Question

1. complete the table to show whether each detail from the passage best supports the central idea of \hurricanes are strong tropical storms\ or \hurricanes are dangerous storms.\

	central idea 1: hurricanes are strong tropical storms.	central idea 2: hurricanes are dangerous storms.
\when the winds of a tropical storm reach 74 miles per hour (mph), then the storm is classified as a hurricane.\ (paragraph 1)
\debris, such as signs, roofing material, siding, and small items left outside, become flying missiles in hurricanes.\ (paragraph 9)
\widespread torrential rains often in excess of 6 inches can produce deadly and destructive floods.\ (paragraph 9)

1. how does the language used in the text reveal the author’s purpose for writing?

a. the author uses formal, direct language to educate readers about hurricanes.
b. the author uses casual, friendly language to excite readers about weather concepts.
c. the author uses strong, serious language to persuade readers to protect themselves against hurricanes.
d. the author uses colorful, dramatic language to entertain readers with interesting facts about hurricanes.

Explanation:

To determine the author's purpose and language use, analyze each option:

• Option A: The text about hurricanes (definitions, wind speeds, dangers) uses formal, direct language typical of educational writing to inform readers about hurricanes.
• Option B: The language is not casual or friendly; it’s informative, so B is incorrect.
• Option C: The text explains facts (e.g., wind speed, debris, floods) rather than persuading to protect, so C is wrong.
• Option D: The language is factual, not colorful/dramatic for entertainment, so D is incorrect.

Answer:

A. The author uses formal, direct language to educate readers about hurricanes.