PSY104 Week 3 – Quiz
Week 3 – Quiz
Instructions
Week 3 Reading Review
[WLOs: 1, 2, 3] [CLOs: 1, 4]
Complete the reading review on the assigned readings for the week. While this uses the quiz function, the purpose is to help you process the material in the text rather than to “test” you. The review is open book and untimed, and you may repeat it as many times as you need to in order to master the material. The review contains 25 multiple-choice questions and is worth 5% of your course grade. Included in this review, you will find five questions that address common issues with plagiarism. Prior to taking this reading review, complete the Is It Plagiarism Practice Activity (Links to an external site.) in the University of Arizona Global Campus Writing Center.
Click on the Take the Quiz button when you are ready to start this exam. When finished, click on Submit Quiz.
Question 1
Correct!
Question 2
Correct!
Question 3
Correct!
Question 4
Question 6
Question 7
Question 8
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Question 17
Question 20
Question 21
Original Text: In terms of teaching, the standards movement favors direct instruction of factual information and skills and whole-class teaching rather than group activities.
Student Version: Regarding teaching, the standards movement favors the direct teaching of truthful information, skills and entire class teaching rather than group activities.
What should the student do to correct their version?
Question 22
Original Text: In terms of teaching, the standards movement favors direct instruction of factual information and skills and whole-class teaching rather than group activities.
Student Version: “In terms of teaching, the standards movement favors direct instruction of factual information and skills and whole-class teaching rather than group activities.”
Question 24
Original text by Nancy Woloch (2002): The feminization of clerical work and teaching by the turn of the century reflected the growth of business and public education. It also reflected limited opportunities elsewhere. Throughout the nineteenth century, stereotyping of work by sex had restricted women’s employment. Job options were limited; any field that admitted women attracted a surplus of applicants willing to work for less pay than men would have received. The entry of women into such fields—whether grammar school teaching or office work—drove down wages.
Student version: According to Nancy Woloch (2002), the “feminization” of jobs in the nineteenth century had two major effects: a lack of employment opportunities for women and inadequate compensation for positions that were available. Thus, while clerical and teaching jobs indicated a boom in these sectors, women were forced to apply for jobs that would pay them less than male workers were paid (p. 170).