TASK DEFINITION: In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D". 
PROBLEM: [header] How to write a resume as an older job seeker [title] Open with an executive summary. [step] Avoid opening your resume with a " resume objective " which lays out all of your work experience chronologically, as this can make you appear old or over-experienced for the position. Rather, use the opening summary or narrative to describe list work experience from the previous decade. <sep> (A) [substeps] This structure will also allow you a space to explain what you can offer the company and how your professional skills will benefit them, if hired. [title] Limit your opening summary to four sentences. (B) Keeping this summary as brief as possible [title] Use a short introduction. [step] A short introduction summarizes your skills and experience in a matter of minutes; it gives us something to work on later or give us time to address the job in real time. (C) Opening with an executive summary highlights your accomplishments and leadership abilities, and also summarizes your experience as a junior analyst. [substeps] Include situations where you were often the first position the job seeker found at the end of the list, but then seized the opportunity. (D) Choose a topic that will be relevant to your present job, not just your current occupation. [substeps] Your resume essay could contain information like, " executive summary summary essay, full-time copywriter in my early 20s.

SOLUTION: A

PROBLEM: [header] How to whitewash trim [title] Set up your working area. [step] Cover the floor with a drop cloth to keep dust and whitewash off of it. Open screened windows and doors to provide ventilation. <sep> (A) Keep the temperature low to avoid fumes and keep your work area clean. Additionally, have at least one sheet of newspaper in case a lightning storm or other electrical emergency strikes strikes your home. (B) Set all of your supplies in a corner of the room so you know where everything is. [substeps] If you don't have a lot of experience painting, use painter's tape to tape off areas you don't want to get whitewash, like the walls. (C) [title] Consider using a small piece of velcro, preferably one in a similar color, to lock in moisture in the paneling. [step] For smaller boards, make sure to allow at least 24 hours for the patch to dry between applications. (D) You may also want to swing curtains over them for a soft and light cleaning that will come before whitewashing. There are online projects to do, or you can perform laser removal yourself.

SOLUTION: B

PROBLEM: [header] How to measure language competence [title] Develop specific scales for language competence. [step] Because the idea of developing language skills in a certain language is so subjective, it's usually necessary for the instructor or other person who is measuring language skill to set up an arbitrary, but very important, quantitative scale. [substeps] Attach numbers to your language competence scale. <sep> (A) Most of the time, at least five numbers go in a certain direction. If that number is higher or lower than that, then you've already established how many points that number makes on a given scale. (B) Putting numbers in place identically increases the inaccuracy of the scale. Transfer numbers to your " language " scale and many others. (C) Many individuals will start with a simple scale from 1 to 10. This is a starting point for identifying and using the kinds of criteria you need to measure language competence in a person or group of people. (D) To perform this, simply add together each single number in the form of a single digit. Place the sum of these factors on the bottom of the scale.

SOLUTION:
C