pg.

1
1. Read the passage below carefully and identify the parts of speech for each underlined word. Some words
may belong to more than one category depending on how they are used.
Passage: Despite the quick movements of the players, the crowd cheered loudly as the ball slipped over the
fence. The coach, who was usually very calm, looked nervously at the scoreboard. However, his team kept
their composure and managed to score again in the final minutes.
Questions:
1. Quick – __________ (Adjective/Adverb)
2. Crowd – __________ (Noun/Verb)
3. Loudly – __________ (Adjective/Adverb)
4. Slipped – __________ (Noun/Verb)
5. Fence – __________ (Noun/Adjective)
6. Coach – __________ (Noun/Verb)
7. Nervously – __________ (Adverb/Adjective)
8. However – __________ (Conjunction/Adverb)
9. Final – __________ (Adjective/Noun)

2. Some words can be used as more than one part of speech. For each word below, write one sentence for
each part of speech it can represent.
Examples:
Word: “run”
• Verb: I run every morning for exercise.
• Noun: The run was exhausting, but worth it.
Words:
1. Light
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2. Present
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3. Object
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 2
 4. Back
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
5. Change
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

3. Read the following sentences and identify the parts of speech for each underlined word. Some of the
sentences contain more than one part of speech in a word.
1. The carefully chosen words reflected the heartfelt emotion of the speaker.
2. Although the students were tired, they continued their work with enthusiasm.
3. The running water from the stream created a peaceful atmosphere in the forest.
4. His decision to finally speak out surprised everyone at the meeting.
5. The heavy rain prevented the children from playing outside.
Questions:
• What part of speech is “carefully” in sentence 1? …………………………………….
• What part of speech is “heartfelt” in sentence 1? …………………………………….
• What part of speech is “Although” in sentence 2? …………………………………….
• What part of speech is “running” in sentence 3? …………………………………….
• What part of speech is “finally” in sentence 4? …………………………………….

4. Fill in the blanks with the correct form of the word in parentheses. Be sure to choose the correct part of
speech.
1. She has an extremely __________ (ambitious) goal of becoming a successful entrepreneur.
2. The __________ (happy) of the group was evident as they celebrated the victory.
3. I believe it’s important to __________ (communicate) effectively in all situations.
4. The __________ (conclude) of the meeting was delayed due to unforeseen circumstances.
5. We could hear the __________ (disturb) sound of the engine during the presentation.

5. Transform the sentences by changing the parts of speech of the underlined words. Try to keep the meaning
intact, but change the word form (e.g., change an adjective to a noun, a verb to an adverb, etc.).

1. The careful student completed all of his homework on time.

→ The student worked with __________.

pg. 3
 2. She laughed in a very __________ way.
→ She showed her __________ by laughing.
3. His __________ performance amazed everyone at the competition.
→ He performed with great __________.
4. The __________ of the movie left a lasting impression on me.
→ I __________ the movie for weeks after watching it.
5. The ________ of his speech was very engaging.
→ The speech was delivered __________.

6. Choose the correct part of speech for each underlined word. Some words may function as different parts of
speech in different contexts.
1. She was extremely careful when driving the new car.
a) Adverb
b) Adjective
c) Noun
2. I have worked hard all day to finish this assignment.
a) Verb
b) Noun
c) Adjective
3. The fight between the two teams was intense.
a) Verb
b) Noun
c) Adjective
4. It is very important that you study for the test.
a) Noun
b) Adjective
c) Verb
5. The man was standing in the doorway, waiting.
a) Pronoun
b) Verb
c) Noun

7. Read the following sentences and identify their types. Is it a simple sentence, compound sentence,
complex sentence, or compound-complex sentence?
1. I love reading books, but I don't have much time for it. …………………………………….

2. Although it was raining, we decided to go for a walk, and we had a great time. …………………………………….

3. The dog barked loudly. …………………………………….

4. She went to the store because she needed some milk. …………………………………….

5. I wanted to go to the beach, but my friends were too tired to come. …………………………………….

pg. 4
8. Rewrite the following sentences in the specified structure. You may need to change words and add
punctuation to make the transformation.
1. Simple to Compound:
The sun set behind the mountains. The sky turned a deep red.
Rewrite: …………………………………….…………………………………….…………………………………….

2. Compound to Complex:
I studied hard, but I didn't pass the test.
Rewrite: …………………………………….…………………………………….…………………………………….

3. Complex to Simple:
Since it was raining heavily, I decided to stay inside.
Rewrite: …………………………………….…………………………………….…………………………………….

4. Compound to Compound-Complex:
He finished his homework, and then he went to bed.
Rewrite: …………………………………….…………………………………….…………………………………….………………………………

5. Simple to Complex:
She smiled at everyone.
Rewrite: …………………………………….…………………………………….…………………………………….………………………………

9. Identify the independent clause and the dependent clause in the following complex sentences. Underline
the independent clause and circle the dependent clause.
1. Although it was raining, we decided to go hiking.
2. I will go to the party if I finish my homework on time.
3. Since she was tired, she decided to take a nap.
4. The students worked hard because they wanted to win the competition.
5. When the bell rings, we can go to lunch.

10. Create a sentence for each subordinating conjunction listed below. Ensure that each sentence is complex
and the dependent clause is clearly identifiable.
Although
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
Because
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 5
 If
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
While
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
After
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

11. Read the following sentences and analyze their structure. Write whether they are simple, compound,
complex, or compound-complex. Then, underline the independent clauses and circle the dependent clauses.
1. I went to the store, but I forgot to buy the eggs.
…………………………………….…………………………………….…………………………………….…………………………………

2. Although I was exhausted, I still managed to complete the project, and I got an A.
…………………………………….…………………………………….…………………………………….…………………………………

3. The teacher explained the lesson clearly because she wanted us to understand.
…………………………………….…………………………………….…………………………………….…………………………………

4. He walked to the park while his sister stayed at home.

…………………………………….…………………………………….…………………………………….…………………………………

5. After finishing his homework, he went to the gym, and then he had dinner.
…………………………………….…………………………………….…………………………………….…………………………………

12. Write compound-complex sentences for the following scenarios. Be sure to include at least two
independent clauses and one dependent clause.

1. You’re going to a concert with your friends, but your parents insist that you finish your homework first.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2. You wanted to go out for dinner, but your sister couldn’t decide where to eat, so you both settled for
pizza.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3.You were late for the meeting because the bus broke down, and you still had to prepare for your
presentation
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 6
13. Add the correct punctuation (commas, semicolons, colons, etc.) to the following sentences.
1. She wanted to go to the concert but she couldn’t afford the ticket.

…………………………………….…………………………………….…………………………………….…………………………………
2. We are going to the park tomorrow if it doesn’t rain.

…………………………………….…………………………………….…………………………………….…………………………………

3. He likes reading books on history; she enjoys reading novels.

…………………………………….…………………………………….…………………………………….…………………………………

4. I have always been interested in cooking; however, I don’t have much time to practice.
…………………………………….…………………………………….…………………………………….…………………………………

5. The house was dark, the windows were shut, and the door was locked.
…………………………………….…………………………………….…………………………………….…………………………………

14. Combine the following sentences using the appropriate coordinating conjunctions
1. I have a test tomorrow. I don’t feel prepared.
…………………………………….…………………………………….…………………………………….…………………………………

2.She loves reading. She hates writing.

…………………………………….…………………………………….…………………………………….…………………………………

3.I wanted to go swimming. It was too cold.

…………………………………….…………………………………….…………………………………….…………………………………

4.We can take the bus. We can walk to the mall.

…………………………………….…………………………………….…………………………………….…………………………………

5.He didn’t study for the test. He passed it anyway.

…………………………………….…………………………………….…………………………………….…………………………………

15. For each sentence below, rewrite it using a more complex sentence structure. Add dependent clauses,
conjunctions, or any additional components to make the sentence more advanced.

1.The students wrote essays. They submitted them to the teacher.

…………………………………….…………………………………….…………………………………….……………………………

2. The rain stopped. The sun came out.

…………………………………….…………………………………….…………………………………….………………………

pg. 7
 3. She played the piano. She sang a song.

…………………………………….…………………………………….…………………………………….………………………
4. I finished my homework. I went to bed early.

…………………………………….…………………………………….…………………………………….………………………
5. I bought a new book. It is about ancient civilizations.

…………………………………….…………………………………….…………………………………….………………………

Word Families
A word family consists of words that share the same root and have related meanings but appear in different
forms (noun, verb, adjective, adverb). Examples:
• Play → Player (noun), Playful (adjective), Playing (verb)
• Help → Helpful (adjective), Helpless (adjective), Helped (verb)
• Beauty → Beautiful (adjective), Beautify (verb), Beautifully (adverb)

Part 1: Fill in the blanks with the correct word from the same word family:
1. Decide (verb) → The final __________ (noun) was difficult to make.
2. Happy (adjective) → She smiled __________ (adverb).
3. Create (verb) → His __________ (noun) is unique.
4. Beauty (noun) → She is a __________ (adjective) dancer.
5. Act (verb) → He is a great __________ (noun).
6. Write (verb) → He is a famous __________ (noun) who writes novels.
7. Play (verb) → The children are __________ (verb) in the park.
8. Create (verb) → She showed us a __________ (noun) of her latest project.
9. Happy (adjective) → The dog was __________ (adverb) wagging its tail.
10. Beauty (noun) → The __________ (adjective) of the landscape took our breath away.

Part 2: Identify and create new word forms.

1. Form an adjective from the word care (noun).
2. Form a noun from the word quick (adjective).
3. Form a verb from the word success (noun).

pg. 8
Subject-Verb Concord (Agreement)
The verb in a sentence must match the subject in number (singular or plural).
Rules:
• Singular subjects take singular verbs (He plays football).
• Plural subjects take plural verbs (They play football).
• "I" and "You" always take plural verbs (I am, You are).

Choose the correct verb:

1. My brother (like/likes) to read books.
2. The teacher (teach/teaches) us every day.
3. The dogs (bark/barks) loudly at night.
4. Neither of the boys (is/are) coming to the party.
5. Each student (has/have) a textbook.
6. The cat (run/runs) across the yard.

7. Neither my brother nor my friends (was/were) at the party.

8. The teachers (is/are) meeting in the conference room.
9. Everyone (has/have) received their invitation.
10. The group of students (was/were) late for the bus.
11. The team (play/plays) really well this season.
12. The children (was/were) excited to see the parade.
13. Neither the dog nor the cat (have/has) been fed.
14. She (is/are) reading a book right now.
15. The books on the table (is/are) mine.

Part 3: Answer the following questions:

1. Why does “Neither of the students was absent” use a singular verb? Could the sentence be rewritten to
make the subject plural? Explain.
…………………………………………………………………………………………….
2. How would the verb change if the sentence was “Neither the teacher nor the students were happy with
the results”?
…………………………………………………………………………………………….
3. Correct this sentence: "The teacher, along with the students, are excited for the field trip." Could the
sentence be rewritten to make the subject plural?

……………………………………………………………………………………………..

pg. 9
 4. How would you change the verb form if the sentence read "All the students" instead of "Each student"?
………………………………………………………………………………………………

Types of Clauses
A sentence has one or more main clauses. A main clause has a finite verb. A sentence can consist of a number
of main clauses and sub-clauses.
• Main Clause – Can stand alone as a sentence.
Example: "She went home."
• Subordinate Clause – Cannot stand alone and depends on the main clause.
Example: "She went home because she was tired."

A. For each of the following sentences, identify the underlined word group by writing above it I for
independent clause or NI for not an independent clause:
1. Since I met you, I've become more interested in baseball.
2. I never watched baseball games on television before meeting you.
3. We then watched games for several weekends in a row.
4. Now I understand the game much better.
5. When the game makes sense, it is suspenseful and enjoyable.
6. Since I have never played baseball, you can teach me!

B. Identify the clauses in each of the following sentences by writing above it SUB for subordinate
clause or IND for independent clause:
1. Although acupuncture is an ancient medical technique, it is still in use today.
2. The treatment is based on the idea that it helps bring into balance the yin and the yang.
3. Many areas of the world, including China, use this technique.
4. If you have a fear of needles, do not try acupuncture.
5. Acupuncture involves the insertion of tiny needles, which are made of metal, into the skin.
6. Since this technique uses no medication, some people may prefer it to prescription medicines.
7. For example, someone suffering mental depression might choose acupuncture over medication.
8. Other disorders that acupuncture treats are swollen joints, nosebleeds, and heart pains.
9. In China, patients who have surgery may choose acupuncture as anesthesia.
10. Until I'm braver, I won't try acupuncture.
11. He went to the store because he needed milk.
12. The cat ran away, and it hid under the couch.

pg. 10
 13. If you study hard, you will pass the exam.
14. She was upset when she lost her keys.
15. I like to swim, but I don't like the cold water.
16. After the rain stopped, we went outside to play.
17. She smiled because she passed her test.
18. When we arrive at the airport, we’ll take a taxi.
19. I missed the bus, which was frustrating.
20. Although it was snowing, we decided to go for a walk.

Answer the following questions:

1. What makes a sentence a main clause (independent clause)? Give an example.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

2.Can a subordinate clause stand alone as a sentence? Why or why not?

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3.Write a sentence using both a main and subordinate clause. Underline both clauses and label them.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
4.How does adding "because" to a sentence change its meaning? Write a sentence with a main and
subordinate clause.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
5.Can a sentence have two subordinate clauses? Provide an example.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
6.In the sentence “Until I’m braver, I won’t try acupuncture,” how does the subordinate clause affect the
overall meaning?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

pg. 11
Register
Register refers to the level of formality in writing or speaking.
Formal Register
• Used in business, academic, and professional settings.
• Avoids slang, contractions, or short forms.
Informal Register
• Used with friends, family, and in casual situations.
• Includes contractions, slang, and casual language.
Example Sentences:
• Formal: "I regret to inform you that we cannot accept your request."
• Informal: "Sorry, we can’t do that."
Exercise: Rewrite the following sentences in the opposite register:
1. Formal: "Please ensure the task is completed on time."
Informal: ______________
2. Informal: "I don’t wanna go there."
Formal: ______________
3. Formal: "We appreciate your timely response to our inquiry."
Informal: ______________
4. Informal: "What’s up? Wanna hang out later?"
Formal: ______________
1. Formal: "I am writing to inquire about the status of my application."
Informal: _______________
2. Informal: "Can you send me the report by Friday?"
Formal: _______________
3. Formal: "We look forward to your prompt response to our request."
Informal: _______________

Part 2: Answer the following questions:

1. How does the use of contractions in informal language change the tone of communication?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
2. Why is it important to know when to use formal or informal language?
………………………………………………………………………………………………………
………………………………………………………………………………………………………

pg. 12
 3. How does the tone change when switching from formal to informal language? Can you think of a
situation where using informal language might be inappropriate?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
4. Which register would you use to write an email to a potential employer? Explain why.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Write a formal letter requesting a refund from a store. Use appropriate register and language.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 13
Part 3: Multiple Choice: Choose the correct register.
1. Which of the following is the best choice for a business email?
a) "Hey, can you help me out with this?"
b) "I would appreciate your assistance in this matter."
c) "I don't care about this, but please respond."
2. What is the most appropriate way to address your professor in an email?
a) "Hi, what's up?"
b) "Dear Professor, I hope this message finds you well."
c) "Yo, need help with the homework!"

Punctuation
Dashes (—)
• Used for emphasis, interruptions, or adding extra information.
Example: "She finally arrived—two hours late!"
Example: "My best friend—who lives in Canada—visited me."
Semicolons (;)
• Used to connect closely related independent clauses or to separate complex lists.
Example: "She loves reading; he prefers watching movies."
Example: "We visited Rome, Italy; Paris, France; and Madrid, Spain."
Apostrophes (’)
• Used for contractions and possession.
Example: "I can’t go." (can + not)
Example: "That is John’s book."
Insert the correct punctuation:
1. I can’t believe its already December.
2. The doctors office is closed today.
3. We visited Tokyo Japan Seoul South Korea and Bangkok Thailand.
4. My brother who is a doctor lives in London.
5. She finally arrived two hours late
Additional Questions:
Can you explain the difference between the use of a semicolon and a colon? Provide an example of
each.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
How would you rewrite the sentence "I dont know what to do" correctly using an apostrophe?
………………………………………………………………………………………………………

pg. 14
 Part 1: Convert the following complex sentences into passive voice.
1. The committee will discuss the proposal at the meeting tomorrow.
………………………………………………………………………………………………………
2. The teacher had explained the lesson before the bell rang.
………………………………………………………………………………………………………
3. They are preparing a detailed report about the new project to be presented next week.
………………………………………………………………………………………………………
4. The artist will have painted several portraits by the time the exhibition opens.
………………………………………………………………………………………………………
5. The construction workers had repaired the road by the time the rain started.
………………………………………………………………………………………………………

Part 2: Change the following compound sentences into passive voice.

1. The scientists discovered the cure for the disease, and the medical community celebrated the
achievement.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2. The book was translated into several languages, but it wasn’t published in English yet.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3. The children were given new books by the librarian, and the teacher distributed the assignments.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
4. The company has launched a new product, and it will advertise it next month.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
5. The singer performed on stage, and the crowd applauded her.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 15
 Part 3: Identify the tense used in the following passive voice sentences.
1. The letter was sent by the postman earlier this morning.
o Tense: _____________
2. A new policy will be implemented by the government next year.
o Tense: _____________
3. The project has been completed by the team, and they have received recognition for their work.
o Tense: _____________
4. The team was being praised for their outstanding performance during the match.
o Tense: _____________
5. The new law had been enforced by the time the citizens received the announcement.
o Tense: _____________

Advanced Passive Voice Worksheet 2: Passive Voice in Different Tenses

Objective: To identify and change active sentences to passive voice in various tenses.
Part 1: Change the following active sentences into passive voice, using the appropriate tense.

1. Present Simple: The chef prepares the food for the guests every evening.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2.Past Simple: The principal congratulated the students for their excellent performance.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3.Future Simple: The company will announce the results next week.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
4.Present Continuous: The engineers are designing the new software right now.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
5.Past Perfect: The professor had finished the lecture before the students arrived.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
6.Present Perfect: The team has completed all their tasks on time.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 16
 7.Future Perfect: The students will have submitted their projects by the deadline.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

Part 2: Complete the sentences using passive voice in the correct tense.
1. By the time we arrive, the meeting __________________ (begin).
2. The decision __________________ (make) by the board of directors next month.
3. The book __________________ (read) by many people over the years.
4. The phone __________________ (repair) by the technician when you get back.
5. The homework __________________ (complete) before the teacher arrives.

Part 3: Rewrite the following sentences in passive voice. Pay attention to the tense.

1. By next year, they will have completed the construction of the new highway.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2.They were explaining the problem to the students when I arrived.

………………………………………………………………………………………………………………………
3.The company is launching a new product next month.
………………………………………………………………………………………………………………………
4.The documents had been signed by the CEO before the meeting started.
………………………………………………………………………………………………………………………
5.She will be finishing her presentation when the guests arrive.
………………………………………………………………………………………………………………………

pg. 17
 Advanced Passive Voice Worksheet 3: Passive Voice with Modals and Other Structures
Objective: To practice using passive voice with modals, phrasal verbs, and more complex structures.
Part 1: Convert the following active sentences with modals into passive voice.

1. The team can complete the task on time.

………………………………………………………………………………………………………………………

2. The manager should approve the proposal by the end of the day.

………………………………………………………………………………………………………………………

3. The students must finish the assignment before the deadline.

………………………………………………………………………………………………………………………

4. The authorities may release the report next month.

………………………………………………………………………………………………………………………

5. The chef might prepare a new dish for the event.

………………………………………………………………………………………………………………………

Part 2: Convert the following sentences into passive voice, keeping the meaning intact.
1. The engineers have been working on this project for months.
………………………………………………………………………………………………………………………
2. The teacher will have been explaining the topic for an hour when the bell rings.
………………………………………………………………………………………………………………………
3. The employees must have completed the reports by the time the manager arrives.
………………………………………………………………………………………………………………………
4. The workers are always asked to arrive early on the construction site.
………………………………………………………………………………………………………………………
5. The results have been announced by the board of directors already.
………………………………………………………………………………………………………………………

pg. 18
 Part 3: Fill in the blanks with the correct form of the verb in passive voice (including modals and
auxiliary verbs).
1. The documents ______ (sign) by the CEO last week.
2. The new policy ______ (approve) by the committee next month.
3. The project ______ (finish) by the time you return from the conference.
4. The work ______ (complete) by the workers yesterday.
5. The meeting ______ (attend) by all the team members.

Advanced Passive Voice Worksheet 4: Complex Passive Sentences

Objective: To convert and manipulate complex and intricate sentences into passive voice.
Part 1: Change the following complex sentences into passive voice.
1. The committee had decided that the results should be announced at the meeting next week.
………………………………………………………………………………………………………………………
2. The workers are being praised for their dedication by the manager, who had seen their progress.
………………………………………………………………………………………………………………………
3. The project will be presented to the investors by the project leader after the team finishes it.
………………………………………………………………………………………………………………………
4. The new law, which was passed last year, will be enforced by the government next month.
………………………………………………………………………………………………………………………
5. The prize, which was awarded to the student, was a scholarship to a prestigious university.
………………………………………………………………………………………………………………………
Part 2: Convert the following complex passive sentences back into active voice.
1. The report was written by the assistant after all the data had been collected.
………………………………………………………………………………………………………………………
2. The meeting will be held by the board of directors when all the members arrive.
………………………………………………………………………………………………………………………
3. The decision has been made by the committee about the new policy.
………………………………………………………………………………………………………………………
4. The house is being painted by the workers, and it is expected to be finished by next week.
………………………………………………………………………………………………………………………
5. The invitations were sent by the event planner to all the guests.
………………………………………………………………………………………………………………………

pg. 19
Read the extract below and answer the questions that follow it.
What Is Artificial Intelligence Doing to Us?
Artificial Intelligence (AI) has come a long way in recent years, becoming a significant part of our everyday lives.
From voice assistants like Siri and Alexa to self-driving cars, AI is slowly transforming the way we interact with
technology. AI helps automate tasks, solve complex problems, and even make decisions for us. But as AI
continues to evolve, we must ask ourselves: What are the potential consequences of relying so heavily on
technology? Is AI improving our lives, or is it slowly taking over too much of our daily decision-making?
The Advantages of AI
AI is undoubtedly powerful. It has opened up new possibilities for various industries, including healthcare,
transportation, and education. In healthcare, AI is being used to detect diseases more accurately and to assist
doctors in diagnosing illnesses faster. In education, AI is helping create personalized learning experiences for
students, adjusting content based on their learning styles. In transportation, AI is improving safety with self-
driving cars that reduce human error. With AI, we are able to accomplish tasks that were once impossible, making
life more efficient and connected.
However, AI also raises concerns. While it promises to revolutionize various industries, there are risks associated
with its rapid advancement. Could we be relying too much on AI to make decisions for us? What happens when
machines begin to replace human workers? And how can we ensure AI doesn’t become a tool for harm, like
spreading misinformation or making biased decisions?
The Challenges of AI: A Double-Edged Sword
While AI offers many benefits, it also poses significant risks. One major concern is the potential for job loss. As
AI takes over more tasks, especially those in fields like manufacturing or customer service, many workers could
find themselves displaced. Another concern is the bias in AI systems. AI is only as good as the data it is trained
on, and if the data is biased, the AI will make biased decisions, leading to unfair outcomes. Moreover, the rise of
AI has led to fears about privacy, with personal data being collected and analyzed without individuals' consent.
As AI continues to develop, it’s essential to think critically about how we use it. The question isn’t whether AI will
change the world—it already is. The real question is how we will control and regulate its growth to ensure it
benefits society without causing harm.
Is There a Way to Control AI?
To ensure that AI remains a positive force in society, we must take responsibility for its development.
Governments and industries need to implement ethical guidelines and regulations for AI to ensure that it’s used
responsibly. AI systems must be transparent, and the data used to train them should be fair and unbiased.
Moreover, as AI continues to evolve, humans must remain in control of key decision-making processes. AI should
enhance human life, not replace it.
The Final Thought: Should We Trust AI?
Artificial Intelligence is here to stay, but how much control should we give it? While AI has the potential to make
life easier, we must also be cautious about its influence. The key is to find a balance between using AI to improve
our lives and maintaining the ethical boundaries that keep it from becoming a danger to society.

pg. 20
Questions
(1) Find and add one example of each rhetorical device to the example column and write the effect.

Rhetorical Device Example Effect

Rhetorical question .

Triple structure

Repetition

List

Direct address

(2) What is the preposition mentioned in the first line of the 3rd paragraph and what is the effect it conveys?
…………………………………………………….
………………………………………………………………………………………………………………

(3) What is the relationship between job loss and the rise of AI?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(4) ‘AI has come a long way’ – What does the writer mean by this?
………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(5) In which tense is the text written? What effect does it contribute?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 21
(6) Why does the writer say that AI poses “significant risks”?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(7) What does the word ‘enhance’ mean as used in the passage?
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………….

(8) Find a synonym for ‘displaced’ as used in the passage.

…………………………………………………..

(9) What does the word ‘transforming’ suggest about AI?

………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………….

(10) Identify and change the voice and rewrite them.

• Active voice:
"AI helps automate tasks, solve complex problems, and even make decisions for us."
Passive voice:

……………………………………………………………………………………………………………………
• Active voice:
"We must remain in control of key decision-making processes."
Passive voice:

………………………………………………………………………………………………………………………
(11) Which answer best describes the writer’s main purpose in writing this text?

 To describe the history of AI

 To inform the reader that AI is a dangerous tool

 To entertain the reader about AI's uses

To persuade the reader to think critically about AI's influence and control

pg. 22
(12) Identify the word classes of the following words.

a. significant – …………………………………………….
b. rapidly – ………………………………………………
c. influence – ……………………………………………….
d. make – …………………………………………………..

(13) Find the main clause.

AI is helping automate tasks, solve complex problems, and even make decisions for us.

Main Clause: ……………………………………………………………………..

(14) Combine the following two sentences using a conjunction.
AI has opened up new possibilities for various industries.
AI is improving lives in many areas.

………………………………………………………………………………………………………………………

(15) Summarize the passage ‘The Challenges of AI’

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 23
Read the extract below and answer the questions that follow it.
The Urgent Need for Action on Climate Change
Climate change is one of the most pressing challenges of our time. Scientists have long warned that human
activity, such as burning fossil fuels and deforestation, is driving global temperatures to dangerous levels. The
evidence is clear: extreme weather events, rising sea levels, and shifting ecosystems are all direct consequences
of a warming planet. Yet, despite the overwhelming scientific consensus, action to combat climate change has
been slow and inadequate.
Some argue that the economic costs of addressing climate change are too high and that the transition to cleaner
energy would harm industries and jobs. However, these arguments ignore the long-term costs of inaction. If we
continue on this path, the environmental damage will be far more expensive, and the social consequences, such
as displacement of communities due to rising sea levels, will be devastating. In fact, addressing climate change
presents an opportunity to create new industries, improve public health, and reduce poverty through the green
economy. The transition to renewable energy sources can create millions of jobs, from solar power installations
to wind turbine manufacturing, and improve air quality, which will reduce healthcare costs in the long run.
It is critical that we act now to reduce carbon emissions and invest in renewable energy. Delay will only increase
the severity of the crisis. Governments must prioritize environmental policies, enforce regulations on polluting
industries, and incentivize sustainable practices. By taking action today, we can secure a better future for our
planet and generations to come.

Questions

(1) Find and add one example of each argumentative technique to the example column and write the effect.

Argumentative Technique Example Effect

Appeal to logic (logos)

Appeal to emotion (pathos)

Counterargument

Call to action

Repetition

(2) What is the preposition mentioned in the first line of the 2nd paragraph and what is the effect it conveys?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 24
(3) What is the relationship between economic costs and the need to combat climate change?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(4) ‘Addressing climate change presents an opportunity to create new industries’ – What does the writer mean
by this?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(5) In which tense is the text written? What effect does it contribute?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(6) Why does the writer argue that the economic cost argument is flawed?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(7) What does the word ‘incentivize’ mean as used in the passage?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(8) Find a synonym for ‘devastating’ as used in the passage.

…………………………………………………………………….
(9) What does the word ‘overwhelming’ suggest about the scientific consensus?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 25
………………………………………………………………………………………………………………………

(10) Identify and change the voice and rewrite them.

Active voice:
"Governments must prioritize environmental policies, enforce regulations on polluting industries, and
incentivize sustainable practices."
Passive voice:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

Active voice:
"Addressing climate change presents an opportunity to create new industries."

Passive voice:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(11) Which answer best describes the writer’s main purpose in writing this text?
o To persuade the reader to take immediate action against climate change

 To describe the history of climate change

 To entertain the reader with facts about climate change

 To inform the reader about the causes of climate change

(12) Identify the word classes of the following words.

a. pressing – ____________

b. rising – _______________

c. create – _____________

d. costs – ______________

(13) Find the main clause.

Governments must prioritize environmental policies, enforce regulations on polluting industries, and incentivize
sustainable practices.
Main Clause: ___________________________________________________

pg. 26
(14) Combine the following two sentences using a conjunction.
Climate change is a pressing challenge.
Action to address it has been slow and inadequate.
Combined Sentence:

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(15) Summarize the passage ‘The Urgent Need for Action on Climate Change’
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….

Read the extract below and answer the questions that follow it.
A Journey to Remember
It was a chilly autumn morning when Ella decided to leave the comfort of her home for the first time in years. The
sun was just beginning to peek over the horizon, casting long shadows over the empty streets. Ella had always

pg. 27
been a creature of habit, content with the quiet solitude of her small town. But today was different. Today, she
felt the weight of her own longing for something more.
As she stepped outside, the crisp air filled her lungs, a welcome change from the stale air of her house. She had
no destination in mind, just a deep, gnawing need to escape the confines of her everyday life. Her heart raced
as she walked through the town, past the old bakery where the smell of freshly baked bread always made her
smile, and the park bench where she used to sit with her childhood friends, reminiscing about simpler times.
Ella’s feet carried her farther than she’d expected. By noon, she had left the town behind and was walking through
fields of golden wheat. The landscape stretched endlessly, the golden hues of the fields blending with the clear
blue sky. Ella felt a sense of freedom that she hadn’t experienced in years. It was as if the world was unfolding
before her, a vast, untamed wilderness full of possibility.
But as the sun began to dip lower in the sky, Ella realized that she had no idea where she was. The town, once
so familiar, had vanished from sight. Panic set in. She turned around, hoping to retrace her steps, but everything
looked the same. The path she had walked seemed to disappear into the wilderness. Her chest tightened, and
her breath quickened. She was lost.
For the first time in her life, Ella felt vulnerable, as though she had no control over what was happening. But as
the stars began to emerge, her panic began to subside. The quiet stillness of the night soothed her. She found
a small patch of grass to lie down on and looked up at the endless sky. In that moment, she realized something
important: sometimes, the journey itself is more meaningful than the destination.

Questions
(1) Identify and explain two narrative techniques used in the passage.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(2) What is the significance of the setting in the story? How does it affect Ella’s emotional journey?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(3) How does the character of Ella change throughout the passage?
………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(4) What does the moment when Ella realizes that “the journey itself is more meaningful than the destination”
symbolize in the story?
………………………………………………………………………………………………………………………

pg. 28
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(5) What role does the passage of time play in the development of the plot?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(6) How does the author create a sense of tension and uncertainty when Ella realizes she is lost?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(7) What is the importance of the imagery used to describe the landscape, such as “fields of golden wheat” and
“clear blue sky”?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(8) How does the author’s use of contrast (comfort vs. uncertainty) contribute to the overall theme of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(9) What is the significance of Ella’s decision to leave her home after “years” of staying inside? What does it
suggest about her character?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 29
(10) What does the phrase “her heart raced” tell us about Ella’s state of mind in the beginning of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(11) What is the turning point in the story, and how does it affect Ella’s emotional state?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(12) Identify a symbol in the passage and explain what it represents.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(13) What is the narrative perspective of the story? How does this perspective help us understand Ella’s
internal thoughts and emotions?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(14) How does the use of sensory details (such as the crisp air and the smell of freshly baked bread) enhance
the reader’s experience of the setting?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(15) Summarize the passage in one or two sentences, focusing on Ella’s journey and its significance.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 30
Read the extract below and answer the questions that follow it.
The Unexpected Friend
Samantha had always preferred being alone. As a child, she’d spent countless hours in her room, reading books
and drawing in her sketchbook. Her classmates at school didn’t understand her quiet nature, often teasing her
for being a “loner.” But Samantha didn’t mind. She didn’t need friends; her imagination was enough.
One rainy afternoon, as she sat by the window with a cup of tea, watching the raindrops race down the glass,
there was a knock at the door. Surprised, Samantha opened it to find a small, scruffy dog standing on her porch,
shivering from the cold. It had a collar, but there was no tag, and it looked lost. Without thinking, Samantha bent
down and gently picked up the dog, bringing it inside to dry off.
The dog immediately made itself at home, curling up on the couch as if it had always belonged there. Samantha
couldn’t help but smile as she watched the little creature. It was strange, how something so small could fill her
heart with warmth. She named him Buddy, although she knew it was only a temporary name until she could find
out who owned him.
Days passed, and Samantha found herself looking forward to Buddy’s company. They would sit together in the
evenings, Samantha reading her books while Buddy lay at her feet. It wasn’t the same as the silence she was
used to—it was better. The dog didn’t demand anything from her except affection, and for the first time in a long
while, Samantha felt needed.
One afternoon, as she walked Buddy down the street, a neighbor approached and asked if she had seen a
missing dog. When Samantha looked down at Buddy, she realized that he wasn’t a stray after all—he had a
family waiting for him. A pang of sadness gripped her heart, but she knew what she had to do. She returned
Buddy to his owners, who were overjoyed to have him back.
As she walked home, Samantha realized something unexpected. She hadn’t just lost a pet; she had gained
something far more valuable—someone who had made her realize that sometimes, it’s okay to let someone in.
And for the first time in her life, she didn’t feel so alone.

Questions
(1) Identify and explain two narrative techniques used in the passage.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(2) What is the significance of the dog, Buddy, in the story? How does Buddy change Samantha’s character?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 31
(3) How does the author use contrast (Samantha’s solitude vs. Buddy’s presence) to develop the theme of the
story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(4) What does Samantha’s decision to return Buddy to his owners reveal about her growth throughout the
story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(5) How does the setting, particularly the rainy afternoon, contribute to the mood of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(6) What role does the internal conflict of Samantha (her struggle with loneliness) play in the narrative?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(7) What does the phrase “she didn’t feel so alone” tell us about Samantha’s emotional transformation by the
end of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 32
(8) How does the author use descriptive language to show Samantha’s changing feelings toward Buddy?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(9) How does the use of the dog as a character affect the overall tone of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(10) Why is it significant that Samantha names the dog “Buddy”? What might this name symbolize in the
context of the story?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(11) How does the narrative perspective (third-person limited) affect the reader’s understanding of Samantha’s
thoughts and emotions?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(12) How does the author build suspense when Samantha discovers that Buddy belongs to someone else?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 33
(13) What role does the theme of companionship play in the story, and how does it relate to the title, “The
Unexpected Friend”?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(14) What does the rain symbolize at the beginning of the story, and how does it relate to Samantha’s life
before Buddy came into her world?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(15) Summarize the passage in one or two sentences, focusing on Samantha’s journey and her emotional
growth.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 34
Read the extract below and answer the questions that follow it.
Why Schools Should Start Later
There’s no doubt that students today are facing more pressure than ever before. Between academic
expectations, extracurricular activities, and the constant use of technology, it’s no wonder that young people are
often exhausted. One key factor contributing to this stress is the early start times of schools. Research has
shown that teenagers, in particular, are not biologically inclined to wake up early, making early school start times
both unnecessary and harmful.
Teenagers require more sleep than adults, and the early school start times interrupt their natural sleep cycles.
According to sleep experts, adolescents need at least 8 to 10 hours of sleep per night, but the majority of students
get far less than that. The consequences are evident: increased fatigue, decreased attention span, and a rise in
mental health issues like anxiety and depression. If schools were to start later, students would get the sleep they
need, resulting in improved focus, better grades, and healthier minds.
Starting school later also gives students a chance to develop better habits and self-discipline. Rather than rushing
to get ready in the morning, students would have time to eat a healthy breakfast, engage in physical activity, and
prepare themselves mentally for the day ahead. This additional time in the morning could also lead to less stress
and anxiety before school, setting the tone for a more positive and productive day.
Critics may argue that starting school later would interfere with after-school activities and sports, but the benefits
far outweigh this minor inconvenience. Students would be more energized and able to focus better, leading to
improved performance in both academics and extracurriculars. Furthermore, many studies have shown that
schools that have implemented later start times have seen improvements in student attendance and overall well-
being.
In conclusion, the benefits of starting school later are clear. It would provide students with the rest they need to
succeed both in and out of the classroom. Schools should prioritize the health and well-being of their students
by adopting later start times, allowing them to thrive in every aspect of their lives.

Questions
(1) Identify and explain two persuasive techniques used in the passage.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(2) How does the writer use statistics or expert opinions to support their argument?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

pg. 35
(3) What is the writer’s position on the issue of school start times? How do they convey this position?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(4) How does the writer address the counterargument about after-school activities?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

(5) What is the impact of using emotional appeal (such as discussing mental health issues) in the passage?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
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(6) How does the writer use cause and effect to explain why starting school later is beneficial?
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(7) What is the significance of the phrase “students would get the sleep they need” in persuading the reader?
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(8) How does the writer use contrast (e.g., the early start times vs. later start times) to strengthen the
argument?
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pg. 36
(9) What effect does the use of words like “improved focus,” “better grades,” and “healthier minds” have on the
reader?
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(10) How does the writer establish credibility by referencing sleep experts and research?
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(11) How does the writer’s tone influence the reader’s opinion on the topic?
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(12) Identify and explain the use of any rhetorical questions in the passage.
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(13) Summarize the main argument of the passage in one or two sentences.
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pg. 37