Question

read the excerpt from mother tongue. those tests were constructed around items like fill - in - the - blank sentence completion, such as even though t was _, mary thought he was _. and the correct answer always seemed to be the most bland combinations of thoughts, for example, even though tom was foolish, mary thought he was ridiculous. well according to my mother, there were very few limitations as to what tom could have been and what mary might have thought of him. so i never did well on tests like that. how does tan build a central idea of her story in the excerpt? tan discusses the types of questions on achievement tests to support the idea that the tests limit students ability t write well. tan explains a question on a language achievement test to support the idea that the tests should include more interesting content. tan gives an example of her experience with achievement tests to support the idea that they are not always accur measures of language ability. tan considers how her mother might answer a question on a test to support the idea that nonstandard english limit a persons ability to communicate.

Explanation:

En el extracto, Tan presenta un ejemplo de su experiencia con exámenes de logro. Comenta que los exámenes tenían respuestas "blandas" y que ella no les iba bien. Esto apoya la idea de que estos exámenes no siempre son medidas precisas de la habilidad lingüística. Las otras opciones no se ajustan: no se habla de limitar la escritura (primer opción), de que los exámenes necesiten más contenido interesante (segunda opción) ni de que el inglés no estándar limite la comunicación (cuarta opción).

Answer:

Tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability.