Using Facts and Opinions Practice Exercises

Review the following study guide for a concept review:

Using Facts and Opinions Practice Exercises

Practice 1: Environmental Emergency!

Read the speech, and then answer the questions that follow.

(1)	Ladies and Gentlemen, thank you for coming. When I first heard about the state's plan to build an oil storage facility and recycling plant near White River, I thought of the weekends my family spent there every summer when I was a kid. We'd camp out and fish, swim, and explore caves in the nearby woods. My grandfather taught me how to fish there. And he and I spent hours hiking in the woods, where I learned to identify local plants and animals.
(2)	The river and the land around it were both familiar and unique. I learned a lot there from my grandfather, and today, I'm a grandfather. I take my grandchildren there, but it's changed. There aren't as many fish, and some animals no longer inhabit the woods. According to Dr. Ima Expert, that's because "they find it difficult to adjust to constant noise from new highways and to avoid dangers from trash left by careless hikers." My grandkids and I usually spend at least one weekend each summer cleaning up after folks who recklessly leave plastic materials that harm animals.
(3)	Now, we face the danger of losing more animals from possible oil spills at the proposed facility! Our river and the animals need to be protected and preserved. The danger is real, and only we, the people, can stop it. If we allow our rich natural resources to be destroyed, our lives will be forever changed. We won't be able to undo what we have done. These new facilities will discharge waste into the river. That will impact not only our part of the river but all of it as it travels toward the ocean. Animals and nearby soil will become contaminated.
(4)	We must protect our environment. So I ask each of you to join us in trying to stop the project. Please write, call, or e-mail local elected officials, and federal officials, to register your concerns. And if you really care about the environment, please join us next Saturday in a protest march to the state capital. Leading us will be TV star Mark MiWords. He grew up around here and says, "We must make sure that our grandchildren's grandchildren will be able to share the same experiences we had on the river as kids." Please, join us. Thank you.

1.	What does the author of this speech want people to do?
	a.	help to stop the building of a new middle school
	b.	help to raise money to restock the river with fish
	c.	help to stop the building of oil and recycling plants by the river
	d.	help to raise money to build oil and recycling plants by the river
2.	Which of these does the author NOT use?
	a.	expert opinion
	b.	testimonial
	c.	glittering generalities
	d.	name calling
3.	Which of these is NOT an opinion?
	a.	The plant will ruin the environment forever.
	b.	The state has plans to build an oil storage plant.
	c.	If you care about the environment, you'll join our cause.
	d.	Mark MiWords is a really great actor.
4.	Which of these is an opinion and cannot be proved true?
	a.	Oil can pollute water.
	b.	There are less fish in White River today.
	c.	You can have hours of fun by the river.
	d.	There is a highway close to the forest.
5.	How does the author use personal experiences to influence people? Use at least three examples from the speech.
5.

Practice 2: Lights! Camera! Action!

Read these two commercials, and then answer the questions that follow.

Commercial 1: Right-Here Notebooks

Reports . . . homework . . . class notes . . . lists of things to do! Keeping all those papers neat wasn't always easy. That's why I bought this RIGHT-HERE organizer. (open) Look . . . no more messy, wrinkled, crinkled, crumpled papers (pause) and no more Mr. Ferro yelling at me for handing in ripped and "very untidy" work! Now everything's neat and in its place (looks inside) Oh, no . . . where's my math homework? (pause, then smile) That's right . . . I'm getting so efficient I handed it in already! Get a RIGHT-HERE today. . . . It'll get you organized so you get better grades!

Commercial 2: Acting Studio

[Teen and younger child watching TV movie. Younger child screams.]

TEEN: Oh . . . don't be such a baby!!

CHILD: But the guy got hurt!

TEEN: It's just make-believe!

CHILD:Well, how do they get so good at it?

TEEN: They go to acting school.

CHILD: So . . . if I go to acting school . . . I'll be in a movie?

TEEN: No, silly, then you need an agent . . . then you need to audition! If they

like what you do, then, yes, you'll be in a movie . . . but first, get acting lessons.

CHILD: I want to do it!

TEEN:Well, ask Mom about taking lessons at Dance-'n'-Arts.

CHILD: Really? They have acting lessons there?

TEEN: Yeah . . . really!

CHILD: [Calls off-stage] MOM!!

ANNOUNCER [Voice-Over]: Sign your child up today! Call 555-6070 . . . classes start soon!

6.	What does the author of Commercial 1 want TV viewers to do?
	a.	watch a certain TV show
	b.	join a swimming club
	c.	buy a certain notebook
	d.	do more homework
7.	Which does the author use in Commercial 1 use in the last sentence?
	a.	expert opinion
	b.	glittering generality
	c.	bandwagon
	d.	name calling
8.	What does the author of Commercial 2 want TV viewers to do?
	a.	help save the library
	b.	teach in the local schools
	c.	build an acting school
	d.	take acting lessons
9.	How can viewers find out if the last line of Commercial 2 is a fact or an opinion?
	a.	Watch the commercial again.
	b.	Write a fan letter to the teen actor.
	c.	Call the number and ask.
	d.	Draw a picture of the ad and see if it makes sense.
10.	Imagine the teen actor in Commercial 2 was famous and said: "I studied there, and now I've got my own TV show!" Which would the commercial be using?
	a.	testimonial
	b.	glittering generality
	c.	bandwagon
	d.	expert opinion

Practice 3: The Bill of Rights

Read the selection, and then answer the questions that follow.

(1)	In 1787, the U.S. Constitution was written. It spelled out how the new country should be run. But before it could become the law of the land, it had to be sent to each of the 13 original states for ratification, or acceptance. Many states ratified only when they were promised that a bill of rights would be added.
(2)	The first Congress met in 1789 to write amendments, or additions, to the Constitution. The first ten amendments, called the Bill of Rights, guaranteed rights, or freedoms, the colonists had fought for in the Revolutionary War. Freedom: of worship, of speech, to hold peaceful meetings, to request the government to change unfair laws, and to bear arms. The Bill also affirmed that: A person was innocent until proven guilty, law officers couldn't enter a home without a warrant, and an accused person had a right to a trial by jury.
(3)	Before the Bill could be officially added to the Constitution, it had to be ratified by three-fourths of the 13 states. It was, in 1791. But Georgia, Massachusetts, and Connecticut didn't ratify until 1939 . . . 148 years later! It was about time!

11.	Which of the following is NOT a fact because it can't be proved?
	a.	The Bill of Rights affirms a citizen's right to freedom of speech.
	b.	The Constitution was written in 1787.
	c.	The Bill of Rights affirms a citizen's right to grow long hair.
	d.	The first Congress met in 1789.
12.	Which of the following is an opinion?
	a.	The Constitution is a set of rules for running America.
	b.	Congress wrote the amendments called the Bill of Rights.
	c.	Freedom of speech is guaranteed by the Bill of Rights.
	d.	All of the 13 states should have ratified the Bill of Rights in 1791!
13.	How could you find out if the statement about some states not ratifying for 148 years is a fact or an opinion?
	a.	Ask a friend if it makes sense.
	b.	Research in a history book or on the Internet.
	c.	Listen to music from the 1700s.
	d.	Take a survey in class.

Answers

1.	c
2.	d
3.	b
4.	c
5.	Some examples: fishing with his grandfather, hiking with the grandfather,taking his own grandchildren there
6.	c
7.	b
8.	d
9.	c
10.	a
11.	c
12.	d
12.	b

View Full Article

Using Facts and Opinions Practice Exercises (page 2)