TEAS 7 English Practice Test

Questions 44

ATI TEAS 7

ATI TEAS 7 Test Bank

TEAS 7 English Practice Test Questions

Question 1 of 5

A hundred years ago, automobiles were rare, but now cars are ubiquitous. However, she doesn't know what the word ubiquitous means. Which key context clue is essential to decipher the word's meaning?

Correct Answer: D

Rationale: The correct answer is D: Rare. The key context clue essential to deciphering the meaning of the word "ubiquitous" is "rare." In the given sentence, it contrasts the past rarity of automobiles with their current ubiquity, indicating that ubiquitous means something that is common or widespread. The word "rare" serves as a direct antonym to "ubiquitous," making it crucial for understanding the meaning. Choices A, B, and C do not provide this direct contrast or relationship to the word "ubiquitous," making them incorrect context clues for deciphering the word's meaning.

Question 2 of 5

Which of the following verb forms correctly completes the sentence? His charismatic personality, organizational abilities, sheer determination, and rhetorical skills enable him to quickly rise through the chapter's ranks.

Correct Answer: C

Rationale: The correct answer is C because the sentence is in past tense, describing actions that have already taken place. "Enabled him to quickly rise" is the correct verb form to maintain tense consistency. Choice A does not change the verb form, which is incorrect since the sentence is referring to past events. Choice B uses present continuous tense, which is not suitable for describing completed actions. Choice D uses future tense, which is also incorrect as it suggests the action has not yet occurred. Therefore, choice C is the most appropriate to maintain proper verb tense agreement.

Question 3 of 5

Which of the following would belong in a formal speech?

Correct Answer: B

Rationale: The correct answer is B because it uses formal language and structure suitable for a formal speech. 1. "Our purpose is to work together to improve the quality of education at this school" sets a professional tone. 2. "Ideally, we need to organize a list of our issues" shows a logical approach. 3. "Secondly, we need to form small groups to discuss them and find solutions" demonstrates a clear sequence of actions. 4. "Then, we need to implement some solutions" provides a conclusive plan. Other choices lack the same level of formality, clarity, and logical progression, making them less suitable for a formal speech.

Question 4 of 5

What type of sentence is the following example an illustration of?

Correct Answer: D

Rationale: The correct answer is D, Compound-Complex. This type of sentence contains two or more independent clauses and at least one dependent clause. In this case, it combines a compound sentence (two independent clauses joined by a coordinating conjunction) with a complex sentence (an independent clause and a dependent clause). Therefore, it meets the criteria for a compound-complex sentence. Choices A, B, and C are incorrect because they do not accurately describe the specific structure of this sentence. A compound sentence involves two independent clauses, a simple sentence consists of just one independent clause, and a complex sentence includes an independent clause and at least one dependent clause.

Question 5 of 5

Which of the following actions should NOT take place during the revising, editing, and proofreading steps of the writing process?

Correct Answer: D

Rationale: The correct answer is D because determining the argument the composition will defend should have already been done during the pre-writing and drafting stages, not during revising, editing, and proofreading. During these steps, the focus should be on refining the existing content, improving clarity, coherence, and correctness. A: Improving word choice is important for enhancing the overall quality of the writing. B: Replacing irrelevant or weak sentences helps to strengthen the composition. C: Identifying sentences that require citations ensures academic integrity and proper acknowledgment of sources.

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