DOK Level 1 – Recall (identify, list, define, recognize)

Question 1: What is the topic sentence in this paragraph? Write the sentence exactly as it appears in the text.

A good answer must include:

The exact first sentence: “In my opinion, schools should place more emphasis on teaching practical skills rather than only academic subjects.”
Identification that this sentence introduces the main idea of the paragraph

Question 2: List the three linking words or phrases that the writer uses in this paragraph. What is their function?

A good answer must include:

Three linking words/phrases: “For example,” “Of course,” and “If”
A basic explanation that these words connect ideas or show relationships between sentences

Question 3: Identify the concluding sentence. How is it different from the supporting sentences?

A good answer must include:

The final sentence: “If schools combined theory with practice, students would feel more motivated and confident when they enter the workplace.”
Recognition that it summarizes or restates the main point, or shows a consequence of the argument

DOK Level 2 – Skill/Concept (classify, compare, explain, summarize)

Question 4: Why does the writer use the phrase “For example” in the third sentence? What information does it introduce, and why is it important for the reader to understand?

A good answer must include:

Recognition that “For example” introduces specific evidence or details
Explanation that the examples (financial literacy, communication skills) support the topic sentence
Understanding that examples make the argument more concrete and believable

Question 5: Compare the purpose of “Of course” with the purpose of “For example.” How does each phrase help the reader follow the writer’s thinking?

A good answer must include:

Recognition that “For example” adds supporting evidence
Recognition that “Of course” acknowledges a counterargument or alternative viewpoint
Explanation that together they show the writer understands different perspectives and still supports the main idea

Question 6: What is the relationship between the second sentence and the topic sentence? How do they work together to build the argument?

A good answer must include:

Understanding that the second sentence provides evidence or a problem that supports why schools should teach practical skills
Recognition that students leaving school unprepared is a reason to support the topic sentence
Understanding that this is a supporting sentence that strengthens the main idea

DOK Level 3 – Strategic Thinking (assess, investigate, analyze, construct)

Question 7: What would happen to the reader’s understanding if the topic sentence were removed from this paragraph? Would the reader still understand the writer’s main argument? Explain your answer.

A good answer must include:

Recognition that without the topic sentence, the reader would not know the writer’s position clearly
Explanation that the reader might understand individual examples but would not understand the overall purpose
Understanding that the topic sentence guides the reader to interpret all supporting sentences correctly

Question 8: Examine the concluding sentence carefully: “If schools combined theory with practice, students would feel more motivated and confident when they enter the workplace.” Does this sentence only repeat information from earlier in the paragraph, or does it add a new idea? Explain.

A good answer must include:

Recognition that the sentence introduces a new consequence or outcome (motivation and confidence in the workplace)
Understanding that while it connects to the main idea, it extends the argument by showing a benefit not fully explained before
Acknowledgment that this makes the conclusion more persuasive

Question 9: Analyze how the writer’s choice to use “If schools combined theory with practice” (conditional structure) affects the reader’s interpretation. What does this structure suggest about whether this change is realistic or possible?

A good answer must include:

Understanding that the “if” structure suggests a hypothetical or future possibility, not something that currently exists
Recognition that this creates a persuasive effect by offering a vision of improvement
Understanding that it shows the writer believes change is possible but depends on schools taking action

DOK Level 4 – Extended Thinking (analyze, critique, create, design, apply)

Question 10: Imagine you are writing a formal email to your manager about improving workplace training. How could you use the same paragraph structure (topic sentence, supporting sentences with linking words, concluding sentence) to present your argument? Write one sentence that shows how you would adapt the topic sentence for this new context.

A good answer must include:

A topic sentence that clearly states a position about workplace training
Evidence that the learner understands the structure can transfer to a different context
Appropriate formality and vocabulary for a workplace email
Example: “Our organization should invest more in practical on-the-job training rather than relying only on classroom instruction.”

Question 11: Compare this paragraph with a weaker version that has no clear topic sentence and sentences in random order (for example: first the concluding idea, then examples, then the counterargument). What specific problems would this create for the reader? How does organization affect persuasiveness?

A good answer must include:

Recognition that without a clear topic sentence, the reader would be confused about the main point
Understanding that random order makes it harder to follow the logic and less persuasive
Explanation that clear organization helps readers understand and accept the argument
Understanding that linking words become less effective if sentences are not in a logical order

Question 12: Evaluate this paragraph as a persuasive text. Which sentence or linking word choice is most effective in convincing the reader to accept the writer’s opinion? Why? What would make the argument even stronger?

A good answer must include:

Selection of a specific sentence or linking word with clear reasoning
Explanation of why it is persuasive (e.g., “For example” provides concrete evidence; “If schools combined…” creates a hopeful vision)
Thoughtful suggestions for improvement (e.g., more specific statistics, additional counterarguments acknowledged, more detailed examples)
Recognition that organization and word choice together create persuasive effect