1

"SECTIONl
]iJne , .' 25 ntilll~tes .
24 Qllestions
,

(1~24)

Directions:

Each sentence belpwhas 'oneortwoblanks, eacq bialik; .

indicating that s&methinghas been omitted: Benea,th :.<;;
tlie sentence are. five words or sets of words labeIed:'f:.t';," ,
through E. Choose' the word or set of words that, wh~ni:r.,
inserted in the sentence, best fits the 111eaningofthe,',< \\
sentence as a whole.
'
.
, .';; ,

Example:

i,. . .",

Hoping to -,---~- the dispute,negotiators proposed '

acomprornisethat they felt would be ---~-.."to b()tQ,,,
labor and management. '
"
(A)
. (B)
(C).
(D)
(E)

enforce .. useful
end .. divisive . '.....
..
overcome .. llilattractive .
extend . . satisfactorY ,..
resolve '.. acceptabi& /

1.

2. Although

.(A) goals .. pas~by

(B) proposals. '.,balance out
(C) pastimes ... lntr4de in . .'
(D)intentio11S ; . intert'ere in
(E) desires .. wink at .

3.

(A) verify . "accuracy ,. '. '

(B) elimimite : .potential

(C) correct ;.' ancestors

(D)

(E)

-~ ~.

:'

':':--\:;;':

',.',

1.' . GdON'TnT~i::,~r:y.f~~~'/ ':~'<c:

Useful Links:
SAT Online Practice Tests: http://www.cracksat.net/tests/
SAT Subjects Tests: http://www.cracksat.net/sat2/
SAT Downloads: http://www.cracksat.net/sat-downloads/
For more SAT information, please visit http://www.cracksat.net
SAT Downloads:
SAT real tests download:
http://www.cracksat.net/sat-downloads/sat-real-tests.html
SAT official guide tests download:
http://www.cracksat.net/sat-downloads/sat-official-guide-tests.html
SAT online course tests download:
http://www.cracksat.net/sat-downloads/sat-online-course-tests.html
SAT subject tests download:
http://www.cracksat.net/sat-downloads/sat-subject-tests.html

The passages below are followed by questions basedon theirconttmt; questions following a pair bfrelatedpassages may also
be based on the relationship between the paired passages. i\p.swer the qaestiolls on the basis of what is stated or implied in the
."
.
passages and in any introductory material that may be provided. .

. . . . . ..

'

"

QuestioQ.S 9-12 are based on the following passages.

10. The author of Passage Imentions "rules" in line 12

. 'in order to

Passagel

(A) show that reality television is more orderly

than many people think
(B) suggest that the nature of televised sports has
changed.over theyears .
(C) emphasize the relative lack of constraints in
. reality television
(D) indicatefuat participants in reality shows
. understand how the shOws work
(E) imply that sportS fans are more sophisticated
than reality television viewers

RealitY television offers a se.riesoftemptations

simultaneously repellent tind irresistible. It offers us the
chance to see human wreckage and to feel superior to the
people involved in itor victimized by it. But it, also gives
5 us a chance to admire people wheritheydo well or SOf!l"
above their circumstan:ces:lt is not so easy to separate
the illicit pleasures of voyeurism .l-the.sesretlyhopedfor injury..:..-from the higher pleasures of admiration. In
its OWn way, what is offered in/teility television resembles .
the cgmbinati()n?feIernentsthat has prOvided sports.fans
withcompeUing entert:aillment f6r :millennia, minus the "
rules.
'
" ,
-

11. The .author of Passage 2 would most likely respond to

the e1aiIil in lines 2-4, Passage 1 ("It offyrs . ; . by it"),
by illaintaining that realityteievision

Passage 2

(A) features only people wb,O want tope on the sl10ws

in the ftrst place
(B) is more likely to focus on people with sensational .
stories than on those withheartwarlIling stories
(C) distinguishes betweenpeoplewho areactua11y
exploited and those who only appear to be
exploited
(D) gives normal people ach~ceto befamous for
a briefper;iod of time
.
(E) acknowledges human individuality rather than
emphasizes' human failure

Reality television is universanYInaligned for being

vapid and uncreative, andeverybodyseems to think it's
15 acceptable to admit to watching these programs only
as a so-called guilty pleasure. Just ab()ut every sm,art ."
person these days agrees that this stuffis devoid or vahie.
But there will be a day inthe future when peop1eJb.iilI(
differently. There 'will ~eaday .vvhell this'era ()f~kvi$io
~o is remembered as groundl?r~apng and vital, be<:a,.lis~reality
shows will have desh-oye4the myth of normalcy:'Re!ility
television will ultimately prove that tllere III .Ilo'.'nonnaI" '
way to live, and it will validate thenotionthatevery . ,
human experience is alitonomou~ :
,

12. Which of the following best describes a difference

bet}Veen the two passages? ' ..
.'
. ' . '.

(A) has value ill spiteofitsperq~iye~~aws

(B) exploits the people whoaflpeai"oil it (C) revealsmore about s,ociei,y1~;,y:aIuesthan do other
, -)" .. ... .. . ', .
'..
television pro~ramS 'i;
(D) is more memo.raplethan(omertelevisionprograms , .
(E) is similar to SP0rt~in tIie:~d ofple~rires it
provides
, '( ;,";;" ".'
., ' .

-3-

(A) Passage 1 takes the point of view ora fan,

whereas Passage 2 takes the point of view ..
bfa critic.
, (B) Passage 1 identifies with the people who appear
on the shows, whereas Passage 2 gives the
, audience's perspective.
(C) Passage 1 examines reality teleyision,from
a political perspective; whereas Passage 2
discusses Il!alitY televisipn in a larger social
context.
'
(D) Passage 1 discusses reality television as it is
seen at present,. where.a sPasSage 2 considers
how it will be seen in the future.
(E) Passage 1 synthesizes different viewpoints;
whereas Passage 2 acknowledges the
legitimacy of many different viewpoin~s.

>

GO ON TO THE NEXT PAGE

Questions 13-24'are based on the follow.mg passages.

The passages below discuss genetically modified (OM)
crops, which are the product of a technology that alters
the genetic structure ofplants in order to improve their
viability, longevity, and/or nutritional value. Some people
fear that GM crops will ultimately prove dangerous both '
to the ecosystem and to hliman health.

Passage 1
,

Line

10

15

20

25

30

35

40

45

'

'

.8 "
'.-' .'--j

..--

Passage 2

;>~~~

The defensiveness and lltrllctabilityofth.e

'
biotecbI1ologyin,dustrydid not rleyelopin a vacuum. 'It , ' " ','. ,
grew and hardenedirtreaction to unreasonable, irrational, ,
50 and emotional atta~ks by~n"irorD:ne~talandconsumer : '
groups. Itis easyalld' t~inpyng tQ'p?-w=ayindustry as the
bad guy, 'butoPP9UentS0f<JM;
l1&yebeen equally '
guilty()fpol~g9tQt~{)lQgy ,i,s.~11cs.Theirextreme '
rhetoricand~ttet1ti9n*~o,h1g. ~~.!iC$baveh~lped tum'

cfoPS

S5 . ~~~~~~i~lt!c::;~?
.. t

Zoe Elford, a young woman employed by a nonprofit

"
group that works with poor communities around the world, ,
has spent years picketing grocery stores and talking to '
shoppers aboutgeneticallyellgineered food. In 1998 she
60
was arrested, along with several of her friends"for ' ,
uprooting genetically altered plants in a research fi~ld ll,l' ,
Oxfordshire, England. The case hassincewanrlereduumd
out of several courtrooms. Elford explains, "I feltthe Urge
to stop .the stuffgrowing, .because when 'youreleas~
65
genetically altered plants up and down this country, those
sites are living pollution, and that pollution willteplicate
itself. Once it'soutthere, you can't get it back, 'solt's Ii..
kind of now "or-never situation. It's an immediate threat." ,
That threa~ the possibility of unkno\\in consequences, 'is
70
the theme of Mary Shelley'stale about the fateful curiosity
and ambition of Victor FraIikenstein, a scientist who could
not withstand theJure of knowledge.'Heedless of the
consequences, Frankenstein created new life; a creature that
returned to haunt and destroihim.
~!5
Shelley'stalecturnsarnirroron modern soci~ty's love
affair with the ne\V, capturing it andreversing theirnage.
Where so mariy are captivated by the possibilities Of
technology, others are caught up in arixiety about where
such ventures rnight lead.,Sh~lley's tale is' fiction; But the
insecticide DDt 6ncehailed as a savior from malaria and
80
insect pests, really did poison fish an{j birds, even as insects
developed resistance toit,~9. it became ineffective in its
,'
",
original purpose~ .. ' ,
Fear of techIlology's upforeseen.consequences coUrses
85
through debatesandconvers'::itions about genetically
engineeredplapts,especially in countries with strong
environmental movements. In England, consumer protests
and fears h!lve forced most grocery stores to bart products
with genetically modified ,ingredients from their shelves.
, 90
Such outcomes are an' eno,rmbustriumph for committed
campaigners like Zoe Elford. Whatbothers,Elford is not so
much theiec~ology itself liS the forces she sees behind.it,
theHgrotesquejuggefnaut" ofcorporations that produce '
genetically modified f09d~ ':Wearerapidly losing the
natural world tOlllultination,al corporations and '
governments coWplicit in their myopic, inanic scheme," ,
she wrote in 'lQQ8,~xp~~irlg her dedsion to uproot the .,
genetically mOdifierlplants.Sbe called on her fellow ' ,
citizens to "atfoidemocracy,Jor diversity, andtb~stqre '
aland lush ,?,i~fields,.free of geneticpoUutioIl,8.Q.tlfreeQf
genetic cQntalniQ*tion.:'..
' '
'

obad ",'.'
" eJ!:aggerat~g riSksiwai:pingfaS:t$~:;\!ll<f~t9 .
science.'Protesiors.ite poorlyrepli9~teg " ,.t9ij; ~~(jies ?
involving test animals when theypiocl~' tlj,il-;mgerso! ','
transgenic crops, but they ignore 'field 'stl;r<!le~'jil:~iqa11ng x;~x
little or noimpa<;t. The stories that circt1late. tbt9d~; the ' .'2
Web sites and press releases of opponents()f dM'''cr'~p~~ ," ' '
about the jumping of antibiotic-resistant genes from plants
to bacteria are not backed up with publicly acceSSible data.
Passiolls inflamed by these and other misrepresentations
biotechnology have led to the damaging of university , ' "
buildings, clandestine uprootingsofGMcrops from ,"
farmers' fields, and claims that genetically ID.<=It,ltljed
donated for disaster relief in less developed ,CliNh'~
tainted.
'
The protest groups have raiSed some
about GM crops, but their excessive "
their trustworthiness. The mostnn'f",.,""
damage resulting from this (ie!;tl1Jttl6 ,
loss of perspective on
biotechnology should
accusations batted back '
sides have obscured
probed: Which O-'-'7~ ....---that we have not
from GM crops "",'c'""'m,N
impacts
'
moderate; un"t"';J",!
' evidence

of

1
states the primary relationship between the

as an example of a substance that '

'Passage 2 examines the history .ofthe argument '

put forth inPassage l.
Pa~sage2 critici~es the tactics,ofa particular
group while Passage fdiscllsses a representative
of that group.
Passage 2 characterizes a person favorably that
passage 1 openly mocks.
Passage 2 describes new evidence that challenges
the idea.t; espollsed in Passage L
Jlassage 2 celebrates the achievements of a group
while Passage 1 presents information about the
group objectively .

(A) is now being reconstituted ,chemically

(B) is not well understood by the public
(C) has notbeen thoroughly studied
.... .
(D) eventually proved harmful to the environment
(E) has become expensive to produce commercially

'14..Both passages acknowledge which of the following

'

about genetically modified crops?

(A) Genetic modification of crops will make the world
less dependent On harmful pesticides.
_
(B) Genetically modified crops are more difficult to
'
grow than are conventional crops.
(C) Scientists need to urge caution in the acceptance
of genetically modified crops.
CD) Activism has had an impact on tht! debate over
genetically modified crops.
(E) Genetically modified crops will be an important
worldwide source of food in the .future.

15~ .

The primary purpose of the opening paragraph of

Passage 1 (lines 1-13) is to
(A) present the views and actions ofaparticular

. ~ \:

individual
(B) place the work of anorgaI1izatio~ina sodal
context
.
(C) urge readers to adopt a politicalstarice
(D) 'claiify the extent ofan ongoing threat
(E) '" discredit the work of acominitted idealist

.,t

(~

The author of Passage 2 would most likely characterize

;';< Elford's actions described in lines 4-7 of Bassage 1
?',,("In 1998 ... England") as

i.'(M

17. The author of Passage 1 mentions '"DDT" (line 25)

pas~ages?

a result of her desire for personal attention

; '(B) a response to an unusual circumstance
",,, (C) sparking useful dialogue among normally
antagonistic groups
, CD) concurring with the recommendations of the
scientific community
, (E) damaging the credibility of her point of view

18. In line 29, "courses" most nearly means

(A) pursues
(B) lectures
(C) runs
CD) hunts
(E) examines

19. Zoe Elford most likely intended her comments in lines

44-46 ("act for ... contamination") to
(A)
(B)
(C)
(D)

offer a defense
incite a response
suggest 1\ compromise
clarify a question
,(E) criticize a solution

, 20. In line 45, "free of" most nearly means

(A)
(B)
(C)
(D)
(E)

unaffected by
cheated of
unpenalized by
opento
liberated by

21.m Passage 2, the statements in lines 47-51 ("The

defensiveness . . . groups") serve primarily to
(A)
(B)
(C)
(D)
(E)

provide a solution to a vexing issue

discuss the findings of a scientific study
contextualize a particular state of affairs
defend the theory underlying a practice
analyze specific demands made by a group

22. The author's tone in lines 57-71 (''The rhetoric .. .

tainted") is best characterized as
(A) disapproving
(B) anxious

(C) bemused
CD) defiant
(E) sanctimonious

IGO ON TO TH~ NEXT PAGE>

 1
23. In line 72, '~rrused" most nearly means

(A) nurtured
(B) broached
(C) erected
(D) increased
(E) collected

..

STO P

If"nufir'lillih hefhre tim~ ilC:callert vou mav check vour work on thissectiort onhl.

o
SECTION 2
Time.-25 minuteS
20 Questions
(h20)

QirectioniS: For this sedion, solve eac;:h. probl~I1l':Uld decide whichis the best of the choices given. Fili in the corresponding
the answer sheet. You may use any :available space for scratch work.

1. The use of acalculatbt is permItted.

2. All numbers used are real numbers.

3. Figures that accompany problems in this t~st are intended to provideinformation useful insolvin~ the problems.
They are drawn as aCr;urately as possi?leEXCEPT when it isstated in a specific problem that the figure is not
drawn to scale. All figures lie in a plane unless otherwise indicated.
4. Unless otherwise specified, the d()plainofanyfu'nctionj is assumed to be the set of all real numbers x for which
f(x) is a real number..

G C} ~. ~"8h b~ At:} 'u--,--:-,=-~

A =7rr 2
C=27rr

A=

x-13

.ew

SpeCial Right Triangies

V =7rr'lfl

The number of degrees of arcin a

The sum ofthe me~sures in del~reies)5f1he
2. If 21xl-3 < 7, which of the following is NOT
a possible value for ?

. If k is 3 more thantwi~~ ll,llien

n+6
2n+3
2n

~3

- (A)

-5

(B)
(C)

-2

CD) -1

n+3

(E)

2
2(n +3)

GO ONTO THE NEXT PAGE

.,9-

- 5. If the average (arithmetic meant of3 nUInQers is 30,

what is the sum of the 3 numbers?
-(A) 10
(B) - 15
(C) 30

3. In the figure above, what is the value of x ?

(A)
(B)
(C)
(D)
(E)

(D) 60 (E) 90-

10
12

18
24
36

> -

4. The numbersincirclesX, Y,ruid Zab6verepreserit

the numbers of12thgradersat A4an.1s High School
who are-applyingtoCollegf.:X,College y, .and
College Z, respectively; Forexampl~, 6 s1l:Idents are
applying to all threecolleg~s. How many 12th graders
, at Adams High School are applying to College X: _
College Y, or both, but are not applying to College Z?
21

30

6. --For the 20 pomtsshown inthefigurellbov~~ what

y-cootdinatevalue occurs most frequently?
(A)
(B)
(C)
(D)

4
5
6

(E) 7

. "i{~:

IGO ON TO THE

N~XT~k~ ,;;,;i

.7."
7. If (x+y)3 = 64, whatisth~valueofx+y+-2?
(Al

"9. Lettheoperati.on:* bedefmedforal1values of xby

~*=2x + L WhatiSthevatueof{-4)*?

(B) "" 6

(C)

- (D) 10 "
(E) 12 ,

I. Broad and Fern

n. Main and Oak ". "
In. Oak and Broad "

10. Ageneralrule fordetefI11ining whether a person can

afford to buy a particular h0tne is that the price of
times the annual
inconieofthebuyer. AC90rding to this rule, what
shQutdbeaperson'sminimuniaveragemonthly
income
to afford a home that sells for$120,OOO?
th~homeshould not exceed 2,5

"

"

IG()ON.TQTHENEXTPAG~

11.'1 x andy~epositive'iirt~egers~dx2 i.,-'- y2:::15, '

which' ()ftbef~llow#ig~()rildPethe
value of i 1'- "
.
-

' ,.

-.

(A) '2
(B) 3
(C) 5
(D) 8
(E)

' x

13., If4

-' ~

(A)

1
12

(B)

1
3

(C)

3
4

, (D)

16

(E) 12

12. hi theflfuife, ~~Q0t!~:t6~bu:g1e'has

radius,4

center. ,What isthepeime\.efof/:,PQR?

,

(A) 8
,'> (B) 12
(C) ,
, (D) .
(E)

,,'
'Ii

?:::'{'

4F3 (appr~~~t~~y().~3)
8J3;- (ap.pt9ij!ll~te~y 1?,.86L

' 8+c2J3 , (l;lP~iJ~~teIYJI.46)

. : ~: ..';!> '.

. .

(A)

(B)
, (C)
(D)

4.5
5
9

(E) - 12,5

D
"

15.
'"

[]

In a set of30 il'ltegers,18 oftbe integers are multiples

17. , Which of the following pairs of triangles must be ' '

simil;rr to each other?

of 5; If 1Q of the multiples of Sare odd integers,

then at most how many even integers could be in
the set of30 7 ,

. 1. A pair of equilateral triangles

II. A pair of isosceles triangles
ID. A pair of right triangles

2
8

(A) Ionly
(B) I and II oilly (C) I!Uld III only
(D) IIaridillonly
(E) I, n, aDdID

10
12
20

POPULATION OF STATE .Q

"

18. If j, k, andnarepositive integers in the equation

above, what is the .vahie of, j + k +n ?
(A) " 12
(B) ,-11

(C}lQ
(E)
' (E)

16. In the graph above, the S9lidli~r -segiiienfuconnect the

dots that represenJtl;ie acN~l.rpp'plllati,onof~tate Q,
recorded ,a t 20-year interva1s.i.t~..q.ash<d line represents
what the population would, have ,Q:en had the population
grown at a constaIlt rate fFom1880to 1980. For how
many of .the f rYe lO-year ,intervals shown waS the actual ,
' rate of population growt1;l'gteale~ tl11Ul the. co~tant rate?
(A) ' One
(B) Two
(C) Three
(D) Four
(E) Five

-13-

9
8

~
' .,

. ".

I I I

",
I >
.'.

.~

1'\.....

'.

,. ..

:-

I,;.0

...... .

, 6 I 1

."

'. v

V
"
'

19. The complete graph of the function

.

"

.'

........

III>~

:'

,I

Y;;:f(x)<... . V
. .:...,. . . , .. ~.

'

f is shov\TD
"

in the figure above. If the function .g is defmed

by g(x) ::::. tx~

f{x}

forI10wman!, values of x

does

= 8(i)?

(A) None
(B) One
(C) TWOL
(D) Three
(E) 'Four

~ '.: :>~ i:_,.

If. YOUfil1iSh.' ~.~for~timeiscal.led/YOI:ima~ ct'l~ck;.you'r ~()rk;~b

,
Oonotturn to anyoth~rsection in the test.

3 3 :3

33 -3
SECTION 3
Time - 25 minutes
24 Questions ,
(2548)

Directions: For each question in this section, select the best answer from among the choices given and fiUiu the corresponding
oval on the answer sheet.
'

Each sentence below has one or two blanks, eachblaDk

indicating thatsomethiIig has been omitted. Beneath
the sentence are five words or sets of words labeled A
through E. Choose the word set of words that;wben
inserted in the sentence,best fits the meaning of the
sentence as a whole.

26. Telling our own life stories has -~-----eff~ct: it helps

us to overcome fe;rrs. and to heal psychological
' ,
wounds.

ot

Example:

Hoping to ------- the dispute, negotiators proposed

a compromise thaUbey felt would be------- to bOth .
labor and management.
(A) enforce .. useful
(B) end .. divisive

CD

25. Never especially eager to go climbing with his friends,

Mick felt ev~n less -~----~ when he actually saw the
mountain.
(D) enthusiastic

27. Many animaIs migrate early in certam years,

apparently to avoid the ------- of particularly
barsh, sriowy winters.
(A) regression
(D) ' aridity :

28.

(C) overcome .. unattractive

(D) extend .. satisfae;tory
(E) resolve .. (icceptaN9

(A) resourceful

(A) a harmful
(B) a typical
(C)' a therapegtic
(D) an endearing
(?) an enervating

(B) fastidious

(E)weary

. (B) severity
(C) stigma
(E) p~edictability

Althoughprof~~$Or'Kru~Y~''\ligorouslY ------.;,the
developi:nellt of, Iift?lelir:teFbpology, she nonetheless
adoptsasomber~d ;.cL' tone when speaking of its
potential safety is~ues.
supports .. cautionary
analyzes .. scholarly
proposes .. favorable
monitors .. respectful
_(E) "condemns .. critical

(A)
. (B)
(C)
(D)

(C) inquisitive .

29. "Alvarez is far less------~ than, his 'peers, tending rather

to flout tradition and disdaincbnventional behavior.
' (A) indecorous

CD) inventive

(B) intuitive

(E) punctilious

(C) combative

Each passage belo\\f is

in each passag~ and in any

Questions 30~31

are based

!leStiOlls based on its content. Ans~er the questions on the basis of what is' stated or implied
material that may be provided.
.
()ll~[)w:jnl!

We are witnessing a key mCHl}~~nl:@the history of

our species. For the. first time,
are living in
cities than outside them. Now
future, we will
Line be Homo urbanus-the city
transition is
5 profound. Farone thing, it is
irt:eversible.For
another, it is a. manifestation
trend. It has
taken a few millennia for the
cities to reach 3 billion. It will
double that number.

30. The tone of the fIrst sent~n,*1

(A) playful
(B) sympathetic
(C) ironic
(D) dramatic
(E) defiant

, Questions 32-33 are based on the following passage.

passage.

In the age of science, belief in phenomena like

astrology, telepathy, and the healing power of crystals is
raging out of control. Author Wendy Kaminer thinks she
Line knows why: "The more limited your understanding of
5 science," she tells us, "the more that scientists resemble
masters of the Q(1CUlt, and themote thatparanotmal
phenomena seelnlikely to reflect undiscovered scientific,
truths... . A persistent irony of scientific progress is ,its
encouragementof pseudoscientific claims." So science
10 actually begets pseudoscience. Scientists regale the public
with speculatiollsabout parallel universes, quantum
teleportation, and lO-dimensional,superstrings, Bllt what
some nonscientists take from this is that the uruverse is
so strange that anything canhappen.

32. Which of the following situationsisinostsimilarto the

"persistent irony" (line 8) ?
(A) A hospital's efforts todevelop'procedllres for
coying with a natunil disaster prove pointless
because a disaster doesn't occur.
(B) A legislature's efforts to pass new.ethics rules are
thwarted bycorruptlegislatots.
(C) A ,c ompany's efforts to sell its products' i~ . ne~
market target Ii resistant population of potential
customers.
(I,)) A team's efforts to winacharripionship cause
some team members to engage inunsport:iJig
conduct.
,
(PO) A school's efforts to .e duatechilgren in good
manners lead td an increase.in antisocial
behavior.

. 31. In context, the phrase

described as a
(A)
(B)

(c)"

(D)
(E)

3~. , The 'passage suggests which of the-following about

1he "speculations" (line II)?

. (A) "They are diffi~ultevenfortrain~clrese.archers
to understand.
'
(B) They have an unintendedeffecton some
laypersons.
.
(C) They arouse cynicism toward science on the
part of the public.
CD) Theyencouwge nonsci~ntists to take an active
interest inscie;nti:ficr~s~arch.
(E) They gamer,att~ntion for those 'scientists who
cravepublicit}'.
..

-17-

IGO ON TO THE Nfi)(TP~

"3 3 3

Questious 34.. 40 are based on the following passage.

10

15

20

25

30

35

40

45

34. In context, the fIrst three words of line 1 are best

understood to be a

The following passage isadaptedfrom a 1999 novel about

a family living in1ndia.

Line
5

33 . 3
(A) linguistic construction peculiar to India

(B) criticism of the parents' lack of individuality

(C) play on words that establishes a dreamlikemood

MamandPapa. MamaPapa. PapaMama. It was hard to

believe theyhadever had separate existences, that they
had been separate entities and not MamaPapain one breath.
Yet Mama had been born to a merchant family ill the City
of Kanpur and lived in the bosom of her enormous family
till at sixteen she married Papa. Papa, in Patna, the son
ofa tax inspector with one burning ambition, to give his
son the best available education, had won prizes at school
meanwhile, played tennls as a young man, trained for the
bar, and eventually built up a solid practice. This much
' the children learned chiefly from old'photographs, framed
certificates, tarnished medals, and the conversation of
visiting relatives. MamaPapa themselves rarely spoke of
a time when they were notone. The few anecdotes they
related separately acquired great significance because of
their rarity, their singUlarity.
'
Mama said, "In my day, girls in the family were not
given sweets, nuts, good things to eat. If something special
had been boughtiuthe market, like sweets or nuts, it was
given to the boys in the family. But ours was not such an
orthodox home that our mother and aunts did not slip us
something on the sly." She laughed, remembering that sweets, sly.
Papa said, "We did not have electricity when we
were children. If we wanted to study, we .were sent out
to sit under the streetlight with our books. Duripg the
examinations, -there wouldbe a circle of studen~ sitting
and reciting theiI' less~ns ~oud.lt would be difficultto
concentrate oulaw becauseotheis' were re iring theorems
or Sanskrit slokas or dates from British history. But we
did it-we passed our exiUIls."
Papa said, "The best student in my year studied day
and night, daY,and nightWefoundout how he could
study so much. During the exams, he trimmed his
eyelashes. Then. whenever J?is,eyes shut, they would
prick him and hewouldwake apso he could study more."
Papa's storiest~nded to emphasize hard work and
sacrifice. Mama',shad to do with food-'-IDostly sweetsand family. But the stones were few, and brief. That
could have been tanthlizing-soIDuchunsaid, feft to be
imagined-but the children did not give the past that
much thought because MamaPapa seemed sufficient
in themselves, Having fusedirtto one, they-had gained
so much in sl1bstance:instarure, in authority, that they
loomed largeenoughas it was; they did not need separate
histories and backgrounds to make them even more
immense.

CD) verbal representation of the children's perception

(E) dramatic re-creation of a childhood event '

35. The phrase "MamaPapa in one breath" (line 3) is used

primarily to suggest
(A)
(B)
(C)
(D)
(E)

a hasty response
an uncertain attitude
an indivisible entity
aconiused remembrance
a sense of desperation

36. The narrator uses tl!eword "Yet" (line 4) to convey a

shift from
(A)
(B)
(C)
(D)
(E)

feeling to fact
optimism to cynicism
prediction to recollection
speculation to conclusion
remembrance to anticipation

37. In line 21, "slip" most nearly means

(A) fall
(B) pass
(C) slink
(D) elude
(E) unfasten

38. Why did the children "not give the pastthat much
thought" (lines 4142)?
(A) They had decidedtoQ.wdlon future'events rather

than previous misfortunes.

(B.) They had become impatient with stories that
seemed to moralize.
(C) They were satisfiedtokllowtheir parents as they
existed in the preseIl,t.
(D) Their imaginations were more stimulated by
possibilities .!:hart by reality .
(E) Theirp:I(ents'chil~~oqd e~periences seemed dull
.
compared to their own.

-18-

3 3 3

40. The last sentence of the passage ("Having ...

immense") primarily serves to

39. In line AS, the word "loomed" is used to suggest an

(A) indistinct appearance
(B) impressive status

(C)

333
(A)
(B)
' (C)
(D)

call into question ,a description of the children,

reiterate a minorobjection made by the narrator
expand on a previous impression of the parents
draw it moral lesson rroma setO(experiences
(E) conclude on a note of nostalgic regret

impending action

(D) imminent moral danger ',

(E) imposing physical size

19

>

1GOpN TOTBENEXTPAGE

..

3 . 3

Line

10

15

20

25

30

35

40

45

50

A few years ago, durmg a bitter New York winter, with

an aftemoonto spare, 1 found myself in a deserted gallery
on the upper level of the Metropolitan Museum of Art.
Suddenly, my eye was caught bya canvas that it caption
explained had been painted in P;U:iS in the aUtumn of 1786 .
by JaGques-Louis David.
.
In the paintWg, the ancient Greek philosopber Socrates,
condemned to death by the people .of Athens, preparesto
drink a cup ofp()ison.berplock, SUfTolP1ded by woebegone
friends. In 39913.C.~ thre( Athenian citizens had brought
'.
legal proceedings against thephUesopher. They had
ac~used him of failing toworsbipilie city's gods and of
corrupting the youth of Atbens~and, such was the
.
severity of their charges, they bad called for the death
penalty .
. Though afforded an opportunity to renounce his
philosophy in court, Socrates had sided with what he
believed to be true.nltherthan what he knew would be
popular. Allegedly, he told thejury: "So long as Tdraw
breath and have my faculties, I shall never stop practicing
philosophy andexhorung you and elucidating the truth for
everyone that I meet ... whether you acquit me or not, you
knowthatI am not going to alter my conduct, not even if
I have to die a hundred deaths."And so Socrates had been
led to meet his end in an AtheI;lianjail. .
If the painting strUck llleforcefully, if was perhaps
because the behavior it dt;pidte'd <:ontrasted so sharpfy
with my own. IntonversaqoI1'IIlY.priority was to be1iked
rather than to speak the trpth.A desire to please led me to
laugh at modest jokes like a patent on the opening night of
a school.play. ldid not publiGlydoubt ideas to which the
majority was coriunitted;When pasSing through customs
or driving alongside polic~ cars, I harbored a confused
wish for the uuifOfll).eq officials to think well of me.
But the philosopher had not buckled before unpopularity
and the condemnation ofthestat~. Socrates had 110t
retracted. his thoughts because others had. complained.
Moreover, his. confidenceh,a<l,spru.ng froffi amore
profounp source th~hoth~qedIieSs.or l:mll-like courage.
It had been grounded in philosopby th~t supplied hini with
convictions ill wruchhe ha~ been aQle to hav~rational,
as opposed to h,ysterica).,con1idencewhen faced with
disapproval. SuchiJ:ldependence ofrnind was both a
revelation and an incitement. Itprolnised a counterweight
to a supine tendency fol),ow sOGially sanctioned. practices
and ideas. In SocP~J~s? life.and death l:lY an invitation to
intelligent skepticism. ,
.. . . .
.
More gerierally, the subject of which the Greek
philosopher was the supierp.e.symbol seemed to offer an .
invitation to takeonatask at once profound amllaugbable:
to become wise througb pJlllpsOphy:In,spite of the vast . .

to

'

..

as

~ differei1s~s, b6,tWeenthe many thinkers described

philosoPb.~r~;ca~rQl's ~e,it seemed possible to (Jiscem

Questio~s 41-4S'are basedonthe following passage.

This passage isadapte.djfrom a bOQkof essays published

in 2000. Here the authorshares his .thoughts on Socraies.

a:small&r\,>\lI>~fpeople,separated by centqries,sbaring

aloo~e'auegI~toa vision of philosophy suggested by

.
love;soph .. . ' pm:-a group bound, bya;S0P1w0i1 .
interesriils. . . .. gjlfew consoling and.praSticil1 thiligs about
the caus~st)f:9rirg(eatest griefs. It wasto ihesepebpleI
60 would'ttiri,_,',c ,'?'
. ...
. ..
. ...., . .

55

the e~p:\o19~~6ftlieGl"eek wordphilosophiq\; philo, '

~.---::

41~ .Th~p.~s~ of the opening p~agraph is to

JA) . d~~~~~5f'~VOrite pastime of the autJ;1or
(B) ,
"- " ' :. ~on for a visit
.'
(C) '<
, )tUictivenesli of a place
(D)
oe s adrrliration for ariartist
(E)ipectednature of anericounter
. '., ~ '?'~" '; ",,<~f;"

42. Accol1di~g:,

. that Soci'a.t~$

"' :~e, David' spainting indicates

,

...~ .. .. "

..... .' ..

,"

'.

'~barges

brougbt against him

ddringthe COUl;'se of the

(A
(B)
(C) reconsldt6'

rendered its

verdi;t!.',
CD) hadsympa
death . ..'.'
(E) was philOSQP
-:'-'~"

- - :

',~tbiIxlparagraph

43. The author',saq~~i,:'

Clines 16~25)lsb

~ <'..

44. The agthor lIses the<Jlip~jil. ~~s:fQ~24 to

. emphasize Socrates~ >.};b...
,

".

(A) unpqpllianty : ...... ;'.i,.,

(B)
(C)

i~~!~~~~S ; \i~~>::

..

(D) intelligence ;';;,":'?;.:,;., . . '.

(E) prudence
; .,' . ,'/.;
- . >:,".
;

--~

47. In.Jines 5~51,the aqthor indicates thatthe "task';

. js) npart

"conciliatory ,

(A) incomprehensible
'
(C)uullecessary
(D): il.ldicrOus .
(E) riskY ' '

compas~i6nate

,CBT unavoidable

pr9~~~ti.oris '
aiml~ss .

lIIJ,pemOU$
, In line45, "sancti9Il:d" J,llost n.early means
(A) restricted

(ll)protcctetl ,.
(C)

approved

(D) revered. '

r, ,

$) penalized

48.

'The flUalparagraph '(lines 48-60)primarilYS~rv9S to

'(A) as.sessthe significance ofDavid's painting
(B) contrast ancient and modem approaches to
phj}0sOphy . .' ' .... .. .... , . ........ . ". '. .. ......',
(C) ' exposeth~ ineaningl~ssness . of philosophical
language .
"
,
(D) indic~tehowtheauthor in.tenclstoproceed
(E) 'summarize Socrates'influenceou later
philosophers

If you fini~t1 befor~till'Il!iScaned, you,m~Yc.h~ckyour work on,t"i$S~cti()nol1jv.

,
' Do ,l1otturn to avy ()therl;ectlg.n' inthete~t. ,

0 '0

4. '
-.

SECTiON 4
TiIile ~. 25 ininutes
'18 Questions
(21-38)

Directions: This secti~Il contanistwo types of questions. You have 25miniltes to 'complete bothtyl'es. For questions 21-28,
golveeach problem and ,decide which is the best of the choices given. Fill in the corresponding oval on the answer sheet. You
rn:ay use any available space fof sctatch work.
. .

1. The use ofa calculator is permitted.

2. All riumbers usedarere~lnumber~.

3. Figurestp3Jaccompany problems in this t~stare intended to provide infonnation usefulin sohring the probJems.

as

They edJ.:awn as accurately possible EXCEPT when it is stated in a specific; probkm that the figure is not '.
diawn.to.scale.All figures lie in a plane unless otherwise indicated .
. 4. Unless ,btherwise specified, the domain of any function f is assumed to be the set of all real numbers:x for which
I(x) is a teal number.

V=fwh

SpeciaJRight Triangles

The number of degrees of arc in a iitcle is .360.

The sum of t~e measures in degreesbft4~angles ofa triangle is 180.

(A) . 9
(B) 18
(e) -27 .
(D) 28
(E) 36

22~ Whic~?fthe following numbers lies between ~

3 .

'

."4 ,on a number line?

(A)

1
8

3
8
-5
' .(C) ",
8

(13)

(D)
(E)

7
8

9
8

and

'EJ
.

.'

-'

',e" [ )
_::' r~:

[J .[]
~

. ',i,,;,

Recreation

'. '1'
11

Recreation

Clothing
1929

1997

23. The circle graphsabove showthe typical expenses a

person had for vi:\rious c<!.tegories as a percent of total
personal expenses in each of the two years indicated.
Whichcatego.ry had the greatest increase in the percent
of total personal yxpehses fr<ltnl929 to 1997?
(A) Medical Care

(B) Housing
(C)Food
(D) Other
(E) Recreation .'.

24.. In the figureab()ye; ilie sides of the 8':side~polygon

and the sides of tlle5~sided polygofictlJ.ha"ye equal

length. What .is ',th~ ,'ratio of the pemn,eter(;fttie.8-sided.

polygon to the periinetetof the 57sidedpolygon? .

(A) 8 to 5
(B) 7 to 4
(C) 5 to 3
(D) 3 to.5
(E) 3 to 1

I
. '.'

1
'.:

l.'j'
.

~. : '.':,,
, :LJ
2x' ~..', 1T'"
~"

';fiit~fjI-nqti()n

jis shOwn above"

is, the yalue , '

"

",.,

. ...

. .

",, -{.:

, 28. .Therigl;ltcircularcylind,ersJ. 2j and J 'shown<.tbove' ,

. . . have yol~es ' Vj, V2' -~dJ~, re~pe~tiv~lY~ 'ijId.<,,'
dimensiQriso--fthe ,tltreecy1ind~rs are~ven in temis
of x. wttiGh:oftbe follo\V1ti~:~ustbe~e?' "".",

D 4

'r]

", ',.,'[ J
."
.

~.

- ",

,Directions for Student-Produced Response Questions

Each oftheremaining l oquestions requires you to solve the problem !l,j1d enter y(mranswerby :marking the ovals
' in the special
grid, . as shown in the examples below. You may. use anyavaUabfe spaCe
for'scratch
work.
.
..
'.
~

'

A'
, 7
', nswe:r : 12

. '

Answer: 201

Write anSwer '-in boxes.

Fraction
line

Grid in~
result. '
','i\,o.~~ ' You may start your answers

column,spaceperttlltting
.Q)1prnns not needed should be left

Mark no :more thallone ovalin any column.

Because the answer sheet will be machinescored, you will receive credit only if the 'ovals

are filled in correctly.

Although not required, it is suggested that you
write your answer in the boxes at the top of the
columnsto help you fill in tlie ovals accurately.

~~~Gil~~~' If you obtaina d~ciina}answet

.u~",">." .",,,,f;'<.J than the grid canacc0tllirtQd.~te,
"l1ll!ly.,l!)eJeiUlet: rounded or truncated,

~_ ..."..._. For example.

brttltri'lust .

if youQQ'tai1): " . . .. .

an ;'Ulslw~.$1(:11 as 0.6666,. . you shol1ld:record :, "

yqliq..~II~~lS .666 or .667. A less accbrat~:falue
.67,will be scored as inc6tre.Ct~ .
~ are: .''';~;c .. , ,

.,..,....-=-~~~--,

Some problems may have more .than ohe COlTect

answer. In such cases; grid only one answer.
-

,~

., ..
.'

'

,.

No question has ar,legatiVe answer.

,

, '~~

Mixed numbers such as 3'2 must be gridded as

.

3.5 or 7/2.

(If~J,l,*~J. iS gridded, it will be ,

31 '

mterpreted as I ' not 3

2 ,) ,

=(2~5)Toundedto ~~ar:stwhole~rimber.

29. Fred uses the formula above to calculate P, the number

of pizzas to order for agtoup o.fn people. For
example. he would?rder 4 pizzas for 9 people. ,s ince

{5 == 3.6 and 3.6rotmds t04. Accordingto this

, formula, what isthe~~ber of piZzas he would order
for a group of 17 people?

L.J

.. LJ .

.....
... . ...

>: . , '

. . BD

= ~.
3

What is the area of triangle ABC?

.

is the value of x?

32. A bookstore sells only hardback books~dp~perb~ck

. books. For a particular sale, 40 percent ofthe ' .
hardbacks and 60 percent of the paperbacks are on ..
sale. If the store has an inventory of 10,000 books,
75 percent ofwhicIl are hardbacks, how many beoks
are on sale?
..
.
.

IGO ON TO THE NExT PAGE\

..

~S.

,',,::

A group of people consistsof6n wpmen and;8n mell'

wh(!re n>O~ If o,ne .ofthese p,eople iS~Q b~selectedat
random. what ,i s the prol;>abilityof selecting' ~woman?

. '

:-.

3. Thevalue of x +8l is directly'proportionalto the

.

value of

l. If x ':;: 19 when .;' = 5, what is the value

.'

.~Yo~filJ.i~ttb,.e!~r:~' time, is cau~~"y,~u m'=-\1 ~."A~1

': . . . . ", .',',:: '. '. 00 nopum to any other

I
SECTION 5
Time -- 30 Ii:liitutes
39 Questions
(1-39)

Directions: For.each questiort in this .section, select the bestanswer from among the choices given and fill in the corresponding
oval on the answer sheet.

The following sentencestest correctness and effectiyepess

of ex.pression, Part of each.sentence or the entire..sentence
is underlined; beneath each sentence are five ways of ',
phrasing the underlined materiaL Choice A repeats the
origin&! phrasing; the otherfourchoices are different. If
you think the original phrasing produces abetter sentence
than any of the alternatives, select choice A; if not, select
one of the other choices.

1. Hearing thesoldiersawroaching waS whenHuaM)llan ',

decided to save h~r elderly father by disguising hers,e lf
as a manandialcinghis place in the army,
(A) Hearingthe!)pldiers approachingwaswhen
,(B) HeariIlgth~s()ldiers approacl!, that was when
(C) Sheh~at"<lthesoldiers approacb, which was when
(D) Whenshehe~dthe soldiers approaching,

. (E) WhensJIeh L1i:s.ilie soldiers approach,

In 'making your selection, follow the requirements ,of

standard writtenEn~Iish;thl:ltis, pay attention togranunar,
choice of words, sentence construction, and punctuation;
Your selection sho~1d result in the most effective
sentence-clear,andprecise" without ,awkwardness or
ambiguity.

2.

ecent air.qUalli)'1estsilldicating that pubIiebuildin~s

where indo()r smo~~isbannedhave indoor air
pollution levels upt?li~iP~~ent lower than those
where indoor smoki.l)g,ispemtitted.
(A) indicating that .
(B) inqicatethat
(C) wltich indicate that
(0) , indicating
:'(~r thatindicate

EXAMPLE:
Laura Ingalls Wilder published her first book
and she was sDctj-fiveyea:rsold then.
(A) and she wassiXty-fiv'e years old then
(B) whenshewassixtr,.~ve
(C) at age sixty~fiveyearsold
(D) upon the reaching of sixty-five years
(E) at the time Wh~nshe wassixty~five

By them feeding on deadanirnals,thebald eagle

plllYs an importafitr()le in naflll"e's cleanuppf()cess.
(A) By themfeedirig
(B) By their feeding
(C) Byfeeding
(D) They feed .
(E) It feeds

.@

-30..

'5 I

,. . .~ I

s '....
-

"" -

"

(AY activist J>Yhelpi~g.many California.fapnwQi."kei."s

. toregistertovote,;wlrichwas succ~ssful . . . :
.(B) activist by. help~ngmany CalifonriaJarmworkers'
ryglsteiiilg .to vpte, which he was successful .
(C) actiyistby~~ccessfully helping.many.Ciilifornia ,
fmJn",,()rkers r~gister to vote . . . '. . .....'
(D) activist, p,eJutcessfullY helped many C~ornia
fami'\V.Q~JWJ;& register to yote
..
(E) activist wi~lis~cc,essftlUyheIping many Ca~o!'ill~ .
farinwor~~rsregJster to beayoter
'.

, tA) , con~s ai~tOrY!~il;1i~!lVtlOOd similar

to thebm~Cal ;$t.' '.o" f,~qhlland the Flood

containing-afl~ . " Z$lP:ilartothe biblical

story of N(jah$d;t1!~!Fl90:d'
(C) ' and it containedu'f i '
.. . imi),arto the
, biblical story of N '.. . '. .
. ' F16<>d ..
(D) "being similar to thebihH >... ?~f.~()ahaIl.d the
Flood which

.. .
5,

"

.7. LaborleaderCes~~hayzbegan his . ~areer as an . . .

~divistby helping;nianyCaliforiria farmworkers to
register. to' vote: which"",assuccessfuL

4. In the nineteentltcentury. scholars were amazed

to discoVel'th~ttpe.sWneti~~pic of Gilgamesh
containsa: st~!yofa great.flb.od similar to the
. bibliCa1st6.s'bfi~oafi'~;;'~: 'E1~Od,

(B)

;~~:

alsocontairi#l~~9<;l?; stOry

_(E) contains a. story of a greatflQ9~JFw~like' .

the biblica~ story ofNoah' mlq,~~J:'J,o()<i

8. Finding itsway_fhioughsedinlellt onethe seafioor,the

400:-700 whisk~rsoIla"Yalrus' snout are used.to sense
the presence'of clams angotherinvertebrates on which '
it feeds.
'

5. Bhru:ati Mukhetjye's book TheMiddlimanfliJdOther

Stories waS widely admired and itbeing:;th~'first\york

by a naturaliieci~ericancitizen' tow.liI:theNational
Book Critics Cii61e Awardf()T Fiction:
:.

'; ' y->,: .. , ". "

(A) the 4dOs700.~~ps~~rs9n,aWalnis'snout are used

(B) the wal:rtIsg~~s,.ttle10O;:-7QO V{,hiskerson its snollt
(C) walruse~ u~~t1l.~4~190\~~ers on their snout ,"
(D) walrus'sn()\lt{Q,a'Ying 40~7QO whiskers, is used
(E) thesnollts of,warriisesuse4QO;,700 whiskers

(A) . bookiA~l!/4dlem9n and Other St~riiswas

\Videly.ag~~ed~ iu1d It being .
'
(B) book,wlIi " ~WJzeyiddlemanand()(het .
Stories, . . id~lyad,nllred and \Vhich \Vas.
(C) bookThe"}if'(: . iei!ifziz' ~ridOther Storie~,widely
admiretf'irri~":C' , ' .' . '
.' '.' .........
(D) widelya~4ii ~o.J;: 'The Middleman and Other
Storie$w-~; "'?F";"
' .
. .....
.
(E) widely acIUJ~~'QR()J(rhe Middlemartand Other
Stories. ifw~ ", '. i "
.
.

9. Although Jonas,Sa)kreceivedgreat acclaim for

developing avaccjI;le'tbatvirtuallyellininated polio
in the UnitedStates'; outhls:brea1cthrough waS made
possiblebythewQrof ~arlier scientists.
(A) States, btIPiisbteakthrough Was made possible
(B) States; his brea!cthroughwas made possible, .
.
however, '..
(C) States; yet.hisbreakthrough was made possible
(D) States,hisbteakthrough was made possible ....
(E) States; making Jl,is ,breakthrough possible was

6. When AdaB'YwIl. :; <l .of~hal'le.s Ba'bbage~s

' AUalytical Engil(~;' a': .. ' Jits()r'of l11o'de.rn'computers;
she correctly'p~~tedthafniachines like it would
one day prodiIc~'l:ii;iC'.<Y"
.
,~~:,~> ; -.\' / :->':'
(A) learned
(B) learns of
(C) has learned of
(D) had learned .th~t
(E) learning that

of

-31-

5'

10. Able to swiinby rapidly opening and closing their

'I:.
;:

on

rapidly opening andcl()sing their shell

rapidly opening and closing their shells
rapidly opening and closing its shell
rapid openings and closings of their shells
the rapidly opening and closing of its shell

(A) there has been a generalas,sumption that the

events depicted in Homet'.slli,~dare .
(B) it had generally been assume,dthatilie events
depicted in Homer's Iliaawete. ......... " ..
(C) . the general assumption was for the events
depicted in Homer's Iliad to have ~&een
(D) the events depicted in Homer's lliadhaye
generally been assumedto be
. . . ...
(E) "Homer's Iliad is generally assumed tbhave
depicted events that are
. .

11. A best seller when it was firstpublished more than

45 years ago, many still regard Rachel Carson's Silent
Spring as the cornerstone ofthe environmentalist
movement.
(A) many still regard Rachel Carson's Silent
Spring as
(B) many still regard Rachel Carson's Silent
Spring to be
.
(C) there are many who still regard Rachel Carson' s
Silent Spring as
.
(D) Rachel Carson's SilentSpring is still regarded by
many as
(E) Rachel Carson's Silent Sp ring, .which is .still
regarded by many to be

14. Even his closest friends believe thatthec~c;lidateis

unethical, they acknowledge that this lack of integrity
may cause him to lose the election . .
(A)
(B)
(C)
(D)
(E)

i2: Most of the founders of the United States had hoped

they acknowledge that this lack of integrity

they acknowledge that tolackintegrity
which they acknowledge that
lack of integrity
and they adcnowledge that this lack of integrity
acknowledging thislackingof integrity .

this

1S.Since hotwaXdoesnotadher~ to itth~tis~hythe

mineral carnelian .w~s used in ancient times to make
signet rings for imprinting waX seals on letters .

that the new country coUld bS( governed without

political parties;
.
(A)
(B)
(C)
(D)
(E)

13. Until about 135 years ago, when the reniainsof an

the plain of Troy, there.
ancient City were discovered
has been a general assumption that the events depiCted
in Homer's Iliad are pureIyfictitious. .

shell, a scallopmm flee predators more effectiv~ly

than 'can a clamor musseL
(A)
(B)
(C)
.CD)
(E)

.,

(A) Since hotwaX qoesnotadhere to it, that is why

(B) BeingjQ:l.ownthat hotw doysnot adhere to it,
(C) !(riowing that hot waX does not adhere to it,
(D) Because hot w~ does nOLa,dhere to it,
(E) Hot wa~ does not adhere toit, therefore

could be
could be able to be
could have been abIetobe
can be
will be

ax

-32-

IGOONTOTHENE~P;~Q

5
19.

16. If she would have been offered an internship

in Atlanta, Tamika wOl,lld have to rent out her
ap.mm<mt in Chicago,

-eA) if she wouldhave been offered

(B) Were she to be offered
{C) 'With it being offered her

strange, nonse,n,~i~1i1 ~ongsQf the Icelandic rock

grQppigur,R6s made:suchanwI1ression on Thorn
YorkesQ that he invIted the band to join Radiohead's
El,lropea,p. concert tOl,lr.
,

'-

-By being offered

J-7. Environ~entalists have c;laimed that someone who

drives an SUV instead of a fuel~efficient vehicle
wastes more energy in a single year thanJeavmg

'

.,.: .

.'

20. The Romans occupi~d Britain in the fIrst century A.D.

a refrigerator door open for six years. '

but perbapsbt:catise of the increasingferocity .of

, Germanic invasions. ultimately abandoned the island
in 410.

(A) someone who drives an SUV instead of a fuelefficient vehicle wastes more energy in a. single
__
. .
year than leaving
(B) someone driving an SUv insteadofa.-ftIel.;
efficient vehicle wastes more energy in a: single
year than if they leave . _ .
,
'
(C) - to drive an SUV-insteadof a fuel~efficient vehicle
/
for a singteyear wastes mote energy thap. by
leaving
_
(D) by driving an SUV instead,of a fuel-effiqient
vehicle more ene,rgy is wasted in asi,ngle
than leaving '. - -"
~) driving an SUV,insteadofa fuel-efficientyehicle
for a single year wastes moreenergy:-ihan .
leaving
-

(A) A.D. but, perhaps because of thein<;reasing

(B)

(C)

year

(D)

(E)

18. Plays performed in fo1.lrteenth-ceIlttrrYfra.ligeJe~tured

ferocity of Germanic invasiohs,ultimately

' ,
abandoned the island inA 10
A.D., thejslatidwas ultimately agl$doned in 410,
perhaps becallseof the increaSingferocity of
GermaniciIiyasions . ,..
..., '...'
A.D., ultimately perhaRsbecaus~ofthe incre~ing
ferocity of Germanici:t1vasion~,the island was
abandoned in 410!
'.
,
A.D., butultirn~telyabandoningthejsl~din 41Q
. perhaps bec*~seof thf: increasing ferocity pf ,
Germanicirivas,ihIls . '
.. '
A.D., however,the islandwasultim:it91y
abandoned in.41D, perhaps .b ecausebf the
increasing ferocity of Uerinanic invasi()ns
~'<

a variety of songs, ranging from pgpuliit:~~ssungby

individual actors in additionto 'tejigiclli$:hyPms sung
by groups.
' , :.

(AY
(B)
(C)
(D)
, (E)

.>

(A) made such an impressiOn ori Thom Yorkesothat

he invited . ,
", .
'' ,
. - ..,'
(B) was impressiveenollghforThomYorke toinvite
(C) being 's o. impressive to'fhom Yorke; ,Who iniiteq
(D) impressed ThOrn Yorke to where hemvited
(E) sci impressed ThomYorke that he invited

(0) Offering her

"'(E)

Th~

in addition to
as well as
and even
and
to

-33-

IGO

ON TO

~HE NEXT PAGE> .

23. Current opposition to . the publication of the history:

A

The following sentences test your ability to recognize'

gram.IIlar and usage errors. Each sentence contains either
a single error or no erroratall. No sentencecolltains more
than oneerror. Theerror; .ifthere is one, is und~rlined
and lettered. lithe sentenr;e contains an error, select the
one ~nderlined part that must be changed to make the
sentence correct. If the sentence is correct, select choice E.
In choosing answers, follow the requiJementsof standard
written English.

book proceedS . not so much from concern .about the

B
C
future as because of a desire to shape perceptions
D

of the past No error

E

EXAMPLE:
24. The word "seltzer,"rtowused torefertoany
A
-B--

The other delegates an~ him immediately

ABC
!iccepted the resolution drafted by the
.D
neutral states. No error

carbonated watet,onc;teferredonly to .the

effervescent mineral w~terC?btained from natural
C

@.CDCD

springs near thevillageq.f~i~derSeJters,Germany.

D
..

21. Unwilling to delay the verdict aIlY longer,

. No error
E

. the other jurors ana me, deadlocked throughout

A1f

2S~ The TCzle of Peter Rabbit,

the proceedings, now sought to resolve our

like ano! Beatri](Pqtter's

23 children's books, were printed in a small format

disagreements. No error

so that children couldeasily hold it, No error

-BC
D
E
22. .Katherine Cheung, who had .flew asa licensed pilot

..

26. From 1851, when she joined the Underground

throughout the 1930s;was recognized asa pioneer

B

Railroad, and the beginning of the CivilWarin1861,.

in aviation and inducted into the Women in Aviation

D

C
Harriet Tubman helpeclnearly 300 people escape
D

International Pioneer Hall of Fame in 2000. No error

E

slavery. No error
E

-34-

5.,. . -."
27. Because .read.ersrysponde(j so positive to her

'"

. .

hUmorous newspaper coluIDns 'about suburban life,

,_.

5-

'

. . ,

'"

--.

ErmaBornbeck wrote anurnber of books on the

CD

," - - ."

&ubject. No error

those:fees'uppbrt:.,

No error

. 1)' :.,';,-

'B

'",

28.. Ir. iS . inlperatiY~ .w.~t thegoyernrnent not censor!bis ,

A
eihibit; norha.tt:efli~vI of'fensl"etheimagesmay be,
. B "';"'>"';';';"}":'

'-C-,-

. ~:~~

butcoiltinuest61lti)t~t 'ifliSfs':freedom bfexpression.

.

'''i,:.

~:'. '" :':'i._- _:~'./ :;,'~-

asa m~iil~';()f(ili~6ityt()unt:il.No error

D ")]:'"

" . : , ..

: ' . > ' ..

E ,'

No error
E

29. The tht;:ory .of continentald.rlft,

Whioh":origiD.:U:ed in
. , . . .' .. , . '.c. ',,, . ... . ':A
1912 and holdS that Earth'scontiIlJnisII1o~e

spec~~~i:~ re:c~f

'.

' ,.,1,::,

-;,0

continually iiirelati()n ' t6~me~9tlier, it became.

.
B. , ' "
c-

.'

.-

:;\:~'~~"":";- :;.:i:~/:>:-:-.

t;~~~~~:e.:':N?:~rr6r

more plausible as new geolrigi~t-ll~vid~~2i6merged

D

...

..<, '., ';x' );"

. ,.:.... .

, a'pai~~t"w~sMa:ry
... . :,.,. . ",.. ,' .. . .. Dixon
".Kies, "her
B new m~thod for
, :W~vjngi sti-awwithother fibers proved .useful.to < . , .,
." '. C;: . :'..
.
.
'D

30. In her new play~ E~,ydice,"piaywright SarahRuhl

has concentr~tedn6foir>the 'passlOliatejourney
~B

c~,i~i,~i~Q~

or

-35~

Directions: . The following. passage is an early draft of an

essay. Some parts of the passage need to be rewritten.
Read the passageaIld selectthe.best answers for the
questions that follow. Some questions are about particular
sentences or parts of sentences and ask you to improve
sentence structure or word choice. Other questions ask you
to consider organization and development. In choosing
answers, follow the requirements ofstandard written
English.

Questions 35-39 refer to the.following passage.

(1) At the beginning of the twentieth century, textile
workers in Lowell, Massach\isetts, worked andlivedunder
deplorable conditions. (2) The average worker earned
between $6 and $8 for a56-hour workweek and lived in
an overcrowded slum. (3) Industrial accidents occurred,
and workers suffered injuries. (4) This might have resulted
in the fact.thatmorethan 33 percent of all mill workers
died before they reached the age of 26. (5) As if conditions
were not bad enough, unscrupulous employers took
advantage of workers.
(6) .In 1912 the Massachusetts legislatureredu<:ed the
workweek to 54 hours per ",eek butdid not call for a
commensurate increase in hourl)' i",ages.(7}'Yithout
warning workers, the employers simply cut the workers'
pay after the Massachusettslaw wentinto~ffest. . (8) To the
surprise.of unionorg~ers,mostof",hom~ad?elieved
that the mill workers were toopootand unedu,cated to be
unionized, workers instantly went on strike. (9) Members
of the Industrial Workers of the World labor union (IWW) arrivedto help the mill workers conduct an effective strike.
(10) Strikers destroyed machines in the factories, and
there were numerOus clashes between strikers and the
police. (11) In one incident, striking workers had ap-anged
to have their childrencared for by outside.sympathizers and
transported bytrain to safety.out of town. (12}Authorities
had forbidden the children to be sentawa)"and police
were ordered to attack fainilies aniyingatti1etrain station.
(13) Photographs of the attacks were ag()odway to tuin
public opinion against the millownersand create pressure
on the two sides to come to an agreement.

5
35. In context, wllicltof the following is the best way
to revise and combine sentences 3 and 4 (reproduced
below) ?
Industrialaccidentsoccurred,andworkerssuffered
injuries. This-might have resulted in theJactthat more
than 33 percent oj all mill workers died beJore they
reached the age oJ26.
(A) IIldustrial accidents occurred and injuries

were suffered by workers; however, more than

33 percent of all mill workers died before they
reached the age of 26.
(B) Industrial accident$ occurred,.and injuries were
suffered by workers; a resultofthe fact that
more than 33 percent oraIl rnill""orkersdied
before reaching the ageof26.
(C) More than 33 percent of aIlmillwor~~rsi ?-ied
before they reached the ageof.26,p~ssibly
as the result of injuries suffered.ini1l9tistriat
accidents.
(D) More than 33 percent of mill workers died
before they reached the age of 26, butthere
were industrial accidents and workers suffered .,
injuries~

(E) With industrial accidentsoccurrlIlgandworkers

sufferiIlg injuries,.this could have resulted from

the fact that mortl .than 33 per~entofaIl mill
workers died before they reached the age of 26.

36. Whichof the follo",ingsent~nces,ifplacedaffer

sentence 5, would .m ost effectively conclude
the first paragraph?
(A) Changes occurred throughout thepastcentury
in the relationships betweeneIllployers and
employees.
. (B) Originally, some mill owners had wanted to
create a positive living and working
environment for the workers.
(C) Lowell had been a flourishingindusmal yiry
from as earlyas<ti1e 1830.8.
(D) The mill owners charged money fordrinlcing
water and dock~d 'Yorkers . ~ hOUr'sparfor

arriving just(i few IIlll19teslate.

(E) - Many of the :mill 'Yor}(e.rswere unskilled, but
some were skilled laborers_

39. In context, which of the following is the best version

of the underlined portion()f sentence 13 (reproduced .
below)?
'

37. In context, which of the following sentences would

be best to place immediatf<lyafter ~ent~nce9?
.
(A) The union provided m~a1sfor workers'
families and helpedorganize picketlines.
(B) Union organizets wer~ Illerely expressing .

Photographs of the attt}cks were a good Way to turn

public opinion against the mill owners and create
pressure on the two sides to come to an agreement. :.

popular beliefs'l),bout 'the econorllic and

educational statUs oftheIi1i1l ~orkers.
(C) The mill b~~rs, howe;ver, had the law
. . behind them: . . ' . . . . .
(0) ]'he IWWh#, .be6il: wnttenabout in many

history books.

5
(A) were good for turning
(B) . made them tum

(C) helpedturn
(D) are a way to turn
(E) turned

'

(E) This made1;h~ liyps of the workers harder,

but they feI~strdngl)l about their cause.'

38. In context, Whic~ of the following sentences

would best be placed'a t the begilllli~g of paragraph 3
(sentences 10-13Y? '
(A) Violence isn~v,~r. ~. go()d solution to

problemsmthewQrkplace.
(B) Publicopiniofrwas on;th.e sideof the

striking workersubill theiQeginning.

(C) Whatever the intentioDsQftlie\ l1lion

organizers might'have b~~n:'ti~le,llce '

broke out. .
. .
(D) Besides, it was inevitable thatevyntually,
clashes would take place; ,
(E) So .what happened next would probably
not surprise you.
'
.

If you filli~hbeforetlme ,iS 'C~1IIed,' y6!J:rOciy~ cl)e(:!< your work on this section only.
r-iY. otlii'
section
in the test .
Do'nOUurtrtoa.
.
,.:..
--

' ',. ,:,.~

,u t
c\llS'WerS
See test questions and review
explanEltions of the answers at

Jf

.~
;; ~~ ~ ..~~
:'
.Ii::""'~ ~.~
i
~
1

"

A
D I"

,c,\.

E'I

11

~
25

32
~;
34

'26
.'27

6
,0

3s c
A

.f

'e

'2S' A' /e
31

e
/
.t h
o.h

~ J',;~

./

5
6

e
e
e
e

C
9

/
./

'D

B
0

19

20E

Bh

21

/ 11. ~
~

:!'

G'

22
23

24
25

C
6

/
/

26
27

28

29

'c

23

0/ e
/e
I e

24

10

m
m

30

[!)

m
m

25 ' 0 /

31

0
C

/
/

h
h

m
m
m
e
m

/m

99 ' V

0
0

22C

'37;

13

27

"

13

m'

32
33

38

14

28

14

34

15

35

16

36

17

'h

37

/
/
/

18
19

E
.E

/
/

h
h

38

39

./

20

. /

., 0/ '

Omitted answers = 0 POINTS.

18

42

Wrong answers to multiple-choice

questions =MINUS1/4 POI NT.

19 . 6

I.. '

20

43

h
m

44

. D .. m

-Wrong answers to math questions

21

45

46

47
48

0
D

,h

._ _ I!.,!ec!~nswer
-29
7

'60
31
,. 32
33

int~ reste d

To learnmoreabout coJlege,lJ)ajors,
My'College Q uickSlart. The~e yciu can-als(
Learn apout related careers
Search for colleges
Take a petsonality test

17

4500

8000

1/3 0r .333

'e

m
. m
m

1m
./

35

317, A280r .42.9

0/

0/

h
h

37

in

12
14

38

On test day, :yqu told us that you're

'.
Filt11{vldeo & :Ph~tOgr~"hlc Arts

V'!ur Answer

34

36

63
,5

< x< 6

720

DIe
e
E
/

I:$'

21B- --r-e'

~ Si#.

41.

Go online to seeyourpr()jl:lct ed
SAT scores, learn how to
improve them, and find critic,!1
college and career plannin g
information.

"

./

/
/

Q.

h
h

#-

:! Si
J~$

26

Ie

r.o..~,t ' St<~p

ell
.' .. . ' . ~ . . if!'

. .. ..

:!'

~,.f1\>, ~

16

17.

15T- r-;:;
. i..
is'.'.

.~

11

,-

126

Correct answer = PLUS lPOINT..

m\

~ ~

~ ~"'"
$

J;

Points are'totaled, then converted to

scores on the 2!HlOsea.le. .

17A
18 0

10

11

, ~

/e

66

~
!..
,-.
~
~q,

I' m

22 A
0
23 B o
24.c
0

"e

.E-

J;

29- 38.= NO LOST POINTS.

.J

<>~
~:!,!'>~

~ ~ r

3~

3913

h
'm

11
12

40 '

~.

e
B '
cJ>
.. .. .Ii::
. ""'
....
. is'
A/ , e

3
C
. 4 .. 9

11

'm

A '

i
. .

>v

8E

16

'5

Scoring

'e

11

30

,5 ::.0
6
B
7

14
15 ~ A

.is'

.~

;j

YoLJ c an .also ask your

counselor for a copyof your
tls.tboo;k back soyou can
'reyilwthe questions.
.

e Easy
mMedium
h Hard

~"'"

cJ>.
.0

J;
~

~~
/
~~!'>,c,\.

""

.~ ,...'. : :f~.i~.: ::

o Omitted
u Unscorable

29

quic~start .

vi' Correct

:!'

(J'q'

".e
' e,',

,Key

C
6 ,;,

www.C:ollegeboard.com/

<>

Take the next step today! Go to

and sign in using your code below.