had gold, they did not mind how they
appeared. They did not mind that José was old.
They could buy many burros with the gold in the
chest! They worked uncomplainingly, and they ate
their meager food as if it, too, contained great
richness. Finally, Juan said to his wife, “We must tell no one about the box, and we must think hard how
to open it. Some day I will find how to open it!” “That is right,” she agreed. “We must tell no one!” “Even if we could open the box,” added her husband, “we would be afraid to keep the gold
about. We would want to store it someplace. Here it
is safely hidden—and we will leave it here as if we
had stored it away! We are rich people!” They put the chest away, hiding it carefully, and walked in lively steps around the room—almost
dancing. “Look, my Juan,” said Rosa, “we are not so old!” Now they felt as they had when they were young, so they began to do many things that were
new to them. They did not work so long each day,
and yet they seemed to get as much done as before.
Juan sang half-remembered phrases of old songs in
4 PART II Released Reading Items––2007 Grade 11 Literacy a shaky treble as he gathered wood. Rosa planted
morning glories all around the casa, covering its
barrenness. Their blossoms were large and blue and
made the old, brown adobe look beautiful! Juan and
Rosa kept the goat corral and the chicken pen clean.
They even tolerated José and brushed his tattered
coat until it was almost shiny. Happiness, it seemed, came to them in great amounts. Their relatives in the village noticed this
change. There was a new freshness in Rosa’s old,
wrinkled cheeks, and Juan smiled so often that he
seemed younger. Their eyes sparkled with gladness. “Juan and Rosa are not so old, after all,” said their relatives. One of Juan’s brothers, Pancho,
gave them a young burro to replace José. It brought
much happiness to Juan. With the new burro, he
could gather wood faster than ever and hurry back
to his casa and the box containing his treasure. José
was left to wander about on the desert and spend his
time in idleness. So the days passed, and Juan and Rosa knew great joy. They had not learned yet how to open the
chest, but they thought that some day they would. It
seemed not to matter greatly how soon.
AR11R051024P001-017C 1. Which is an example of irony?
A. Juan and Rosa cannot open the chest.
B. José discovers the chest and earns a life
of leisure. * C. A chest that cannot be opened brings
Juan and Rosa happiness. D. While he is gathering wood, Juan finds a treasure chest by accident.
AR11R050912P001-011A 2. What is the meaning of the last sentence of the passage? * A. Juan and Rosa no longer feel it is important to open the chest. B. Juan and Rosa have forgotten about the
chest. C. Juan and Rosa will eventually open the
chest. D. Juan and Rosa will never open the chest. AR11R051102P001-802D 3. As it is used in paragraph 6, what does monotonous mean? A. diverse
B. colorful
C. inspiring * D. repetitive

AR11R050902P001-012B 4. Which best expresses the purpose of the details in paragraph 9? A. to illustrate that Rosa enjoyed making tortillas * B. to help the reader visualize Rosa’s
method of baking C. to demonstrate that bread can be made
with little effort D. to instruct the reader about the type of ovens used by Indians





5 PART II Released Reading Items––2007 Grade 11 Literacy AR11R050911P001-010A 5. In paragraph 14, personification in the statement “habit called them to their usual
tasks” is used * A. to stress the sameness of Juan’s and Rosa’s lives. B. to show the importance of work to Juan
and Rosa. C. to emphasize the pride Juan and Rosa
took in their daily duties. D. to indicate that Juan and Rosa were motivated by responsibility.

AR11R051022P001-008D 6. In paragraph 4, the description of the strings of red peppers A. provides some details of Juan’s and Rosa’s lives. B. demonstrates how Rosa dried their food
for winter. C. shows that Juan and Rosa lived in
cheerful surroundings. * D. emphasizes, through contrast, the drabness of Juan’s and Rosa’s lives. AR11R050905P001-007B 7. Which of the following is an assumption Juan and Rosa make? A. The people who buried the chest will come to recover it. * B. The contents of the chest will make
them wealthy. C. Their family members will steal their
treasure. D. The chest will bring them bad luck.

AR11R050905P001-005B 8. Which statement best expresses the theme of the passage? A. Happiness depends on luck. * B. Hope brings meaning to life. C. Hard work prevents poverty. D. Good fortune leads to popularity.





















6 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R051023P001-020CR A. Describe the setting of “Martínez’ Treasure” and explain how the setting affects the characters. Give two examples from the passage to support your response.

SCORE DESCRIPTION 4 The response describes the setting, explains how the setting affects the characters, and gives
two examples from the passage for support. 3 The response describes the setting, explains how the setting affects the characters, and gives
one example from the passage for support.
OR The response describes the setting and gives two examples from the passage for support.
OR The response explains how the setting affects the characters and gives two examples from
the passage for support. 2 The response describes the setting and explains how the setting affects the characters.
OR The response describes the setting and gives one example from the passage for support.
OR The response explains how the setting affects the characters and gives one example from the
passage for support. 1 The response describes the setting. OR The response explains how the setting affects the characters. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.)





READING OPEN-RESPONSE ITEM A RUBRIC FOR READING OPEN-RESPONSE ITEM A 7 PART II Released Reading Items––2007 Grade 11 Literacy Read the following passage about a man named John Chapman. Then answer multiple-choice questions 9
through 16 and open-response question B.
John Chapman by Michael Pollan
If you happened to find yourself on the banks of the Ohio River on a particular afternoon in
the spring of 1806—somewhere just to the north of
Wheeling, West Virginia, say—you would probably
have noticed a strange makeshift craft drifting lazily
down the river. At the time, this particular stretch of
the Ohio, wide and brown and bounded on both
sides by steep shoulders of land thick with oaks and
hickories, fairly boiled with river traffic, as a
ramshackle armada of keelboats and barges ferried
settlers from the comparative civilization of
Pennsylvania to the wilderness of the Northwest
Territory. The peculiar craft you’d have caught sight of that afternoon consisted of a pair of hollowed-out
logs that had been lashed together to form a rough
catamaran, a sort of canoe plus sidecar. In one of
the dugouts lounged the figure of a skinny man of
about thirty who may or may not have been wearing
a burlap coffee sack for a shirt and a tin pot for a
hat. According to the man in Jefferson County who
deemed the scene worth recording, the fellow in the
canoe appeared to be snoozing without a care in the
world, evidently trusting in the river to take him
wherever it was he wanted to go. The other hull, his
sidecar, was riding low in the water under the
weight of a small mountain of seeds that had been
carefully blanketed with moss and mud to keep
them from drying out in the sun. 3 The fellow snoozing in the canoe was John Chapman, already well known to people in Ohio by
his nickname: Johnny Appleseed. He was on his
way to Marietta, where the Muskingum River pokes
a big hole into the Ohio’s northern bank, pointing
straight into the heart of the Northwest Territory.
Chapman’s plan was to plant a tree nursery along
one of the river’s as-yet-unsettled tributaries, which
drain the fertile, thickly forested hills of central
Ohio as far north as Mansfield. In all likelihood, Chapman was coming from Allegheny County in
western Pennsylvania, to which he returned each
year to collect apple seeds, separating them out
from the fragrant mounds of pomace that rose by
the back door of every cider mill. A single bushel of
apple seeds would have been enough to plant more
than three hundred thousand trees; there’s no way of
telling how many bushels of seed Chapman had in
tow that day, but it’s safe to say his catamaran was
bearing several whole orchards into the wilderness. 4 The image of John Chapman and his heap of apple seeds riding together down the Ohio has
stayed with me since I first came across it a few
years ago in an out-of-print biography. The scene,
for me, has the resonance of myth—a myth about
how plants and people learned to use each other,
each doing for the other things they could not do for
themselves, in the bargain changing each other and
improving their common lot. Henry David Thoreau once wrote that “it is remarkable how closely the history of the apple tree
is connected with that of man,” and much of the
American chapter of that story can be teased out of
Chapman’s story. It’s the story of how pioneers like
him helped domesticate the frontier by seeding it
with Old World plants. “Exotics,” we’re apt to call
these species today in disparagement, yet without
them the American wilderness might never have
become a home. What did the apple get in return? A
golden age: untold new varieties and half a world of
new habitat. As an emblem of the marriage between people and plants, the design of Chapman’s peculiar
craft strikes me as just right, implying as it does a
relation of parity and reciprocal exchange between
its two passengers. More than most of us do,
Chapman seems to have had a knack for looking at
the world from the plants’ point of view—
“pomocentrically,” you might say. He understood
8 PART II Released Reading Items––2007 Grade 11 Literacy he was working for the apples as much as they were
working for him. Perhaps that’s why he sometimes
likened himself to a bumblebee, and why he would
rig up his boat the way he did. Instead of towing his
shipment of seeds behind him, Chapman lashed the
two hulls together so they would travel down the
river side by side. 7 We give ourselves altogether too much credit in our dealings with other species. Even the
power over nature that domestication supposedly
represents is overstated. It takes two to perform that
particular dance, after all, and plenty of plants and
animals have elected to sit it out. Try as they might,
people have never been able to domesticate the oak
tree, whose highly nutritious acorns remain far too
bitter for humans to eat. Evidently the oak has such
a satisfactory arrangement with the squirrel—which
obligingly forgets where it has buried every fourth acorn or so—that the tree has never needed to enter
into any kind of formal arrangement with us. The apple has been far more eager to do business with humans, and perhaps nowhere more
so than in America. Like generations of other
immigrants before and after, the apple has made
itself at home here. In fact, the apple did such a
convincing job of this that most of us wrongly
assume the plant is a native. (Even Ralph Waldo
Emerson, who knew a thing or two about natural
history, called it “the American fruit.”) Yet there is
a sense—a biological, not just metaphorical sense—
in which this is, or has become, true, for the apple
transformed itself when it came to America.
Bringing boatloads of seed onto the frontier, Johnny
Appleseed had a lot to do with that process, but so
did the apple itself. No mere passenger or
dependent, the apple is the hero of its own story.
AR11R050903P008-273A 9. According to the passage, where was John Chapman headed when he was seen traveling
along the Ohio River in his makeshift craft? * A. Marietta B. Pennsylvania
C. West Virginia D. Jefferson County
AR11R050912P008-261B
10. In paragraph 7, why does the author include an example of the relationship between
squirrels and oak trees? A. to explain that not all plants produce food for people * B. to explain that not all plants rely on
people C. to explain the eating habits of squirrels D. to explain how oak trees grow AR11R050905P008-814A
11. According to the passage, the apple is
* A. closely connected to the story of the pioneers. B. a fruit that is difficult to grow and
cultivate. C. very similar to the acorn of the oak tree. D. a native fruit of America.
AR11R050903P008-271B
12. According to the passage, which is true about John Chapman? A. He thought the history of the apple and the history of humans were connected. * B. He may have worn a burlap coffee sack
for a shirt and a tin pot for a hat. C. He was not the mythical hero known as
Johnny Appleseed. D. He called the apple “the American fruit.” 9 PART II Released Reading Items––2007 Grade 11 Literacy AR11R051101P008-806C
13. What is the meaning of pomace as it is used in paragraph 3? A. a part of a cider mill
B. a mound of apple seeds * C. the crushed pulp of apples D. the sidecar of the catamaran
AR11R050911P008-266A
14. “The apple has been far more eager to do business with humans.”
What is the purpose of the personification in the sentence above? * A. It continues the idea that apples have a relationship with people. B. It describes the apple to help the reader
visualize how it looks. C. It reminds the audience that apples are
living things. D. It makes the reader feel sympathy for the apple.





AR11R050903P008-272D
15. According to the passage, who called the apple “the American fruit”? A. John Chapman B. Michael Pollan C. Henry David Thoreau * D. Ralph Waldo Emerson
AR11R051101P008-805D
16. As it is used in paragraph 4, what does lot mean? A. many
B. property
C. a very large amount * D. one’s situation in life

























10 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R050905P008-274CR B. Explain why observing John Chapman as he traveled along the Ohio River would have been a strange sight. Include three details from the passage to support your response.

SCORE DESCRIPTION 4 The response explains why observing John Chapman as he traveled along the Ohio River
would have been a strange sight and includes three details from the passage to support the
response. 3 The response explains why observing John Chapman as he traveled along the Ohio River
would have been a strange sight and includes two details from the passage for support. 2 The response explains why observing John Chapman as he traveled along the Ohio River
would have been a strange sight and includes one detail from the passage for support. 1 The response explains why observing John Chapman as he traveled along the Ohio River
would have been a strange sight. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.)
READING OPEN-RESPONSE ITEM B RUBRIC FOR READING OPEN-RESPONSE ITEM B 11 PART II Released Reading Items––2007 Grade 11 Literacy Read the following passage about scrambled eggs. Then answer multiple-choice questions 17 through 24 and
open-response question C.
Hearty Scrambled Eggs by Nina West and Erin McMurrer What’s not to love about fluffy, bright yellow, featherweight scrambled eggs? Back in 1998, we discovered that adding milk to the eggs makes the curds soft and pliable, while cooking them over high heat in a
constant folding motion coagulates the eggs quickly and efficiently. It was, therefore, a great disappointment
when we discovered that our quick, simple recipe ran into trouble as soon as we attempted to add any other
ingredients. Just a sprinkle of sautéed vegetables or browned sausage caused the eggs to become watery,
discolored, and heavy. As it turned out, the difference between scrambled eggs and “hearty” scrambled eggs
was much bigger than we expected. 2 The biggest problem was “weeping”: Additional ingredients seemed to promote water loss in the eggs during cooking. Our first thought was that the temperature of the added ingredients might be a key factor. But
from tests in which we tried adding both room-temperature and refrigerated ingredients, we learned that their
temperature made little difference to the eggs. We thought perhaps adding a binder would inhibit water loss, so
we tried cornstarch, cream cheese, mayonnaise, and bread crumbs—all to no avail. Then we suspected that
milk, one of the ingredients in the original recipe, might be the source of the problem, considering that it is
mostly water. We eliminated the milk but found that the recipe could not live without it; dairyfree scrambled
eggs were tough. 3 Another thought was that the high heat of the recipe was causing the eggs to cook too quickly, seize, and squeeze out their moisture (evident in the gray, unappetizing puddle of liquid on our plate). Although even the
slightest bit of overcooking will cause eggs to lose their moisture and high heat makes split-second timing
essential, the heat itself was not the problem. To the contrary, the steam created by cooking over high heat was
crucial to the light, fluffy texture that was the hallmark of our recipe. Nonetheless, to reduce the margin of
error, we reduced the heat to medium. The texture of these eggs was slightly more substantial but certainly not
inappropriate for a hearty egg dish. So far, so good—but the added ingredients were still causing our scrambled
eggs to turn watery. We wondered if the method we were using to combine the ingredients in the pan was a factor. Our current approach was to sauté onions, add the beaten eggs, and then fold the ingredients together until the eggs
cooked through. For the next test, we removed the sautéed onions from the pan and wiped it clean before
cooking the eggs, folded in the sautéed onions when the eggs were nearly done, then let the eggs finish cooking
off the heat. Finally, some good news. The weeping was reduced, and the eggs had managed to hold on to their
pristine yellow hue. Because the onions were adding moisture to the eggs, we wondered if we should reduce the liquid elsewhere. We knew that some dairy was important for a soft texture, but perhaps instead of milk we should be
using half-and-half or cream, both of which contain less moisture and more fat. We tested them and decided
that the heavy cream made the eggs too rich and heavy; half-and-half, however, was perfect. These eggs were
substantial, soft, and able to accept most of the ingredients we threw at them. Among the ingredients that were
consistently successful were drier leafy greens, crunchy vegetables, and breakfast meats; there was nary a
puddle on our breakfast plate. But we found it best to avoid very watery ingredients, such as mushrooms or
ham steaks, which are often full of brine.

12 PART II Released Reading Items––2007 Grade 11 Literacy Scrambled Eggs with Bacon, Onion, and Pepper Jack Cheese
Serves 4 to 6

12 large eggs
¾ teaspoon table salt
¼ teaspoon ground black pepper
6 tablespoons half-and-half
4 bacon slices (about 4 ounces), halved lengthwise, then cut crosswise into ½-inch pieces
1 medium onion, chopped medium (about 1 cup)
1 tablespoon unsalted butter
1½ ounces Pepper Jack or Monterey Jack cheese, shredded (about ½ cup)
1 teaspoon minced fresh parsley leaves (optional)

1. Crack eggs into medium bowl; add salt, pepper, and half-and-half. Beat with dinner fork until thoroughly
combined. 2. Cook bacon in 12-inch nonstick skillet over medium heat, stirring occasionally, until browned, 4 to
5 minutes. Using slotted spoon, transfer bacon to paper towel-lined plate; discard all but 2 teaspoons
bacon fat. Add onions to skillet and cook, stirring occasionally, until lightly browned, 2 to 4 minutes;
transfer onion to second plate. 3. Thoroughly wipe out skillet with paper towels, add butter, and set over medium heat. When butter foams,
swirl to coat bottom and sides of skillet, then pour in eggs. With heatproof rubber spatula, stir eggs
constantly, slowly pushing them from side to side, scraping along bottom of skillet and then around sides,
and lifting and folding eggs as they form curds. Do not over-scramble, as curds formed will be too small.
Cook eggs until large curds form but eggs are still very moist, 2 to 3 minutes. Off heat, gently fold in
onion, cheese, and half of bacon until evenly distributed; if eggs are still underdone, return skillet to
medium heat for no longer than 30 seconds. Divide eggs among individual plates, sprinkle with
remaining bacon and parsley, and serve immediately.


13 PART II Released Reading Items––2007 Grade 11 Literacy Science: How Scrambled Eggs Work
Cooking causes profound changes in the structure of egg proteins. Heat encourages
these proteins to unfold, stick together, and form a latticed gel (compare illustrations
1 and 2). As a result, eggs transition from a liquid to a semisolid that you can pick up
with a fork.
Most scrambled egg recipes call for some sort of dairy. Both the water and the fat in dairy ingredients keep the eggs from becoming tough by getting in between the
protein strands, preventing them from joining too tightly (illustration 3). The water
also helps to incorporate pockets of air and steam into the eggs as they are gently
folded. This translates into fluffy scrambled eggs.
When we added hearty ingredients (each containing some water) to our scrambled egg recipe, however, the eggs became watery and weepy. That’s because
eggs can hold only a limited amount of water—too much and they weep as they
coagulate (illustration 4). Our solution to the problem of weepy eggs was to reduce
the amount of liquid we had been using by 50 percent and to make our liquid of
choice half-and-half rather than milk. While these scrambled eggs are not quite as
fluffy as those made with milk, the extra fat in the half-and-half made for a pleasing
texture, and the added heaviness of the eggs was imperceptible once sausage, bacon,
and vegetables were folded in just before serving. –John Olson, Science Editor











14 PART II Released Reading Items––2007 Grade 11 Literacy AR11R050906P017-612B
17. What is the purpose of the first five paragraphs of the passage? A. to explain how to scramble eggs and keep their color * B. to explain how to scramble eggs and
keep them from weeping C. to explain the importance of using milk
for tastier scrambled eggs D. to explain all the different ways a cook can make eggs more nutritious
AR11R050912P017-614C
18. Which organizational structure best describes the first section of the passage? A. time/sequence
B. list/description * C. problem/solution D. compare/contrast
AR11R051101P017-613D
19. Which sentence uses the word fold in the same way as step 3 of the recipe? A. Fold the flattened dough around the sausage to make a ball. B. After she took the cake out of the oven,
it began to fold. C. The chef put the cream filling in the fold
of the pastry. * D. Fold the chocolate chips and nuts into the mixture.

AR11R051026P017-603D
20. Which best supports the authors’ argument in the passage? A. a reference to judges who helped to make determinations B. evidence of differing perspectives C. cited opinions of famous chefs * D. the inclusion of scientific graphics
AR11R050906P017-610C
21. Which best summarizes paragraph 2? A. The use of binders to prevent water loss was unsuccessful. B. Scrambled eggs cooked without any
type of dairy product were tough. * C. Experiments were done to find a way to
reduce the weeping of the eggs. D. The temperature of the added ingredients had little effect on the
weeping of the eggs.
AR11R051104P017-602A
22. Which word could replace substantial in paragraph 3 without changing the meaning of
the sentence? * A. firm B. watery
C. flavorful
D. fattening








15 PART II Released Reading Items––2007 Grade 11 Literacy AR11R050902P017-606D
23. What is the main purpose of the illustrations in the “Science” section of the passage? A. to help the reader understand the job of a scientist B. to help the reader see what scrambled
eggs look like when they are weepy C. to help the reader develop an interest in
the chemical reactions in cooked foods * D. to help the reader understand the explanation of how an egg changes
when it is cooked AR11R050901P017-598A
24. The authors of the passage assume that the reader * A. prefers fluffy to watery scrambled eggs. B. does not know how to cook scrambled
eggs. C. has tried different ways to make
scrambled eggs fluffier. D. dislikes having to spend a lot of time and energy cooking.

































16 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R050903P017-618CR C. Use information from the passage to complete the graphic organizer below.
Cause Effect 1. Tough eggs Steam from high heat 2. Adding ingredients to the eggs when the
eggs are almost done 3. 4. Eggs that can accept ingredients without
weeping
BE SURE TO LABEL YOUR RESPONSES 1, 2, 3, AND 4.

SCORE DESCRIPTION 4 The response provides four correct answers for the graphic organizer. 3 The response provides three correct answers for the graphic organizer. 2 The response provides two correct answers for the graphic organizer. 1 The response provides one correct answer for the graphic organizer. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.)
READING OPEN-RESPONSE ITEM C RUBRIC FOR READING OPEN-RESPONSE ITEM C 17 PART II Released Reading Items––2007 Grade 11 Literacy Read this passage. Then answer multiple-choice questions 25 through 32 and open-response question D.
For a copy of the reading passage, “Portrait of the Bagel as a Young Man” by Thomas Beller, please refer to the hard copy version of the Released Item Booklet. 18 PART II Released Reading Items––2007 Grade 11 Literacy AR11R050911P003-081C
25. Based on paragraph 10, which best describes the narrator’s view of such jobs as bike
messenger and gallery assistant? A. underrated
B. frustrating * C. low-level D. pointless
AR11R050906P003-077A
26. Which best summarizes the narrator’s description of the basement of B&T Bagels? * A. dark, but enlightening B. orderly, but corrupted C. threatening and dangerous D. unpleasant and frightening AR11R050911P003-080C
27. Which best describes the narrator’s perception of panic in paragraph 12? A. It destroys every good thing.
B. It is often overlooked by others. * C. It is part of every moment in life. D. It creates an exciting life experience.
AR11R050908P003-079C
28. Which point of view does the author employ?
A. objective
B. omniscient * C. first person D. limited omniscient
For a copy of the reading passage, “Portrait of the Bagel as a Young Man” by Thomas Beller, please refer to the hard copy version of the Released Item Booklet. 19 PART II Released Reading Items––2007 Grade 11 Literacy AR11R051023P003-085C
29. How does the author’s use of imagery affect the passage? A. It adds an unexpected sense of comedy.
B. It creates a mood of confusion and
treachery. * C. It makes the passage personal and
memorable. D. It causes the narrator’s experiences to seem unrealistic.
AR11R051022P003-084B
30. Which statement from the passage uses diction that creates a hopeful tone? A. “I like bagels, but I have never felt in their thrall.” * B. “There appeared an oasis of light and
warmth—B&T Bagels.” C. “It was this kind of memory—vague,
nostalgic, innocent.” D. “At that time I was a fledgling writer with a graduate degree.”


AR11R050905P003-076C
31. Which most likely made the narrator’s job at B&T Bagels seem special? A. his view of the city as a cold place
B. his having gone to graduate school * C. his memory of the night in the snow D. his interaction with his superior, Rick
AR11R050904P003-075C
32. Given the information in this passage, what can most likely be assumed about the
narrator’s background? A. He grew up believing that society was very unfriendly. B. He became interested in cooking when
he was a teenager. * C. He has developed a positive view of the
city and its beauty. D. He prefers spending time indoors to spending time outdoors.




















20 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R050905P003-092CR D. How does the narrator view his job at B&T Bagels? What significance does the job have for him? Provide two examples from the passage to support your response.

SCORE DESCRIPTION 4 The response states how the narrator views his job, explains its significance, and provides
two examples from the passage to support the response. 3 The response states how the narrator views his job, explains its significance, and provides
one example from the passage to support the response.
OR The response states how the narrator views his job and provides two examples from the
passage to support the response. OR The response explains the job’s significance and provides two examples from the passage to
support the response. 2 The response states how the narrator views his job and explains its significance. OR The response states how the narrator views his job and provides one example from the
passage to support the response. OR The response explains the job’s significance and provides one example from the passage to
support the response. 1 The response states how the narrator views his job. OR The response explains the job’s significance. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.) READING OPEN-RESPONSE ITEM D RUBRIC FOR READING OPEN-RESPONSE ITEM D 21 PART II Released Reading Items––2007 Grade 11 Literacy Read the following passage about collectible games. Then answer multiple-choice questions 33 through 40 and
open-response question E.
The Games That They Played! by Kerra Davis
The board game, “Bulls and Bears,” set an auction record when it sold for $30,800 at a Noel
Barrett auction in 1992. Everyone thought,
“WOW!!! That’s what I should have been
collecting!” Produced by McLoughlin Brothers, the
game was from 1883, and was in impeccable
condition. Previous to that time, the auction record was low by comparison, and held by “The National
Game of the American Eagle,” which had sold at
Skinner’s Inc. in Boston for $5,390. The selling price for “Bulls and Bears,” mentioned previously, was just one of the things
that happens sometimes at auction, and naturally
grabs the spotlight of the media. Price guides list
“Bulls and Bears” in the $11,000–$15,000 range. Without question, most game collectors will never own games that fall into the top echelon of
the price pyramid unless their great-great
grandparents leave them a gem. Keep in mind that it
only takes two bidders to drive prices to such a
height, and there are many records of very nice
antique games selling in price ranges that are quite
affordable. History tells us that the earliest printed games in America weren’t made in America, but
imported from England. Book publishing houses
were the first American companies to produce
games. McLoughlin Brothers, makers of the “Bulls
and Bears” game, began as a book and paper doll
publisher. Their early lithographed games are the
best as far as color and graphics are concerned.
Other well-known early American game
manufacturers that are popular include Ives, Bliss,
Milton Bradley, and Parker Brothers. Lesser known
companies were Reed, Thomson, Singer, and
Selchow. Many of the early games were more educational and religious in nature. Children were
often not allowed to play with games unless there
was moral value incorporated. Then the game trend
in America began focusing on what was popular,
new, and fun. Bicycles were invented and there
were many bicycling games published around 1895;
other games depicted motorcycles and automobiles.
Early sports themes included golf, tennis, basketball
and baseball. These games have been referred to as
“parlor athletics.” 7 Success was a major theme that companies used for their games. In the “Game of District
Messenger Boy,” 1886, all you had to do was work
hard to rise from the position of messenger to the
president of the telegraph service. The “Game of
Playing Department Store,” 1898, encouraged
players to accumulate the greatest quantity of goods
while spending money wisely. And who hasn’t
played “Monopoly” and tried to corner the market
by scooping up all the best properties? The Parker
Brothers’ version that we still know and love today
debuted on the market in 1935. 8 It’s very hard to predict selling prices for antique and vintage board games. Auction prices are
generally high simply because the items are
advertised and the interested collectors are gathered
and vying for the same games. Some game
enthusiasts only look for items in mint condition,
while others focus in on the quality of the
lithography. They don’t seem to mind if a box is in
poor condition as long as the lithography is still
good. At one time, the general rule was the older the game, the more valuable. Generations have
come and gone, however, and the new collector is
often looking for what he or she remembers from
their childhood. They don’t relate to the games of
old. They played games that featured TV shows and
22 PART II Released Reading Items––2007 Grade 11 Literacy personalities. So don’t be surprised when these
games bring higher prices than a generic game from
the early 1900s. Rarity and cross-collectability also make a difference in value. “Old Maid,” “Authors” (modern
“Go-Fish”), “Jackstraws” (modern “Pick-up-
Sticks”), “Anagrams” and “Lotto” were produced
by the millions. You can find many examples for
sale everyday on the Internet, priced as low as $5.
They are not hot sellers, because everyone that
would be interested either already has several or
knows how easy they are to find. Exceptional cover
illustrations on these games, however, make them a
perfect starting point for beginning collectors. Cross-over collectors are often the reason game values rise. They buy games not because they
are games, but because of their specific collecting
interest. Baseball is one of these categories. In May
of 2003, a card game from 1923 about baseball with
only a regular paper label (no graphics) on the box
cover sold for $76 on eBay. Games featuring comic
characters are also in demand because of their
cross-over theme. In 1985, The American Game Collectors Association was founded to preserve and study
American games of all eras. Members’ interests
include board and card games, jigsaw and dexterity
puzzles, strategy games, marbles, tops, and others.
In the early 1990s, AGCA asked its members to
choose the best games from a predetermined list in
two categories—artistic games and playable games.
Some of the games chosen in the artistic category
were as follows: • National Game of the American Eagle, 1844, by
Ives. • To the North Pole by Airship, 1904, by
McLoughlin Bros. • Game of Voyage Around the World, 1919, by
McLoughlin Bros. • The Wonderful Game of Oz, 1922, by Parker
Brothers.
Chosen in the most playable category were:
• Authors, since 1861, made by many companies. • Parcheesi, since 1867, by E.G. Selchow (Hasbro
today). • Touring, 1906, replaced by Mille Bornes, by
Parker Brothers. • Sorry, since 1930s, by Parker Brothers. You do not have to collect rare and unusual games to be fascinated by this hobby. Take the
common games that are inexpensive and so easy to
find and build a collection around them. You could
even focus on one single game such as “Old Maid,”
“Bingo” or “Parcheesi,” and many examples will be
priced less than $20. For different graphics you
could concentrate on the game boards. They are
often found alone, out of their box and with no
playing pieces, which keeps the price low. You
could also follow the family “left-over” plan and
ask your relatives for the old games they have
stashed away in closets and attics. The old saying
does remain true that someone else’s trash could be
your treasure.
23 PART II Released Reading Items––2007 Grade 11 Literacy AR11R051102P010-345C
33. By examining the word’s parts, the reader can infer that lithography (paragraph 8) has some
connection with which of the following? A. paper dolls B. parlor athletics * C. writing/printing D. antiques/collectibles
AR11R050906P010-338A
34. Which statement provides the best summary of the final paragraph of the passage? * A. A collection of games could easily be started by buying inexpensive games or
getting those that relatives no longer
play. B. Specific games such as “Old Maid” and
“Bingo” are not good choices for
collectors because they are too common. C. Collecting board games inherited from
family members would probably not be
worthwhile. D. It is difficult to break into the collecting field because everything is rare and
expensive.
AR11R050902P010-332C
35. What is the purpose of the passage?
A. to explain to children that board games are fun B. to show antique dealers that old games
are worth buying * C. to inform potential collectors of the
value and history of games D. to persuade the reader to join the American Game Collectors Association AR11R050910P010-349D
36. Which statement from the passage best supports the idea that there are games
available for collectors with widely varied
tastes and incomes? A. “Price guides list ‘Bulls and Bears’ in the $11,000–$15,000 range.” B. “It’s very hard to predict selling prices
for antique and vintage board games.” C. “At one time, the general rule was the
older the game, the more valuable.” * D. “You do not have to collect rare and unusual games to be fascinated by this
hobby.”
AR11R050912P010-342D
37. Which statement fails to directly support the topic sentence of paragraph 7? A. “In the ‘Game of District Messenger Boy,’ 1886, all you had to do was work
hard to rise from the position of
messenger to the president of the
telegraph service.” B. “The ‘Game of Playing Department
Store,’ 1898, encouraged players to
accumulate the greatest quantity of
goods while spending money wisely.” C. “And who hasn’t played ‘Monopoly’
and tried to corner the market by
scooping up all the best properties?” * D. “The Parker Brothers’ version that we still know and love today debuted on the
market in 1935.”







24 PART II Released Reading Items––2007 Grade 11 Literacy AR11R051104P010-344A
38. “It’s very hard to predict selling prices for antique and vintage board games.”
(paragraph 8)
Which word could best be referred to as vintage, as used in the sentence above? * A. cars B. food
C. friends
D. medicine
AR11R050904P010-334B
39. According to the passage, what cultural influence affects the choices of new game
collectors? A. the age of the game * B. memories from childhood C. games that are playable and artistic D. games that depict early sports themes AR11R050907P010-339D
40. Which statement from the passage is an opinion? A. “Price guides list ‘Bulls and Bears’ in the $11,000–$15,000 range.” B. “History tells us that the earliest printed
games in America weren’t made in
America, but imported from England.” C. “In 1985, The American Game
Collectors Association was founded to
preserve and study American games of
all eras.” * D. “You do not have to collect rare and unusual games to be fascinated by this
hobby.”




























25 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R050905P010-353CR E. According to the passage, what are two factors that can affect the value of a game? Provide an example from the passage to support each of your choices.

SCORE DESCRIPTION 4 The response identifies two factors that affect the value of a game and provides an example
from the passage to support each choice. 3 The response identifies two factors that affect the value of a game and provides an example
from the passage to support one choice. OR The response identifies one factor that affects the value of a game and provides two
examples from the passage to support the choice. 2 The response identifies two factors that affect the value of a game. OR The response identifies one factor that affects the value of a game and provides one example
from the passage to support the choice. 1 The response identifies one factor that affects the value of a game. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.)
READING OPEN-RESPONSE ITEM E RUBRIC FOR READING OPEN-RESPONSE ITEM E 26 PART II Released Reading Items––2007 Grade 11 Literacy Read the following passage, which provides information about several Arkansas restaurants. Then answer
multiple-choice questions 41 through 48 and open-response question F. For a copy of the reading passage, “Restaurants of Central Arkansas,” please refer to the hard copy version of the Released Item Booklet. 27 PART II Released Reading Items––2007 Grade 11 Literacy For a copy of the reading passage, “Restaurants of Central Arkansas,” please refer to the hard copy version of the Released Item Booklet. 28 PART II Released Reading Items––2007 Grade 11 Literacy AR11R051101P016-556B
41. What is the meaning of the word parlayed in the description of Best Impressions? A. created * B. extended C. confused
D. guaranteed
AR11R050905P016-557C
42. Who is the most likely author of the passage?
A. a chef B. a waiter * C. a restaurant critic D. a restaurant owner
AR11R050901P016-568B
43. Where would the passage most likely be found? A. a textbook * B. a magazine C. a phone book D. an encyclopedia
AR11R050906P016-813A
44. Which is a good restaurant for lunch on a Saturday? * A. Best Impressions B. Bruno’s Little Italy C. Doe’s Eat Place D. Terrace on the Green AR11R050911P016-811B
45. Why is the food at Vermillion Water Grille described as being “yanked from the waves”? A. to tell the reader the restaurant is near the water * B. to let the reader know the seafood is
very fresh C. to show that only seafood is served D. to describe how the food is caught
AR11R050907P016-563A
46. According to the passage, in what way are Vermillion Water Grille and Tuesday USA
alike? * A. Both serve seafood. B. Both specialize in spicy foods. C. Both are known for great service. D. Both are owned by the same chef.
AR11R051101P016-560D
47. Chi’s Chinese Cuisine is described as having “a contemporary flair.” What could one expect
to find at this restaurant? A. a traditional menu B. excellent service C. authentic music * D. a modern feel










29 PART II Released Reading Items––2007 Grade 11 Literacy AR11R050903P016-561A
48. Which graph summarizes price ranges for the restaurants in the passage?




* 30 PART II Released Reading Items––2007 Grade 11 Literacy
AR11R050905P016-569CR F. Identify two elements of a good restaurant review. Provide an example of each element from the passage to support your response.

SCORE DESCRIPTION 4 The response identifies two elements of a good restaurant review and provides an example of
each element from the passage to support the response. 3 The response identifies two elements of a good restaurant review and provides an example of
one element from the passage to support the response. OR The response identifies one element of a good restaurant review and provides two examples
of the element from the passage to support the response. 2 The response identifies two elements of a good restaurant review. OR The response identifies one element of a good restaurant review and provides one example
from the passage to support the response. 1 The response identifies one element of a good restaurant review. 0 The response is totally incorrect or irrelevant. There is no evidence that the student
understands the task, or the response may be off-topic. B Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
item. Score of “0” assigned for the item.) READING OPEN-RESPONSE ITEM F RUBRIC FOR READING OPEN-RESPONSE ITEM F 31 PART II Released Reading Items––2007 Grade 11 Literacy
Acknowledgments The Arkansas Department of Education would like to thank those who have granted
permission to reproduce the following copyrighted material: Pages 2–4: “Martínez’ Treasure” Permission to reprint story granted by New Mexico Magazine. Pages 7– 8: “John Chapman” From THE BOTANY OF DESIRE by Michael Pollan, copyright © 2001 by Michael Pollan.
Used by permission of Random House, Inc. Pages 11–13: “Hearty Scrambled Eggs” by Nina West and Erin McMurrer. From Cook’s Illustrated, Jan/Feb 2005,
published by Boston Common Press Limited Partnership. Used by permission of the publisher. Pages 17–18: “Portrait of the Bagel as a Young Man” Copyright © 1998 by Thomas Beller. Pages 21–22: “The Games That They Played!” Reprinted with permission of Antiques & Collecting Magazine. Copyright
by Lightner Publishing, 2004. Pages 26–27: “Restaurants of Central Arkansas” Used with permission. Arkansas Democrat-Gazette Inc. © copyright
2006.






32 PART II Released Writing Prompts––2007 Grade 11 Literacy
The United States Postal Service is having an essay contest, and you have decided to enter. This is the topic: The United States Postal Service creates stamps to honor people who have accomplished something
important. Who should be on a new stamp? Before you begin to write, think about someone who has accomplished something important. Why should this
person be on the new stamp? Now write an essay for the United States Postal Service about a person who should be on a new stamp. Give
reasons and enough detail so that your readers will understand.
Your school district is considering adopting the following policy: Fifteen minutes will be set aside each day for all students to sweep, dust, and clean classrooms and
hallways. You decide to write a letter to the school board expressing your opinion. Before you begin to write, think about cleaning the school for fifteen minutes each day. Is this a good idea? How
would this affect your school and students? Now write a letter to the school board expressing your opinion on students cleaning the school. Give enough
detail so that the school board will understand. WRITER’S CHECKLIST 1. Look at the ideas in your response. — Have you focused on one main idea? — Have you used enough detail to explain
yourself? — Have you put your thoughts in order? — Can others understand what you are
saying? 2. Think about what you want others to know and
feel after reading your paper. — Will others understand how you think or feel
about an idea? — Will others feel angry, sad, happy,
surprised, or some other way about your
response? (Hint: Make your reader feel like
you do about your paper’s subject.)

— Do you have sentences of different
lengths? (Hint: Be sure you have a variety
of sentence lengths.) — Are your sentences alike? (Hint: Use
different kinds of sentences.) 3. Look at the words you have used.
— Have you described things, places, and
people the way they are? (Hint: Use
enough detail.) — Are you the same person all the way
through your paper? (Hint: Check your
verbs and pronouns.) — Have you used the right words in the right
places? 4. Look at your handwriting.
— Can others read your handwriting with no
trouble? PROMPT #1 PROMPT #2 33 PART II Released Writing Prompts––2007 Grade 11 Literacy Domain Scoring Rubric Content (C) The Content domain includes the focusing, structuring, and elaborating that a writer does to construct an effective
message for a reader. It is the creation of a product, the building of a composition intended to be read. The writer crafts
his/her message for the reader by focusing on a central idea, providing elaboration of the central idea, and delivering the
central idea and its elaboration in an organized text. Features are: • Central idea • Elaboration • Unity • Organization Style (S) The Style domain comprises those features that show the writer purposefully shaping and controlling language to affect
readers. This domain focuses on the vividness, specificity, and rhythm of the piece and the writer’s attitude and presence.
Features are: • Selected vocabulary • Selected information • Sentence variety • Tone • Voice Sentence Formation (F) The Sentence Formation domain reflects the writer’s ability to form competent, appropriately mature sentences to express
his/her thoughts. Features are: • Completeness
• Standard word order • Absence of fused sentences • Expansion through standard coordination
and modifiers • Embedding through standard subordination
and modifiers Usage (U) The Usage domain comprises the writer’s use of word-level features that cause written language to be acceptable and
effective for standard discourse. Features are: • Standard inflections • Agreement • Word meaning • Conventions Mechanics (M) The Mechanics domain includes the system of symbols and cueing devices a writer uses to help readers make meaning.
Features are: • Capitalization • Punctuation • Formatting • Spelling Scoring Scale Each domain is scored independently using the following scale: 4 = The writer demonstrates consistent, though not necessarily perfect, control* of almost all of the domain’s features.
3 = The writer demonstrates reasonable, but not consistent, control* of most of the domain’s features, indicating some weakness in the domain. 2 = The writer demonstrates inconsistent control* of several of the domain’s features, indicating significant weakness in the domain. 1 = The writer demonstrates little or no control* of most of the domain’s features. *Control: The ability to use a given feature of written language effectively at the appropriate grade level. A response receives a higher score to the extent that it demonstrates control of the features in each domain.
The application of the scale, using actual student writing, is done with the assistance of a committee of Arkansas teachers,
language arts supervisors, and representatives of the Arkansas Department of Education. Non-scoreable and Blank Papers Compositions are scored, unless they are off-topic, illegible, incoherent, refusals to respond, written in a language other
than English, or too brief to assess. A score of “NA” indicates that the student’s writing entry was non-scoreable, and that
entry will receive a score of “0.” 34 PART II Released Writing Items––2007 Grade 11 Literacy AR11W050602NXXX-196C 1. 1 Last night, my friends and I went to the movies. 2 We stood in the lobby and argued about what we wanted to see. 3 Jackie really wants to see an action movie, but I want to see
a horror film. 4 By the time we came to a decision, the movie we chose was sold out.
Which sentence needs to be revised in order to maintain a consistent verb tense throughout
the paragraph above? A. 1
B. 2 * C. 3 D. 4
AR11W050709NXXX-191C 2. Which is the best example of writing that uses first-person point of view? A. All eyes turned to Olivia as she rushed into the biology classroom ten minutes
after the bell rang. Her cheeks reddened
as she took her seat. B. Bill fidgeted in his seat. He wondered
why Olivia was late this morning. He
was relieved when she rushed into the
classroom, a full ten minutes late. * C. I was ten minutes late for my first class.
As I rushed into the biology classroom, I
could feel everyone staring at me. I felt
my face flush with embarrassment. D. All eyes turned to Olivia as she rushed into the classroom. Bill was relieved to
see her, but Mrs. Johnson was clearly
annoyed as she marked Olivia “tardy”
for the third time that week. Olivia
flushed with embarrassment as she
slouched down in her seat.

AR11W050701NXXX-028B 3. In my story, a girl must open one of three doors. These doors represent the choices all
people face in life.
The underlined word above is an example of which type of figurative language? A. allusion * B. symbol C. hyperbole
D. archetype
AR11W050406NXXX-051B 4. 1 Many students dream of having a future of luxury and enjoyment. 2 However, many do not plan for the life they wish for. 3 Many times they take classes in school which offer
little challenge. 4 The end result is that they are stuck in low-paying jobs instead of the
powerful careers they dreamed of having.
Which sentence would best fit between sentences 3 and 4 in the paragraph above? A. Because of this, they spend too much time playing sports. * B. In addition, they often earn low grades
and fail to develop good work habits. C. Students should not dream of having a
career that requires them to work above
their abilities. D. Calculus, foreign languages, statistics, and English might be considered
challenging classes.







35 PART II Released Writing Items––2007 Grade 11 Literacy AR11W050605NXXX-147B 5. Which sentence uses punctuation correctly?
A. Before, she left she took a suitcase. * B. On May 21, 2004, Sandra turned twenty-
two. C. The car had a problem with it’s gasoline
consumption. D. Since the escape, Bill Tom and Michael have been missing.
AR11W050410NXXX-163A 6. Next month, our class will travel to the natural history museum to tour the
mammals exhibit. Remember to bring your
signed permission slip!
Who is most likely the target audience for the announcement above? * A. students in a science class B. parents of high school students C. teachers of elementary students D. students in a physical education class
AR11W050707NXXX-049D 7. My friend is ________ when editing her newspaper, and she reprimands writers
who ____________ from their topics.
Which word pair best completes the sentence above? A. obscure/malign
B. pugilistic/protrude
C. venerable/concede * D. meticulous/digress


AR11W050506Y002-038A 8. Which best describes the first two lines of the passage below? Math is
a stone around my neck.
It growls at me.
It tries to lose me in the forest,
but I am
too tough to lose.
I wrestle math.
I win.
* A. They contain a metaphor. B. They use several adjectives. C. They exemplify expository writing. D. They are an example of prewriting.
AR11W050401NXXX-154A 9. Geoffrey is writing a letter to the editor of the local newspaper to encourage donations to
support his high school’s marching band
program. What information will best persuade
the newspaper’s readers to support the
marching band? * A. an explanation of how students benefit from participating in the marching band B. a history of the marching band and
biographies of former band directors C. an opinion about the marching band’s
performance at football games D. a description of the marching band’s uniforms and instruments







36 PART II Released Writing Items––2007 Grade 11 Literacy AR11W050411NXXX-125B