assignment terms review 9 4

• Walden University
• Faculty Portal

Common Assignments: Literature Reviews

Basics of literature reviews.

A literature review is a written approach to examining published information on a particular topic or field. Authors use this review of literature to create a foundation and justification for their research or to demonstrate knowledge on the current state of a field. This review can take the form of a course assignment or a section of a longer capstone project. Read on for more information about writing a strong literature review!

Students often misinterpret the term "literature review" to mean merely a collection of source summaries, similar to annotations or article abstracts. Although summarizing is an element of a literature review, the purpose is to create a comprehensive representation of your understanding of a topic or area of research, such as what has already been done or what has been found. Then, also using these sources, you can demonstrate the need for future research, specifically, your future research.

There is usually no required format or template for a literature review. However, there are some actions to keep in mind when constructing a literature review:

• Include an introduction and conclusion . Even if the literature review will be part of a longer document, introductory and concluding paragraphs can act as bookends to your material. Provide background information for your reader, such as including references to the pioneers in the field in the beginning and offering closure in the end by discussing the implications of future research to the field.
• Avoid direct quotations . Just like in an annotated bibliography, you will want to paraphrase all of the material you present in a literature review. This assignment is a chance for you to demonstrate your knowledge on a topic, and putting ideas into your own words will ensure that you are interpreting the found material for your reader. Paraphrasing will also ensure your review of literature is in your authorial voice.
• Organize by topic or theme rather than by author. When compiling multiple sources, a tendency can be to summarize each source and then compare and contrast the sources at the end. Instead, organize your source information by your identified themes and patterns. This organization helps demonstrate your synthesis of the material and inhibits you from creating a series of book reports.
•  Use headings . APA encourages the use of headings within longer pieces of text to display a shift in topic and create a visual break for the reader. Headings in a literature review can also help you as the writer organize your material by theme and note any layers, or subtopics, within the field.
• Show relationships and consider the flow of ideas. A literature review can be lengthy and dense, so you will want to make your text appealing to your reader. Transitions and comparison terms will allow you to demonstrate where authors agree or disagree on a topic and highlight your interpretation of the literature.

Related Multimedia, Social Media, and Other Resources

Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research and Evaluation , 14 (13), 1–13. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1219&context=pare

Didn't find what you need? Email us at [email protected] .

• Previous Page: Example
• Next Page: Synthesizing Your Sources
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

Assignment Review Protocols

Use these content-specific protocols to assess the quality of assignments that students are asked to complete..

All students need regular opportunities to think critically and engage deeply with worthwhile content. These review protocols are designed to assist educators as they evaluate both the quality of an assignment and how students perform on that assignment.

ELA Assignment Review Protocol

Math Assignment Review Protocol

Science Assignment Review Protocol

Social Studies Assignment Review Protocol

Reading Foundational Skills Assignment Review Protocol

Stay in the Know

Sign up for updates on our latest research, insights, and high-impact work.

" * " indicates required fields

Related Tools

Instructional coherence: a key to high-quality learning acceleration for all students.

Use this guide to check that every component of a student’s academic experience supports grade-level instruction and learning acceleration.

Math Instruction for Multilingual Learners

Use this guide to help teachers develop key instructional skills and higher expectations to support multilingual learners.

Student Achievement Partners: Assessment Evaluation Tool

Use this tool to check the quality of your assessments.

Imali Ariyarathne, seventh-grade teacher at Langston Hughes Academy, introduces her students to the captivating world of science.

TNTP is the nation’s leading research, policy, and consulting organization dedicated to transforming America’s public education system, so that every generation thrives.

Today, we work side-by-side with educators, system leaders, and communities across 39 states and over 6,000 districts nationwide to reach ambitious goals for student success.

Yet the possibilities we imagine push far beyond the walls of school and the education field alone. We are catalyzing a movement across sectors to create multiple pathways for young people to achieve academic, economic, and social mobility.

• Wigan and Leigh College
• Learning Resources
• Study Skills Guides

Help to boost your grades

• Key words in Assignment Briefs

Assignment Brief

• Researching Information
• Note Taking
• Writing Essays & Assignments
• Writing Reports
• Writing a Critique
• Writing a literature review
• Writing short answer questions
• Reflective Writing
• Designing & Analysing Questionnaires
• Oral Presentations
• Creating a Podcast
• Creating a Blog
• Fast Reading Techniques
• Time Management
• Referencing This link opens in a new window
• Further help and advice

It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. Each assignment will generally have at least three learning outcomes which you must cover if you are to achieve a pass.

Breaking down an assignment question

Before you attempt to answer an assignment question, you need to make sure you understand what it is asking. This includes not only the subject matter, but also the way in which you are required to write. Different questions may ask you to discuss, outline, evaluate… and many more. The task words are a key part of the question.

• Key Words in Assignment Briefs
• << Previous: Home
• Next: Researching Information >>
• Last Updated: Feb 27, 2024 11:24 AM
• URL: https://libguides.wigan-leigh.ac.uk/Boost_Your_Grades

• Writing Center
• Current Students
• Online Only Students
• Faculty & Staff
• Parents & Family
• Alumni & Friends
• Community & Business
• Student Life
• Video Introduction
• Become a Writing Assistant
• All Writers
• Graduate Students
• ELL Students
• Campus and Community
• Testimonials
• Encouraging Writing Center Use
• Incentives and Requirements
• Open Educational Resources
• How We Help
• Get to Know Us
• Conversation Partners Program
• Workshop Series
• Professors Talk Writing
• Computer Lab
• Starting a Writing Center
• A Note to Instructors
• Annotated Bibliography
• Literature Review
• Research Proposal
• Argument Essay
• Rhetorical Analysis

Literature Review Assignment

Note to instructors: This literature review assignment may be used as part of an ongoing research project, or it may be used as a stand-alone project. You are encouraged to adopt, adapt, or remix these guidelines to suit your goals for your class.

Rough Draft:

Peer Review:

Final Draft:

This assignment will help you become aware of how writers and researchers consider previous work on a topic before they begin additional research. 

• Locate a variety of scholarly print and digital sources that represent multiple perspectives on a topic.
• Analyze sources by critically reading, annotating, engaging, comparing, and drawing implications.
• Methods of gathering and determining the credibility of sources
• Strategies for identifying and discussing multiple perspectives in research

A literature review provides context and establishes the need for new research. In your literature review, you will summarize and analyze published research on your topic by identifying strengths, weaknesses, commonalities, and disagreements among your sources.

For this assignment, you will conduct research on your topic and then compose a thoughtful, well-organized literature review that reflects your own analysis of at least five scholarly sources and their contributions to your topic. (Note that a literature review differs from an annotated bibliography, which simply lists sources and summaries one-by-one. A literature review also differs from a research paper because it does not include new arguments or unpublished primary research.)

Your literature review should have three parts: an introduction, a body, and a conclusion.

Introduction

In the introduction, identify your research topic and provide appropriate background information to clarify the context in which you will be reviewing the sources. You should also identify commonalities, conflicts, and/or gaps in published research. Finally, you should explain the criteria you’ve used to analyze, compare, and contrast sources.

In the body, discuss your sources. Organize your discussion of sources based on a common characteristic such as authors’ purposes, findings, or conclusions; research methodologies; or chronology. Briefly summarize each source and describe the strengths and weaknesses of each source. Identify and analyze each source’s contribution to the topic and address differing viewpoints. Integrate source information effectively using lead-in phrases and citations. 

In the conclusion, discuss the ways your sources have contributed to greater knowledge and understanding of the topic and address shortcomings in the existing research. Answer the following questions: What has your review of the sources revealed or demonstrated about the topic? What new questions that have been raised? What areas need further study? 

Formatting requirements

Follow MLA format. Use black Calibri or Times New Roman font in size 12. Double-space the entire document. Use 1-inch margins on all sides.

Criteria for success

General criteria:.

• The writing is clear and coherent/makes sense. 
• The tone and language are appropriate for the audience.
• The writing adheres to grammar and punctuation rules.
• All sources are cited properly, both within the literature review and on the Works Cited page. 

In the introduction, you should . . .

• Identify the general topic or issue you have researched.
• Provide appropriate background information to clarify the context in which you will be reviewing sources. 
• Identify overall trends conflicts, and/or gaps in research and scholarship; and/or identify a single problem or new perspective. 
• Explain the criteria you’ve used to analyze, compare, and contrast sources.
• When necessary, state why certain sources are, or are not, included. 

In the body, you should . . .

• Include at least five scholarly sources.
• Organize discussion of sources logically according to a common characteristic (E.g.: authors’ purposes, findings, or conclusions; research methodologies; or chronology)
• Briefly summarize individual sources.
• Describe strengths of each source.
• Describe weaknesses of each source.
• Identify and analyze each source’s contribution to the topic. 
• Address differing viewpoints.
• Integrate source information effectively using lead-in phrases and citations.

In the conclusion, you should . . .

• Discuss the ways your sources have contributed to greater knowledge and understanding of the topic.
• Address shortcomings in the existing research. 
• Note new information or understanding the literature review has revealed about the topic. 
• Note new questions that have been raised.
• Note areas where further study is needed.

The literature review should adhere to all formatting criteria:

• Follow MLA format throughout the literature review and on the Works Cited page.
• The entire document should be double-spaced. 
• The font should be Calibri or Times New Roman in size 12.
• The margins should be one inch on all sides.

This material was developed by the COMPSS team and is licensed under a  Creative Commons Attribution 4.0 International License . All materials created by the COMPSS team are free to use and can be adopted, adapted, and/or shared as long as the materials are attributed. Please keep this information on materials you adopt, adapt, and/or share. 

Contact Info

Kennesaw Campus 1000 Chastain Road Kennesaw, GA 30144

Marietta Campus 1100 South Marietta Pkwy Marietta, GA 30060

Campus Maps

Phone 470-KSU-INFO (470-578-4636)

kennesaw.edu/info

Media Resources

Resources For

Related Links

• Financial Aid
• Degrees, Majors & Programs
• Job Opportunities
• Campus Security
• Global Education
• Sustainability
• Accessibility

470-KSU-INFO (470-578-4636)

© 2024 Kennesaw State University. All Rights Reserved.

• Privacy Statement
• Accreditation
• Emergency Information
• Report a Concern
• Open Records
• Human Trafficking Notice

x = 4 3 , x = −4 3 x = 4 3 , x = −4 3

y = 3 3 , y = −3 3 y = 3 3 , y = −3 3

x = 7 , x = −7 x = 7 , x = −7

m = 4 , m = −4 m = 4 , m = −4

c = 2 3 i , c = −2 3 i c = 2 3 i , c = −2 3 i

c = 2 6 i , c = −2 6 i c = 2 6 i , c = −2 6 i

x = 2 10 , x = −2 10 x = 2 10 , x = −2 10

y = 2 7 , y = −2 7 y = 2 7 , y = −2 7

r = 6 5 5 , r = − 6 5 5 r = 6 5 5 , r = − 6 5 5

t = 8 3 3 , t = − 8 3 3 t = 8 3 3 , t = − 8 3 3

a = 3 + 3 2 , a = 3 − 3 2 a = 3 + 3 2 , a = 3 − 3 2

b = −2 + 2 10 , b = −2 − 2 10 b = −2 + 2 10 , b = −2 − 2 10

x = 1 2 + 5 2 x = 1 2 + 5 2 , x = 1 2 − 5 2 x = 1 2 − 5 2

y = − 3 4 + 7 4 , y = − 3 4 − 7 4 y = − 3 4 + 7 4 , y = − 3 4 − 7 4

a = 5 + 2 5 , a = 5 − 2 5 a = 5 + 2 5 , a = 5 − 2 5

b = −3 + 4 2 , b = −3 − 4 2 b = −3 + 4 2 , b = −3 − 4 2

r = − 4 3 + 2 2 i 3 , r = − 4 3 − 2 2 i 3 r = − 4 3 + 2 2 i 3 , r = − 4 3 − 2 2 i 3

t = 4 + 10 i 2 , t = 4 − 10 i 2 t = 4 + 10 i 2 , t = 4 − 10 i 2

m = 7 3 , m = −1 m = 7 3 , m = −1

n = − 3 4 , n = − 7 4 n = − 3 4 , n = − 7 4

ⓐ ( a − 10 ) 2 ( a − 10 ) 2 ⓑ ( b − 5 2 ) 2 ( b − 5 2 ) 2 ⓒ ( p + 1 8 ) 2 ( p + 1 8 ) 2

ⓐ ( b − 2 ) 2 ( b − 2 ) 2 ⓑ ( n + 13 2 ) 2 ( n + 13 2 ) 2 ⓒ ( q − 1 3 ) 2 ( q − 1 3 ) 2

x = −5 , x = −1 x = −5 , x = −1

y = 1 , y = 9 y = 1 , y = 9

y = 5 + 15 i , y = 5 − 15 i y = 5 + 15 i , y = 5 − 15 i

z = −4 + 3 i , z = −4 − 3 i z = −4 + 3 i , z = −4 − 3 i

x = 8 + 4 3 , x = 8 − 4 3 x = 8 + 4 3 , x = 8 − 4 3

y = −4 + 3 3 , y = −4 − 3 3 y = −4 + 3 3 , y = −4 − 3 3

a = −7 , a = 3 a = −7 , a = 3

b = −10 , b = 2 b = −10 , b = 2

p = 5 2 + 61 2 , p = 5 2 − 61 2 p = 5 2 + 61 2 , p = 5 2 − 61 2

q = 7 2 + 37 2 , q = 7 2 − 37 2 q = 7 2 + 37 2 , q = 7 2 − 37 2

c = −9 , c = 3 c = −9 , c = 3

d = 11 , d = −7 d = 11 , d = −7

m = −7 , m = −1 m = −7 , m = −1

n = −2 , n = 8 n = −2 , n = 8

r = − 7 3 , r = 3 r = − 7 3 , r = 3

t = − 5 2 , t = 2 t = − 5 2 , t = 2

x = − 3 8 + 41 8 , x = − 3 8 − 41 8 x = − 3 8 + 41 8 , x = − 3 8 − 41 8

y = 5 3 + 10 3 , y = 5 3 − 10 3 y = 5 3 + 10 3 , y = 5 3 − 10 3

y = 1 , y = 2 3 y = 1 , y = 2 3

z = 1 , z = − 3 2 z = 1 , z = − 3 2

a = −3 , a = 5 a = −3 , a = 5

b = −6 , b = −4 b = −6 , b = −4

m = −6 + 15 3 , m = −6 − 15 3 m = −6 + 15 3 , m = −6 − 15 3

n = −2 + 2 6 5 , n = −2 − 2 6 5 n = −2 + 2 6 5 , n = −2 − 2 6 5

a = 1 4 + 31 4 i , a = 1 4 − 31 4 i a = 1 4 + 31 4 i , a = 1 4 − 31 4 i

b = − 1 5 + 19 5 i , b = − 1 5 − 19 5 i b = − 1 5 + 19 5 i , b = − 1 5 − 19 5 i

x = −1 + 6 , x = −1 − 6 x = −1 + 6 , x = −1 − 6

y = 1 + 2 , y = 1 − 2 y = 1 + 2 , y = 1 − 2

c = 2 + 7 3 , c = 2 − 7 3 c = 2 + 7 3 , c = 2 − 7 3

d = 9 + 33 4 , d = 9 − 33 4 d = 9 + 33 4 , d = 9 − 33 4

r = −5 r = −5

t = 4 5 t = 4 5

ⓐ 2 complex solutions; ⓑ 2 real solutions; ⓒ 1 real solution

ⓐ 2 real solutions; ⓑ 2 complex solutions; ⓒ 1 real solution

ⓐ factoring; ⓑ Square Root Property; ⓒ Quadratic Formula

ⓐ Quadratic Forumula; ⓑ Factoring or Square Root Property ⓒ Square Root Property

x = 2 , x = − 2 , x = 2 , x = −2 x = 2 , x = − 2 , x = 2 , x = −2

x = 7 , x = − 7 , x = 2 , x = −2 x = 7 , x = − 7 , x = 2 , x = −2

x = 3 , x = 1 x = 3 , x = 1

y = −1 , y = 1 y = −1 , y = 1

x = 9 , x = 16 x = 9 , x = 16

x = 4 , x = 16 x = 4 , x = 16

x = −8 , x = 343 x = −8 , x = 343

x = 81 , x = 625 x = 81 , x = 625

x = 4 3 x = 2 x = 4 3 x = 2

x = 2 5 , x = 3 4 x = 2 5 , x = 3 4

The two consecutive odd integers whose product is 99 are 9, 11, and −9, −11

The two consecutive even integers whose product is 128 are 12, 14 and −12, −14.

The height of the triangle is 12 inches and the base is 76 inches.

The height of the triangle is 11 feet and the base is 20 feet.

The length of the garden is approximately 18 feet and the width 11 feet.

The length of the tablecloth is approximatel 11.8 feet and the width 6.8 feet.

The length of the flag pole’s shadow is approximately 6.3 feet and the height of the flag pole is 18.9 feet.

The distance between the opposite corners is approximately 7.2 feet.

The arrow will reach 180 feet on its way up after 3 seconds and again on its way down after approximately 3.8 seconds.

The ball will reach 48 feet on its way up after approximately .6 second and again on its way down after approximately 5.4 seconds.

The speed of the jet stream was 100 mph.

The speed of the jet stream was 50 mph.

Press #1 would take 12 hours, and Press #2 would take 6 hours to do the job alone.

The red hose take 6 hours and the green hose take 3 hours alone.

ⓐ up; ⓑ down

ⓐ down; ⓑ up

ⓐ x = 2 ; x = 2 ; ⓑ ( 2 , −7 ) ( 2 , −7 )

ⓐ x = 1 ; x = 1 ; ⓑ ( 1 , −5 ) ( 1 , −5 )

y -intercept: ( 0 , −8 ) ( 0 , −8 ) x -intercepts ( −4 , 0 ) , ( 2 , 0 ) ( −4 , 0 ) , ( 2 , 0 )

y -intercept: ( 0 , −12 ) ( 0 , −12 ) x -intercepts ( −2 , 0 ) , ( 6 , 0 ) ( −2 , 0 ) , ( 6 , 0 )

y -intercept: ( 0 , 4 ) ( 0 , 4 ) no x -intercept

y -intercept: ( 0 , −5 ) ( 0 , −5 ) x -intercepts ( −1 , 0 ) , ( 5 , 0 ) ( −1 , 0 ) , ( 5 , 0 )

The minimum value of the quadratic function is −4 and it occurs when x = 4.

The maximum value of the quadratic function is 5 and it occurs when x = 2.

It will take 4 seconds for the stone to reach its maximum height of 288 feet.

It will 6.5 seconds for the rocket to reach its maximum height of 676 feet.

ⓑ The graph of g ( x ) = x 2 + 1 g ( x ) = x 2 + 1 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted up 1 unit. The graph of h ( x ) = x 2 − 1 h ( x ) = x 2 − 1 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted down 1 unit.

ⓑ The graph of h ( x ) = x 2 + 6 h ( x ) = x 2 + 6 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted up 6 units. The graph of h ( x ) = x 2 − 6 h ( x ) = x 2 − 6 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted down 6 units.

ⓑ The graph of g ( x ) = ( x + 2 ) 2 g ( x ) = ( x + 2 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted left 2 units. The graph of h ( x ) = ( x − 2 ) 2 h ( x ) = ( x − 2 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shift right 2 units.

ⓑ The graph of g ( x ) = ( x + 5 ) 2 g ( x ) = ( x + 5 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted left 5 units. The graph of h ( x ) = ( x − 5 ) 2 h ( x ) = ( x − 5 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted right 5 units.

f ( x ) = −4 ( x + 1 ) 2 + 5 f ( x ) = −4 ( x + 1 ) 2 + 5

f ( x ) = 2 ( x − 2 ) 2 − 5 f ( x ) = 2 ( x − 2 ) 2 − 5

ⓐ f ( x ) = 3 ( x − 1 ) 2 + 2 f ( x ) = 3 ( x − 1 ) 2 + 2 ⓑ

ⓐ f ( x ) = −2 ( x − 2 ) 2 + 1 f ( x ) = −2 ( x − 2 ) 2 + 1 ⓑ

f ( x ) = ( x − 3 ) 2 − 4 f ( x ) = ( x − 3 ) 2 − 4

f ( x ) = ( x + 3 ) 2 − 1 f ( x ) = ( x + 3 ) 2 − 1

ⓑ ( −4 , −2 ) ( −4 , −2 )

ⓑ ( − ∞ , 2 ] ∪ [ 6 , ∞ ) ( − ∞ , 2 ] ∪ [ 6 , ∞ )

ⓑ ( −1 , 5 ) ( −1 , 5 )

ⓑ ( − ∞ , 2 ] ∪ [ 8 , ∞ ) ( − ∞ , 2 ] ∪ [ 8 , ∞ )

( − ∞ , −4 ] ∪ [ 2 , ∞ ) ( − ∞ , −4 ] ∪ [ 2 , ∞ )

[ −3 , 5 ] [ −3 , 5 ]

[ −1 − 2 , −1 + 2 ] [ −1 − 2 , −1 + 2 ]

( − ∞ , 4 − 2 ) ∪ ( 4 + 2 , ∞ ) ( − ∞ , 4 − 2 ) ∪ ( 4 + 2 , ∞ )

ⓐ ( − ∞ , ∞ ) ( − ∞ , ∞ ) ⓑ no solution

ⓐ no solution ⓑ ( − ∞ , ∞ ) ( − ∞ , ∞ )

Section 9.1 Exercises

a = ± 7 a = ± 7

r = ± 2 6 r = ± 2 6

u = ± 10 3 u = ± 10 3

m = ± 3 m = ± 3

x = ± 6 x = ± 6

x = ± 5 i x = ± 5 i

x = ± 3 7 i x = ± 3 7 i

x = ± 9 x = ± 9

a = ± 2 5 a = ± 2 5

p = ± 4 7 7 p = ± 4 7 7

y = ± 4 10 5 y = ± 4 10 5

u = 14 , u = −2 u = 14 , u = −2

m = 6 ± 2 5 m = 6 ± 2 5

r = 1 2 ± 3 2 r = 1 2 ± 3 2

y = − 2 3 ± 2 2 9 y = − 2 3 ± 2 2 9

a = 7 ± 5 2 a = 7 ± 5 2

x = −3 ± 2 2 x = −3 ± 2 2

c = − 1 5 ± 3 3 5 i c = − 1 5 ± 3 3 5 i

x = 3 4 ± 7 2 i x = 3 4 ± 7 2 i

m = 2 ± 2 2 m = 2 ± 2 2

x = 3 + 2 3 , x = 3 − 2 3 x = 3 + 2 3 , x = 3 − 2 3

x = − 3 5 , x = 9 5 x = − 3 5 , x = 9 5

x = − 7 6 , x = 11 6 x = − 7 6 , x = 11 6

r = ± 4 r = ± 4

a = 4 ± 2 7 a = 4 ± 2 7

w = 1 , w = 5 3 w = 1 , w = 5 3

a = ± 3 2 a = ± 3 2

p = 1 3 ± 7 3 p = 1 3 ± 7 3

m = ± 2 2 i m = ± 2 2 i

u = 7 ± 6 2 u = 7 ± 6 2

m = 4 ± 2 3 m = 4 ± 2 3

x = −3 , x = −7 x = −3 , x = −7

c = ± 5 6 6 c = ± 5 6 6

x = 6 ± 2 i x = 6 ± 2 i

Answers will vary.

Section 9.2 Exercises

ⓐ ( m − 12 ) 2 ( m − 12 ) 2 ⓑ ( x − 11 2 ) 2 ( x − 11 2 ) 2 ⓒ ( p − 1 6 ) 2 ( p − 1 6 ) 2

ⓐ ( p − 11 ) 2 ( p − 11 ) 2 ⓑ ( y + 5 2 ) 2 ( y + 5 2 ) 2 ⓒ ( m + 1 5 ) 2 ( m + 1 5 ) 2

u = −3 , u = 1 u = −3 , u = 1

x = −1 , x = 21 x = −1 , x = 21

m = −2 ± 2 10 i m = −2 ± 2 10 i

r = −3 ± 2 i r = −3 ± 2 i

a = 5 ± 2 5 a = 5 ± 2 5

x = − 5 2 ± 33 2 x = − 5 2 ± 33 2

u = 1 , u = 13 u = 1 , u = 13

r = −2 , r = 6 r = −2 , r = 6

v = 9 2 ± 89 2 v = 9 2 ± 89 2

x = 5 ± 30 x = 5 ± 30

x = −7 , x = 3 x = −7 , x = 3

m = −11 , m = 1 m = −11 , m = 1

n = 1 ± 14 n = 1 ± 14

c = −2 , c = 3 2 c = −2 , c = 3 2

x = −5 , x = 3 2 x = −5 , x = 3 2

p = − 7 4 ± 161 4 p = − 7 4 ± 161 4

x = 3 10 ± 191 10 i x = 3 10 ± 191 10 i

Section 9.3 Exercises

m = −1 , m = 3 4 m = −1 , m = 3 4

p = 1 2 , p = 3 p = 1 2 , p = 3

p = −4 , p = −3 p = −4 , p = −3

r = −3 , r = 11 r = −3 , r = 11

u = −7 ± 73 6 u = −7 ± 73 6

a = 3 ± 3 2 a = 3 ± 3 2

x = −4 ± 2 5 x = −4 ± 2 5

y = −2 , y = 1 3 y = −2 , y = 1 3

x = − 3 4 ± 15 4 i x = − 3 4 ± 15 4 i

x = 3 8 ± 7 8 i x = 3 8 ± 7 8 i

v = 2 ± 2 13 v = 2 ± 2 13

y = −4 , y = 7 y = −4 , y = 7

b = −2 ± 11 6 b = −2 ± 11 6

c = − 3 4 c = − 3 4

q = − 3 5 q = − 3 5

ⓐ no real solutions no real solutions ⓑ 1 1 ⓒ 2 2

ⓐ 1 1 ⓑ no real solutions no real solutions ⓒ 2 2

ⓐ factor factor ⓑ square root square root ⓒ Quadratic Formula Quadratic Formula

ⓐ Quadratic Formula Quadratic Formula ⓑ square root square root ⓒ factor factor

Section 9.4 Exercises

x = ± 3 , x = ± 2 x = ± 3 , x = ± 2

x = ± 15 , x = ± 2 i x = ± 15 , x = ± 2 i

x = ± 1 , x = ± 6 2 x = ± 1 , x = ± 6 2

x = ± 3 , x = ± 2 2 x = ± 3 , x = ± 2 2

x = −1 , x = 12 x = −1 , x = 12

x = − 5 3 , x = 0 x = − 5 3 , x = 0

x = 0 , x = ± 3 x = 0 , x = ± 3

x = ± 11 2 , x = ± 7 x = ± 11 2 , x = ± 7

x = 25 x = 25

x = 4 x = 4

x = 1 4 x = 1 4

x = 1 25 , x = 9 4 x = 1 25 , x = 9 4

x = −1 , x = −512 x = −1 , x = −512

x = 8 , x = −216 x = 8 , x = −216

x = 27 8 , x = − 64 27 x = 27 8 , x = − 64 27

x = 27 512 , x = 125 x = 27 512 , x = 125

x = 1 , x = 49 x = 1 , x = 49

x = −2 , x = − 3 5 x = −2 , x = − 3 5

x = −2 , x = 4 3 x = −2 , x = 4 3

Section 9.5 Exercises

Two consecutive odd numbers whose product is 255 are 15 and 17, and −15 and −17.

The first and second consecutive odd numbers are 24 and 26, and −26 and −24.

Two consecutive odd numbers whose product is 483 are 21 and 23, and −21 and −23.

The width of the triangle is 5 inches and the height is 18 inches.

The base is 24 feet and the height of the triangle is 10 feet.

The length of the driveway is 15.0 feet and the width is 3.3 feet.

The length of table is 8 feet and the width is 3 feet.

The length of the legs of the right triangle are 3.2 and 9.6 cm.

The length of the diagonal fencing is 7.3 yards.

The ladder will reach 24.5 feet on the side of the house.

The arrow will reach 400 feet on its way up in 2.8 seconds and on the way down in 11 seconds.

The bullet will take 70 seconds to hit the ground.

The speed of the wind was 49 mph.

The speed of the current was 4.3 mph.

The less experienced painter takes 6 hours and the experienced painter takes 3 hours to do the job alone.

Machine #1 takes 3.6 hours and Machine #2 takes 4.6 hours to do the job alone.

Section 9.6 Exercises

ⓐ down ⓑ up

ⓐ x = −4 x = −4 ; ⓑ ( −4 , −17 ) ( −4 , −17 )

ⓐ x = 1 x = 1 ; ⓑ ( 1 , 2 ) ( 1 , 2 )

y -intercept: ( 0 , 6 ) ; ( 0 , 6 ) ; x -intercept ( −1 , 0 ) , ( −6 , 0 ) ( −1 , 0 ) , ( −6 , 0 )

y -intercept: ( 0 , 12 ) ; ( 0 , 12 ) ; x -intercept ( −2 , 0 ) , ( −6 , 0 ) ( −2 , 0 ) , ( −6 , 0 )

y -intercept: ( 0 , −19 ) ; ( 0 , −19 ) ; x -intercept: none

y -intercept: ( 0 , 13 ) ; ( 0 , 13 ) ; x -intercept: none

y -intercept: ( 0 , −16 ) ; ( 0 , −16 ) ; x -intercept ( 5 2 , 0 ) ( 5 2 , 0 )

y -intercept: ( 0 , 9 ) ; ( 0 , 9 ) ; x -intercept ( −3 , 0 ) ( −3 , 0 )

The minimum value is − 9 8 − 9 8 when x = − 1 4 . x = − 1 4 .

The maximum value is 6 when x = 3.

The maximum value is 16 when x = 0.

In 5.3 sec the arrow will reach maximum height of 486 ft.

In 3.4 seconds the ball will reach its maximum height of 185.6 feet.

20 computers will give the maximum of $400 in receipts.

He will be able to sell 35 pairs of boots at the maximum revenue of $1,225.

The length of the side along the river of the corral is 120 feet and the maximum area is 7,200 square feet.

The maximum area of the patio is 800 feet.

Section 9.7 Exercises

ⓑ The graph of g ( x ) = x 2 + 4 g ( x ) = x 2 + 4 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted up 4 units. The graph of h ( x ) = x 2 − 4 h ( x ) = x 2 − 4 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shift down 4 units.

ⓑ The graph of g ( x ) = ( x − 3 ) 2 g ( x ) = ( x − 3 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted right 3 units. The graph of h ( x ) = ( x + 3 ) 2 h ( x ) = ( x + 3 ) 2 is the same as the graph of f ( x ) = x 2 f ( x ) = x 2 but shifted left 3 units.

f ( x ) = −3 ( x + 2 ) 2 + 7 f ( x ) = −3 ( x + 2 ) 2 + 7

f ( x ) = 3 ( x + 1 ) 2 − 4 f ( x ) = 3 ( x + 1 ) 2 − 4

ⓐ f ( x ) = ( x + 3 ) 2 − 4 f ( x ) = ( x + 3 ) 2 − 4 ⓑ

ⓐ f ( x ) = ( x + 2 ) 2 − 1 f ( x ) = ( x + 2 ) 2 − 1 ⓑ

ⓐ f ( x ) = ( x − 3 ) 2 + 6 f ( x ) = ( x − 3 ) 2 + 6 ⓑ

ⓐ f ( x ) = − ( x − 4 ) 2 + 0 f ( x ) = − ( x − 4 ) 2 + 0 ⓑ

ⓐ f ( x ) = − ( x + 2 ) 2 + 6 f ( x ) = − ( x + 2 ) 2 + 6 ⓑ

ⓐ f ( x ) = 5 ( x − 1 ) 2 + 3 f ( x ) = 5 ( x − 1 ) 2 + 3 ⓑ

ⓐ f ( x ) = 2 ( x − 1 ) 2 − 1 f ( x ) = 2 ( x − 1 ) 2 − 1 ⓑ

ⓐ f ( x ) = −2 ( x − 2 ) 2 − 2 f ( x ) = −2 ( x − 2 ) 2 − 2 ⓑ

ⓐ f ( x ) = 2 ( x + 1 ) 2 + 4 f ( x ) = 2 ( x + 1 ) 2 + 4 ⓑ

ⓐ f ( x ) = − ( x − 1 ) 2 − 3 f ( x ) = − ( x − 1 ) 2 − 3 ⓑ

f ( x ) = ( x + 1 ) 2 − 5 f ( x ) = ( x + 1 ) 2 − 5

f ( x ) = 2 ( x − 1 ) 2 − 3 f ( x ) = 2 ( x − 1 ) 2 − 3

Section 9.8 Exercises

ⓑ ( − ∞ , −5 ) ∪ ( −1 , ∞ ) ( − ∞ , −5 ) ∪ ( −1 , ∞ )

ⓑ [ −3 , −1 ] [ −3 , −1 ]

ⓑ ( − ∞ , −6 ] ∪ [ 3 , ∞ ) ( − ∞ , −6 ] ∪ [ 3 , ∞ )

ⓑ [ −3 , 4 ] [ −3 , 4 ]

( − ∞ , −4 ] ∪ [ 1 , ∞ ) ( − ∞ , −4 ] ∪ [ 1 , ∞ )

( 2 , 5 ) ( 2 , 5 )

( − ∞ , −5 ) ∪ ( −3 , ∞ ) ( − ∞ , −5 ) ∪ ( −3 , ∞ )

[ 2 − 2 , 2 + 2 ] [ 2 − 2 , 2 + 2 ]

( − ∞ , 5 − 6 ) ∪ ( 5 + 6 , ∞ ) ( − ∞ , 5 − 6 ) ∪ ( 5 + 6 , ∞ )

( − ∞ , − 5 2 ] ∪ [ − 2 3 , ∞ ) ( − ∞ , − 5 2 ] ∪ [ − 2 3 , ∞ )

[ − 1 2 , 4 ] [ − 1 2 , 4 ]

( − ∞ , ∞ ) . ( − ∞ , ∞ ) .

no solution

Review Exercises

y = ± 12 y = ± 12

a = ± 5 a = ± 5

r = ± 4 2 i r = ± 4 2 i

w = ± 5 3 w = ± 5 3

p = −1 , 9 p = −1 , 9

x = 1 4 ± 3 4 x = 1 4 ± 3 4

n = 4 ± 10 2 n = 4 ± 10 2

n = −5 ± 2 3 n = −5 ± 2 3

( x + 11 ) 2 ( x + 11 ) 2

( a − 3 2 ) 2 ( a − 3 2 ) 2

d = −13 , −1 d = −13 , −1

m = −3 ± 10 i m = −3 ± 10 i

v = 7 ± 3 2 v = 7 ± 3 2

m = −9 , −1 m = −9 , −1

a = 3 2 ± 41 2 a = 3 2 ± 41 2

u = −6 ± 2 2 u = −6 ± 2 2

p = 0 , 6 p = 0 , 6

y = − 1 2 , 2 y = − 1 2 , 2

c = − 1 3 ± 2 7 3 c = − 1 3 ± 2 7 3

x = 3 2 ± 1 2 i x = 3 2 ± 1 2 i

x = 1 4 , 1 x = 1 4 , 1

r = −6 , 7 r = −6 , 7

v = −1 ± 21 8 v = −1 ± 21 8

m = −4 ± 10 3 m = −4 ± 10 3

a = 5 12 ± 23 12 i a = 5 12 ± 23 12 i

u = 5 ± 21 u = 5 ± 21

p = 4 ± 5 5 p = 4 ± 5 5

c = − 1 2 c = − 1 2

ⓐ 1 ⓑ 2 ⓒ 2 ⓓ 2

ⓐ factor ⓑ Quadratic Formula ⓒ square root

x = ± 2 , x = ± 2 3 x = ± 2 , x = ± 2 3

x = ± 1 , x = ± 1 2 x = ± 1 , x = ± 1 2

x = 16 x = 16

x = 64 , x = 216 x = 64 , x = 216

Two consecutive even numbers whose product is 624 are 24 and 26, and −24 and −26.

The height is 14 inches and the width is 10 inches.

The length of the diagonal is 3.6 feet.

The width of the serving table is 4.7 feet and the length is 16.1 feet.

The speed of the wind was 30 mph.

One man takes 3 hours and the other man 6 hours to finish the repair alone.

ⓐ up ⓑ down

x = 2 ; ( 2 , −7 ) x = 2 ; ( 2 , −7 )

y : ( 0 , 15 ) x : ( 3 , 0 ) , ( 5 , 0 ) y : ( 0 , 15 ) x : ( 3 , 0 ) , ( 5 , 0 )

y : ( 0 , −46 ) x : none y : ( 0 , −46 ) x : none

y : ( 0 , −64 ) x : ( −8 , 0 ) y : ( 0 , −64 ) x : ( −8 , 0 )

The maximum value is 2 when x = 2.

The length adjacent to the building is 90 feet giving a maximum area of 4,050 square feet.

f ( x ) = 2 ( x − 1 ) 2 − 6 f ( x ) = 2 ( x − 1 ) 2 − 6

ⓐ f ( x ) = 3 ( x − 1 ) 2 − 4 f ( x ) = 3 ( x − 1 ) 2 − 4 ⓑ

ⓐ f ( x ) = −3 ( x + 2 ) 2 + 7 f ( x ) = −3 ( x + 2 ) 2 + 7 ⓑ

ⓑ ( − ∞ , −2 ) ∪ ( 3 , ∞ ) ( − ∞ , −2 ) ∪ ( 3 , ∞ )

[ −2 , 1 ] [ −2 , 1 ]

( 2 , 4 ) ( 2 , 4 )

[ 3 − 5 , 3 + 5 ] [ 3 − 5 , 3 + 5 ]

Practice Test

w = −2 , w = −8 w = −2 , w = −8

m = 1 , m = 3 2 m = 1 , m = 3 2

y = 2 3 y = 2 3

y = 1 , y = −27 y = 1 , y = −27

ⓐ down ⓑ x = −4 x = −4 ⓒ ( −4 , 0 ) ( −4 , 0 ) ⓓ y : ( 0 , 16 ) ; x : ( −4 , 0 ) y : ( 0 , 16 ) ; x : ( −4 , 0 ) ⓔ minimum value of −4 −4 when x = 0 x = 0

( − ∞ , − 5 2 ) ∪ ( 2 , ∞ ) ( − ∞ , − 5 2 ) ∪ ( 2 , ∞ )

The diagonal is 3.8 units long.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/intermediate-algebra/pages/1-introduction

• Authors: Lynn Marecek
• Publisher/website: OpenStax
• Book title: Intermediate Algebra
• Publication date: Mar 14, 2017
• Location: Houston, Texas
• Book URL: https://openstax.org/books/intermediate-algebra/pages/1-introduction
• Section URL: https://openstax.org/books/intermediate-algebra/pages/chapter-9

© Feb 9, 2022 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

9.4: Assignment- Symbolism

• Last updated
• Save as PDF
• Page ID 59653
• Lumen Learning

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

Listen to a reading by the author of the poem “Alley” (or read it below) and think of possible meanings. Maybe list some of the major images.

1. Find at least 3 items that could be symbolic.

A symbol means what it actually is… and more.

For example, a cross or a crucifix is a piece of metal shaped like the letter T. But it obviously has more meaning. It can stand for Christianity, Jesus, suffering, or countless other concepts.

When explaining a symbol, be sure to tell how it relates to the poem. How does the symbol add meaning to the piece?

2. Are there enough symbols in the poem to create an allegory?

An allegory is a narrative with a series of symbols. Each symbol stands for something specific, almost like a code.

Is there enough “story” in this poem to make it a narrative? How would uncovering an allegory in this poem help reveal the meaning?

by Tom Chester (May 2000)

There are alleys in my neighborhood About a century old. They are cinders and stone. Around the fringes so little grows. Find sparse tufts of weeds. Their hearts are sinew, Pale with rock dust– Pioneers stuck on badlands.

Take the alley. Hide in the narrow memories of tarpaper. Rest in velvet bench seats Of big bodied Chevys Like innocent, rounded pin-up girls. Look away from chiseled front doors Extra-green manicured lawns White crisp siding And smooth blacktop drives.

In my alley I found an arm Of a child’s doll like a cherub- Dirty and broken, fallen to earth. I found soiled lace and feathers too In an oil can drum Not far from view.

In my alley Even angels hide When their hearts aren’t pure enough to fly On the right side Where the brethren don’t want them Round back of the house.

Take the alley A shortcut for some Who embrace the seedy, forgotten race. I jump the fence in my alley. I know my place. I travel with broken angels by night. I hide in the day and stay out of sight.

Contributors and Attributions

• Symbolism Assignment. Authored by : Thomas Chester. Provided by : Ivy Tech Community College. License : CC BY: Attribution

4th Grade Division | Savvas/ enVision Math Topic 9 Test Review with Key

Also included in

Description

Teaching 4th grade math? This resource reviews division, estimation, and word problems! It is fully aligned to 4th grade Topic 9 California Savvas/ enVision curriculum: Number Sense: Dividing by 1-Digit Numbers. These 12 questions are similar to the enhanced topic test, so students can practice learned skills and prepare for the test. This worksheet is editable and an answer key is included! Even if you don't use Savvas/ enVision, it is a helpful worksheet for division practice! This is great for independent work, homework, small group or partner practice, and even as a guided lesson!

Find ALL topics (1-16) here!

Terms of Use

Thank you so much for purchasing my product! I hope you enjoy it! By purchasing this resource, you’re agreeing that this resource is the property of Magic with Miss L and licensed to you only for classroom use as a single user. I retain the copyright and reserve all right to this resource. Happy teaching!

Questions & Answers

Magic with miss l.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think