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- – THEA PRACTICE EXAM 3 –
9. a. Part 2 in the only interrogatory sentence in the
48. c. The difference between 105 and 99 is 6 degrees.
passage. Since it asks a question, it needs a ques-
Application of the ice pack plus a “resting”
tion mark as punctuation.
period of 5 minutes before reapplication means
10. b. The main idea of this paragraph is that, while
that the temperature is lowered by half a degree
genius has a recognizable pattern, the patterns
every six minutes, or 1 degree every 12 min-
are extraordinary. Choice b directly states that
utes; 6 degrees times 12 minutes per degree
the patterns have the eerie quality of the fated.
equals 72 minutes, or 1 hour and 12 minutes.
11. c. The possessive Mozart’s is required before the
gerund composing.
Section 3: Writing (Part A—
12. a. Part 4 contains an error in pronoun/antecedent
Multiple-Choice)
1. c. Middle Ages is a proper noun and should be agreement; the pronoun they must be changed
to it in order to agree in number and person
capitalized.
2. c. The objective pronoun her is misused in Part 1 with its antecedent, regularity.
13. d. Part 6 is a statement about the effect of the play
as a subject pronoun; it needs to be replaced
with the pronoun she. in theater history in general; however, this state-
3. a. Quotation marks need to be inserted before the ment is placed in the midst of a description of
quotation is resumed after the interrupting the reception of the opening of the play. The
phrase, the brochure informed her. paragraph ends with a statement about the
4. b. Part 1 states that guidelines were established, play’s effect on theater history, so Part 6 should
and Part 4 states specifically what one of the either be moved to the end of the paragraph or
guidelines was, so Part 4 should follow Part 1. removed. Since there is no choice to move Part
Also the information in Part 2 follows from the 6 to the end of the paragraph, choice d is the
information in Part 4: Part 4 names roadblocks correct answer.
14. c. The names of works that can be published on
as a type of guideline; Part 2 contains specific
information about roadblocks. So Part 2 should their own should be italicized, even if only part
be moved to come after Part 4. of the title (in this case Godot) is used to desig-
5. d. In Part 8, the pronouns he or she need to be nate the work; therefore choice b is incorrect.
changed to they to agree in number and person Choice a is incorrect because Mr. Godot names
with the antecedent officers. a character, not the play. Choice d is incorrect
6. a. The context requires a word meaning to add because the titles of newspapers must be itali-
something to complete a thing; choice a, sup- cized.
15. a. The comma in Part 5 separates the subject,
plement, is the only word or phrase with that
meaning. critics and playgoers, from its verb, greeted.
7. c. To correctly divide is a split infinitive. The infini- 16. b. Inserting a comma in Part 2, after the word
tive is to divide. Choices a, b, and d do not make opening, separates the introductory clause from
this kind of error. the rest of the sentence. The sentences in choices
8. a. The context requires a verb that means to extend a, c, and d are correct as they are written.
17. d. The two independent clauses in Part 2 need a
beyond, not to come before. The words in the
other choices do not have this meaning. conjunction in order for the sentence to be
grammatically correct. Choices a, b, and c are
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- – THEA PRACTICE EXAM 3 –
29. c. The pronoun his should be replaced with their
incorrect because those sentences are correctly
written. in order to agree with federal employers. There
18. c. Part 8 should come before Part 7. Part 7 com- are no errors in pronoun agreement in choices
ments on this final trait, but Part 8 details a, b, or d.
30. c. The paragraphs are related in that they both
another trait. Logically, all the characteristics
should be mentioned before commenting on talk about the physical effects or extreme heat on
the final one. people and the treatment of these conditions.
19. a. The context requires a noun that defines aware- Each paragraph’s main subject is a different con-
ness of the moral or ethical side of one’s con- dition suffered because of extreme heat. The
duct; the word conscience has this meaning. The second paragraph begins by mentioning that
words in the other choices do not have this heat stroke, the subject of the paragraph, is
meaning. much more serious than the condition men-
20. b. The sentence is written in present tense, so the tioned above, heat exhaustion. Choice c best
present tense of believe is required. aids the transition by ending the first paragraph
21. d. In Part 6, the modifier finally is misplaced. It with an explanation of the most serious effects
would be better placed at the beginning of the of heat exhaustion, thereby paving the way for
sentence. the contrasting description of the far more seri-
22. c. The word the is necessary before the singular ous condition, heat stroke.
wheelchair tie-down system. 31. d. The main idea of this paragraph is a description
23. a. A semicolon should separate two complete sen- of the symptoms and treatment of heat stroke.
tences (independent clauses); the second half The information in Part 7 about the most com-
of Part 6 is not a complete sentence but a restate- mon victims of heat stroke is least relevant to the
ment of a portion of the first half. This makes a topic of the paragraph.
colon appropriate. 32. b. Part 1 is a sentence fragment; it contains no
24. c. The pronoun is one of the subjects of the sen- main verb.
tence, and so it should be changed from the 33. a. Choice a is written in the tone and style reflected
object form him to the subject form he. in the passage. Choices b, c, and d are awkward
25. a. The tone of this paragraph is formal and spe- versions of the same details.
cific; it also uses professional jargon—for 34. d. The verb needs to be singular to agree with
instance, in referring to the parts of a house Theodore Roosevelt. Choices a, b, and c are incor-
with which firefighters should be familiar. rect because they introduce a shift in tense.
Choice c is correct because the phrase just fine is 35. d. Commas are used to separate city from country.
too colloquial and informal for the tone of the Choices a, b, and c would make the sentences
passage. grammatically incorrect.
26. d. The semicolon after fires in Part 3 creates a sen- 36. b. Titles of books are always underlined or itali-
tence fragment, because the phrase before the cized. Short stories (choice a) are punctuated
semicolon is not an independent clause. with quotation marks. Author’s names (choice
27. a. The comma is needed after process to set off the c) are not italicized. Copyrights do not need
interruptive phrase known as overhaul. italics (choice d).
28. d. Since the sentence states that the system is 37. c. This choice adds the subject he in the second
designed to give, then it needs to ensure as well. sentence, eliminating the dangling modifier
Choices a, b, and c are correct as written.
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- – THEA PRACTICE EXAM 3 –
walking down the street. Otherwise, the sentence an attempt at development of supporting details,
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reads as if the leaves are walking down the street. which is only partly realized
38. b. This paragraph’s purpose is descriptive; it word choice and language usage that are ade-
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describes the classroom and the corridor outside quate; but with minor errors in sentence struc-
it. Choice b is correct because the information ture, usage, and word choice
in the sentence adds to the description of the mechanical mistakes such as errors in spelling
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corridor. and punctuation
39. d. Part 6 is a dependent clause with no independ-
ent clause to attach itself to; therefore, it is a A “2” essay is an incompletely formed writing
sentence fragment. sample that lacks clear focus. It has the following addi-
40. d. The word wreaked should be replaced in this tional characteristics:
context by its homonym, reeked.
main topic announced but focus on it is not
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maintained
Section 3: Writing (Part B—
unclear purpose
Writing Sample) ■
Following are the criteria for scoring THEA essays. use of some supporting detail but development
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and organization unclear
A “4” essay is a well-formed writing sample that sentences and paragraphs poorly structured
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addresses the assigned topic and conveys a unified mes- distracting errors in sentence structure
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sage to its audience. Additionally, it has the following imprecise word usage
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characteristics: distracting mechanical mistakes such as errors in
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spelling and punctuation
a clear purpose and focus
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controlled development of a main idea A “1” essay is an incompletely formed writing
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clear, concrete, and effective details supporting sample that fails to convey a unified message. It has the
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the main idea following additional characteristics:
effective, error-free sentence structure
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precise and careful word choice attempt at addressing the topic, which fails
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mastery of mechanics such as punctuation and no clear main idea
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spelling language and style that are inappropriate to the
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audience and purpose
A “3” essay is an adequate writing sample that attempt to present supporting detail which is
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addresses the assigned topic and clearly attempts muddled and unclear
to convey a message to its audience. Generally, it attempt at organization but failure to present a
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has the following additional characteristics: clear sequence of ideas
ineffective sentences, very few of which are free of
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a clear focus and purpose error
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organization of ideas that may be vague, incom- imprecise word usage
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plete, or only partially effective many distracting mechanical mistakes, such as
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errors in spelling and punctuation
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- – THEA PRACTICE EXAM 3 –
A “U” essay is a writing sample that fails because intricate task). The telescope had a clock at its base
of one or more of the following: that kept it fixed on the moon or stars rather than
turning as the earth turns. When my father
switched off the clock, I remember watching
failure to address the assigned topic
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through the eyepiece, fascinated at how quickly the
illegibility
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stars drifted out of my field of vision—it took only
written primarily in a language other than
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seconds—and even more fascinated to realize that
English
what I was seeing was us floating so swiftly through
length insufficient to score
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space. He told me the magical names of the geo-
logical formations on the moon, such as the crater
A “B” essay is a writing sample left completely
called “The Sea of Tranquillity.” When I looked
blank (that is, the test-taker did not respond at all).
through the lens, the pock-marked silvery disc of
Following are examples of scored writing sam-
the moon seemed as close as the hills behind our
ples. (Note: There are some deliberate errors in all the
suburban house.
essays.)
After that, I became interested in the statistics
such as the rate of the rotation of the earth, the geo-
Sample “4” essay
physical facts behind the making of the craters that
The best way for teachers to boost their students’ sci-
form the moon’s laughing face, in a way I never
ence test scores is to stop worrying quite so much
would have if the facts had been the starting point of
about the scores and start being concerned about
a lecture.
making the students excited by science.
This approach should be begun, not in high
Before ever asking students to memorize facts,
school or college, but in grade school or even in
the teacher should demonstrate a scientific process
kindergarten. The facts are important, of course—
or, better, teach the students how to experiment for
without them, we can have no real understanding.
themselves, allowing them to apprehend the process
But curiosity is as vital to learning as the ability to
with their senses before trying to fix it in their intel-
memorize—perhaps more so. Because curiosity will
lect. For example, the teacher might pass around an
keep students learning long after they have passed
ant farm in the class room and let the students
their final test in school.
observe the little critters skittering behind the glass,
going about their complex, individual tasks, before
asking the student to read that ants have a rigid Sample “3” essay
social structure, just as people do. If possible, it Science is important for many reasons, but espe-
would be even better to take them on a field trip to cially because today’s world is based on technology.
observe a real ant-hill or to see how other kinds of If other countries get ahead of us in science the con-
real animals behave, say on a farm or in a zoo. The sequences may be dire. So it is extremely important
teacher might allow the students to create a chemi- for our students to excell.
cal reaction in a beaker asking them to memorize the The first and best way to teach science is to
formula. make the student see the practical application of it.
When I was small, I had first-hand experience For example, if the teacher is teaching botony, she
with this kind of teaching. My father built a tele- might explain the medical uses of plants. Or if
scope (a painstaking project that should only be teaching physics, she might show a diagram of a
taken on out of love because it is a very difficult, rocket ship. Field trips are a good idea, as well,
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- – THEA PRACTICE EXAM 3 –
perhaps to a factory that makes dolls. The point is are at it’s mercy, and it is something we rely on to get
to make it practical and interesting to boys and us through our lives. Without science we would have
girls alike. no technilogical advances. If other countries are
When I was in high school I had a teacher ahead of us it is our own fault for not putting science
named Mr. Wiley who let us mix things in jars and as a priority.
watch the results. Sometimes they were unexpected!
Such as a kind of mushroom we planted that was Sample “1” essay
poisonous and reminded us of the horror movies we Science is importnant and we should teach it to our
all loved in those days. Mr. Wiley made it interesting students in the right way. A scientist coming in to
in a personal way, so that it wasn’t just dry facts. And talk would be one way. Also experimints that the stu-
he told us the practical uses, such as this particular dents can do. The reason it is important, is other
kind of mushroom is used in the making of certain countrys are ahead of us and we may have a war.
insect poison. Then if there tecnoligy is better they will take us
In this day and age it is important for all of us over. So it is dangerous not to have students that
to know something about science because it affects know alot about science.
all aspects of our lives, but for young people it is vital. If we teach our children to relay too much on
Their livelihoods—and even their lives—may science and technoligy what will happen if it fails. If
depend on that knowledge. the computers fail we are in serious trouble. Which
shows that science cant solve everything! There is
still no cure for cancer and our products cause polu-
Sample “2” essay
Science is a necesary skill because it can effect each tion. So science is important and our students
one of us, such as a cure for disease. It is responsable should learn but it isnt everything and they should
for TV, cars, and other items we take for granted. So learn that they should study other things to.
we all depend on it and need to learn it. If we teach science in the right way our coun-
The best way to teach science is to have a good try will be better off as well as our children when
textbook and also good equiptment in the class- they are caught up.
room. If the equiptment is poor there is no way they
are going to learn it, which is why the poorer schools
S coring
are behind the richer ones and also behind other
countries. Its the most important factor in the class-
room today. Evaluate how you did on this practice exam by scoring
Another way to teach science is through field the three sections of the THEA—Reading, Mathemat-
trips and vidio-tapes. There are many tapes in the ics, and Writing—separately. For the Reading section,
library and every school should have a good vidio the Mathematics section, and the multiple-choice sub-
system. Also a good library is importent. And there section of the Writing section, use the same scoring
are many places to take the class that they would find method. First, find the number of questions you got
intresting. right in each section. Questions you skipped or got
When I was in school I thought science was wrong don’t count; just add up the number of correct
boring. I wish I had learned more about it because answers. Divide your number of correct answers by
I think it would make me understand the world of the number of questions in that section to find your
technology. If we don’t understand technology we percentage.
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- – THEA PRACTICE EXAM 3 –
In addition, as mentioned in previous chapters, If your score is in the 60% to 70% range, you
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you must receive a passing score on the writing sample need to work as hard as you can to improve your
subsection of the Writing section of the THEA. Your skills. Reread and pay close attention to all the
writing sample will be graded by two readers and their information in Chapters 2, 4, 5, and 6 of this
combined score used to evaluate how you did. Your book to improve your score.
score will be a combination of the two readers’ judg- If your score is between 70% and 80%, you could
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ments, somewhere between a possible high of 8 and a still benefit from additional work by going back to
low of 2. To see how you did on your essay for this third Chapters 4, 5, and 6 and by brushing up on your
and final practice exam, be sure to give it and the scor- reading comprehension and general math skills
ing criteria to a teacher and ask him or her to score your before the exam.
essay for you. If you scored above 80%, that’s great! This kind of
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You have probably seen improvement between score should make you a success in the academic
your first practice exam score and this one; but if you program of your choice. Don’t lose your edge,
didn’t improve as much as you would like, following are though; keep studying right up to the day before
some options for you to consider: the exam.
If you scored below 60%, you should seriously The key to success in almost any pursuit is to
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consider whether you are ready for the THEA at prepare for all you are worth. By taking the practice
this time. A good idea would be to take some exams in this book, you have made yourself better pre-
brush-up courses, either at a community college pared than other people who may be taking the exam
nearby or through correspondence, in the areas with you. You have diagnosed where your strengths
you feel less sure of. If you don’t have time for a and weaknesses lie and learned how to deal with the
course, you might try private tutoring. various kinds of questions that will appear on the test.
Go into the exam with confidence, knowing that you
are ready and equipped to do your best.
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