091120

English 2B Study Guide

Credit by Exam for Credit Recovery or Acceleration

The exam you are interested in taking is designed to test your proficiency in the relevant subject
matter. You should be thoroughly familiar with the subject matter before you attempt to take the
exam. This CBE CR/A Study Guide can help you prepare for the exam by giving you an idea of
what you need to review. You can check your familiarity level by reviewing the Texas Essential
Knowledge and Skills (TEKS) for this course (see below). To refine your skills, you can refer to
any of the state-adopted textbooks.

Texas Essential Knowledge and Skills (TEKS)

Every question that appears on this exam is derived from the knowledge and skills statements
and student expectations within the Texas-mandated standards, the Texas Essential Knowledge
and Skills (TEKS). You can view the TEKS for this exam online via the following link:
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.html#110.37. Scroll down the page to
§110.34. English Language Arts and Reading, English II §110.37. Refer to section (b),
Knowledge and skills, 1A–12G.

Throughout this guide, you will see TEKS references. These refer to the numbers listed under
Knowledge and skills; for example, 1A or 3B.

Materials Needed
You will need a #2 pencil for the print version of the exam.

NOTE: YOU MUST READ JULIUS CAESAR BEFORE TAKING THE EXAM AS
THERE WILL BE QUESTIONS ABOUT THE PLAY.

Exam Structure
You will be allowed 3 hours to take the exam. The EA/CBE consists of 50 multiple-choice
questions that that are equally weighted and a persuasive essay.

Part 1: Oral Language – Speaking, Listening, and Teamwork , 3 multiple-choice questions,

computer-graded
Part 2: Reading Assessment [vocabulary, comprehension skill, literary elements, genres,
author’s purpose] 25 multiple-choice questions, computer-graded
Part 3: Writing Assessment [writing process, revising/editing, response to literature, genres of
writing], 15 multiple-choice questions, computer-graded
Part 4: Inquiry and Research, 7 multiple-choice questions, computer-graded
Part 5: Essay, 1 prompt, instructor-graded

The University of Texas at Austin

UT High School
1
 ENG 2B 30327
EA/CBE
Study Guide
Scholastic Honesty
When you arrive at the testing center, you will be asked to carefully read the exam rules and sign
a statement agreeing to take the exam in accordance with the rules. This is called the Examinee’s
Certification. The following is a copy of these rules:

Examinee’s Certification
This certification must be signed before the exam is administered and then returned
with the completed examination attached, or credit for the exam will not be given.

Scholastic dishonesty is a serious academic violation that will not be tolerated.

Scholastic dishonesty encompasses, but is not limited to:
• copying from another student’s work;
• using an unauthorized testing proctor or taking the exam at an unauthorized
testing location;
• using materials not authorized by a testing proctor;
• possessing materials that are not authorized by a testing proctor, such as lessons, books,
or notes;
• knowingly using or soliciting, in whole or part, the contents of an unadministered test;
• collaborating with or seeking aid from another student without authorization during
the test;
• substituting for another person, or permitting another person to substitute for oneself,
in taking a course test or completing any course-related assignment;
• using, buying, stealing, or transporting some or all of the contents of an
unadministered test, test rubric, homework answer, or computer program.

Evidence of scholastic dishonesty will result in a grade of F on the examination and an F

in the course (if applicable).

At the testing center, you will be asked to sign a statement that says
you have read the above and agree to complete the examination with scholastic
honesty.
General Study Tips
The bulleted lists and sample questions in this study guide can assist you in preparing for
the exam. It is a guide, but does not cover every item on the test. Ultimately, you should use
the TEKS to guide your exam preparation.

The following information provides direction for your studies. For each part, you will find
study tips and sample questions to give you a general idea of the types of questions you can
expect to see on the exam.

Part 1: Oral Language – Speaking, Listening and Teamwork

This part of the exam tests your understanding of the purpose of speaking, listening, and
participating with a team.

The University of Texas at Austin

UT High School
2
 ENG 2B 30327
EA/CBE
Study Guide
Study Tips for Part 1
This part relates to TEKS 1A – 1D. Familiarize yourself with these TEKS, and then be prepared
to demonstrate knowledge of the following topics:

• Understanding the process of meaningful and respectful communication including

speaking, listening, responding, and making adjustments.
• Following complex instructions to perform specific task.
• Understanding the components of giving a presentation.
• Understanding how teams can interact productively.

Sample Question for Part 1

The following is a sample question. You can find the correct answers listed at the end of this
study guide, but try answering the questions without looking at the answers first to check
your comprehension.

1. Maurice is the leader of a team and the team wants to get an A on their ability to work
together and produce a solid product. Which of the following would most contribute to
the success of a team?

A. Creating goals with timelines and assigning specific roles to team members.
B. Working independently on agendas and project goals.
C. Spending time talking about who is assigned each task even if they do not finish the
project.
D. Checking in constantly with the teacher to be sure they are doing the right things.

Part 2: Reading Assessment

This part of the exam tests your understanding of the given selections and their literary elements,
your understanding of the way in which the selections are written, and your ability to analyze
and evaluate the selections. Vocabulary may also be tested.

Study Tips for Part 2

This part relates to TEKS 2A – 2C, 3A, 4A – 4I, 5A – 5J, 6A – 6D, 7A – 7F, and 8A – 8G.
Familiarize yourself with these TEKS, and then be prepared to demonstrate knowledge of the
following topics:
• Defining vocabulary through use of context; have a working knowledge of common
foreign words or phrases, status quo
• Having a working knowledge of comprehension skills using metacognitive skills to
both develop and deepen comprehension.
• Responding to an increasingly challenging variety of sources that are read.
• Analyzing literary elements within and across diverse texts.
• Analyzing genre-specific characteristics, structures, and purposes in texts.
• Analyzing author’s purpose and craft.

The University of Texas at Austin

UT High School
3
 ENG 2B 30327
EA/CBE
Study Guide
Sample Questions for Part 2
The following are sample questions. You can find the correct answers listed at the end of
this study guide, but try answering the questions without looking at the answers first to
check your comprehension.

2. Read the following stanzas.

Leaves crispy and crackling

Floating on angel’s breath
Lazily floating downward
A blanket of color.

A footstep disturbs the mural

Crackling and crunching of leaves
Life’s cycle of living
Life’s cycle of dying

The mood of the first stanza can best be described as ̶

A. reflective
B. objective
C. celebratory
D. fearful

3. In the second stanza above, the author uses which literary device?

A. simile
B. repetition
C. allusion
D. personification

4. “Cracking and crunching of leaves” is an example of alliteration. What is the poet

describing?

A. the sound of angel’s breath through the trees.

B. the sounds of death.
C. the sound that footsteps make on dried, dead leaves.
D. the sound of leaves floating through the air.

The University of Texas at Austin

UT High School
4
 ENG 2B 30327
EA/CBE
Study Guide
Part 3: Writing Assessment
This part of the exam tests your understanding of the purpose of written expression and the
structural make-up of a literary analysis. In addition, you will show understanding of the writing
process, revising/editing, response to literature, and various genres and purpose of writing.

Study Tips for Part 3

This part relates to TEKS 9A – 9E and 10A – 10D. Familiarize yourself with these TEKS, and
then be prepared to demonstrate knowledge of the following topics:

• Understanding the writing process including planning, drafting, revising, editing, and
publishing.
• Assessing the components of an analytical essay including introductions and
conclusions, rhetorical devices, transitions, thesis, organizational schema, relevant
evidence. relevant perspectives, and primary and secondary sources.
• Understanding the argumentative essay including clear thesis, divergent views,
organizational structure, and reliability of evidence.
• Revising drafts to improve clarity, development, organization, style, diction, and
sentence effectiveness, including use of parallel constructions and placement of phrases
and dependent clauses.

Sample Questions for Part 3

The following are sample questions. You can find the correct answers listed at the end of
this study guide, but try answering the questions without looking at the answers first to
check your comprehension.

Read each question stem and determine whether it is a complete sentence, fragment, run-on, or
comma splice.

5. Playing tennis on center court.

A. Complete sentence
B. Fragment
C. Run-on
D. Comma splice

6. When last year’s champion stepped out on the court, the audience went wild with
enthusiasm.

A. Complete sentence
B. Fragment
C. Run-on
D. Comma splice

The University of Texas at Austin

UT High School
5
 ENG 2B 30327
EA/CBE
Study Guide

This part of the exam tests your understanding of the purpose of written expression and the
structural make-up of an essay.

Read the following analytical essay before answering the questions that follow.

Juliet, the heroine of Shakespeare’s play, Romeo and Juliet, was a member of the well-known and
respected Capulet family of the city of Verona. Though some may argue that events or Fate brought
down this beautiful damsel, there is little question that her naiveté led her to be caught up in a love that
had little future.

Shakespeare begins to let the viewer become aware of this characteristic of Juliet when she falls in
love upon a first meeting with the gallant and charming Romeo. Unbeknownst to her, Romeo was on
the rebound from being in love with another damsel, Rosaline.

The intrigue continues as Juliet does not want to marry Paris, but would rather elope with this new hero
in her life. Not to be denied this fantasy, she gathers the priest into her plan to fake her death and wait
for Romeo.

Had Juliet been less naïve, she would have recognized quickly the impulsive character of Romeo and
refused his advances.

7. Which sentence functions as the thesis statement in the analysis above?

A. Juliet, the heroine of Shakespeare’s play, Romeo and Juliet, was a member of the
well-known and respected Capulet family of the city of Verona.
B. Though some may argue that events or Fate brought down this beautiful damsel,
there is little question that her naiveté led her to be caught up in a love that had little
future.
C. The intrigue continues as Juliet does not want to marry Paris, but would rather elope
with this new hero in her life.
D. Not to be denied this fantasy, she gathers the priest into her plan to fake her death
and wait for Romeo.

8. Which sentence below functions as a transition sentence?

A. Juliet, the heroine of Shakespeare’s play, Romeo and Juliet, was a member of the
well-known and respected Capulet family of the city of Verona.
B. Though some may argue that events or Fate brought down this beautiful damsel,
there is little question that her naiveté led her to be caught up in a love that had little
future.
C. The intrigue continues as Juliet does not want to marry Paris, but would rather elope
with this new hero in her life.
D. Shakespeare begins to let the viewer become aware of this characteristic of Juliet
when she falls in love upon a first meeting with the gallant and charming Romeo.
The University of Texas at Austin
UT High School
6
 ENG 2B 30327
EA/CBE
Study Guide

Part 4: Research and Inquiry

This part of the exam tests your understanding of the tools and craft of researching. The TEKS
tested include 11A – 11I.

9. Why is it important when presenting research findings to acknowledge the

counterarguments?

A. By mixing both sides of the argument, it is easy to confuse the reader.

B. Entertaining the counterargument allows the reader to prepare a rebuttal.
C. Acknowledging the counterargument strengthens the argument by showing that the
presenter has viewed all advantages and disadvantages.
D. Giving a nod to the counterargument will increase the depth and length of the
argument thereby making the argument more viable.

10. Rachel is fearful that she has read so many sources that she might accidentally plagiarize
an author. She wants to avoid that, so which of the following is the correct way she
should cite a part of the following information.

The COVID virus is responsible for the global pandemic. The virus is easily spread
through droplets released when people cough, sneeze, or speak. Being in close
contact with one another contributes to the contagious nature of the virus. The
distance most scientist believe will help prevent spread is 6 feet.

Saunter, Lawrence. “Science and the Virus.” Science Made Easy, vol. 6, no 4, 2003.

A. According to Saunter, “The virus is easily spread through droplets released when
people cough, sneeze, or speak” (47).
B. “The COVID virus is responsible for the global pandemic.”
C. “The distance most scientist believe will help prevent spread is 6 feet.” (Saunter,
Lawrence. “Science and the Virus.” Science Made Easy, vol. 6, no 4, 2003.).
D. Being in close contact with one another contributes to the contagious nature of the
virus.

The University of Texas at Austin

UT High School
7
 ENG 2B 30327
EA/CBE
Study Guide

Part 3: Essay
In this part of the exam, students will read a prompt and write a well-developed multi-paragraph
composition. The TEKS tested include: 5F, 5G, 5H, 9A, 9Bi, 9Bii, 9C, 9D1, 9Dii, 9Diii, 9Div,
9Dv, 9Dvi, 9E, 10B.

Writing Rubric
The prompt is worth 16 points total.

Minimal Adequate Advanced Mastery (4 pts.)

Competency Competency Competency
(1 pt.) (2 pts.) (3 pts.)
Organization Lacks a central idea Exhibits a weak or Exhibits a central idea Exhibits a clear
and/ or structure unclear central idea through a mostly central idea that is
appropriate to the through a structure coherent structure, emphasized through
specific prompt. that may not be with only minor an organized structure
appropriate to the distractions from the that is logical and
specific prompt or topic focus. easy to follow.
difficult to follow.
Development Presents a lack of Presents minimal idea Presents sufficient Presents specific and
understanding through development and/ or a details and examples relevant details and
inappropriate or formulaic approach to that add to the essay. examples that add to
insufficient response the prompt. this original essay.
to the prompt.
Use of Utilizes vague or Utilizes a basic word Utilizes clear and Utilizes strong and
limited word choice choice emphasized specific word choice purposeful word
Language through simplistic through awkward or emphasized through choice emphasized
sentence structure. basic sentence some varied sentence through varied
structure. structure. sentence structure.
Conventions Demonstrates serious Demonstrates some Demonstrates some Demonstrates minor
or persistent errors age-appropriate errors age-appropriate errors age-appropriate errors
that interfere with the that create disruptions that create a few that do not detract
overall meaning. in the effectiveness of disruptions in the from the effectiveness
the essay. effectiveness of the of the essay.
essay.

The University of Texas at Austin

UT High School
8
 ENG 2B 30327
EA/CBE
Study Guide

Answer Key
NUMBER CORRECT ANSWER TEKS TESTED
1 A 1D
2 A 7B
3 B 8D, 8F
4 C 4F, 8D, 8F
5 B 9Di
6 A 9DI
7 B 9BI, 9BII, 9C
8 B 9BII, 9C
9 C 5J, 11C
10 A 11H

The University of Texas at Austin

UT High School
9