Although it has been quite a while since I’ve presented such materials–I think I last did this in February 2023, so well over a year ago, now–I do still have items I developed for a private tutorial client that I can share. Testing season grows, and having access to materials to help prepare for it is helpful; having access to generating those materials is also helpful, and I’m pleased to be able to write such things to order. For those interested, there’s a form below that can be used to start placing an order for such; in the meantime, though, an example of the kind of work I can offer follows…

The passage in the example below comes in at 184 words at a grade-level equivalent of 13.6–so, college-level reading. It has been adapted for the medium.

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¹While Malory’s Arthuriana is dominant in English-speaking conceptions of the Once and Future King and the Knights of the Round Table, there are other ideas about the characters in the English-language canon. ²Among the works that are commonly studied, Spenser’s Faerie Queene offers one example of a non-Malorian Arthur. ³In Spenser’s work, Arthur is a prince—not a king—and a knight errant, questing about and aiding other knights in their own exploits rather than sitting enthroned and sending warriors out to gain glory and honor in his name. ⁴Each of Spenser’s knights, embodies a desirable quality, and Arthur’s association with them reflects those qualities upon him. ⁵They figure him as the perfect knight and model of virtue. ⁶The Faerie Queene is meant as a paean to Elizabeth I—Spenser knew that flattery would improve his chances at receiving patronage and advancement—and Arthur appears as a help to those knights serving Elizabeth’s stand-in in the work; it implies that she is worthy of such service herself. ⁷It is quite the compliment, and it makes for an interesting use of a divergent Arthurian idea.

1.
In sentence 1, “conceptions” is a

1. Noun
2. Pronoun
3. Verb
4. None of the above

2.
In sentence 1, “conceptions” means

1. areas
2. ideas
3. pregnancies
4. None of the above

3.
Sentence 2 provides what kind of context clue for the meaning of “conceptions” in itself?

1. Antonym
2. Example
3. Synonym
4. None of the above

4.
In sentence 3, the word “errant” is a

1. Noun
2. Pronoun
3. Verb
4. None of the above

5.
In sentence 3, the word “errant” means

1. In the wrong
2. Off the chain
3. On the road
4. None of the above

6.
Sentence 3 provides what kind of context clue for the meaning of “errant” in itself?

1. Antonym
2. Example
3. Synonym
4. None of the above

7.
In sentence 6, the word “paean” is a

1. Noun
2. Pronoun
3. Verb
4. None of the above

8.
In sentence 6, the word “paean” means

1. In a day’s work
2. Piece of work
3. Work of praise
4. None of the above

9.
Sentence 6 provides what kind of context clue for the meaning of “paean” in itself?

1. Antonym
2. Example
3. Synonym
4. None of the above

10.
The relationship of sentence 2 to sentence 1 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

11.
The relationship of sentence 3 to sentence 2 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

12.
The relationship of sentence 4 to sentence 3 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

13.
The relationship of sentence 5 to sentence 4 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

14.
The relationship of sentence 6 to sentence 5 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

15.
The relationship of sentence 7 to sentence 6 is one of

1. Addition
2. Comparison/Contrast
3. Illustration/Exemplification
4. None of the above

16.
The main idea of the paragraph is in sentence

1. 1
2. 3
3. 5
4. None of the above

17.
A punctuation error appears in sentence

1. 2
2. 4
3. 6
4. None of the above

Answers: 1,A; 2,B; 3,C; 4,D; 5,C; 6,D; 7,A; 8,C; 9,C; 10,C; 11,C; 12,D; 13,D; 14,A; 15,A; 16,A; 17,B

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I am happy to draft original passages on a variety of subjects, and I’m able to easily develop assessment materials to give your student–whether in your home or in your classroom–the best possible practice for the standardized testing that is coming. I’m also happy to draft materials for programs; please feel free to reach out, and we’ll discuss how I can meet your needs!

Or you can send your support along directly!