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Topics include school competition and academic environments, collective action perspectives, and rhetorical or behavioral descriptions of a subject through contrasting phrasing. Additional sections list alternate interpretations for single statements, focusing on tone, characterization, and perceived attitudes. Overall, it functions like an answer-choice practice sheet emphasizing selection among close language variants.","| EX. | Pleasant surprise | 0 | 􀀹 |\n| --- | --- | --- | --- |\n| A. | Statistics Count |  |  |\n| B. | Breeding ground for the spoilt rotten |  |  |\n| C. | Utilitarianism shackles creativity |  |  |\n| D. | Stifling of enlightened outlook |  |  |\n| E. | Levelling up |  |  |\n| F. | Academic rigour across the board |  |  |\n| G. | Accommodating the louts |  |  |\n| H. | Cultural bonus |  |  |\n\n| EX. | from kindergarten to 12th grade, schools brag about how“competitive” they are | 0 | 􀀹 |\n| --- | --- | --- | --- |\n| A. | kids are getting conned |  |  |\n| B. | but together, there’s no telling what kind of power they could exercise |  |  |\n| C. | students are dropping out of the rat-race |  |  |\n| D. | at the end of their journey into adulthood they are not reimbursed for their efforts |  |  |\n| E. | only young people, united, can improve their working conditions and end the academic arms race |  |  |\n| F. | students can use collective bargaining, too |  |  |\n| G. | Americans are improving themselves, but the rewards keep flowing uphill to the 1 percent |  |  |\n| H. | however, the early bird always catches the worm |  |  |\n| I. | it is equally in their shared interest to improve their mental health by reducing competition |  |  |\n| J. | there are some winners, but the real champions are the corporate owners |  |  |\n| K. | but even though older adults are ostensibly worried about the kids |  |  |\n| L. | educational achievement, on the other hand, follows a different trend |  |  |\n\n| 0.\u003Cbr>A.\u003Cbr>B.\u003Cbr>C.\u003Cbr>. | In garb and demeanour, her peers seemed to be typecast.\u003Cbr>Her peers seemed unthreatening.\u003Cbr>Her peers were far from formidable. | A | 􀀹 |\n| --- | --- | --- | --- |\n|  |  |  |  |\n| 1. |  |  |  |\n| A. | She came across as shy. |  |  |\n| B. | The image of her is that of a carefree bird. |  |  |\n| C. | Her vibe was lackadaisical. |  |  |\n|  |  |  |  |\n| 2. |  |  |  |\n| A. | She is characterized primarily by her desire to influence. |  |  |\n| B. | She ought to exercise self-criticism. |  |  |\n| C. | She is loath to be unquestioning. |  |  |\n|  |  |  |  |\n| 3. |  |  |  |\n| A. | She looks down her nose at others. |  |  |\n| B. | Although she is lettered, she is down-to-earth. |  |  |\n| C. | Her aloofness is striking. |  |  |\n|  |  |  |  |\n| 4. |  |  |  |\n| A. | She equates an uninformed referendum to stumbling in obscurity. |  |  |\n| B. | The uninformed referendum should be seen as a false vote. |  |  |\n| C. | She likens an uninformed referendum to self-gratification. |  |  |\n|  |  |  |  |\n| 5. |  |  |  |\n| A. | Heretofore, women of her ilk were frowned upon. |  |  |\n| B. | It is not bizarre that attitudes have changed so much. |  |  |\n| C. | Age and looks still rule. |  |  |\n|  |  |  |  |\n| 6. |  |  |  |\n| A. | She refuses to call out discrimination. |  |  |\n| B. | She draws the line on discrimination. |  |  |\n| C. | She is dismayed by narrow-mindedness. |  |  |\n|  |  |  |  |\n| 7. |  |  |  |\n| A. | Some of her colleagues failed to manage the hurdles. |  |  |\n| B. | She gives the two fingers to those who derided her. |  |  |\n| C. | She refuses to get a dig in at her colleagues. |  |  |\n|  |  |  |  |\n| 8. |  |  |  |\n| A. | She appeals across the board due to her dissident nature. |  |  |\n| B. | She veers more towards lore. |  |  |\n| C. | She wins hands down by dint of her breadth of insight. |  |  |\n|  |  |  |  |\n| 9. |  |  |  |\n| A. | As a survival strategy, she didn’t mince her words. |  |  |\n| B. | She was outspoken in order to attract attention. |  |  |\n| C. | She sat on the fence in order to get ahead. |  |  |\n|  |  |  |  |\n| 10. |  |  |  |\n| A. | Being a don does not protect her from media fallout. |  |  |\n| B. | She remains blasé as regards media exposure. |  |  |\n| C. | She could be making the best of it while it lasts. |  |  |","cbCaicm7a4cIsz6X","https://ap.wps.com/l/cbCaicm7a4cIsz6X","pdf",539289,10,"English","en",105,"# Example sets\n## Labeled answer options","[{\"question\":\"What format does the document use for the questions?\",\"answer\":\"It uses labeled example sets (e.g., EX. with letters and numbered items) followed by multiple answer options A, B, C, etc.\"},{\"question\":\"What themes are discussed in the example statements?\",\"answer\":\"The examples address school competition from early education onward and also include characterizing or describing a subject through different phrasing.\"},{\"question\":\"How are the answer options intended to be used?\",\"answer\":\"Each item provides several closely related sentence options that can be selected as the best match for the prompt or intended meaning.\"}]","CTE | 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