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Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? for SAT 2024 is part of SAT preparation. The Question and answers have been prepared according to the SAT exam syllabus. Information about Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for SAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer?.

Solutions for Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? in English & in Hindi are available as part of our courses for SAT. Download more important topics, notes, lectures and mock test series for SAT Exam by signing up for free.

Here you can find the meaning of Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer?, a detailed solution for Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? has been provided alongside types of Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (5)a)No changeb)harmful as, if not more harmful than,c)harmful, if not more harmful, thand)equally harmful, if not more harmful than,Correct answer is option 'B'. Can you explain this answer? tests, examples and also practice SAT tests.