read the short essay and answer the question that follow

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• Focus and Precision: How to Write Essays that Answer the Question

About the Author Stephanie Allen read Classics and English at St Hugh’s College, Oxford, and is currently researching a PhD in Early Modern Academic Drama at the University of Fribourg.

We’ve all been there. You’ve handed in an essay and you think it’s pretty great: it shows off all your best ideas, and contains points you’re sure no one else will have thought of.

You’re not totally convinced that what you’ve written is relevant to the title you were given – but it’s inventive, original and good. In fact, it might be better than anything that would have responded to the question. But your essay isn’t met with the lavish praise you expected. When it’s tossed back onto your desk, there are huge chunks scored through with red pen, crawling with annotations like little red fire ants: ‘IRRELEVANT’; ‘A bit of a tangent!’; ‘???’; and, right next to your best, most impressive killer point: ‘Right… so?’. The grade your teacher has scrawled at the end is nowhere near what your essay deserves. In fact, it’s pretty average. And the comment at the bottom reads something like, ‘Some good ideas, but you didn’t answer the question!’.

If this has ever happened to you (and it has happened to me, a lot), you’ll know how deeply frustrating it is – and how unfair it can seem. This might just be me, but the exhausting process of researching, having ideas, planning, writing and re-reading makes me steadily more attached to the ideas I have, and the things I’ve managed to put on the page. Each time I scroll back through what I’ve written, or planned, so far, I become steadily more convinced of its brilliance. What started off as a scribbled note in the margin, something extra to think about or to pop in if it could be made to fit the argument, sometimes comes to be backbone of a whole essay – so, when a tutor tells me my inspired paragraph about Ted Hughes’s interpretation of mythology isn’t relevant to my essay on Keats, I fail to see why. Or even if I can see why, the thought of taking it out is wrenching. Who cares if it’s a bit off-topic? It should make my essay stand out, if anything! And an examiner would probably be happy not to read yet another answer that makes exactly the same points. If you recognise yourself in the above, there are two crucial things to realise. The first is that something has to change: because doing well in high school exam or coursework essays is almost totally dependent on being able to pin down and organise lots of ideas so that an examiner can see that they convincingly answer a question. And it’s a real shame to work hard on something, have good ideas, and not get the marks you deserve. Writing a top essay is a very particular and actually quite simple challenge. It’s not actually that important how original you are, how compelling your writing is, how many ideas you get down, or how beautifully you can express yourself (though of course, all these things do have their rightful place). What you’re doing, essentially, is using a limited amount of time and knowledge to really answer a question. It sounds obvious, but a good essay should have the title or question as its focus the whole way through . It should answer it ten times over – in every single paragraph, with every fact or figure. Treat your reader (whether it’s your class teacher or an external examiner) like a child who can’t do any interpretive work of their own; imagine yourself leading them through your essay by the hand, pointing out that you’ve answered the question here , and here , and here. Now, this is all very well, I imagine you objecting, and much easier said than done. But never fear! Structuring an essay that knocks a question on the head is something you can learn to do in a couple of easy steps. In the next few hundred words, I’m going to share with you what I’ve learned through endless, mindless crossings-out, rewordings, rewritings and rethinkings.

Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1)     Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2)     Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3)     Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ?   To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss.   I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

• The witches are the most important cause of tragic action in Macbeth.
• The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
• We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
• The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

• Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
• What is its significance?
• How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ?  Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

  Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth.  To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

• Write a hypothesis
• Write a rough plan of what each paragraph will contain
• Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback . If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

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How to Write a Short Essay

Last Updated: January 17, 2024 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 114,022 times.

Essay writing is a common assignment in high school or college courses, especially within the humanities. You’ll also be asked to write essays for college admissions and scholarships. In a short essay (250-500 words), you will need to provide an introduction with a thesis, a body, and a conclusion, as you would with a longer essay. Depending on the essay requirements, you may also need to do academic or online research to find sources to back up your claims.

Picking a Topic and Gathering Research

• If you have any questions about the topic, ask your instructor. If your essay doesn't respond to the prompt, you likely won't receive full credit.

• If you're writing an essay for an in-class test or for an application, tailor the essay to the given prompt and topic. Quickly brainstorm a few ideas; for example, think of positive things you can say about yourself for a college-entrance essay.
• For example, the topic “depression in American literature” is far too broad. Narrow down your topic to something like “Willie Loman’s depression in Death of a Salesman .”
• Or, you could write about a narrow topic like “the increase in the USA’s national debt in the 1950s” rather than a broad topic like “the American economy in the 20th century.”

• Depending on the field in which you’re writing the essay—e.g., hard sciences, sociology, humanities, etc.—your instructor will direct you towards appropriate databases. For example, if you’re writing a high-school or college-level essay for your English class, visit online literary databases like JSTOR, LION, and the MLA Bibliography.
• If you're writing the essay for a college or graduate-school application, it's unlikely that you'll need to include any secondary sources.
• If you're writing a timed or in-class essay, you may not be able to find research articles. But, still do draw information from texts and sources you've studied both in and out of class, and build from points made in any provided reading passages.

• If you’re writing about current events or journalism topics, read articles from well-known news sites like CNN or the BBC.
• Avoid citing unreliable websites like blogs or any sites that have a clear bias about the topic they’re reporting on.

Composing the Essay

• If you write the essay without outlining, the essay will be poorly organized.

• This thesis statement is far too weak: “ Death of a Salesman shows the difficulty of living in America after WWII.”
• Instead, hone your thesis to something like: “Arthur Miller uses Death of a Salesman to show that the American Dream is materialist and impractical.”

• So, avoid beginning the paragraph by writing something like, “Since the beginning of time, all people have been consumed with the desire for their father’s approval.”
• Instead, write something like, “In the play Death of a Salesman , Willie Loman’s sons compete for their father’s approval through various masculine displays."
• Then, you can say, "To examine this topic, I will perform a close reading of several key passages of the play and present analyses by noted Arthur Miller scholars."

• In a short essay, the conclusion should do nothing more than briefly restate your main claim and remind readers of the evidence you provided.

• So, take the example about Death of a Salesman . The first body paragraph could discuss the ways in which Willie’s sons try to impress him.
• The second body paragraph could dive into Willie’s hopelessness and despair, and the third paragraph could discuss how Miller uses his characters to show the flaws in their understanding of the American Dream.

• Always cite your sources so you avoid charges of plagiarism. Check with your instructor (or the essay prompt) and find out what citation style you should use.
• For example, if you’re summarizing the inflation of the American dollar during the 1930s, provide 2 or 3 years and inflation-rate percentages. Don’t provide a full-paragraph summary of the economic decline.
• If you're writing an in-class essay and don't have time to perform any research, you don't need to incorporate outside sources. But, it will impress your teacher if you quote from a reading passage or bring up pertinent knowledge you may have gained during the class.

• If no one agrees to read the essay, read over your own first draft and look for errors or spots where you could clarify your meaning. Reading the essay out loud often helps, as you’ll be able to hear sentences that aren’t quite coherent.
• This step does not apply to essays written during a timed or in-class exam, as you won't be able to ask peers to read your work.

• It’s always a mistake to submit an unrevised first draft, whether for a grade, for admissions, or for a scholarship essay.
• However, if you're writing an essay for a timed exam, it's okay if you don't have enough time to combine multiple drafts before the time runs out.

Condensing Your Essay

• So, if you’re writing about Death of a Salesman , an article about symbolism in Arthur Miller’s plays would be useful. But, an article about the average cost of Midwestern hotels in the 1940s would be irrelevant.
• If you’re writing a scholarship essay, double-check the instructions to clarify what types of sources you’re allowed to use.

• A common cliche you might find in an essay is a statement like, "I'm the hardest working student at my school."
• For example, this sentence is too verbose: “I have been a relentlessly stellar student throughout my entire high school career since I am a seriously dedicated reader and thoroughly apply myself to every assignment I receive in class.”
• Shortened, it could read: “I was a stellar student throughout my high school career since I was a dedicated reader and applied myself to every assignment I received.”

• Avoid writing something like, “Willie Loman can be seen as having achieved little through his life because he is not respected by his sons and is not valued by his co-workers.”
• Instead, write, “Arthur Miller shows readers that Willie’s life accomplishments have amounted to little. Willie’s sons do not look up to him, and his co-workers treat him without respect.”

• For example, if you’re trying to prove that WWII pulled the USA out of the Great Depression, focus strictly on an economic argument.
• Avoid bringing in other, less convincing topics. For example, don’t dedicate a paragraph to discussing how much it cost the USA to build fighter jets in 1944.

Short Essay Template and Example

Expert Q&A

• When composing the text of your essay, resist the temptation to pull words from a thesaurus in an attempt to sound academic or intelligent. Thanks Helpful 0 Not Helpful 0
• If your high school or college has an online or in-person writing center, schedule an appointment. Taking advantage of this type of service can improve your essay and help you recognize structural or grammatical problems you would not have noticed otherwise. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/choosing_a_topic.html
• ↑ https://monroecollege.libguides.com/c.php?g=589208&p=4072926
• ↑ https://www.utep.edu/extendeduniversity/utepconnect/blog/march-2017/4-ways-to-differentiate-a-good-source-from-a-bad-source.html
• ↑ https://www.grammarly.com/blog/essay-outline/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://libguides.newcastle.edu.au/how-to-write-an-essay/essay-introduction
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html
• ↑ https://mlpp.pressbooks.pub/writingsuccess/chapter/8-3-drafting/
• ↑ https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assignment/writing-english-essay/using-secondary
• ↑ https://patch.com/michigan/berkley/bp--how-to-shorten-your-college-essay-without-ruining-it
• ↑ https://writing.wisc.edu/handbook/style/ccs_activevoice/
• ↑ https://wordcounter.net/blog/2016/01/26/101025_how-to-reduce-essay-word-count.html

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7.15: Text- Strategies for Answering Questions

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Not everything that counts can be counted, and not everything that can be counted counts.

—Albert Einstein

Strategies for Better Test-Taking Performance

In many respects, test-taking is a skill. If you learn some key strategies, you can be quite successful in taking tests. There are many skills and strategies you can employ to help you be a better test taker:

Brigham Young University (BYU) has a put together a set of general guidelines for test preparation, along with specific strategies for doing well on different kinds of tests. Click here to read their recommendations .

Another list of strategies, widely used, is LAB B2OWL—an acronym to help you remember critical aspects of successful test-taking strategies. Watch the following video, which describes the strategies in detail. Then review the main concepts in the table, [1] below.

An interactive or media element has been excluded from this version of the text. You can view it online here: http://pb.libretexts.org/colls/?p=366

Below is another video about test-taking strategies. This one acknowledges that each student is unique, and therefore no two students approach tests in exactly the same way. In the following video you will see multiple students sharing their personal success strategies for studying and test taking.

The infographic, below, depicts key strategies you can use to improve your performance on tests. If you carefully examine the illustrations in the infographic and connect them with the text, you will likely remember these techniques in the future when you most need them.

• "Preparing for Exams." Learning Commons . Web. 25 Apr. 2016. ↵
• College Success. Authored by : Linda Bruce. Provided by : Lumen Learning. License : CC BY: Attribution
• Exam Strategies - Test Skills. Authored by : UBC LEAP. Located at : https://youtu.be/QfxIuGf1f50 . License : CC BY: Attribution
• Preparing For Exams. Authored by : UBC LEAP. Located at : https://youtu.be/16ycJsAgxoo . License : CC BY: Attribution
• Studying and Exam Prep Secrets. Provided by : UBC Learning Commons. Located at : http://learningcommons.ubc.ca/student-toolkits-2/preparing-for-exams/ . License : CC BY: Attribution

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Exam Strategies: Short Answer & Essay Exams

Essay exams involve a significant written component in which you are asked to discuss and expand on a topic.  These could include written responses in the form of a formal essay or a detailed short-answer response.

• Short answer vs essay questions

Preparing for an essay exam

Answering essay questions.

Check out our visual resources for " Test Taking Strategies: Short Answer & Essay Questions " below!

What is the difference between a short answer and an essay question?

• Both short-answer and essay questions ask you to demonstrate your knowledge of course material by relating your answer to concepts covered in the course.
• Essay questions require a thesis (argument) and supporting evidence (from course material - lectures, readings, discussions, and assignments) outlined in several paragraphs, including an introduction, body, and conclusion.
• Short-answer questions are more concise than essay answers - think of it as a “mini-essay” - and use a sentence or two to introduce your topic; select a few points to discuss; add a concluding sentence that sums up your response.
• Review your course material - look for themes within the topics covered, use these to prepare sample questions if your instructor has not given direction on what to expect from essay questions.
• Create outlines to answer your practice questions. Choose a definite argument or thesis statement and organize supporting evidence logically in body paragraphs. Try a mnemonic (like a rhyme or acronym) to help remember your outline.
• Practice! Using your outline, try using a timer to write a full response to your practice or sample questions within the exam time limit.
• Review the question carefully. Think about what it is asking - what are you expected to include?  What material or examples are relevant?
• Underline keywords in the question to identify the main topic and discussion areas.
• Plan your time. Keep an eye on the time allowed and how many essay questions you are required to answer. Consider the mark distribution to determine how much time to spend on each question or section.
• Make a plan. Take a few minutes to brainstorm and plan your response - jot down a brief outline to order your points and arguments before you start to write.
• Include a thesis statement in your introduction so that your argument is clear, even if you run out of time, and help structure your answer.
• Write a conclusion , even if brief - use this to bring your ideas together to answer the question and suggest the broader implications.
• Clearly and concisely answer the question :
• In your introduction, show that you understand the question and outline how you will answer it.
• Make one point or argument per paragraph and include one or two pieces of evidence or examples for each point.
• In your conclusion, summarize the arguments to answer the question.

"Test Taking Strategies: Short Answer & Essay Questions"

Does your next test have short answer or essay questions? Let's look at how to prepare for these type of questions, how to answer these types of questions, and strategies to keep in mind during the exam. Fight exam writer's block and achieve your best marks yet!

• "Test Taking Strategies: Short Answer & Essay Questions" PDF
• "Test Taking Strategies: Short Answer & Essay Questions" Video

Looking for more strategies and tips? Check out MUN's Academic Success Centre online!

Carnegie Mellon University. (n.d.). Successful exam strategies. Carnegie Mellon University: Student Academic Success. Retrieved April 1, 2022 from https://www.cmu.edu/student-success/other-resources/fast-facts/exam-strategies.pdf

Memorial University of Newfoundland. (n.d.). Exam strategies: Short answer & essay exams. Memorial University of Newfoundland: Academic Success Centre. Retrieved April 1, 2022 from https://www.mun.ca/munup/vssc/learning/exam-strategies-essays.php

Trent University. (n.d.). How to understand and answer free response or essay exam questions. Trent University: Academic Skills. Retrieved April 1, 2022 from https://www.trentu.ca/academicskills/how-guides/how-study/prepare-and-write-exams/how-understand-and-answer-free-response-or-essay-exam

University of Queensland Australia. (n.d.). Exam tips. University of Queensland Australia: Student support, study skills. Retrieved April 1, 2022 from https://my.uq.edu.au/information-and-services/student-support/study-skills/exam-tips

University of Waterloo. (n.d.). Exam questions: Types, characteristics, and suggestions. University of Waterloo: Centre for Teaching Excellence. Retrieved April 1, 2022 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

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6.4 The Secrets of the Q and A’s

Learning objectives.

• Understand the five principal types of questions.
• Gain specific strategies for addressing each type of question.

You can gain even more confidence in your test-taking abilities by understanding the different kinds of questions an instructor may ask and applying the following proven strategies for answering them. Most instructors will likely use various conventional types of questions. Here are some tips for handling the most common types.

Multiple-Choice Questions

• Read the instructions carefully to determine if there may be more than one right answer. If there are multiple right answers, does the instructor expect you to choose just one, or do you need to mark all correct options?
• Read each question carefully and try to answer it in your head before reading the answer options. Then consider all the options. Eliminate first the options that are clearly incorrect. Compare the remaining answers with your own answer before choosing one and marking your paper.
• Look for clue words that hint that certain option answers might be correct or incorrect. Absolute words like “never,” “always,” “every,” or “none” are rarely found in a correct option. Less absolute words like “usually,” “often,” or “rarely” are regularly found in correct options.
• Be on the lookout for the word “not” in the stem phrase and in the answer choice options; it is an easy word to miss if you are reading too quickly, but it completely changes the meaning of the possible statements.

True-or-False Questions

• Most of the tips for multiple-choice questions apply here as well. Be particularly aware of the words “never,” “always,” “every,” “none,” and “not” because they can determine the correct answer.
• Answer the questions that are obvious to you first. Then go back to statements that require more thought.
• If the question is stated in the positive, restate it to yourself in the negative by adding the word “not” or “never.” Does the new statement sound truer or more false?
• If you still are unsure whether a statement is true or false and must guess, choose “true” because most tests include more true statements than false (but don’t guess if a wrong answer penalizes you more than one left blank).

Matching Columns

• Start by looking at the two columns to be matched. Is there an equal number of items in both columns? If they are not equal, do you have to match some items in the shorter column to two or more items in the longer column, or can you leave some items unmatched? Read the directions to be sure.
• If one column has a series of single words to be matched to phrases in the other column, read all the phrases first, then all the single words before trying to make any matches. Now go back and read each phrase and find the word that best suits the phrase.
• If both columns have single words to be matched, look to cut down the number of potential matches by grouping them by parts of speech (nouns with nouns, verbs with verbs, etc.).
• As always, start by making the matches that are obvious to you, and then work on the ones that require more thought. Mark off all items you have already used so you can easily see which words or phrases still remain to be matched.

Short Answer Questions

An essay test requires careful planning of what you want to write.

Tim Riley – Essay time (Postmodern Feminism): My Floor – CC BY-NC-ND 2.0.

• Short answer questions are designed for you to recall and provide some very specific information (unlike essay questions, which also ask you to apply critical thinking to that information). When you read the question, ask yourself what exactly the instructor wants to know. Keep your answers short and specific .

Essay Questions

• Essay questions are used by instructors to evaluate your thinking and reasoning applied to the material covered in a course. Good essay answers are based on your thoughts, supported by examples from classes and reading assignments.
• Careful planning is critical to answering essay questions effectively. Note how many essay questions you have to answer and how difficult each question seems. Then allocate your time accordingly.
• Read the question carefully and underline or circle keywords. Watch for words that describe the instructor’s expectations for your response (see Table 6.1 “Words to Watch for in Essay Questions” ).
• If time allows, organize your thoughts by creating a quick outline for your essay. This helps ensure that you don’t leave out key points, and if you run out of time, it may pick up a few points for your grade. Jot down specific information you might want to use, such as names, dates, and places. Chapter 8 “Writing for Classes” discusses outlining and other aspects of the writing process in more detail.
• Introduce your essay answer, but get right to the point. Remember that the instructor will be grading dozens of papers and avoid “filler” text that does not add value to your answer. For example, rather than writing, “In our study of the Civil War, it is helpful to consider the many facets that lead to conflict, especially the economic factors that help explain this important turning point in our nation’s history,” write a more direct and concise statement like this: “Economic factors help explain the start of the Civil War.”
• Write neatly and watch your grammar and spelling. Allow time to proofread your essay. You want your instructor to want to read your essay, not dread it. Remember that grading essays is largely subjective, and a favorable impression can lead to more favorable grading.
• Be sure to answer all parts of the question. Essay questions often have more than one part. Remember, too, that essay questions often have multiple acceptable answers.

Table 6.1 Words to Watch for in Essay Questions

Checkpoint Exercise

Test your test knowledge.

Figure 6.6 Crossword

College Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

The Writing Guide

• The First Thing
• Step 1: Understanding the essay question

Identify task, content & limiting words in the essay question

Words, words, words..., academic writing webinar part 1.

• Step 2: Critical note-taking
• Step 3: Planning your assignment
• Step 4a: Effective writing
• Step 4b: Summarizing & paraphrasing
• Step 4c: Academic language
• Step 5: Editing and reviewing
• Getting started with research
• Working with keywords
• Evaluating sources
• Research file
• Reading Smarter
• Sample Essay
• What, why, where, when, who?
• Referencing styles
• Writing Resources
• Exams and Essay Questions

Essay topics contain key words that explain what information is required and how it is to be presented.  Using the essay question below indentify task content & limiting words.  Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.

Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.

Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?

• Content Words
• Limiting Words
• Context Words

Task words are usually verbs and they tell you what to do to complete your assignment.

You need to identify these words, because you will need to follow these instructions to pass the assignment.  As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.

Here are some definitions of different academic task words.  Make sure you know exactly what you need to do for your assignment.

Don't try to use them in your research - they aren't things to find, only things to do.

The task words from our sample question are:

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

• Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
• Examine means to inspect something in detail and investigate the implications

So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.

• Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.

The content words are the "meat" of the question - these are things you can research.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .

You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.

You need to find the keywords - the most concrete concepts - and search for those.  The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.

One of the core skills of academic research is learning to extrapolate :  to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.

So, the core keywords/concepts to research are:

• "academic writing"
• "higher education"
• structure and content

Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.

They could limit you by:

• Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
• Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
• People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
• Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).

In this example, you have two limits:

• "higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
• Essays - we are concentrating on essay writing as the aspect of communication.  Note that this is also a content word. There can be (and usually is) some crossover.

Sometimes it can help to add your own limits .  With health sciences, you almost always limit your research to the last five or six years. Social sciences  are not as strict with the date range but it's still a good idea to keep it recent.  You could specifically look at the Australian context.  You may decide to focus on the private sector within that industry.

With the question above you could limit yourself to only looking at first year university students.

Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all:  they exist to give you some context .

These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment.  They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.

You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.

Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.

It is easy to get distracted and go off on tangents when doing your research .  Use the context words to  help you keep your focus where it should be.

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Praxis Core Writing

Course: praxis core writing   >   unit 1, argumentative essay | quick guide.

• Source-based essay | Quick guide
• Revision in context | Quick guide
• Within-sentence punctuation | Quick guide
• Subordination and coordination | Quick guide
• Independent and dependent Clauses | Video lesson
• Parallel structure | Quick guide
• Modifier placement | Quick guide
• Shifts in verb tense | Quick guide
• Pronoun clarity | Quick guide
• Pronoun agreement | Quick guide
• Subject-verb agreement | Quick guide
• Noun agreement | Quick guide
• Frequently confused words | Quick guide
• Conventional expressions | Quick guide
• Logical comparison | Quick guide
• Concision | Quick guide
• Adjective/adverb confusion | Quick guide
• Negation | Quick guide
• Capitalization | Quick guide
• Apostrophe use | Quick guide
• Research skills | Quick guide

Argumentative essay (30 minutes)

• states or clearly implies the writer’s position or thesis
• organizes and develops ideas logically, making insightful connections between them
• clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
• displays effective sentence variety
• clearly displays facility in the use of language
• is generally free from errors in grammar, usage, and mechanics
• organizes and develops ideas clearly, making connections between them
• explains key ideas, supporting them with relevant reasons, examples, or details
• displays some sentence variety
• displays facility in the use of language
• states or implies the writer’s position or thesis
• shows control in the organization and development of ideas
• explains some key ideas, supporting them with adequate reasons, examples, or details
• displays adequate use of language
• shows control of grammar, usage, and mechanics, but may display errors
• limited in stating or implying a position or thesis
• limited control in the organization and development of ideas
• inadequate reasons, examples, or details to explain key ideas
• an accumulation of errors in the use of language
• an accumulation of errors in grammar, usage, and mechanics
• no clear position or thesis
• weak organization or very little development
• few or no relevant reasons, examples, or details
• frequent serious errors in the use of language
• frequent serious errors in grammar, usage, and mechanics
• contains serious and persistent writing errors or
• is incoherent or
• is undeveloped or
• is off-topic

How should I build a thesis?

• (Choice A)   Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
• (Choice B)   Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
• (Choice C)   Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
• (Choice D)   Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
• (Choice E)   Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.

How should I support my thesis?

• (Choice A)   As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
• (Choice B)   Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
• (Choice C)   Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
• (Choice D)   My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
• (Choice E)   It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.

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Writing samples are an important part of your application to any college. Your responses show how well you would fit with an institution; your ability to write clearly, concisely, and develop an argument; and your ability to do the work required of you should you be accepted. Use both short answer questions and personal essays to highlight your personality and what makes you unique while also showing off your academic talents.

Short Answer Questions

Short answer questions are almost harder to write than a personal essay, since you usually have a word limit. Often, this may be as short as 150 words (a paragraph). This means that your answers must be clear and concise without being so bare bones that you don’t seem to have a personality. In fact, it’s okay if you answer the question in less than the allotted space. Provided you avoid clichés and sarcasm and answer the question wholly, less can be more. Here are some tips to help you ace your short answers:

• Don’t repeat the question.
• Don’t use unnecessarily large words.  Not only will you come off as pretentious at best and ignorant at worst, but it’s unlikely that you’ll be able to keep the same tone throughout your response. After all, wouldn’t it be easier for you to read a paragraph that addresses “how to write concisely” rather than one about “how to circumvent the superfluous use of language?” Craft your response so that your reader can easily understand your point without resorting to a thesaurus.
• Answer honestly. If you are asked to discuss one of your favorite things, don’t feel ashamed to tell the truth. Colleges want to get to know you. A “cool” answer isn’t as interesting as your honest, unique one.
• Supplement your résumé. Talk about things that aren’t mentioned anywhere else in your application to show off a different side of your personality.
• Always use details to bring even a short story to life.
• Don’t be afraid of the word limit. Write out your answer without worrying about the length and then go back and delete any unnecessary information. Underline the stand-out points and trim the rest.
• Describe your personal growth. When discussing an activity or event in your life, ask yourself what you learned or took away from it. Colleges like to understand how you’ve been changed by your experiences and see that you possess self-awareness.
• Be specific about each institution. If asked why you want to attend a particular school, make sure to reference any times you visited the campus, met with admissions counselors, or spoke with current students or alumni. Talk about programs that interest you and how you think they will benefit you in the future. Tell your readers why the idea of being a student at their institution excites you. College admissions officers can spot generic answers, so do your research if you don’t know a lot about the school. Talk about each school as if it is your top choice, even if it’s not. Under no circumstances should you say that a particular school is your “safety.”

The Personal Essay

The majority of colleges will ask you to submit at least one personal essay as part of your application. (You can find the 2019–2020 application platform personal essay prompts here , but not all schools use an application platform. In such cases, you will find essay prompts on the school’s own application.) By reading your submission, college admissions officers become familiar with your personality and writing proficiency. Your essay, along with your other application materials, helps them determine if you would be a good fit for the school and if you would be able to keep up with the rigor of the course load. A well-written, insightful essay can set you apart from other applicants with identical grades and test scores. Likewise, a poorly constructed essay can be detrimental to your application.

To ensure that your essay is the best it can be, you will need to spend some time reviewing the essay prompt to understand the question. Not only will you need time to become familiar with the directions, but you will also want to take your time when constructing your essay. No one can sit down and write the perfect essay in one shot. These things take effort, brainpower, and a significant amount of patience. Consider these steps for producing a well-written, thoughtful response to any essay prompt:

• Get moving. The best way to activate your mind is to activate your body. The act of moving forward, whether you are on foot or on a bike, can help you work through the ideas that might feel stuck. Read the prompt thoroughly, and then see what comes to you as your move through your neighborhood.
• Write down your ideas . When you get home, write down the ideas that stood out. Simply put the pen to paper or your hands to the keys and write without worrying about sentence structure or grammar. There’s plenty of time to edit later on.
• Rule out ideas that won’t work. Use the resources in the section below to decide if you are being asked to write a personal, school, or creative/intellectual statement and read through the the corresponding tips. If any of your ideas don’t fall within our guidelines, find a different approach to answering the question or rule out the topic altogether.
• Construct an outline (or two). At most, you will be able to use 650 words to respond to the question, so every statement you make must serve your overall objective. To stay on topic and build your story or argument, it’s helpful to have a map to guide you. Choose a topic or two from you list and give yourself plenty of time to outline each idea. Use bullet points and separate each section by paragraph. You may realize that one topic is too broad and you need to narrow your focus. If you make two outlines, ask a trusted adult to help you decide which one is stronger than the other. Even if you're not a fan of outlines and prefer to write organically, writing down your ideas in a consecutive list and creating a pseudo-outline can still help you maintain organization and flow between ideas when you actually fill in the blanks.
• Fill in the details with positivity. You are now ready to begin your first draft of your essay. Staying positive in your writing, even if you choose to tackle a hard subject, will endear you to admissions officers while negativity, self-pity, and resentment aren’t going to make your case. Use vivid descriptions when telling your story, but don’t stray too far from your main topic as to become dishonest or exaggerated. Admissions officers are well versed in picking out the real from the fake and aren’t going to be impressed by a made-up story.
• Walk away. When you’ve finished your first draft, walk away for a while, even a day or two, and clear your mind. You’ll be able to look at it with fresh eyes later and make edits to strengthen your argument or main idea.
• Ask for the appropriate amount of help. While it is okay to have a parent or teacher read over your essay to make sure that the points you want to make are coming through or to offer minor suggestions, it is under no circumstances acceptable to allow anyone else to make significant changes, alter the voice or message, or write the essay for you. A dishonest application will be noticed and dismissed by admissions officers.
• Edit. For the initial proofreading, read your essay out loud or backwards, sentence by sentence. Reading it in a form that you haven’t gotten used to will make it easier for you to spot grammatical and spelling errors. Then, ask for one family member or friend to read the essay out loud to you. Together, you can listen for things you missed with your eyes.

The Three Types of Essay Questions

There are three types of personal essays: the personal statement, the school statement, and the creative or intellectual statement. These are described below.

The Personal Statement

• Goal: The personal statement should be a window into your inner life. It is a chance to show schools who you are beyond your grades, test scores, and extracurricular activities. An honest, thoughtful reflection will help admissions officers understand your passions, goals, and relationships with family, friends, and other communities.
• Example: “Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.” – Common Application, 2015
• Don’t attempt to sum up your life in one statement. Instead, try to pick one significant experience to elaborate on. Use details to paint a picture for the reader. Talk about how you were affected and what changed about your perception of the world. How did the experience bring you to where you are today?
• Don’t reiterate your résumé. Let your résumé, transcripts, and test scores tell one story about you. Use your essay to tell a different one. Think of it not as a place to impress, but as a place to reflect.
• Don’t talk about an experience that isn’t unique. While almost anyone could say that they struggled with history in high school, few could describe the influence that their great-grandfather had on their understanding of U.S. history in the context of World War II. Picking an experience or topic that will set you apart from other applicants is key to catching the eye of the admissions team.
• Don’t write to impress. Schools don’t want you to write about what you think they want to hear. It’s easy for them to tell when you aren’t being genuine. Pick a topic that’s significant and meaningful to you even if it’s not “impressive.” Having personal awareness is impressive on its own.

The School Statement

• Goal: With your school statement, it should be clear that you have done your research on the school to which you are applying. Admissions counselors use the essay to assess your enthusiasm for the school and your commitment to discovering how the education will benefit you in the future. You want them to understand what you are drawn to so they can begin to envision you as a student on campus.
• Example: “Which aspects of Tufts’ curriculum or undergraduate experience prompted your application? In short: Why Tufts?” – Tufts University, 2015
• Don’t make general statements. It’s important to cite specifics instead of referencing the obvious. If a school is highly ranked and is known for its strong liberal arts curriculum, that’s dandy, but it’s common knowledge. Instead, talk about the teachers, programs, school traditions, clubs, and activities that put the school at the top of your list. If possible, reference any times you visited the campus, met with admissions counselors, or spoke with current students or alumni. Show them that you cared to do more than just a simple Google search.
• Don’t use the same essay for every school. It may be tempting to reuse the same essay for every school, but your essay should not be so general that you can sub out each school’s name as if it were a fill-in-the-blank answer. Sure, you may be able to recycle some content that applies to multiple schools on your list, but be sure to round off each essay with tangible information about the institution (references to buildings on campus, your interview, the mascot, an exciting lecture series, etc.). This proves that you aren’t applying to the school on a whim.
• Don’t overlook the facts. Verifying your statements about a school is essential. If you say that you are excited to become a theater major but the college did away with the program five years ago, admissions counselors may not take you seriously. Do yourself a favor and fact-check.

The Creative/Intellectual Statement

• Goal: Colleges ask students creative or intellectual questions to assess their ability to think critically, construct a cohesive argument, and use a nontraditional approach to solve a problem. In short, admissions counselors are looking for students who can think for themselves. They want to see that you are open to new ideas and can support your opinions with thoughtful explanations.
• Example: “What’s so odd about odd numbers?” – University of Chicago, 2014; “Design your own three-and-a-half-week course and describe what you would do.” – Colorado College, 2014
• Don’t tackle the world’s problems. There’s no need to impress colleges with your knowledge of Syria or the spread of Zika virus. Keep it simple.  Remember, colleges don’t expect you to be an expert in anything yet.
• Don’t use too many quotes . Your essay is not a collection of other people’s opinions. Back up your arguments, but be selective when using quotes. If you do paraphrase or quote someone’s work, make sure to cite your sources.
• Don’t make it abstract. In an attempt to be creative and original, it’s easy to cross over the line into absurdity, but it’s important to stay grounded.

Page last updated: 05/2019

Related topics:

Understanding application requirements, the common, coalition, and universal college applications explained, how to write your résumé for college applications, asking for letters of recommendation, gap years and college applications, the community college application, acing your college interview.

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This page features 22 of my favorite short stories with questions . These reading activities are perfect for classroom use. Written by some of the greatest authors in history, these stories are short enough to cover in a single class period, and rich enough to warrant study. I tried to select stories that students would find highly interesting. I chose stories with ironic endings, interesting twists, and clever plot movements . This collection will nurture your students' love of reading and storytelling. I also prepared ten multiple-choice and long response questions for each text. These questions cover a range of reading skills from comprehension and inferring to interpreting themes and identifying figurative language techniques.

These reading activities are available in both the old-school paper format (.RTF and .PDF) and the updated Ereading Worksheet format . With the print-out versions, I optimized to reduce paper use. Most of these fit onto 4 sides. With the new Ereading Worksheets (online versions), I was not limited by paper sides, and was able to ask follow-up short response questions to each multiple-choice. I recommend that you use these if you have the tech at your disposal. They can be completed on any Internet connected device. Students receive instant feedback, and they can print, save, or email score sheets . They can also share their results on Facebook. These activities are easy to integrate with Google Classroom . Definitions of challenging vocabulary words can be found with one click. And perhaps most importantly, these activities are more accessible to students with disabilities . Without further introduction, I present 22 of my favorite short stories with questions, available as worksheets and online activities.

I hope that these stories and resources help you accomplish your goals. Please let me know if you find any errors or have any feedback. Leave a comment below or contact me directly at [email protected] . Thank you for visiting my website.

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English that goes straight to the heart

Reading Comprehension Passages with Questions and Answers

Reading comprehension is the act of understanding what you are reading. In this post, we have added the top 20 Reading Comprehension Passages with Questions and Answers.

Important Points:

Daily Test - Attempt Now

• Students should read Comprehension Passages thoroughly.
• Read Passages several times, if required.
• For short types of answers try to answer in one or two sentences.
• Be careful about what exactly the questions asked.

Reading Comprehension Passages with Questions and Answers #1

Globalization is the process by which economies, cultures, and populations around the world become more integrated and interdependent. It is driven by advances in technology, transportation and communication, which have facilitated the flow of people, goods and ideas across national borders.

Globalization has both positive and negative aspects. On the positive side, it has led to economic growth, the spread of new ideas and technologies, and increased cultural exchange. In many parts of the world, it has also helped reduce poverty and raise living standards.

But globalization has also had negative consequences. This has led to job losses in some sectors, as companies move production to countries with lower labour costs. It has also contributed to income inequality and environmental degradation, as companies prioritize profits over sustainability.

Questions and Answers

What is globalization and what are the driving forces behind it?

Globalization refers to the increasing interconnectedness and interdependence of the world’s economies, cultures, and populations. It is driven by advances in technology, transportation and communication.

What are some positive aspects of globalization?

Some of the positive aspects of globalization include economic growth, the spread of new ideas and technologies, and increased cultural exchange. It has also helped reduce poverty and improve living standards in many parts of the world.

What are some negative consequences of globalization?

Some of the negative consequences of globalization include job loss in some sectors, income inequality and environmental degradation.

Reading Comprehension Passages with Questions and Answers #2

Read the following passage and answer the questions below:

Both alligators and crocodiles are members of the reptilian order Crocodylia. But the families they belong to, Alligatoridae and Crocodylidae respectively, differ. Often, when people use the word “crocodile” what they really mean is “crocodilian.” This term encompasses not just the common alligators and crocodiles you might already know, but also the lesser-known Gavialidae family that contains the lone gavial, or gharial. All told, there are 23 species of crocodilians.

As a group, crocodilians are pretty impressive animals: Their lineage goes back 240 million years, meaning they’ve outlived the dinosaurs by a good 65 million years. Ideally suited for life in water and on land, members of the order can swim up to 20 mph (32 kph) and run up to 11 mph (17.6 kph). They’re most at home in the water and can hold their breath for up to an hour. Eyes situated atop their heads enable them to keep a lookout for prey, while their powerful tails swiftly propel them through the water.

Crocodiles and alligators are top-notch hunters and will eat just about anything they can get their teeth on, from fish and turtles to monkeys and buffalo. With teeth specialized just for spearing, neither family even bothers to chew its food — they swallow large chunks or the entire animal whole.

As if that weren’t scary enough, crocodilians have incredibly powerful senses to detect their prey. Their eyesight above water is top-notch, and thanks to vertical pupils that can open up extra wide to let in additional light, they also have keen night vision. And even though you can’t see their ears, don’t be fooled — these small slits are sensitive enough to hear offspring calling from inside their eggs Even their sense of smell is highly developed due to special organs in their snouts.

Q1) Complete the following sentences. a. Alligatoridae, Crocodylia, and Gavialidae are subgroups of the main group…………………………. b. The …………………….died 65 million years ago.

Q2) Describe the eating habits of crocodiles.

Q3) How sharp are the tears of crocodiles?

Q 4) Find words in the passage that mean a. To drive or push something forward b. The science of classification c. Descent from the ancestors d. Outstanding

A1) a. Alligatoridae, Crocodylia, and Gavialidae are subgroups of the main group Crocodylidae. b. The dinosaurs died 65 million years ago.

A2) Crocodiles are great hunters and can prey on just about anything they can get their teeth on. Whether it is fish or turtles, monkeys or buffaloes, crocodiles swallow large chunks or the entire animal whole since they have teeth specialized just for spearing.

A3) One may not be able to see their ears, but crocodile ears are sensitive enough to hear offspring calling from inside their eggs. A 4) a. Propel b. Taxonomy c. Lineage d. Top-notch e. Offspring

Also, Read Top 10 Unseen Passages

Reading Comprehension Passages with Questions and Answers #3

May in Ayemenem is a hot, brooding month. The days are long and humid. The river shrinks and black crows gorge on bright mangoes in still, dust-green trees. Red bananas ripen. Jackfruits burst. Dissolute bluebottles hum vacuously in the fruity air.

Then they stun themselves against clear windowpanes and die, fatly baffled in the sun. The nights are clear but suffused with sloth and sullen expectations.

But by early June the southwest monsoon breaks and there are three months of wind and water with short spells of sharp, glittering sunshine that thrilled children snatch to play with.

The countryside turns an immodest green. Boundaries blur as tapioca fences take root and bloom. Brick walls turn moss-green. Pepper vines snake up electric poles. Wild creepers burst through laterite banks and spilt across the flooded roads. Boats ply in the bazaars. And small fish appear in the puddles that fill the PWD potholes on the highways. It was raining when Rahel came back to Ayemenem.

Slanting silver ropes slammed into loose earth, ploughing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives.

In the undergrowth, a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway. The house itself looked empty. The doors and windows were locked. The front verandah bare. Unfurnished.

But the sky blue Plymouth with chrome tail fins was still parked outside, and inside, Baby Kochamma was still alive. She was Rahel’s baby grandaunt, her grandfather’s younger sister. Her name was really Navomi, Navomi Ipe, but everybody called her Baby. She became Baby Kochamma when she was old enough to be an aunt. Rahel hadn’t come to see her, though.

Neither niece nor baby grandaunt laboured under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. “Dizygotic’ doctors called them. Born from separate but simultaneously fertilized eggs. Estha Esthappen-was the older by 18 minutes. [Source: Arundhuti Ray’s The God of Small Things]

What happens to the river in May in Ayemenem? Ans: The river shrinks and black crows gorge on bright mangoes in still, dust-green trees.

What happens when the southwest monsoon breaks in early June? Ans: There are three months of wind and water with short spells of sharp, glittering sunshine.

What happens to the countryside when it rains in Ayemenem? Ans: The countryside turns the immodest green. Boundaries blur as tapioca fences take root and bloom.

Who is Baby Kochamma? Ans: Baby Kochamma is Rahel’s baby grandaunt, her grandfather’s younger sister.

Who did Rahel come to see in Ayemenem? Ans: Rahel came to see her brother, Estha.

You Asked, We Listened – Get All Types of Writing List 😍😍

Reading Comprehension Passages with Questions and Answers #4

The Roman Empire was a powerful civilization that ruled much of Europe, Western Asia, and North Africa from the 8th century BC to the 5th century BC. The Romans were known for their military prowess, impressive architecture, and advances in engineering and law. The capital of the Roman Empire was Rome, which was the centre of art, culture and learning.

When did the Roman Empire exist?

Answer: The Roman Empire existed from the 8th century BC to the 5th century AD.

What were the Romans known for?

Answer: The Romans were known for their military prowess, impressive architecture, and advances in engineering and law.

Reading Comprehension Passages with Questions and Answers #5

Education is an essential part of our life. It not only helps us acquire knowledge and skills but also helps in building our character and values. Education plays an important role in our personal and professional development and is an investment in our future.

Education has many benefits. It helps us understand the world around us and think critically and creatively. It also gives us the skills we need to succeed in the workforce and contribute to our communities Education can open up new opportunities and give us a sense of accomplishment and self-satisfaction.

Additionally, education helps promote equality and social mobility. It gives individuals the tools and knowledge they need to rise out of poverty and achieve their full potential. Education is also a key factor in reducing discrimination and promoting understanding and tolerance between different cultures and groups.

In short, education is an important part of our lives and has the power to transform individuals and communities.

What is the importance of education in our lives?

Education plays an important role in our personal and professional development and is an investment in our future. It helps us acquire knowledge and skills and shapes our character and values.

Write some benefits of education.

The benefits of education include helping us understand the world around us, think critically and creatively, succeed in the workforce, and contribute to our communities. It can provide us with new opportunities, a sense of accomplishment and self-satisfaction.

How does education promote equality and social mobility?

Education promotes equality and social mobility by giving individuals the tools and knowledge they need to rise out of poverty and achieve their full potential.

How can education change individuals and communities?

Education provides individuals and communities with the skills and knowledge they need to succeed and contribute, and promotes understanding and tolerance between different cultures and groups.

Reading Comprehension Passages with Questions and Answers #6

About a hundred years ago, whenever an operation was performed, the patient would cry out in agony because he felt the surgeon cut his flesh. But now serious operations are performed without pain, and thousands of lives are saved. James Simpson was the first to discover and use the pain-killing power of chloroform . James was born into a poor family. So in his childhood, he not only helped his father on holidays but also helped the village doctor.

But he was horrified by the dire suffering of the people who came to the hospital for treatment. He now made it his life’s mission to find new inventions that would prevent so much pain. Simpson did many experiments and finally discovered chloroform. Now the patient is not afraid of the operation.

(a) Who discovered the pain-killing power of chloroform?

James Simpson.

(b) What was James Simpson’s childhood like?

He was born into a poor family and helped his father and the village doctor.

(c) What motivated James Simpson to find new inventions to prevent the pain?

He was horrified by the suffering of people who came to the hospital for treatment.

(d) What did James Simpson finally discover?

Chloroform.

(e) How did the discovery of chloroform impact surgery?

Serious operations could be performed without pain, saving thousands of lives.

Also, Read Short Unseen Passages with Questions and Answers

Reading Comprehension Passages with Questions and Answers #7

When I walked into the doctor’s office, I was feeling a little nervous. I had never been to the doctor on my own before, and I wasn’t sure what to expect. The receptionist greeted me with a warm smile and asked me to sit down. I waited a few minutes before calling the exam room.

The doctor was very friendly and asked me lots of questions about my health and any symptoms I was experiencing. He examined me and did some tests and then gave me some advice on how to take care of myself. He prescribed some medicine for me to take and told me to come back in a week to check my progress.

I left the doctor’s office feeling relieved and grateful for the care I received. It was a good reminder that it is important to take care of our health and seek medical care when we need it.

Why was the speaker feeling nervous when walking into the doctor’s office? Answer: The speaker was feeling nervous because they had never been to the doctor on their own before and didn’t know what to expect.

How did the receptionist greet the speaker? Answer: The receptionist greeted the speaker with a warm smile.

What did the doctor do during the visit? Answer: The doctor asked the speaker about their health and symptoms, examined them, did some tests, and gave them advice on how to take care of themselves.

What did the doctor prescribe for the speaker? Answer: The doctor prescribed some medicine for the speaker to take.

What was the speaker’s overall feeling after the visit to the doctor? Answer: The speaker left the doctor’s office feeling relieved and grateful for the care they received.

Reading Comprehension Passages with Questions and Answers #8

In an attempt to eliminate the anti-export bias. Among existing policies, the government has made steady progress since 1991 in eliminating quantitative restrictions, licensing and discretionary controls on imports. Imports of capital goods, raw materials and components are exempted from licences. Tariffs on such imports have been significantly reduced. Tariff categories have been reclassified.

To incentivize domestic producers of capital goods and improve the power situation, the supply of capital goods to the power sector has been made eligible for a refund of terminal excise duty.

To encourage the elimination of child labour, exports of hard-woven carpets and floor coverings were again subject to the production of registration-cum-membership certificates from the Carpet Export Promotion Council.

(a) What is the government attempting to eliminate?

The anti-export bias

(b) What progress has the government made since 1991 in relation to import policies?

The government has made steady progress in eliminating quantitative restrictions, licensing, and discretionary controls on imports.

(c) What imports are exempted from licenses?

Imports of capital goods, raw materials, and components are exempted from licenses.

(d) What has been done to incentivize domestic producers of capital goods and improve the power situation?

The supply of capital goods to the power sector has been made eligible for a refund of terminal excise duty. What export product requires the production of registration-cum-membership certificates from the Carpet Export Promotion Council?

Reading Comprehension Passages with Questions and Answers #9

Florence Nightingale was born on May 12, 1820, in Florence, Italy. Her interest in nursing was evident from childhood. She would then spend time taking care of her injured dolls and animals as she gradually grew into a beautiful young woman and married a wonderful young man to enjoy life.

But she remained unmarried and devoted her life to serving the poor and sick. When the Crimean War broke out between England and Russia. She went to the field with several nurses. There they ministered to sick and wounded soldiers. Florence Nightingale worked there without rest and many a time with a candle in her hand she ministered all night to the poor sick soldiers. Hence, she was known everywhere as “The Lady with the Lamp”.

When was Florence Nightingale born and where?

Florence Nightingale was born on May 12, 1820, in Florence, Italy.

What was Florence Nightingale’s interest from childhood?

Florence Nightingale’s interest in nursing was evident from childhood.

Who did Florence Nightingale marry?

Florence Nightingale remained unmarried and devoted her life to serving the poor and sick.

Where did Florence Nightingale go during the Crimean War?

During the Crimean War, Florence Nightingale went to the field with several nurses to minister to sick and wounded soldiers.

Why was Florence Nightingale known as “The Lady with the Lamp”?

Florence Nightingale was known as “The Lady with the Lamp” because she ministered to the poor sick soldiers with a candle in her hand all night.

Reading Comprehension Passages with Questions and Answers #10

After dinner, my friends in the neighbouring rooms in the hostel dropped in as usual for light talk. They were my colleagues. One was Rangappa who taught the boys philosophy, and the other was Gopal of the mathematics section. Gopal was sharp as a knife edge where mathematical matters were concerned, but poor fellow, he was very dumb and stupid in other matters. As a matter of fact, he paid little attention to anything else. We liked him because he was a genius, and in a vague manner, we understood that he was doing brilliant things in mathematics. Some day he hoped to contribute a paper on his subject which was going to revolutionize human thought and conceptions.

But God knew what it was all about. All that I cared for in him was that he was an agreeable friend, who never contradicted and who patiently listened for hours, though without showing any sign of understanding.

The talk was about English spelling and the conference we had with Brown tonight. I was incensed as usual, much to the amazement of Rangappa. “But my dear fellow, what do you think they pay you for unless it is for dotting the i’s and crossing the t’s?” Gopal, who had been listening without putting in a word of his own, suddenly became active.

“I don’t follow you,” he said. “I said the English department existed solely for dotting the i’s and crossing the t’s.” “Oh!” he said, opening wide his eyes. “I never thought so. Why should you do it?” His precise literal brain refused to move where it had no concrete facts or figures to grip. Symbols, if they entered his brain at all, entered only as mathematical symbols.

Rangappa answered: “Look here, Gopal. You have come across the expression ‘Raining cats and dogs’?” “Yes.” “Have you actually seen cats and dogs falling down from the sky?” “No, no. Why?”

Rangappa would have worried him a little longer, but the college clock struck ten and I said: “Friends, I must bid you good night.” “Good night,” Gopal repeated mechanically and rose to go. [Source: R.K. Narayan’s The English Teacher]

Reading Comprehension Passages with Questions and Answers #11

Read the following passage and answer the questions which follow:

It works in me like madness to bid me say goodbye,

For the seas call, and the stars call, and oh! the call of the sky!

I know not where the white road runs, nor what the blue hills are,

But a man can have the sun for a friend, and for his guide a star;

What is the speaker’s reaction to bidding goodbye?

The speaker feels as if it’s madness to say goodbye because of the strong desire to answer the call of the seas, stars, and sky.

(b) Who is calling the poet to say goodbye?

The seas, the stars, the sky, the white road, and the blue hills call the poet.

What does the speaker mean by having “the sun for a friend” and “for his guide a star”?

The speaker means that although he doesn’t know where the white road runs or what the blue hills are, he can rely on the sun and stars to guide him on his journey.

Reading Comprehension Passages with Questions and Answers #12

Read the following stanzas and answer the questions which follow:

He gives his harness bells a shake To ask if there is some mistake The only other sound’s the sweep Of easy wind and downy flake.

The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.

What is the speaker’s reason for stopping in the woods?

Answer: The speaker does not state a specific reason for stopping in the woods.

What is the significance of the harness bells being shaken?

Answer: The shaking of the harness bells suggests that the horse is wondering why they have stopped in the middle of the woods.

What is the tone of the poem?

Answer: The tone of the poem is contemplative and introspective.

What is the meaning of the line “And miles to go before I sleep”?

Answer: This line suggests that the speaker has important commitments or promises that they need to fulfil before they can rest or sleep.

What is the theme of the poem?

Answer: The theme of the poem is the tension between the allure of nature and the responsibilities of life. The speaker is drawn to the beauty of the woods, but also feels a sense of duty to fulfil their promises and complete their journey.

Reading Comprehension Passages with Questions and Answers #13

Read the paragraphs and answer the questions which follow:

The Roman Empire was one of the greatest and most influential civilizations in world history. At its height, it spanned three continents and included more than 50 million people. The Romans were known for their military prowess, their sophisticated system of government, and their impressive architectural achievements, including the construction of roads, aqueducts, and public buildings.

The Roman Republic, which lasted from the 6th century BC to the 1st century BC, was a model of governance that influenced many later civilizations. It was a federal system of government that divided power between the Roman Senate and the People’s Assembly.

In the 1st century BC, the Roman Republic was replaced by the Roman Empire, which was ruled by a dictator called the Roman Emperor. The Roman Empire saw the construction of many impressive buildings and the expansion of the Roman military. However, it has also seen numerous internal conflicts, including the rise of various factions vying for power.

Despite these challenges, the Roman Empire was able to endure for more than five centuries, until it finally collapsed in the 5th century. Today, the legacy of the Roman Empire can be seen in the many cultural and architectural achievements it left behind.

How many continents did the Roman Empire span at its height?

The Roman Empire spanned three continents at its height.

What was the Roman Republic known for?

The Roman Republic was known for its sophisticated system of government and its federal system of government that divided power between the Roman Senate and the Assembly of the People.

What replaced the Roman Republic in the 1st century BC?

The Roman Empire replaced the Roman Republic in the 1st century BC.

Who ruled the Roman Empire?

The Roman Empire was ruled by an autocrat called the Roman Emperor.

When did the Roman Empire fall?

The Roman Empire fell in the 5th century AD.

Reading Comprehension Passages with Questions and Answers #14

Read the following text and answer the questions given below:

NASA, or the National Aeronautics and Space Administration, is a United States government agency responsible for the nation’s civilian space program and for conducting research in space science. President Dwight D. Eisenhower founded it in 1958 in reply to the Soviet Union launching the first artificial satellite, Sputnik.

Since its inception, NASA has been at the forefront of space exploration and has achieved many significant milestones, including the first human landing on the Moon in 1969 and the development of the International Space Station. In addition to conducting space exploration, NASA conducts research in a variety of fields, including Earth science, planetary science, and astrophysics.

What does NASA stand for?

Answer: NASA stands for National Aeronautics and Space Administration.

What is NASA responsible for?

NASA is responsible for the nation’s civilian space program and for conducting research in space science.

What are some notable milestones achieved by NASA?

Answer: Some of the notable milestones achieved by NASA include the first human landing on the Moon in 1969 and the development of the International Space Station.

Reading Comprehension Passages with Questions and Answers #15

Beyond the East the Sunrise; beyond the West the Sea;

And East and West the Wander-Thirst that will not let me be;

It works in me like madness to bid me say good-bye,

And there’s no end of voyaging when once the voice is heard,

For the rivers call, and the road calls, and oh! the call of the bird!

Yonder the long horizon lies, and there by night and day

The old ships draw to home again, the young ships sail away;

And come I may, but go I must, and if men ask you why,

You may put the blame on the stars and the sun, and the white road and the sky.

What is the “Wander-Thirst” mentioned in the poem?

The “Wander-Thirst” is a desire to travel and explore beyond the boundaries of East and West.

What does the speaker mean by “the call of the sky”?

The speaker feels a strong urge to travel and explore, which they describe as “the call of the sky”.

What is the role of the sun and star in the speaker’s travels?

The speaker sees the sun as a friend and the star as a guide in their voyages.

Why do the old ships draw to home again?

The old ships are drawing to home again because their journey is complete, and they are returning to their port of origin.

Why does the speaker say that they must go even if asked to stay?

The speaker is driven by their desire to explore and travel, and they feel compelled to follow “the call of the bird” and other natural forces that beckon them to move forward.

Find the words in the poem that mean the following:

(1) longing (2) over there (3) fix responsibility (4) line at which the earth or sea and sky seem to meet

(1) thirst, (2) yonder, (3) blame, (4) horizon.

Reading Comprehension Passages with Questions and Answers #16

Hamlet, the prince of Denmark, was once the happiest young man in the land, but big trouble came into his life. His father suddenly dies mysteriously so Hamlet becomes very sad and upset. Hamlet was told that the old king, who was wise and good, was bitten by a snake one afternoon while sleeping in the garden. Soon after her death Claudius, the dead king’s brother and Hamlet’s uncle married the queen and was now king. Hamlet did not like his mother remarrying so soon and the more he thought about the relationship, the sadder he became.

He didn’t love his evil uncle as much as he loved his father, and it bothered him that his mother had married such a guy because he loved his mother as a dutiful son should. Hamlet slowly begins to wonder whether Claudius killed his father so that he could become king himself and whether his mother knew all about it – and his last thought drives him almost mad.

Who is Hamlet in the story?

Hamlet is the prince of Denmark.

How did Hamlet’s father die?

Hamlet’s father died mysteriously, allegedly bitten by a snake while sleeping in the garden.

Who became the new king after Hamlet’s father died?

Claudius, the dead king’s brother and Hamlet’s uncle, became the new king after Hamlet’s father died.

Why did Hamlet become upset after his mother’s remarriage?

Hamlet didn’t like his mother remarrying so soon and the more he thought about the relationship, the sadder he became.

What did Hamlet begin to suspect about his uncle and mother?

Hamlet began to suspect whether Claudius killed his father so that he could become king himself and whether his mother knew all about it, which drove him almost mad.

Reading Comprehension Passages with Questions and Answers #17

Expanding like the petals of young flowers I watch the gentle opening of your minds.

And the sweet loosening of the spell that binds,

Your intellectual energies and powers,

That stretch like young birds in soft summer hours

Their wings, to try their strength, O, how the winds

Of circumstances and freshing April showers

Of early knowledge and unnumbered kinds

Of new perceptions shed their influence;

And how you worship truth’s omnipotence.

What joyance rains upon me, when I see

Fame in the mirror of futurity,

Weaving the chaplets you have yet to gain,

Ah then, I feel I have not lived in vain.

Read the poem above and answer the questions that follow: 1. Answer briefly :

Questions and Answers: Prepare questions and answers and comment

Reading Comprehension Passages with Questions and Answers #18

Who woods these are I think I know.

His house is in the village though.

He will not see me stopping here

To watch his woods fill up with snow

My little horse must think it queer

To stop without a farmhouse near

Between the woods and frozen lake

The darkest evening of the year.

He gives his harness bells a shake

To ask if there is some mistake.

The only other sound’s the sweep

Of easy wind and downy flake.

The woods are lovely, dark and deep,

But I have promises to keep,

And miles to go before I sleep,

And miles to go before I sleep.

• What time of the year does the poet describe?
• What does the poet want to see?
• Why does the horse shake its harness bell?

Answers (1) The poet describes the time from December to February. (2) The poet wants to see the woods fill up with snow. (3) The horse shakes his harness bell to ensure that his master had made a miscalculation in coming to the woods.

Reading Comprehension Passages with Questions and Answers #19

Read the stanza given below, and answer the questions that follow:

If you can dream and not make dreams your master

If you can think and not make thoughts your aim; you can meet with Triumph and Disaster

And treat those two impostors just the same;

If you can bear to hear the truth you’ve spoken

Twisted by knaves to make a trap for fools,

Or watch the things you gave your life to, broken,

And stoop and build’em up with worn-out tools.

What is the poem about?

The poem is about the qualities needed to maintain composure in the face of success and failure.

What are the qualities mentioned in the poem?

The qualities mentioned in the poem include the ability to not be controlled by one’s dreams or thoughts, treating triumph and disaster equally, being able to handle criticism, and perseverance.

What is meant by “triumph and disaster” in the poem?

Triumph and disaster refer to success and failure, respectively.

What does the phrase “stoop and build’em up with worn-out tools” mean?

It means to use one’s existing resources and abilities to rebuild something, even if they are old or not ideal.

What is the author trying to convey through the poem?

The author is trying to convey that one must maintain composure and remain grounded in the face of success and failure, and that perseverance and resourcefulness are key to overcoming obstacles.

Reading Comprehension Passages with Questions and Answers #20

I met a traveller from an antique land Who said:—Two vast and trunkless legs of stone Stand in the desert. Near them on the sand, Half sunk, a shatter’d visage lies, whose frown And wrinkled lip and sneer of cold command Tell that its sculptor well those passions read Which yet survive, stamp’d on these lifeless things, The hand that mock’d them and the heart that fed. And on the pedestal these words appear: “My name is Ozymandias, king of kings: Look on my works, ye mighty, and despair!” Nothing beside remains: round the decay Of that colossal wreck, boundless and bare, The lone and level sands stretch far away.

What does the traveller from an antique land describe in the first stanza?

Answer: The traveller describes “two vast and trunkless legs of stone” standing in the desert, near which lies a shattered visage half-sunk in the sand.

What do the features of the shattered visage suggest about the sculpture’s subject?

Answer: The frown, wrinkled lip, and sneer of cold command suggest that the subject of the sculpture was a powerful, proud ruler.

What do the words on the pedestal of the sculpture say?

Answer: The words on the pedestal read, “My name is Ozymandias, king of kings: Look on my works, ye mighty, and despair!”

What is the speaker’s tone towards the subject of the poem?

Answer: The speaker’s tone is one of irony and scepticism, as the once-mighty ruler’s grandiose claims have been reduced to a mere relic in the desert.

What is the significance of the final image of “the lone and level sands stretch[ing] far away”?

Answer: The final image underscores the fleeting nature of power and the inevitability of decay and oblivion, as even the grandest monuments eventually crumble and fade into the endless expanse of time.

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