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ELA/MME Unit of Study: READING

HANDOUTS for Grade 9

A Reading Test Genre Study for the

English Language Arts / Michigan Merit Exam

Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2007

ELA/MME Unit of Study: Reading, Grade 9 7 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007

GRADE 9: Day 1/Document 1

PLAN Structure and Overview

Section 1: English 50 questions 30 minutes Standard written English usage and mechanics, and rhetorical skills

Section 2: Math 40 questions 40 minutes Pre-algebra, algebra, and geometry Section 3: Reading 25 questions 20 minutes

Reading comprehension in prose fiction, social science, and humanities

Section 4: Science 30 questions 25 minutes

Data representation in chemistry, research summaries in physics, and conflicting viewpoints in biology

TOTAL 145 questions 1 hour, 55 min


PLAN Reading Test Overview Directions: There are three passages in this test. Each passage is followed by several questions. After reading a passage, choose the best answer to each question, and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary. Three Passage Types: Prose Fiction 8-9 questions ~7 minutes Short stories or excerpts from short stories or novels Social Science 8-9 questions ~7 minutes Anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology Humanities 8-9 questions ~7 minutes Architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater (in the form of memoirs and personal essays) ELA/MME Unit of Study: Reading, Grade 9 8 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Learning How to Mark-it-up

A fascinating motif in African American women’s literature in the 19th and 20th century is that of quilting. In the antebellum period prior to the Civil War, African American women struggled for ways to express and transcend their experience in the slave community. With traditional learning and literacy largely unavailable to them, these women relied on a different form of rhetoric: the patchwork quilt. Story quilts emerged from the oral tradition of the slave community, a tradition which helped pass on the culture and preserve the history of the enslaved Africans. Through the quilts they created, African American women symbolically both named their experiences and contested them.

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With its woven symbols and pictorial narratives, the quilt became a veiled form of resistance in the context of storytelling. Quilts often communicated messages related to freedom; for example, some conveyed information about the Underground Railroad. This use of quilts is illustrated in Deborah Hopkinson’s story “Sweet Clara and the Freedom Quilt,” which focuses on a young girl, Clara, who gathers information from other slaves and pieces it together into a quilt map that provides routes and codes for escape. Another quilted means of communication between slaves at this time was the Log Cabin quilt design, which visually marked

a safehouse for refuge along the Underground Railroad. Quilts continued to be an important form of expression for African American women after the Civil War. Symbolically joining and stitching together diverse pieces of cultural and family history, the quilt opened a space for the women’s oppressed voices to make themselves heard. In “The Patchwork Quilt” by Valerie Flournoy, three generations of African American women are presented around the motif of the making of a quilt. For the grandmother, who begins the piecing, the quilt is a symbol of tradition and cultural heritage. As a recorder of history, the grandmother is a powerful figure in the story. When she falls ill, her granddaughter Tanya undertakes the completion of the quilt and begins to learn and respect its language. “A quilt won’t forget,” Grandma tells Tanya. “It can tell your life story.” Tanya’s mother, however, who has been fully assimilated into the American middle class, is alienated from the meaning of the quilt. Mama says to Grandma, “You don’t need these scraps. I can get you a quilt.” Grandma teaches Tanya that a bought quilt is not the same as hers which recall and preserve the past. “Sometimes the old ways are forgotten,” warns Grandma. The old way of the quilt connects Tanya to her place in tradition, thereby strengthening both the family and the race.

Passage provided by Emily Douglas



Passage provided by Em

ELA/MME Unit of Study: ROakland Schools

Learning How to Mark-it-up Answer Key

ily Douglas

eading, Grade 9 10 Emily Douglas, Julie Martinez, Laura Schiller Fall 2007


Modeling Mark-it-up Script

for Teachers

The following is an example of the think-aloud rationale that accompanies the Learning How to Mark-it-up Answer Key on the previous page. The important thing to remember is to demonstrate and emphasize consistency, to explain your rationale, and to use the Day 1/Document 6 reading strategies: reading for main idea/ignoring details; underlining main ideas, descriptions, and points of view; circling examples and “shifters”; marking + and – points in the passage; and summing up the main idea in a few words. Marking these specific items in the passage provides students with the most effective means of quickly and correctly answering the test questions. Okay, so I’m going to underline this first sentence and put a positive sign mark in the margin because it starts off with the word “fascinating” and on a positive note, which probably relates to the overall tone of the passage. And I’m going to circle “quilting” since it’s the focus of that positive sentence. I’m going to underline this next sentence because the words “express” and “transcend” also usually indicate positive ideas, and I’m going to put a negative sign next to the note about literacy and learning being unavailable as a contrast to the positive ideas. I think I’ll underline the phrase “story quilts” since quilts seem to be the focus that is developing in the passage. And I’m going to underline and positively mark the things that the quilts do, such as passing on culture and symbolizing experience. In this second paragraph, I see more positive notes about what the quilts help people do, like “communicated freedom messages,” so I’ll mark that, too. I’m also going to mark “Ex” in the margin here and circle “Deborah Hopkinson” because this story seems to be an example of what the passage is talking about, as does the Log Cabin quilt example. The importance of the quilt keeps showing up, so I’m going to underline this note about them being “an important form of expression” and about “symbolically joining and stitching” family history. This note about the Valerie Flournoy story looks like another example. I’m going to mark that, so I can easily find it later if there is a question about it. This idea of the quilt as a symbol keeps showing up, so I’ll underline this “symbol of tradition” line. I’m going to circle “however” here and then make a negative sign note because this part of the story is in contrast to everything else that has been discussed so far. Finally, I’m going to mark this last positive comment about the quilts “strengthening” the family and race, and I’m going to write myself a quick sum-it-up note to help me answer any main idea questions.

ELA/MME Unit of Study: Reading, Grade 9 11 Emily Douglas, Julie Martinez, Laura Schiller Oakland Schools Fall 2007


Reading Strategies

1. Read quickly. 2. Read for main idea and tone/attitude; ignore details. 3. Read the entire passage (don’t just read the first and last

sentence and assume you know what it’s about!). 4. Prepare yourself for boring or difficult passages. 5. Underline main ideas, descriptions, and points of view. 6. Circle examples and “shifters.” Shifters are words like

however, although, despite, even though, nonetheless, and but. They’re important because they indicate a major shift is coming up in the passage that will most likely be tied to one or more of the questions.

7. Mark (+) or (–) to indicate positive or negative tone, attitudes,

and examples. 8. Sum up what you just read in a few words somewhere next to

the passage.



General PLAN Test-Taking Tips

1. Read and remember the directions for each section of the

test. Directions never change, and you don’t want to waste time reading them on test day!

2. Do not use pens or highlighters. You will only be allowed to

use pencils on test day, so make sure you are comfortable using one when you practice.

3. Try to write in your test booklet as much as possible.

4. Always use Process of Elimination (POE) to eliminate

incorrect answer choices before choosing the correct answer. This applies to ALL multiple questions in the English, math, reading, and science sections of the test.

5. Make sure to wear a watch. You will need to keep track of the

time. Do not rely on the proctor to keep track for you.

6. Never leave a question blank. If you are about to run out of time, make sure to fill in the remaining bubbles on your answer sheet. There is no guessing penalty, so you should always fill in all bubbles before time is up.

7. Avoid cramming for the test the night before. This usually

makes your score go down, not up!



Process of Elimination (POE) Sample Question

1. Who was the twenty-first president of the United States of America? A. George Washington B. Arnold Schwarzenegger C. Al Gore D. George Bush E. Chester Arthur



Process of Elimination (POE) Strategies

EXTREMES. Pay attention to the adjectives and adverbs used in the answer choices. Descriptors that sound extreme, such as hateful or ecstatic are often too extreme and indicate a seductive and incorrect answer choice.

ABSOLUTES. Beware of answer choices with absolutes. Words like always, never, everyone, and all usually indicate a wrong answer choice.

BAIT AND SWITCH. Watch out for answer choices that use the EXACT same wording as the passage because it’s usually a trick! Correct answers are always a paraphrase of the actual passage and will not include the exact same wording.

NOT MENTIONED, BUT SOUNDS GOOD. Look out for answer choices that sound correct based on what you read but that were never actually mentioned in the passage.



Answering Main Idea Questions “Just Think About It”

Step 1: Look back at your sum-it-up note. Step 2: Make sure you have a general idea of what the passage is about—“Just think about it!” Step 3: Eliminate incorrect answer choices, such as ones that focus on

details of the passage or use the exact same wording as the passage.

1. The primary purpose of this passage is to:

OR 2. The author’s purpose in writing this passage is most likely to:

A. prove that stories about patchwork quilting helped win the Civil War

B. convince women of the importance of quilting

C. suggest that quilting is an essential art form for African-Americans

D. illustrate the valuable role that patchwork quilts played in African American culture and history

OR

3. One of the main arguments the author is trying to make in the passage is that:

A. stories about patchwork quilting helped win the Civil War

B. women must value and respect the art of quilting

C. quilting is an essential art form for African-Americans

D. patchwork quilts played a valuable role in African American culture and history



Answer

Step 1: Look back at yoStep 2: Make sure you about—“Just thStep 3: Eliminate incorr details of the pa passage. 1. The primary purpose of this pa

OR 2. The author’s purpose in writing

A. prove that stories about [too specific for ma

B. convince women of the [does not attempt t

C. suggest that quilting is [not mentioned bu

D. illustrate the valuable ro American culture an

3. One of the main arguments the

A. stories about patchwork

B. women must value and

C. quilting is an essential a

D. patchwork quilts played

ELA/MME Unit of Study: Reading, Grade 9 Oakland Schools

Answer Key for ing Main Idea Questions

ur sum-it-up note. have a general idea of what the passage is ink about it!” ect answer choices, such as ones that focus on ssage or use the exact same wording as the

ssage is to:

this passage is most likely to:

patchwork quilting helped win the Civil War in idea, and not mentioned]

importance of quilting o do this]

an essential art form for African-Americans t sounds good] le that patchwork quilts played in African d history

OR

author is trying to make in the passage is that:

quilting helped win the Civil War

respect the art of quilting

rt form for African-Americans

a valuable role in African American culture and history

19 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2007


Answering General Info Questions “Just Look It Up”

Step 1: “Just Look It Up” using the marks and notes you made while reading. Step 2: Eliminate incorrect answer choices, such as ones that use

extremes, absolutes, “bait and switch,” or “not mentioned but sounds good.”

4. The passage represents the quilt as providing:

A. warmth and beauty

B. a form of expression and a link to the past

C. the most lasting piece of family history ever conceived

D. a traditional substitute for 19th and 20th century literature 5. Hopkinson’s story and Flournoy’s story are examples of:

A. the ways in which African American women gather information

B. literary representations of the quilt’s position in African American culture

C. the ways in which African American families used quilting to obtain freedom during the Civil War

D. how contemporary storytellers view the art of patchwork quilting 6. The tone of the passage can best be described as:

A. mournful

B. ecstatic

C. revolutionary


D. explanatory


Answerin

Step 1: “Just Look It U reading. Step 2: Eliminate inco

extremes, absounds good.

4. The passage represents the qu

A. warmth and beaut

B. a form of expressi

C. the most lasting p

D. a traditional subst 5. Hopkinson’s story and Flourn

A. the ways in which[bait and sw

B. literary representa

C. the ways in whichCivil War [too sp

D. how contemporar

6. The tone of the passage can b

A. mournful [in

B. ecstatic [ex

C. revolutionary [in

D. explanatory


Answer Key for g General Info Questions

p” using the marks and notes you made while

rrect answer choices, such as ones that use solutes, “bait and switch,” or “not mentioned but ”

ilt as providing:

y [not mentioned but sounds good]

on and a link to the past

iece of family history ever conceived [too extreme]

itute for 19th and 20th century literature [bait and switch]

oy’s story are examples of:

African American women gather information itch]

tions of the quilt’s position in African American culture

African American families used quilting to obtain freedom during the ecific]

y storytellers view the art of patchwork quilting [not mentioned]

est be described as

accurate]

treme]

accurate and extreme]



Answering Line Detail Questions Refer to the sample passage in Day 1/Document 3 (Learning How to Mark-it-up). Step 1: Find the specific lines or paragraph cited. Step 2: For line references, re-read starting two lines before, and ending two

lines after, the citation. For paragraphs, re-read the paragraph cited. Step 3: Eliminate incorrect answer choices, including those that provide

information found in other sections of the passage. 7. The primary focus of lines 44—69 is:

A. the influence of Valerie Flournoy’s writing on African American women

B. the example of how one African American family supported its history and culture through the quilt

C. the problems that often arise between mothers and daughters

D. the benefits of buying a new quilt rather than making one of your own 8. As it is used in the passage, the phrase pictorial narratives (line 20) refers to the:

A. narrator’s mental picture of what the quilts must have looked like

B. women’s stories of the Civil War

C. the stories told through the images displayed on the quilts

D. African American story tellers 9. As it is used in line 6, the word transcend most nearly means:

A. transform

B. overcome

C. respect

D. believe ELA/MME Unit of Study: Reading, Grade 9 24 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Answeri Step 1: Find the speciStep 2: For line refere

lines after, theStep 3: Eliminate inco

information fou 7. The primary focus of lines 44

A. the influence of V

B. the example of ho and culture throug

C. the problems that

D. the benefits of buy[Question 7: This question is a“just think about it.”] 8. As it is used in the passage, th

A. narrator’s mental

B. women’s stories o

C. the stories told thr

D. African American[Question 8: This question reqin the passage in its context.] 9. As it is used in line 6, the

A. transform

B. overcome

C. respect

D. believe [Question 9: This question req“transcend,” and find the answ


Answer Key for ng Line Detail Questions

fic lines or paragraph cited. nces, re-read starting two lines before, and ending two citation. For paragraphs, re-read the paragraph cited. rrect answer choices, including those that provide nd in other sections of the passage.

—69 is:

alerie Flournoy’s writing on African American women

w one African American family supported its history h the patchwork quilt

often arise between mothers and daughters

ing a new quilt rather than making one of your own sking for the main idea of lines 44-69. You need to re-read it and

e phrase pictorial narratives (line 20) refers to the:

picture of what the quilts must have looked like

f the Civil War

ough the images displayed on the quilts

story tellers uires you to understand a phrase that represents a primary theme

word transcend most nearly means:

uires you to re-read line 6, come up with your own synonym for er choice most similar to your synonym.]



Common Question Stems

Question Stem Translation Strategy for Answering +POE



Com

(The completed table might lookp

Question Stem Words/Phrases

The primary purpose of the passage…

The passage asserts…

The author’s purpose…

The main function of the second paragraph…

As it is defined in the passage…

The passage suggests…

The author states…

According to the passage…

The passage indicates…

The author claims…

The primary focus of lines 30-50…

The author's attitude toward the subject…


Answer Key for mon Question Stems

something like this. Answers will vary depending on sample assages and questions used.)

Translation Strategy for Answering (always use POE!)

The main idea of the passage…

Just think about it (use sum-it-up note)

The text says… Just look it up

The main point… Just think about it

The main idea of the second paragraph…

Look it up and read 1-2 lines before and 1-2 lines after

In this passage the word ____ means…

Look it up and think about what that word (in context) means, then use POE

The passage gives hints, but does not directly state…

Look it up and think about it

The author says… Just look it up

Based on information found in the passage… Just look it up

The passage points out or explains briefly…

Just look it up

The author says… Just look it up

The main idea of lines 30-50…

Look it up and read 2 lines before and 2 lines after

How does the author feel about the subject? Just think about it



Graphic Organizer: WorkKeys Examples

Types of text found in WorkKeys with some real-life examples for each type:

• Memo—from coaches or sponsors of clubs and organizations • Letter—from principal, teacher, employer • Direction—job application, class assignments (research paper, lab paper) • Sign—building evacuation, parking lot specifications • Notice—upcoming events, cancellations with refunds available • Bulletin—from counselors and administrators • Policy—Student Code of Conduct, grading policies, attendance policies, dress

code policy, field trip policy • Regulation—fire regulations, safety regulations, extracurricular events



WorkKeys Level 3 Text Level 3 Sample (Reprinted with permission from ACT)

CLEANROOM PRACTICES

YOU MAY NOT USE ANY COSMETICS IN THE CLEANROOM. YOU MUST CLEAN OFF FACE POWDER, EYE SHADOW, MASCARA, AND LIPSTICK. NON-OIL-BASED LOTIONS ARE ACCEPTABLE BUT SHOULD BE APPLIED BEFORE ENTERING THE MAIN AREA. TO PREVENT CONTAMINATION OF PRODUCT, NO COLOGNE, PERFUME, HAIR SPRAY, HAIR GEL, OR FINGERNAIL POLISH MAY BE WORN. FINGERNAILS MUST NOT GO MORE THAN 0.25 INCH PAST THE FINGERTIPS AND CANNOT PUNCH THROUGH GLOVES. THE ONLY METAL ORNAMENT ALLOWED INSIDE THE CLEANROOM IS A WEDDING BAND (WRIST WATCHES ARE NOT ALLOWED). IF THE WEDDING BAND IS NOT SMOOTH, NYLON GLOVES MUST BE WORN UNDER VINYL GLOVES. What type of product can you have in the cleanroom? A. Face powder B. Fingernail polish C. Hair spray D. Mild cologne E. Non-oil-based lotions ELA/MME Unit of Study: Reading, Grade 9 33 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Answer Key for WorkKeys Level 3 Text

Level 3 Sample (Reprinted with permission from ACT)

CLEANROOM PRACTICES

YOU MAY NOT USE ANY COSMETICS IN THE CLEANROOM. YOU MUST CLEAN OFF FACE POWDER, EYE SHADOW, MASCARA, AND LIPSTICK. NON-OIL-BASED LOTIONS ARE ACCEPTABLE BUT SHOULD BE APPLIED BEFORE ENTERING THE MAIN AREA. TO PREVENT CONTAMINATION OF PRODUCT, NO COLOGNE, PERFUME, HAIR SPRAY, HAIR GEL, OR FINGERNAIL POLISH MAY BE WORN. FINGERNAILS MUST NOT GO MORE THAN 0.25 INCH PAST THE FINGERTIPS AND CANNOT PUNCH THROUGH GLOVES. THE ONLY METAL ORNAMENT ALLOWED INSIDE THE CLEANROOM IS A WEDDING BAND (WRIST WATCHES ARE NOT ALLOWED). IF THE WEDDING BAND IS NOT SMOOTH, NYLON GLOVES MUST BE WORN UNDER VINYL GLOVES. What type of product can you have in the cleanroom? A. Face powder B. Fingernail polish C. Hair spray D. Mild cologne E. Non-oil-based lotions



WorkKeys Level 5 Text

Level 5 Sample (Reprinted with permission from ACT) First Responder Legal and Ethical Rights Many First Responders are concerned about lawsuits. Lawsuits against those who give care at the scene of an emergency are not often successful. The First Responder’s scope of practice is defined as the range of duties and skills a First Responder is allowed and expected to perform when necessary. The First Responder, like other out-of-hospital care providers, is governed by legal, ethical and medical guidelines. These guidelines establish the scope and the limits of care the First Responder provides. While on duty, the First Responder has an obligation to respond to an emergency and provide care at the scene; this obligation is called a duty to act. This duty is governed either by case law, statute, or job description. This duty applies to public safety officials, certain government employees, licensed and certified professionals, and medical paraprofessionals while on duty. If a First Responder sees a medical vehicle crash while driving to work, in most states he or she only has a moral obligation to stop. However, once a First Responder has begun care, he or she is legally obligated to continue providing care until care can be transferred to a person with equal or greater training. A conscious victim has a basic right to decide what can or cannot be done to his or her body. Therefore, to provide care for an ill or injured person, the responder must first obtain that person’s consent. Permission is implied if the victim is unconscious or is a child with a serious condition and no supervising adult present. Consequently the Responder is only negligent if he or she does not respond in a professional manner or fails to act within this duty, thus causing physical injury, which can be measured in financial terms. An off-duty First Responder stops at a construction site to help a worker who has fallen from a scaffold. According to the policy shown, the First Responder must remain on duty with the injured worker until:

A. a crew member who is not a First Responder agrees to watch over the victim until help arrives. B. another equally or more skilled person arrives and takes over. C. the Responder has done everything within his or her skill limits to help the worker. D. the Responder must leave because of other obligations. E. the Responder has met his or her moral obligation.




Answer Key for WorkKeys Level 5 Text

First Responder Legal and Ethical Rights Many First Responders are concerned about lawsuits. Lawsuits against those who give care at the scene of an emergency are not often successful. The First Responder’s scope of practice is defined as the range of duties and skills a First Responder is allowed and expected to perform when necessary. The First Responder, like other out-of-hospital care providers, is governed by legal, ethical and medical guidelines. These guidelines establish the scope and the limits of care the First Responder provides. While on duty, the First Responder has an obligation to respond to an emergency and provide care at the scene; this obligation is called a duty to act. This duty is governed either by case law, statute, or job description. This duty applies to public safety officials, certain government employees, licensed and certified professionals, and medical paraprofessionals while on duty. If a First Responder sees a medical vehicle crash while driving to work, in most states he or she only has a moral obligation to stop. However, once a First Responder has begun care, he or she is legally obligated to continue providing care until care can be transferred to a person with equal or greater training. A conscious victim has a basic right to decide what can or cannot be done to his or her body. Therefore, to provide care for an ill or injured person, the responder must first obtain that person’s consent. Permission is implied if the victim is unconscious or is a child with a serious condition and no supervising adult present. Consequently the Responder is only negligent if he or she does not respond in a professional manner or fails to act within this duty, thus causing physical injury, which can be measured in financial terms. An off-duty First Responder stops at a construction site to help a worker who has fallen from a scaffold. According to the policy shown, the First Responder must remain on duty with the injured worker until:

A. a crew member who is not a First Responder agrees to watch over the victim until help arrives. B. another equally or more skilled person arrives and takes over. C. the Responder has done everything within his or her skill limits to help the worker. D. the Responder must leave because of other obligations. E. the Responder has met his or her moral obligation.



Level 3 Text versus Level 5 Text What makes Level 5 more challenging?

Characteristics of Level 3 Text: • • • • • Characteristics of a Level 5 Text: • • • • •



Answer Key for Level 3 Text versus Level 5 Text

Characteristics of Level 3 Text: • Sentences are simple and direct. Most have the subject first and the verb second.

• Paragraphs are short. • Instructions are direct and lead to simple tasks. • Readers must pick out a clearly stated detail. They do not need to draw any conclusions.

• Vocabulary includes common, everyday words.

Characteristics of a Level 5 Text: • Sentences are longer and more complex. • Paragraphs and sentences are filled with details and information. • Instructions include conditionals.

• Readers must apply the instructions to new situations. • Vocabulary includes jargon and specialized terms. • Writing style is complex.



WorkKeys Level 4 Text Level 4 Sample (Reprinted with permission from ACT)

New Policy

Effective immediately, the following Company Standard for Dress will be in force at all times. Except on specially designated holidays, business dress attire will always be worn by all upper-level management due to the heavy contact these individuals have with clients and the public. This attire is limited to business suits/slacks for both women and men. However, casual dress is allowed for all middle-level employees during the core work week (Monday through Thursday). This casual dress will consist of long- or short-sleeved shirts; polo shirts; khaki pants; “dress walking shorts,” hemmed at the knee level or lower; and “dress” canvas shoes. Jeans, printed T-shirts, or regular tennis shoes are not allowed on core casual dress days. Fridays have been officially declared “Jeans Day” here at our company. On Fridays, any kinds of jeans are permitted (colored denims, blue jeans, etc.) However, these jeans must be in new or next-to-new condition, with no holes, writing, or other obvious “statement makers.” Printed T-shirts and regular tennis shoes are still prohibited on Friday.

According to the policy shown, “dress walking shorts” are: A. banned if they are hemmed above the knee. B. banned on Friday unless they are made of colored denim. C. permitted on any Monday through Thursday if worn with a new printed T-shirt. D. permitted only on Friday and must be hemmed below the knee. E. permitted only on Friday if the hemline is at the knee.




Answer Key for WorkKeys Level 4 Texts

New Policy

Effective immediately, the following Company Standard for Dress will be in force at all times. Except on specially designated holidays, business dress attire will always be worn by all upper-level management due to the heavy contact these individuals have with clients and the public. This attire is limited to business suits/slacks for both women and men. However, casual dress is allowed for all middle-level employees during the core work week (Monday through Thursday). This casual dress will consist of long- or short-sleeved shirts; polo shirts; khaki pants; “dress walking shorts,” hemmed at the knee level or lower; and “dress” canvas shoes. Jeans, printed T-shirts, or regular tennis shoes are not allowed on core casual dress days. Fridays have been officially declared “Jeans Day” here at our company. On Fridays, any kinds of jeans are permitted (colored denims, blue jeans, etc.) However, these jeans must be in new or next-to-new condition, with no holes, writing, or other obvious “statement makers.” Printed T-shirts and regular tennis shoes are still prohibited on Friday.

According to the policy shown, “dress walking shorts” are: A. banned if they are hemmed above the knee. B. banned on Friday unless they are made of colored denim. C. permitted on any Monday through Thursday if worn with a new printed T-shirt. D. permitted only on Friday and must be hemmed below the knee. E. permitted only on Friday if the hemline is at the knee.


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