ACT English Final Quiz 3 – Outschool

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change

B. just the thought of learning the visual language

C. only learning the visual language by itself, not speaking,

D. just the thought of learning and not speaking because of the visual language

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. No Change

G. grow which was likely to be both challenging,

H. grow, which was likely to be: both challenging,

J. grow, which was likely to be both challenging

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change
B. interesting and awkward
C. interestingly and backwardly
D. interestingly, awkward

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. No Change
G. teacher Ms. Higgins,
H. teacher, Ms. Higgins
J. teacher, Ms. Higgins:

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change
B. door that
C. door, which
D. door. The banner

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. classmates. They all
G. classmates, who all
H. classmates, all of whom
J. classmates, they

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change
B. She slowly and patiently showed us
C. We were showed slowly, patiently by her
D. Slowly and patient, she showed us

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. No Change
G. could change
H. will have changed
J. should have changed

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change
B. smiles and mouths
C. smiled his mouth
D. smiling and mouthing

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. No Change
G. Nonetheless, the bell
H. The bell, therefore,
J. The bell, oddly

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change

B. Sitting in silence for an hour and a half, depending solely on my eyes to receive information, and

C. After sitting in silence for an hour and a half, and depending solely on my eyes to receive information

D. After sitting in silence for an hour and a half and depending solely on my eyes to receive information,

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. I
G. I suddenly
H. Similarly, I
J. Briefly, I

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

A. No Change
B. say, “Hi,
C. said, “Hi,
D. would say “Hi

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

F. F
G. G
H. H
J. J

(select answer below)

The first day of class was one of the most interesting and backward experiences I have had in my entire life. As I walked into the classroom, the teacher, Ms. Higgins, smiled and pointed at a banner over the door which read, “No voices beyond this point.” I looked at her incredulously. I couldn’t imagine how I was going to make it through the next 90 minutes of class without speaking or being spoken to. I took my seat and glanced around at my classmates who all looked as nervous as I felt.

As the bell rang, the teacher walked to the front of the classroom and pointed to a poster. Each letter of the alphabet was listed with a handshape pictured below it. She slowly, patiently, showed us how to shape our hands into each individual letter. It was more complicated than I expected as I realized that even a slight difference in the direction my palm was facing or where my thumb was positioned can change the meaning entirely. After all of us practiced the letters a few times, the teacher spelled out her name. She then walked to the boy sitting next to me and signed her introduction. I realized she wanted him to sign his name to her. I could tell he was nervous and a little embarrassed, but he smiled and mouthed “okay” before he slowly signed his name. The teacher smiled and showed us how to sign, “Nice to meet you.” During the rest of our class time, we each introduced ourselves in American Sign Language.

Eventually, the bell rang–seemingly louder than usual–alerting us that class was over. As I left the classroom, my ears were bombarded with sound from every direction. [F] After sitting in silence for an hour and a half and depending solely on my eyes to receive information everything sounded heavy on my ears. Then I wondered if there was anything I could do to counteract this noise. [G] As I walked to my math class, I hummed to myself to drown out the cacophony surrounding me. [H] When I found my math class, I chose a desk on the front row and turned to see if I saw any friends. Not seeing anyone I knew, I made eye contact with the student next to me, and when she smiled, I said that “Hi, I’m Mandy.” [J] The girl looked to a man standing nearby, and he raised his hand and communicated in sign to her. The girl smiled and looked back at me and signed something quickly. The man next to me said, “Hi, my name’s Kristin.” I’m sure I sat there entirely too long before I realized that Kristin was deaf and communicating through an interpreter. Soon, though, I smiled and raised my hands to my new friend and signed, “Nice to meet you.” [*]

Suppose the writer’s primary purpose was to show the speaker’s first experiences with American Sign Language. Would this passage accomplish this purpose?

A. Yes, because it explains that sign language fulfills a foreign language requirement.

B. Yes, because it focuses on the speaker in her introductory American Sign Language class and her first opportunity to sign to a deaf person.

C. No, because it focuses primarily on the experiences of the speaker when she meets and interpreter and Kristin in math class.

D. No, because it focuses on how the speaker decided to take her first American Sign Language class.

(select answer below)