Agirl in your economics class gets her graded test back. she looks at it once and then slams her notebook closed. marching up to the instructor, she demands to know why she received such a bad grade when she'd studied all night. being more emotionally self-aware, you reflect on her actions and consider what you would have done in her place. which action is best?

a: take the same action but with a lowered voice so that others won't hear

b: review the text and ask the instructor to explain the items that were marked incorrect

c: immediately crumple up the test and throw it in the trash

d: put the test away, not look at it again, and tell my friends how mean the instructor is

Read the excerpt from "mother tongue." those tests were constructed around items like fill-in-the-blank sentence completion, such as “even though tom was mary thought he was ” and the correct answer always seemed to be the most bland combinations of thoughts, for example, “even though tom was foolish, mary thought he was ridiculous.” well, according to my mother, there were very few limitations as to what tom could have been and what mary might have thought of him. so i never did well on tests like that. how does tan build a central idea of her story in the excerpt? tan discusses the types of questions on achievement tests to support the idea that the tests limit students’ ability to write well. tan explains a question on a language achievement test to support the idea that the tests should include more interesting content. tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability. tan considers how her mother might answer a question on a test to support the idea that nonstandard english limits a person’s ability to communicate.