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Language and Composition Multiple-Choice Stems
With Answers and Distracters
as seen in
Multiple-Choice Test Solutions for English Honors and Language Classrooms
Workbook
Directions: Give all students a stem number from the choices that follow. If you have
more than 25 students in your class, double up on the meaning stems (#7, 8, 9, 10, and
11) until each student has a number. Have them design that particular question using
"War Prayer" (in two parts) by Mark Twain on page 14. When they are done (15
minutes or less) have each student share the question created and the rationale for the
correct answer. Exchange stem numbers and continue the assignment (now assigning
"On the Death of Martin Luther King, Jr." by Robert F. Kennedy on page 16).
Students who could not write a question with their stem on the first passage should
keep the same question until they can write one on the next passage. Continue until
you feel they can work independently to complete the six full-length tests in Chapter
Two.
Throughout the remainder of the year, continue to assign a portion of Chapter Two
until all six full-length tests are completed. They are to select stems from each of the
choices that are listed on pages 7-12, arrange the questions in the order that they
appear in the passage, make each choice parallel, and share their results with the class,
or with the teacher, or both.
This can be assigned as individual homework, at times as group work, at times as a

timed test. You make the call.
At the end of the year, students could do a timed contest on a common passage in which
they are assigned a stem number and given a time limit to complete the task. Results
could be shared and a metacognition of learning could be verbalized.
Language and Composition Stem #1: Vocabulary (5/50)
Design a question that requires the reader to identify a synonym for a specified word
used in the passage.
Write 4 reasonable distracters and one answer or write 4 answers and one reasonable
distracter. If you choose to write 4 answers and one reasonable distracter, the stem
should include the phrase "ALL of the following EXCEPT." Be sure your answer(s)
and distracter(s) are sensible. Make all these choices parallel. Be sure to support your
answer.
Language and Composition Stem #2: Vocabulary (5/50)
Design a question that requires the reader to identify which of the following phrases in
the answer and distracters illustrates what she meant by "___"?
answer.
Language and Composition Stem #3: SOAP (3/50) Speaker, Occasion,

Audience, Purpose
Design a question that requires the reader to identify the speaker's perspective in the
passage.
Some choices could include: an acquaintance of ___ , a chronicler of past events, an

impartial observer, an uninvolved eyewitness, a commentator on social trends, a
defender of an unpopular figure, critical of ___, concerned about ___, defensive about
___ , skeptical of ___, respectful of__ , a fascinated bystander, a cynical commentator,
an argumentative apologist , a bemused visitor.
should include the phrase "ALL of the following EXCEPT." You may use some of the
choices above with modifications that fit your passage. Be sure your answer(s) and
distracter(s) are sensible. Make all these choices parallel. Be sure to support your
answer.

Audience, Purpose
Design a question that requires the reader to identify the purpose of the narration in a
certain set of lines.
Some answer and distracters could include: to document the speaker's sketch of the
character, to illustrate the character's influence over __ , to characterize the simplicity
of life in ___, to provide evidence of __'s philanthropy, to enliven the speaker's
descriptions with present tense commentary, describe a series of unprecedented events,
to characterize an idyllic era , to portray an unusual character, to depict an inequitable
situation , to comment on a popular assumption, to assert her own qualifications, to
develop an argument for _____, to create an elaborate analogy, to introduce a new
topic for consideration, to establish an hypothetical situation for analysis, to propose a
change, to describe a process, to explain an idea, to criticize the taste of readers, to
praise a work of literature, to report events as objectively as possible, to display
knowledge of a different subject, to discover meaning in apparent confusion, to
understand the basic humanity of the participants, to confirm previous prejudices.
choices above with
modifications that fit your passage. Be sure your answer(s) and distracter(s) are
sensible. Make all these choices parallel. Be sure to support your answer.

Audience, Purpose
Design a question that requires the reader to identify how a certain passage describes
the speaker as a person.
Some answer and distracters could include (As a person who): is committed to___ , is
actually more interested in ___, has talent as both a ___ and a ___, s motivated very
differently from the ___, aspires to greatness but knows she will never achieve it, is
aware that his motives include ___, is torn between two confusing alternatives , is eager
to mollify her critics , is courageous in the face of fear , ambivalent about the quality of
her writing.
answer.
Language and Composition Stem #6: Pronoun Reference (1/50)
Design a question that requires the reader to identify the antecedent of a pronoun.
Which of the following is the grammatical antecedent of "it" (line __)?
answer.
Language and Composition Stem #7: Meaning (17/50)
Design a question that requires the reader to identify the function of a paradox (or
irony, or ambiguity, or satire) created by the author in a certain segment of the
passage. A model stem would be something like: "The paradox caused by the fact
that ___________ in lines ___-___ creates which of the following effects?"
answer.
Design a question that requires the reader to identify a distinction that the speaker
draws between two things.
Some answer and distracters could include: obvious invective and indirect satire,
esoteric knowledge and common understanding, coarse speaking and inferior painting,
speaking and writing, wit and humor.
answer.
Design a question that requires the reader to identify how a contrast drawn between
two people (like the witty man and the fool) (lines 11-13) emphasizes characteristics of
each.
Some answer and distracters could include: ____'s self-confidence and ____'s lack of
self-knowledge, ____'s appreciation and ____'s lack of comprehension , ____'s justified
anger and ____'s innocence , ____'s sense of humor and ____'s resentment, ____'s
ability to retaliate and ____'s lack of wit.
answer.
Design a question that requires the reader to identify a characteristic displayed by a

certain person (or shared by a set of people) in the passage.
Some answer and distracters could include: an ability to identify with others, an
intense application of a single activity, a concern more with individuality than with
tradition, an ambivalent feeling about their roles in life, a desire for popular approval,
the pain of one who succumbs to temptation, restrained behavior driven by moral
compunctions, the unjustified suffering of an innocent victim, admirable behavior that
has gone unrecognized, the effect of an empty stomach on one's conscience.
choices above with
modifications that fit your passage. Be sure your answer(s) and distracter(s) are
sensible. Make all these choices parallel. Be sure to support your answer.
Design a question that requires the reader to identify the purpose of a specific portion
of the passage or the purpose of the passage as a whole.
Some answer and distracters could include: to enlarge one's deep sympathy with truth,
to teach one how to recognize good literature, to give instruction about the nature of
____ , to speak to one's discursive understanding , both to inform and to inspire.
answer.
Language and Composition Stem #12: The Function of Style (5-50)
Design a question that requires the reader to identify the stylistic strategy used in a
specific segment of the passage by defining its function.
Some answer and distracters could include: making an abstraction concrete by use of
analogy, counterbalancing a possible weakness with a greater virtue, a massing of
factual information to impress the reader, a contradiction of the speaker's argument,
an apology for the speaker's ideas.
answer.
Language and Composition Stem #13: Stylistic Devices (5-50)
Design a question that requires the reader to name the stylistic strategy used in a
specific segment of the passage.
Some answer and distracters that have been included on past tests are: analogical
comparisons, direct comparison, a dramatic monologue, a melodramatic episode, an
evocation of a place, an objective historical commentary, an allegorical fable,
impressionistic and descriptive writing, the use of anecdote, onomatopoeia, euphemism,
allusions to members of the character's family, ambiguous reference to ___, authorial
aside directed at___, deliberately puzzling paradox, dramatic incident, elaborately
structured metaphors, exaggerations of ___'s later accomplishments, personifications
of the inordinate blessings of a child, sarcastic interpretation of _____, satire, similes,
ironic understatements, understatement, hyperbole, an allegory, an analogy.
answer.
Language and Composition Stem #14: Rhetorical Devices (5-50)

Logos--Identifying the Argument
Design a question that requires the reader to identify the assertion that the writer is
trying to justify in the argument.
and distracter(s) are sensible definitions of an argument. Make all these choices
parallel. Be sure to support your answer.

Logos--Evaluating Logical Appeals
Design a question that requires the reader to identify various ways in which the
persuader represents the important opposing arguments fairly EXCEPT:
Some answers that have been included on past tests are: distinguishing an explanation
of a timeworn idea from a common occurrence, raising an objection and then
overriding it with an assertion, presenting a dilemma and then explaining its
difficulties, offering a contrasting example and then dismissing it, citing then
minimizing an exaggeration, making a sound generalization based on a great deal of
evidence, making citations from well-known authorities, extending a metaphor to close
an argument, reducing the argument to an acceptable paradox, marshaling facts to
support the central idea, appeals to authority, appeals to authority, an extended
example, a balanced antithesis of the speaker's concluding words, a step in the author's
logic leading up to the final assertion, argument by analogy, specific examples, detailed
description, quotations from authorities, facts, statistics, and amplification (widening of
perspectives through analogies, comparisons or other aspects of experience) adequately
support the point being made, creating tightly reasoned syllogisms. See Stem #16 for
Illogical Fallacies
Write 4 answers and one reasonable distracter. Be sure your answers are sensible
definitions of ways in which the persuader represents the important opposing
arguments fairly. Make all these choices parallel. Be sure to support how one choice
exhibits ways in which the opposition is not treated fairly.

Logos--Evaluating Illogical Fallacies
Design a question that requires the reader to identify ways that the speaker misuses the
evidence or sabotages or distorts the argument by doing all of the following EXCEPT:
Some answers could include: making an unsubstantiated conclusion, refusing to back

up a disputed claim by simply saying or implying "That's just the way it is," making a
bare assertion, or making a hasty generalization, attempting to convince the audience
that all members of a certain group share certain characteristics just because they are
members of that group (stereotyping), assuming that just because one event preceded
another, the first event caused the second event (Cause-and-Effect Fallacy), boiling the
dispute down to an "Only Cause Fallacy," using weak or farfetched examples that
confuses the message (False Analogy), making a conclusion that does not logically
follow from the premise, restating or rephrasing the same position instead of listing
several specific reasons to back up an opinion (Circular Reasoning), expecting the
reader to accept a position just because everyone else accepts it (Begging the Question),
overstatement, generalization, Ad Hominem argument, abstract generalizations, See
Stem #15 for Logical Appeals
definitions of ways in which the persuader makes honest emotional appeals. Make all
these choices parallel. Be sure to support how one choice exhibits a dishonest use of
emotions.

Pathos--Evaluating Emotional Appeals
Design a question that requires the reader to identify various ways in which the
speaker honestly appeals to the reader's emotions.
Some answers could include: arousing desires useful to the persuader's purpose,
demonstrating how these desires can be satisfied by acceptance of the persuaderís
assertion, arousing an indignation for the opponentís view, arousing a sympathy for the
speaker's view. See Stem #18 for Emotional Fallacies.
definitions of ways in which the persuader misuses the evidence or sabotages or distorts
the argument. Make all these choices parallel. Be sure to support how one choice
exhibits an honest use of evidence.
Language and Composition Stem #18:

Rhetorical Devices (5-50) Pathos--Evaluating Emotional Fallacies
Design a question that requires the reader to identify ways that the speaker misuses
emotional appeals by using all of the following EXCEPT:
Some answers could include the names of some of the following dishonest emotional
strategies: loaded words, slanted words, glittering generalities, band wagon technique,
appeals to popular sentiment, snob appeal, plain-folks appeal.
Some others choice could be a definition of the dishonest emotional strategy, such as:
choosing words that have strong negative or positive connotations to affect the
audience, choosing words because of their persuasive emotional charge, expecting
expects the audience to reach a decision based solely on diction, associating himself
(herself) with beautiful, wealthy, or special people, pretending to be just like all
common people.
answer.
Rhetorical Devices (5-50) Ethos--Evaluating the Ethics of the Speaker
Design a question that requires the reader to identify ways that the speaker represents
himself (herself) fairly.
Some answers could include: using a reasonable tone, treating the opponent with
respect by avoiding such things as illogical statements or inflammatory language,
reveal some relevant experience with the issue, making an attempt to embody some
evidence of personal knowledge of the subject, illustrating good will toward the
reader/audience, showing good sense, revealing an insightful perspective on the subject,
displaying good taste in judgment, making an apparently objective defense of ___,
using a tone that reflects confidence, making respectful responses to anticipated
criticism them making concessions to those opposing viewpoints. See Stem #20 for
Ethical Fallacies.
answer.

Rhetorical Devices (5-50) Etho--Evaluating Ethical Fallacies
Design a question that requires the reader to identify ways that the speaker represents
himself (herself) poorly.
Some answers could include: having prejudicial attitudes, sentiments, or stereotypes,

displaying interest in personal benefit, using a unreasonable tone, treating the
opponent with disrespect by using illogical statements or inflammatory language,
revealing no relevant experience with the issue, making no attempt to embody some
evidence of personal knowledge of the subject, illustrating ill will toward the
reader/audience, showing no good sense, revealing no insightful perspectives on the
subject, displaying poor taste in judgment, making an apparently subjective defense of
___, using a tone that reflects anger, making disrespectful responses to anticipated
criticism. See Stem #19 for Honest Ethical Appeals.
answer.
Language and Composition Stem #21: Syntax (5-50)
Design a question that requires the reader to describe the function of the syntax chosen
in a specific segment of the passage.
A model stem would be something like: "The periodic sentence used in lines ___-___
creates which of the following effects?
Some elements of syntax used on past exams include: a periodic sentence, a compound
subject, compound sentences, subordinate clauses, parallel syntax, parallel
construction, short and simple sentences in groups of twos and threes,
answer.
Language and Composition Stem # 22: Diction (5-50)
Design a question that requires the reader to describe the function of the diction chosen
in a specific segment of the passage.
A model stem would be something like: "In the first paragraph, the _____ is described
with adjectives that seem
to _____.
Some functions for diction choices used on past exams for the above stem include:
emphasize its texture, emphasize its aesthetic quality, give it personality, make it seem
dangerous, give it a heroic dimension illustrate an assertion, characterize ___ in
general, contrast the ideal with the historical , depict a view which contradicts the
speaker's view, portray historical background in a colorful manner, distinguish an
explanation of a timeworn idea from a common occurrence, raise an objection and then
override it with an assertion, present a dilemma and then explain its difficulties, offer a
contrasting example and then dismiss it, cite then minimize an exaggeration, clarify the
speaker's attitude toward ___, exemplify the genuine benefits of ___, document the
history of ___, specify the exact location of ___, describe the origin of beliefs in ___.
answer.
Language and Composition Stem #23: Organization (5-50)
Design a question that requires the reader to describe the purpose of a specified
paragraph.
Some answer and distracters that have been named on past tests include: expository,
speculative, deductive, analytical, or argumentative. Or the purpose could be defined
as: establishing the scene for the action described, creating a mood that contrasts with
that of the rest of the passage, establishing the speaker's attitude toward subjects later
described, cautioning the reader that statements made in the first paragraph may be
misleading, recapitulating the idea in the first paragraph and provide a transition to
the third, shifting the focus from personal experience to objective analysis, expanding
the generalizations introduced in the first paragraph to include various other forms of
government, provide support for a thesis supplied in lines 1-2, provide evidence to
contrast with that supplied in the first paragraph, present a thesis that will be
challenged in paragraph three, introduce a series of generalizations that are supported
in the last two paragraphs, anticipate objections raised by the ideas presented in lines
12-14, to introduce an argument and ask the reader to take a stand, to provide specific
details to support the
central idea of the paragraph, to discuss the flaws of a common misconception, to
establish the speaker's credentials as an expert on the subject of the paragraph, to
prepare for the central topic by dismissing another topic as less interesting.
answer.
Design a question that requires the reader to describe the pattern of a specified
paragraph.
A model stem would be something like: "Which of the following best describes the
pattern of the author's discussion in each paragraph of the passage? "
Some answer and distracters that have been included on past tests include: statement
of fact followed by tentative assumptions, description of theory followed by exceptions
to the theory, general statements followed by illustrative material, forceful
argumentation followed by concessions to opponents, presentation of a problem
followed by resolutions to the problem. Other patterns could be defined as a shift in
point of view, a cause and effect relationship, an extended definitions, an intentional
shift in the level of diction, the use of first person to give a sense of immediacy. Or the
pattern could be described as moving from: disorder to order to disorder, strangeness
to beauty to ugliness, remoteness to familiarity to remoteness, mobility to stasis,
exuberance to reflectiveness.
choices above with modifications that fit your passage. Be sure you support your
answer.
Design a question that requires the reader to describe how the pattern of one
paragraph is different from the next paragraph.
A model stem would be something like: "How are the first two paragraphs related?"
Some answer and distracters that have been included on past tests include: The first
makes an assertion that is qualified in the second. The first implies a question that is
dismissed in the second. The first suggests an authoritarianism that the second
moderates. The first presents as fact what the second exposes as opinion. The first
states confidently what the second regards ambivalently.
distracter. You may use some of the choices above with modifications that fit your
passage. Be sure you support your answer.
Great Teaching Ideas!

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This can be assigned as individual homework, at times as group work, at times as a

Language and Composition Stem #1: Vocabulary (5/50)

Language and Composition Stem #2: Vocabulary (5/50)

Language and Composition Stem #3: SOAP (3/50) Speaker, Occasion,

Some choices could include: an acquaintance of ___ , a chronicler of past events, an

Language and Composition Stem #4: SOAP (3/50) Speaker, Occasion,

Language and Composition Stem #5: SOAP (3/50) Speaker, Occasion,

Language and Composition Stem #6: Pronoun Reference (1/50)

Language and Composition Stem #8: Meaning (17/50)

Language and Composition Stem #9: Meaning (17/50)

Language and Composition Stem #10: Meaning (17/50)

Design a question that requires the reader to identify a characteristic displayed by a

Language and Composition Stem #11: Meaning (17/50)

Language and Composition Stem #12: The Function of Style (5-50)

Language and Composition Stem #13: Stylistic Devices (5-50)

Language and Composition Stem #14: Rhetorical Devices (5-50)

Language and Composition Stem #15: Rhetorical Devices (5-50)

Language and Composition Stem #16: Rhetorical Devices (5-50)

Some answers could include: making an unsubstantiated conclusion, refusing to back

Language and Composition Stem #17: Rhetorical Devices (5-50)

Language and Composition Stem #18:

Language and Composition Stem #20:

Some answers could include: having prejudicial attitudes, sentiments, or stereotypes,

Language and Composition Stem #21: Syntax (5-50)

Language and Composition Stem # 22: Diction (5-50)

Language and Composition Stem #23: Organization (5-50)

Language and Composition Stem #24: Organization (5-50)

Language and Composition Stem #25: Organization (5-50)

Great Teaching Ideas!

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