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SECTffiN+ - - - - ----- . ---..--~- --.-.-.

".

TIme - 2Sm.f.Jlules
24 Questions
(1-24)

Directions: PQf~cbquestion in'this section. select the best answer from among the choices given and fiU in the correspondin~
oval on the ilnswec stieet
4. S~holars who consider science a ------- force argue that
scientific ------- benefit society.

. Each sentence below has one.or two blanks, each blank

iodicating that something has been .o~tted. Beneath
. tho sentencc are fi.ve words or sets of words labeled A

(A) progressive .. breakthtoughs

. '(B) logical.. 0" &Iund~
(C) contentious .. interactions
(D) misguided .. indicators
(8) pernicious .. goal~

duou~ B. ~oose die wc;-nf or set of words that. when

. inserted in the stntence, WI fits the meaning of the
"
sentence as a whole.

Example:
Hoping to ~- the ~sp~te, negotiators proposed
a compromise that they felt would be ------ to both
.labor and ~anagement.

S. NeucologicaJimpainncnt can present ------. symptoms.

such as total paralysis. or more ------- ones, such as
~arely perceptible tremblings in one hand .

(A) ~nforce .. useful

(B) end .. divisive
(C) overcome. _unattractive
(Dl extend.. satisfactory
(E) resolve. ~ acceptable

(A ) conseqlJential .. devas~ting

(8) dnunatic .. subde

(C) troubling .. significant
(D) imaginary .. capricious
(E) disquieting. emphatic
0

6. The dance numbers were of contrasting styles:

solos, iDviting meditation and instilling tranquillity.
were intermiXed with ensemble perfonnances thal weIr
----~ in nature, fuU of wild.. excited movements.

1. The ancleots'tructure of d;le Moon TempJe is undergoing a facelift: workers are - - - its front sudace
~d

pillars; .

(A) excavating
'( B) bairicading
(C) restori ng
(D) dislodging
(E). duplicating

(A) plaintive .. languorous

(B) staCcato .. boisterous '
(C) contemplative .., fren~tic
(0) cac:OphODOUS . grandiose
(E) brazen .. rambunctious

2. Because:tbe age.of early cave paintfugs cannot

be - - by their appeaoulce, archaeologists must

.. the tOOls with which the ~ts

locate and -:.-'_
worked.

7. The dinner party's host was truly ------: he impressed

his guests with:Ws elegant manners. discriminating
taste, and broad education.

(A) observed .. .obfuScate

, (B) identified". disregard
(C) amplified .. examine
(D) decided .. direct '
(E) aetennined .. analyze

(A) sardonic
(D) urbane

(B) innovative

(C) diminutive .

. (E) surreal

8. Thougb friends, Jaelyn and Sean are temperamental

3.. The'Marian Aodecsc;>n Award gaia feted Hany

Belafonte, - - his myriad achievements as an
enterta.U;tec and humanitarian.

opposites: while jaelyn is outgoing and -----, Sean

is usually ~rved and --'---.
'

(A) gregarious .. in~tiating

(B) reclusive .. imP.erious

(C) celebrating
(A) thwarting
(B) slighting
. (0) humoring (E) refining
0

(C) affable .. Illoof

(0) demUre.; 'introverted ,
(E) jovial .. congenial

-2-

I ~NTOrnE
GO

NEXTPAGE)

The p:ssages below are fo~owed by que:stions based on, their content; questions foUowing 8 pair of related passages may also
~e relationship betWeen the paired' passages. Answer the qu'e stions on the basis of what is ~ or ~ in the
passages and in any introductory material that- may be provided.

be based on

Questio~ 910 are ' b~ 00 the roUo~g passage.

Questions 11-12

In late 1977. I visited Jorge ~is Borges; theA,rgentine

writer. He was blind and lonely, and asked me
would
read to him. He knew ~xactly where .00 the shelf, and
me on w&at.page.l w.ould find Kipliog's;uHarp'Song of
5 the Dane Women." As I began reading,:he besteched
me, "Long sips, pl~-more slowly."
"
I had never read the poem wIth ,such ,~tteotiOQ before,
and had not notiCed until then that it is largely composed
of words derived from Anglo-Saxon rather than Latin.
10 It was a leathery Qld afici~oado
AngiO-Saxon~ sitting
in a darkened room in South America, who loVingly drew
this to my attention.
'

are based on the foUowing passage.

It is easiest to see how food choices reflect the eater's

identity wh~n we focus on culinary conservatism. Humans
eli ng tenaciously. ~o .familiar foOdS' because they become
Lin~ associated wi~ nearly every dimension of human social
5 and cultural life. Whether in New,Guinea or New Bedford.
humans share particular foods with family and friends; they
pursue good 'h~th through unique diets; they pass on food
lore and create stories and myths~bout food's meaning and
taste; they celebrate rites of passage and religious beliefs
/0 with distinctive dish~. PooddJus entwines ~timately with
much that 'makes a culture unique, binding taste and satiety
to group loyalties.

ir,

of

,
11. In line 5, the phrase "Whether in '... Now Bedford
serves to

9. The quoted remarks in line 6 primarily suggest that

B~es
'
'

lt

( A) take issue ~ith a previous statement

(B) celebrate the diversity of a specific culture
(C) ,indicate the broad applicability of 8 churn
(D) point out,th~ prefere~ces of different groups
(E) challenge 'a commonly' held belief

(A) doubts the author's skill as a reader

(B) is having trouble understanding a poem
(C) is unacc'ustonied to listening to poetry
(0) wants to s3voran experience
(E) wants to extend the speaker's visit

12. The primary argument of the passage is that

10. The author's generaJattitude toward Borges

is best desc;ribed as

(A)
(B)
(C)
(0)

(A) subtle sarcasm

. (B) sympathetic concern
(e) vague uneasmess
(D) historiGal objcctivity
(E) respectful appreciation

eE)

food and culture are intricately interconnected

people sbould experiment with new.cuisines
people rarely alter their diets as adults
food is a reflection 'of a society's ethical values
studyingfood choices belps us understand ancienr
soci~ties

-3-

.
-.,~:.~~~(/I)
"~~ ' ,. 0 ....
-,1.

1 .
- - - _ .. _. - - - - - -------._ .. _,

Questions 13-24 arc based on (he followipg passages.

The passages below have b~~n adapud from disc,usslon.s

o/parapsycholo8Y (the science that inv~stigates psychic
phenomena-()r "psi" J. The author of Passage I has
written many books on science and philosophy. The
author of Passage 2 is a parapsychologist.

Passage 1

10

15

20

Parapsychologists are fond of an argume~t that goes

like this: Orthodox. science is making such colossal strides,
putting forth such bizarre theories, that Doone should
hesitate to ~ccept the reality of psi. It is a theme that
.pervades Arthur Koestler's Roots of Coirtcidence. As
parapsychology becomes "more rigorous, more statistical,"
Koestler writes on the very first page, theoretical physics
becomes
. -.. more and more "occult," cheerfully breaking
practically every previously sacrosanct COlaw of
nature." Thus to some extenl the accusation could
even be reversed: parapsychology has laid itself
ope~ to the charge of scientific pedantry. quantum
p~ysics to the charge of leaning toward such
"supernatural" conceplSas negative mass and time
flowing backwards. One might call this a negative
sort of [reconciliationj-negative in the sense that
the unthinkable phenomena of ESP [extrasensory
perception) appear somewhat less preposterous
in the light of the unthinkable propositions of
physics~

But there is a problem with Koestler's rhetoric: the extraordinary claims of modem science rest on extraordinary
evidence, and the extraoRlinary claims of parapsychology
25 are not backed by e'x traordinary evidence.
. For reasons that spiritualists have never been able to
explain, the gr~t mediUms of the ni,neteentb century could
pedonn their greatest miracles only in darkness. The .e quivalent of that darkness today is the darkness of the statistics
30 u.sed to verify psi, and why psi phenomena flourish best 'in
su.c b darkness is equaUy hard to comprehend. If a mind can
alter the statistical outcome of many tosses of heavy dice,
wby is it powerless (0 rotate a tiny arrow under strictly
controlled laboratory conditions? The failure of such direc~
.Jj unequivocal tests is, in my opinion, one of the great scandals of parapsychology.
No skeptic known to me rules psi forces outside the
bounds of the possible. They are merely waiting for
evidence strong enough to justify sllch extraordinary
40 claims. Their skepticism is not mollified when they 1j.nd
- the raw ~ta of sensational experiments sealed off from
i.Q.spection by outsiders or when failures o(replication by
unbelievers are blamed on unConscious negative vibes.
I am convinced that today's skeptics would not have
45 the slightest difficulty-l certainly would not-accepting

psi the instant evidence accumulates that can be reliably

replicated. Unfortunately, for frfly years parapsychologyhas rolled along the same murky road of statistical tests tIJfI
.. ~ ~e rep~t~ Witll positive results only by true believe
50 Psi forces have a curious habit of fading away When controls are tightened or when the experimenter is a.skeptic-

sometimes even when a skeptic is just there

(0

observe.

P~gc2

As a researcher al the Institute for Parapsychology, I am

often asked by a reporter whether I believe in ESP. I alw8f1.5
55 reply that I don't believe in it. an answer which usually
startles my questioner. I then explain dtat I reg8.!d "belief"
as something appropriate in matters of faith, such as in
religious questions. but nol in matters of science. One's
religious beiiefs might require what a dteologian would call
60 a "Ieap of faith" precisely because there is no evidence to
support them. As a scientist [ do not take leaps of faith wjth
my subject matter. I sludy the evidence.
Occasionally, you will hear some scientific pundit
proclaim there is no evidence for parapsychological
65 phenomena, ilierefore parapsychology is a pseudoscience
with no subject matter to srudy. That is patent nonsense.
For over two thousand years people have been reporting
a class of human experiences-4he kind commonly called ;
psychic-and for almost as long, scholars and scientists
70 have been trying to understand them. Two miJlennia
of human experience is a subject matter. Surveys have
repeatedly shown that anywhere from one-half to lhreequarters of the population have had experiences they
believe were psychic. That constitutes a subject matter wit~
75 a rather large initial databas~. There ,is no doubt iliat peop le
have experiences that are app~ntly psychic in nature, ~ I
therefore parapsychology does have something to study.
The question put to parapsychology as a science is: How .
are we to explain these experiences?
Obviuusly', the very (in;t step in dealing witll experi80
ences of this kind is to examine how far ccnonnal" or
conventional mechanisms and knowledge can go in
explaining them. Investigators must consider such factors
as malobservation, faulty memory ,and deceit. If it proves
85 that aU nonnaJ explanations fail to explain the experience
adequately, then what do we have? Actually, all we have '
at that point is an anomaly, something that scierice a( its
present stage is unable to explain.
At any particular time science ~s confronted by a variet'{
90 of anomalies; anomalies are what fuel scientific advances.
Meteors-stones falling from the sky-were long dismissed as the ravings of lunatics. X rays were thought by
many -scientists to be a hoax. The anomalies encompassed
by parapsychology are only ~ small portion of the
95 anomalies that face science t9day.
....

----___-_'=:=-' ,~'=~,: .: : _:=::. '." .~~,:.,,::.: . . ':::::._':=:-::::::3':, ___,=-'::,': : ~: ._==::.:~L~-o,

ON TO

~=,~~-"~:.~1.
!

.. . . .

;.1:
'

.---~:

.
.
- - - - .-------~--: .
.

.a. .Aeoordiftg--to Koest~r!s-argument,the--advances-of

.4

. 14. The author of P&;Ssage 1 would most likel y

characterize "the great mediums of the
nineteenth century" Oine 27) as
(A) possessing no s~iaJ psychic po&ers .
(B) relying on esoteric Scientific knowledge
(e) believing in the authenticity ~f their
own feats
.
(0) being superior to their present-day
counterparts
(E) endorsing some contemporary scientific

researCh .

research

(B ) characterize the
done by
parapsychologists
(el indicate the presence of a scientific
anomaly
(0) expose investigators to legal
complications
(E) tende~ reports of psychic experiences
invalid

20. The references' to ,iMeteors" (line 91) and "X rays"

(line 92) primarily serve to suggest that
(A) scientific progress is sometimes a resull of
accidents
(B) psyc'tuc phenomena may someday come to
. have a generally accepted explanation
(e) allegations of deception are often made by
those who most fear tho truth
(D) unexplained p.h~omena are feared by the
general pUbliC
(E) scientific irregularities defy explanation

16. The word "curious" in line 50 conveys a sense of

mild disappointment
sarcastic disbelief
sligh' impatie~ce
interest

.....(B) bafflement

(A)
(B)
(e)
(0)
(E)

(A) belief that twothousand years represents a

comparatively short span of hUman history
(B) c1alm that all peoplepossess at least some psychic
P9tentiaJ .
(e) conviction that sucvey~ about psychic experiences
cannot alJ'be inaccurate
(D) responset.o the criticism that parapsychology has
insufficient data
.
(E) rebuttal of the notiop that parapsychologists rely
too r;Duch on.swveys

(A) be perVaS.ive in all excellent scientific

(A) arrogance and malice

(B) ignorance and incompetence
.(C) complacency and obtuseness
(D) secrecy and deception
(E) bias and elitism

line~,

uFliiies-7r ana 7T of'PiSs:a:ge-2-a"das .

19. The author of Passage 2 sqggests that the "factors"

(liiie 83) .~ ones that would

. 15. Lines 40-43 (,Their sk~pticism ... vibes") contain

accusations of

17. In

emphasis to the author 8

(A) relevant to the. experience of everyday life

.(B) less outlandish than they did originally
(C) easier than before to verify scientificaJly
(0) credible to witrained laypersons
(E) too ordinary to merit much consideration

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

18~: Th""e~oflt1ltics

modem physics make the claims of parapsychology

appear

~oori~

,-

"patent" most nearly means

spreading
proprietary
unobstructed
privileged
obvious

.....

"

. -_.-.________~c~=~~1 ~O ONro~E
_~

. .

'

NEXT PAGE)
.

'1 "
.

.~

re.act

23. The author of Passage 2 w.oufd ~O$t ~IY~P9Rd io

the statement in Passage 1 about ''(4e ~t,~uniS"
(line 2'/) by arguing that
..
.

21. 'The ~uthor of Passage 2 would most likely

to Arthur K~tler' s assessment of the status 'of
parapsychology in Passage I with

.(Ai mild amusement

. (B) scientific detachment
(e) cool indifference
(0) muted outrage
(E)- general agreement

(A) the popularity of certain pcifo~ers ret1~ the

'
. '
culture that fosters them
(8) the standards of nineteenth-centWy' sc:ieoce ~m
primitive to the modem RSeafChcr . , . '
(C) clairvoyance cannot be pCC?ved ~r disproved
because it is a matter of faith
,
(01 mediwns require darkness just as scientistsneod
equipment
'
(E) deceit cannot fully account for all ~ports of
psychic events

. . .~2. How might the author of Passage -I respond to the

refe~nce to the "Surveys" (line 11) fu Passage 2 ?
. (A) Surveys are not consic;lered reliable because
they are a relatively new develgpmenL '
(B) Surveys are not as useful ~ reports made
. immediately after an evenL
(C) Subjective reports of psychic eXpCri~nces do
not constitute proper evidence.
(D) Appropriately used statistics can bolster the
credibility of parapsychology.
(E) If the reported percentages are true. psychic
events are more common thart one would
expect.

24. The author of Passage 2 would probably characterize

tJle author of Passage I as most like whicb of 'die
following?
(A) The "reporter" (line 54)
(B) A .. theologian" (line 59)

(C) A "pundit" (line 63)

(D) One of the "peopJe" (line 75)
(E) An "anomaly" (line 87)

.STO 'p
If you finish be10re time Is called. you may 'ch~k ' your ,work on .thls section on~y.
Do not tum to any other section In the test.
. .

._. . _-------'-- ----

-'-.,

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._----_.... -_._-+ _. _.--_. ._._.- ,.----_ ._.:" - - .. _....-.- -"---' -.--.--.
-.---- . -=~::-.---==-.:-:--------~---.--:...-~-.-----:-~-----

~ . - .- -

.. ... . .

EJ'

r:J

'0

LJ
SECTION 2
is minutes

Time -

20 Quest1o~ .
(1-20)

Directions: For this '~oD, solve each problem and decide which is the best of the choices given. Pill in the corresponding
oval on the ~wer sheel You ~y use any available space for scratchworlc.

r
l. The use of a calculator is pennitted.
2. AU numbers used'arc ~ numbers.
3. Figures that acCompany problems in this lesl are intended to provide infonnatioD useful in solving the problems .
They are drawn as accurately as IJOssible EXCEPT when it .is stated in a specific problem thaI me figure is not

8o

drawn'to scale. AU figUCcs lie in 8 plane unless otherwise indicated.

4. Unless otherwise specified.. the domain of any function I is assumed to be the set of all real numbers x for which
j(x) is a real number.

,
c

'i

~
QJ

()

c::
QJ

....

~
t)

Ow ~ EJ]h

G
'A

=Irr2

A=

c= 2Jrr

. V= fwh

A=!I1P '

lw

E}b~ ~X"~
30

= k r 2h

c 2 =a 2 +b 2

45

s
x~
SpeciaJ RighI Tnangles

The number of degrees of ar~ in a circle is 360.

in degrees of the angles of a lriangle is 1~O.

et:. The sum of the

measures

P
>4

-3

-2

I'

-I

I'

1. In the figure above. if the coordinates of points P and

Q are added together. the result wlJI be the coordinate
.af. ~ whIt between which two consecutive integers?

(A) -3 and-2
(B) -2 and-I
(0)
0 and 1
(D) . 2 and 3
(E)
3 and 4

2. Erik owned 50 m~les. After winning w marbles in

one game and losing k marbles in the next game, he
owned 60 marbles. What is the value of w - k ?
(A) 10
(D) 20

(C) 30
(D) 40
(E) 50

.2
~

"':"'a!

..

0."-

.,

..

~ .

., ... .....

,~-.I :.-.~

.'

--.: . .

'.,

. ......

t:-."::(:r"

.t. _ , , .

~.'

0.
~

-bJ

______________~~z-----l

<~

.. ._.....,:
' , "!,-,.

-. , . , - ,' ,

- .. ,

_ - - - -- - - -. A1TBNIlANCh.EUOiJ:Lr----GARDEN CLUB MEMBERS

12+-~--------------~

10

8
x

_ _ _-rtC-__O_ _- - - - - - -

(j
4'

t
'0
~

Figure not drawn to scale.

3. In the figure abo~e. lines i, m, and k are parallel.

If y = J35, what is' the value of x + l ?

4
3
Week

4. The graph above shows attendance of members

(C) 80

at meetings of a garden club over 5 weeks. AU but

2 members of the club attended the meeting in the rust
wee~ and DO members jomed or left the club ovec the
5-weelc period. What.fi]lction of the members attended
the meeting in the 4th week?

(0) 85
(E) 90

(A) -

(A) 70

(13) 75

( B)

3
C) 3
4
(0)

(E)

6'

.
IGO ON TO THE NEXT PAGe:>
..

_-_
..

... ..

_---.- .. .

---_.- ...._._---_._._.- .. .

.. --.----- : -1~ ---- ~~~==--- ---- ----- ..- .- ---.. . ----..- -.. --

. '---- ... --[J

.--.. ~

-D

-~-2"

. .

"",,

..

fl ......

M.

'.~.
.. ,

-------------- ---------~--~~-

8 ')

5. When a number is "hosen a( random from the

six numbers listed above, lhe probability (hat

this number will be less than 7 is

J.. . Which

2
of the following could be the value of x ?

7. Ifax + bx = 36, what is the vnJue of x when

a + b = 12?
(A)' 3
(B) 6
(C) ' 12-

(0)24
(E) '48

(A) 6
. (B) 7
(C) 8
(0) .9
(E) 10

8. 00 a map. the scale is 4 inches

(0

24 miles, How many

, miles apart are two cities if they are

6. A container in the shape of a right circular cylinder is

12 inches high and has a capacity of 3 quarts. What is
the number of quarts of liquid in the container when it
is filled to a height of 4 inches?
(A)

1
4

, (B)
(C)

11

(D) .

I.!.2

(E) 2

on the map?
(A) 224
(B)

56

(C)

52

(0)

48

(8)

37!
3

9!
3

inches apart

" ~.'."')

--~:....----I-----

..' .

~" ~". '.

I .

~.

'

.4

f ."f...

" t. .

--c-'- - ------ .

11.

if x

. . ..'

=I

and

I.

,<
,

.~

w = y~atis..._y

in 'erms q.x

andw1
(A) x - w
(B) X + w
(C) X + 2w
(0) 2x + w

sgo
~-----------=~D

. ~O

(E) 2x - w

9. [n the figure abOve, AC passes through point 0,

and OB

perpendicular to OD. What is the measure

of LAOD?
(A) 122 0
(B) 128 0
(0 132 0
(0) 138 0
(E) 148 0

I Z. Typing at a tate -of w ' words in 20 seconds, a lYpist ((lJ1

type how many words, in tenns of w, in J5 ~~
10.

A~ a certain hotel, s dolfars is the overnight rate for a

single room and d dollars is the overnight rate for a

(A) 300w

double

(B) 4Sw

room. Ii s . is at least
' 15' more
. than ,!2 ,of d,

which of the fo~~wing describes this relationship? ,

(A)

oS

~ d + 15

2'

(B)

S $

(C)

oS

(D)-w
3
3
(E) - w

d + 15
2

S d

(C) 5w

.+~
2

(D) , s

~ d + 15

(E) s

~ d +~

:.'

,- - - --,--_._.

. --_~~

..: ._::12:"_.___ ~~=--=~.~=-

. .-..

--~:.-.-

G0 ON TO THE NEXT

.... ... ..- --.-.. -.

PAG~
....--..'-" -.--

--0--

0 '"
15. If tbeave.rage (arithmetic mean) of two numbers is 24
and me srruiller Dumber is one-third of the Iaeger
number, wbat is the smaller number?
"

13. For how many valu~ of x is the equation above true 1

(A) None
(B) One
(C) Two
(0) Four
(E) More than four

(C) 12
(D) 15
(E) 18

16. The set S has the property that if a is in S, then

a 2 + a is also in S. Which of the following sets could

14. If 0 < a < 2 < b < c, each of the following 'Could

I
be Jess than - EXCEPT
2

be S?

(A) {-2, -1, O}

(B) {-I. O}

(A) b

(B) E.
7.
(C)

(A)

(B)

(C)

{-J. O. I}

(0)

{Of I}

(E) {Of I, 2}

(0) !!..

(El

c
c
b

--

"

.. -

.__ .:..~~_-_" -,~_"" ,,;,,:_~~___~"_,'_

" __-"_'"J ~q,81'!!l?~1: N._~~~~~ ._ -,- __
.. 1~

. 17. If r, y, and z are positive..and ty3 z 2 > t 2 y~ _

___

.0

..

..

19. If a and b are oumbas suchJha..L.!a-..:8.}(b

which of me follOwing must be ~e1

wha( is the smallest possible value of a 2

I. x < .Y
ll. x .<z
en. y < z

8}
2
+ b .

(A) 0
(B)
8
(C) 16
(D) 64

(A) I only

(E) 128

(B)
only
(e) ill only

(D) n and m only

(E) I.
and ill

n.

;~c
y
Note: Pigure [lot drawn to scale.

20. In lJ.ABC above, which of the following inequ'~d~

. involving lengths x and y is true?

. 18. In the rectangle above, the sum of the areas of the

shaded regions is 1. What is the area of the u,oshaded
region?

(A)

(A) 2

(B) 3

(e) 4
(0)

(E)

2./2

0 S (x

+ y)2 <

10

(B)

10::S (x + y}2 < 20

(e)

20~ . {x + y)2 < 50

(D)

50 ~ (x + y)~ < 100

(E)

100 < (x + . y)2

STO P
if you finish before time Is called, you-may check your. work on this section only.
Do not turn to any other section In the test.

. ..14-

,..

' . . r

= 0,

'/ e.
,

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SECnON3
TIriie- 25 .m1nut~
24 QUestJons
(15-48)

Directio':LS: For each question in this section, select the best answer from among the choices given and fiJI in the cOrresponding
ovaJ 00 the answer sheet.
'
Each sentence below has ooe or two blanks. each blank
indicating that something has been omitted. Beneath
the sentence are five words or sets of words labeled A
thro~gh E. Choose the word or set of words that. when
inserted in the sentence. ~ fits the m~g of the
.
sentence. as a whole.
Example:
Hoping to ------- lhe dispute. negotiators proposed
a compromise lhat lhey felt would be .----:- to both
labor and management
(A) enforce .. useful
(B) end . . di visi ve
(C) overcome .. unattractive
(D) extend . .- satisfactory

25. Jazz enterta.iner Josephine Baker had a gift for

making people laugh: this ---- quality, served her
well throughout her career.

(0) poetic

(B) political
(E) vocal

(C) stagestruck

26. As a 'c oping mecharus~ agains~ unpl~t and, p~J

. memoiies~ some people will -,- '- those memones that
they find.too - - ,
.(A) remember .. disagreeable
(B) minimize .. tolerable
'(C) suppreSs .. disturbing
(0) intensify .. thtes,tenmg
, (E) subdue .. enjoyable

(A) aJarming
(C) lifeless
(B) agreeable
(E) descriptive
(D) eloquent

28. The diners were eagerly anticipating ------- meal and

were. therefore. ------- by the meager repast present
to them.
(A) an abundant .. relieved

(B) 8 sumptuous .. dis.appointed

C) a delicious .. inaigued
(D) a light .. discouraged
(E) a spanan . . nonplussed
29. Unfortunately. Stella was typically so ----- that she
was often excluded from events where ------ was of
panunount importance.

(E) resolve .. acceptable

'(A) comedic

27. The ovcrly wann auditorium induced a drowsiness

in the audience that the speaker's droning voice and
uninspired. truly ------ words compounded.

(A) diligent,. etiquette

(B) obstreperous . . propriety
(C) duplicitous .. indiscretioD
(D) modest .. decorum
(E) odious .. flagrancy

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

<I'.
.:

., ....

-3

-, )
" ..
~3 ,3,' ,. .".(." 1
.

.,

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3. ,.

."':he p~sages below ~ f~Uowed b~ questi~ns bas 00 their content; questions following a pair of relaled passages may also

be ~a~ed 'o~ ~e rela~onship between rile p~ed passages. ~swer the questions on the basis of what is ~~ or "im~ in the
and In any mtroductory material that may be ptovided.

~assages
'-

QU~ODS 30....33 are based 00 the following passages.

31. Passage I best supports wllK:h' st1l1em60(..about.Stein' s

"attack" (line 10, Passage 2) ?

.. Passage 1
~riters.

those self-consuming solitaries. are fasci-

. Dflted by other wri~rs. They know ~ow curious and,

in the sought-for fusion of word and thing~ arduous the

w
5

trick of their trade is, and yet how commonly available

th.e tools are-a JjttJe learning, a littleimagiaJation. They
eye each other with a vigorous jealousy and suspicion ..
They are swift to condemn and dismiss, as a.means of
keeping the field from getting too crowded.
Passage 2

.. In 1933 Gertrude Stein launched the most massive

10 attack on Ernest Hemingway since he came under fue by
Austrian trench mortars in 1918. Her novel Autobiography
0/ Alice B. Toklas'Stabbed at Hemingway's most vulnerable points and was all the more wounding because of the
cOre truth at the heart of each bitter accusatiop. Hemingway
15 ' I;>eiieved 'he had created an original style; she demoted him
to a dull-witted disciple "who does it without und~rstanding
.it." He thought he was sophisticated and cosmopolitari; she
: reduced hinl to a country provinci~. But Hemingway outlived Stein: by fifteen years and so had the last' word in Ibis
20 quarrel. In A Moveable Feast he wrote, "1 cannot remember
Gertrude Stein ever speaking weU of any writer who had
Dot written favorably about her work or done something
to advance her career except for Ronald Firbank and,
later, Scott Fitzgerald."

.30. In line 23,

CI~dvance"

(A) furnish
(B) ascend
(C) further
(0) propose
(E) exceed

most nearly means

(A) It beu-ays her envy of other, more accomplished writers.

.
(B) It w~ atypical of her o~craJl judgment
of Hemingway.
(e) ft stemmed from an unpl~ant personal
,
experience with Hemingway.
(D) It was most likely inspired by professional
rivahy.
'
(E) It probably spun'cd Hemingway to improve
his writing,

32. Which Oest describes the relationship between 1he

two passage:s?
(A ) Passage I beLi:nJes a literary theory that is

discussed in Passage 2.

(B ) Passage I offers a personal an~dqte that

explains the quarrel described in, Passage 2.

(C) Passage 2 .presents information that supports
a claim made in PasSage 1.
(D) Passage 2 introduces anarg~n1 that chal-

lenges a theory put forth #J Pass.~g~ 1.

(E) Passage 2 celebrates a literary phenomenon
thaI Passage J dismisses. '
, 33. Which best characterizes the cbetoricaJ approaches
of Passage I and Passage 2 ?
(A) The flfSt presents theories While the second
discusses the author's perso~~d experience .
(B) The Mt makes generalizatiollS while the
second draws upon Utenuy history.
(C) The first refers to specifi(: literary soUrces
while the ~ODd qUOl.t$ historical docwnents.
(D) The first acknowledges' multiple view. points while the second presoilts otlly
one side of an argument.
(E) The flfSt employs a severe tone while the
second reUes on hi.lmoro'us understate~ent

#' _

.'

; "

3 3 3

"

3.

Questions 34-39 are based

.

'"

011

Ule foUowingpassage.

'. -

This passage is excerpted from a novel. The.narrator is a

Japanese national who works in the Uni!ed Slale~ lor a
Japanese company. Here. he describes an. epis~de llull took
place when he was transferred from the New York office to
Chicago.
.
A change had come over me on the road. Perbaps it
. was the driving itself, lhe semi-hallucinatory state. a
compulsion to speed down lhe endless ribbon o'f highway
Line alone and conquer it. I could just as easily have flown to
5 Chicago-I had so few possessions left-.but I insisted
on driving. I had never really seen th&couotry. Miles
and miles of green. cows and cornfields. white fannhouses
lit up at dawn. small industrial cities throughout western
Pennsylvania and Ohio. I became something of a ronin
10 on that trip. a rootless person in limbo. Ronin are generally
what we caJl students who are waiting to get into wliversity. but the definition goes much deeper. Ronin used to
be samurai without masters, those who had strayed or been
ejected from the clan. Black sheep. loners. still valiant but
15 no longer affiliated. The meaningless speeding I did down
.Route 80, between the old life of Point A-now goneand the new life waiting at Point B, became more importanf
than the points themselves. I was dressed in a filthy pair of
'chinos I had used for yardwork and a striped jersey from
20 . college; I let my beard go. My hair, which badly needed .
cutting. fell in a bang across my eyes, which I had covered
with dar~ glasses because I was tired of seeing ~em and
their broken blood vessels in the rearview mirror. In no
time, I becanie very fond of me glasses, their potential. as
25 they saved me the worry of my facial expression, whether I
was looking attentive or enthused enough. whether I should
make eye contact or respectfully look away. I wished I
co:uJd wear them constantly now -to (he office, to staff
meetings; on the StI"c:el.
30
. For those fifteen or so hours I was no one: I had no
obligations- I was just another car flanked by truckers 00
the road. The feeling was Dumbing and pleasurable enough
so that I did Dot need food. I observed the hard grip of my
hands on the steering wheel. my pants 'double patched at
35 the knees. and I admired this new person, I felt I could
drive forever, to the edge of the country and then beyond,
deeP into the Padfic. where I had 'come from. I did,
. of course. stop. but even when I reached Chicago and
showered artd shaved, the ronin feeling persisted, ticking
40 in my head like tIle sound of the engine metal once the
car had been turned off. still burning hot after its eighthundred-mile drive.

'3

34. The narrator wOllld most likely characterize his

..

e~~rience

driving from New York to Chicago as

(A) dramatic
(B) traosfonnative

(C) exhausting
(0) treacherous
(E) informati ve

35. 11te narrator's "compulsion" (line 3) is best

described as
(A) a long-standing obsession
(B) a burdensome obligation

(C) a sense of inevitability

(D) an irresistible urge
(E) an incomprehensible delusion

36. The narrator's primary purpose in lines 9-15 is to

(A) explain why he drove to Chicago
lament the fate of a lost tradition

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

reflect on his sense of betrayal

reconcile contrasting ~rspectives about life
convey his feelings of dissociation from others

37. The description in lines 18-23 ("I was ... mirror")'

primarily serves

(Q

(A) depict a habirual condition

(B) justify a complaint
(e) convey a deep resentment
(0) explain a humiliating predicament
(E) evoke a state of mind

3'

:.,

...-

...

,'.(..I)
...:."',-3..
~

:. .

.'

'

3 3

38. In the context of the passage, "whether r .. . enough"

(lines 25-26) helpi.reveaJ the narrator's
(A) feelings 'about the whole trip
(B) uncertainty about sociaJ encounter$

(C) optimism about his Dew life

-(0) fear of having his suspicions confumed
(E) surprising reaction to 8 social situation

-~ .

..

'

3
39~

For the nairator. to be "no on~" (line 30) is to

(A)
(B)
(C)
(0)
(E)

~ free of the expect.aliolls of others

be alone and lost in a strange land .
appear cOntemptible to others
start life all over again
reject material possessions

to

QUrstiODS 4~-48 arc based on die foUowtng passage.

i
:
t

In this /99/ p~sage. a college professor reflects on how

her experiences as an African Amencan woman help shape
her work as a professional historian. The author's mother.
born in 19/6. lived and attended college in Louisville.
'
Kentucky.
Any African Americflll scholars engaged in the field
of Black studies must view the work from inside their
community rather than frQrn an "objective," outside
Line position. Black studies (and to some degree women's
5 studies) began from an understanding of Ule necessity of
connecting the people doing the researsh and the people
who were the subjects of the inquiry-to have the
academic concepts informed by the individuals whose
very lives spoke to that about which we scholars int.ellec10 tualize. However, in the struggle to be seen as "legitimate"
academic disciplines, many of these programs hav~
retreated from the community base that was their initial
core and support.
Students and scholars sometimes question how much
15 value we should give to African American women's
personal accounts of their lives. My mother has taught mt
the arrogance of such a question and she regularly combats
any signs of my succumbing to the tendency to assume that
those of us who have been trained to analyze people's lives
20 are better able to understand them than the people whose
lives they actually are. I have come to have great respect
. Jor people's abilities to understand their own lives. And I
. have learned to listen, not just to what they tell me about
tbeparticuJarS"of their lives" but also to the ways in which
25 they define them for themselves.
Yet. for all my efforts to underslalu..I my nlother's
influence on my scholarship. I have only very recenl;ly
(".orne to re.alize th~ real nature of this relationship. Li.uuled
by disciplinary and professional biinders, it has taken me
JOyears to be able to see my mother as a historian-that; in
f8c~ I am a historian because my mother was one before
me. My mother did not do what historians do, or so it might
00 the surface appear. She dj~ not write an article or teach a
class. What she did do was record in her mind all the facts
35 about the people and community of Black Louisville and
teU those to me on a daily basis...J grew up knowing the
names of all the.Black teachers and 'principals from the first
decades of the twentieth century. t knew about Blsck
ministers, barbers, beauticians, washerwomen, household
40 and factory workecs. librarians, chauffeurs, and postal
clerks. I learned the history of institu~ons-schools,
churches, families-and of neighborhoods. When my
mother now says to me, "You rememl>er Mrs. Dowecy." I
$aY. "Yes." I have never even seen Mrs. Dowecy; she died
45 before I ~as born. but I know how many husbands she had
; and the many ways in which she motivated the students, ip

her claSses.

50

55

60

65

. .~en I entered graduate school and beg~ read the

hls.toncaJ books on the 'B lack community, the picture
presented there did not merely contradict the lives of
the people I Im.ow personally, but (what I re8li1A DOW
waS ~e.big~estproblem for me, which has sent D)e on my
con~wng search for new methodologies and theoreticalperspectives) contradicted the historical documents my
mother had daily laid before me: her record of people's
~peeChes. ideas. and actions. She l8llghl me the importance
of preserving the historical record of the commUnity as the
people within it understood it and thus grounded me in a far
differellt research tradition than the one I encountered in
my academic training. The manner in which I practi~ the
historical craft is far different from my mother's, but the
(act that I do it and the asst2mptions thaI guide me are . .
fumly ,grou~ded in her historical practi~. She preserved in
her mind and iri her conversations with me 8 history and a
wa of historical undorstanding thaI I now attempt to preserve in my writing and in my classroom ,
With my mother's understanding (0 guide me, I am
slowly becoming 8 historian in spite of my academic

tnUning;
40. The main pwpose of the passage is

(0

(A) provipe a thorough understanding of a vital

research methodology
(B) ponder tfie implications of a well-known historical study
(C) focus on the complexities of a mother-daughter
relationship
(D) def~n~ a particular approach to scholarship
(E) discuss the ramifications of a problematic
decision

41. In line. 10. "legitimate" most nearly means

(A) reputable
(B) lawful
(e) unerring
(0) entitled
(E) logical
42. Why does the author regard the ""question" (line 17)
as arrogant?
(A) It presumes that tllere is a definitive historical
truth to be known.
(B) Itexplores aspects of people' s Lives that deserve
to .remain private.
(C) It presumes that historians can remain objective
when writing about people's lives.
(D) It insults historians who disregard personal n,marives as 8 form of research.
(E) It dmyeys doubts about the self-perceptioris of
'ordinary individuals.
__ .... . __ ..... _ __ __ __ ._ . ..:. ... " . -. h.. _._._

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~

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43. In lines 36-42 ("I grew ... neighborhoods"), the author

" -'-mentiOfts-the-thing&-5he-knows.in.oroer to

46. Which of the following would most likely be

tfle "ass~~E~~r:t.s'~~e~c:~ t~_!.n_ ~i~. ~~ ?

(A) imply that books are largeiy irrelevant to schol arsrup

.. . .
'

Oll~

of

(A) Different historical-methodologies produce

similar results regardless of their sources .

(B) Many individuals view themselves as the keepers
of their community"s history.
(C) Traditional history books do nol contain much
useful information.
(D) Individuals can provide useful insights abou( (heir
world.
(E) It is not important for historians to publish articles.
for P!lfelyacademic aU{:liences.

(B) support the claim that her mother was a historian

(C) emphasize mat all historians must pay allention to
their surroundings
(D) suggest that community members rarely pursued
academic careers
. (E) counteract prevailing myths about women
schol8l'S

44. In the context of the passage, the discussion of

Mrs. Dowery (lines 43-47)

beSt serves to

47. In their approaches to history. both the author and her

mother are motivated by the .desire to

(A) give an example of the kind, of historical infor

mation available to community members
(B) give an example of a conununity member who
was concerned about the community's welfare
(C) encourage more commUnity members (0 become
scholars and teachers
(D) demonstrate that the author's mother had a good
relationship with the author
(E) make a value judgement about a particular life
style

_(A) pJoneer a new research methodology

(B) gain recognition as competent scholaJs
(e) correct inaccuracies in earlier historical accounts
(D) pre ecve an accur~te record of lJaei. communilY

(E) recognize admirable community members

publicly
48. The .. theoretical perspectives" mentioned in
ines 53-54 would be LEAST likely to make
use of the

45. In lines 58 and 63. "grounded" most nearly means

(A) "personal accounts" mentioned in line 16

( B) "history of institutions" mentioned in line 41

(A) insulated

(B)
(e)
(D)
(E)

(C) "historical books" memioned in line 49

restricted
justified
rooted
stranded

(D) "historical documents" mentioned in line 54

(E) Uhistoricai understanding" mentioned in line 65

STOP
If you finish before time's calJed,.you may check your work on this section only.
Do not turn to any other section in the test.

..

-21-

--- -

-~ -

"

._-. --

".

- ---- -


[100 4 0 D 0 o 4
"

SECTION 4
Time - 25 minutes
18 (JucstJons
(21-38)

1.1b~

use of a calculator is permitted.

2. AU Dumbers uSed arereal Dumbers.

3. Figures that.accompany problems in.this test are intended to provide information useful in solving the problems.
They are drawn as accurately as ~ssible EXCEPT when il is slated in a specific problem that the figure is not

drawn to scale .. AU figures lie in a plane unless otherwise indicated.

4. uitless' otherwise specified, the domain of any function f is assumed 10 be

the set of all real numbers x for which

f(x) is .a real numbet'.

2:c/~t s~s.J2

fa
. .2
.

~[~

C'G

]u

:c/3

A=trr 2

g c= 2Jrr

t!

.~

'

A= lw

Special RighI Triangles

v= lwh

The number of degrees of arc in a circl~ is 360.

The sum of the measures in degrees of the angles of a triangle is 180.

21. If x = I and 2x + 3y = 8, what is the value of

3~ + 2y?
.

~ 7
~ 6

... .,

o 5
o 4

.a

3
2
o I

-, /

Sales

Ex

,,"

(A) to
(B) 9
(e) 8
(0) 7
(E) 6

.,

nses

/""-.... / '

Jan Feb Mar Apr May

22. H profit.is defmed t9 be sales minus ~xpeoses, then
according to the graph above, for which month was
proijt greatest?
(A) January

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

.~

==::;:::::::=~ .-.~~. : --,:--,-,:~:.:.:,~~-::.~:-=:.:...:...=.,:. -,:-- - ~ -.-- - -- ----. --

--

.. . - ..

__..,- _..

"

February
March
April

May

.. _" - - . .- -:.. .: ~

.-

:f}1: !,.-- ' LJe

f;H ~ lJJ~
r,J
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liJ

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... CI

'Q: ' ~

..... ~

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Q,
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. (A)

(G 2
(D)

(E) . 8

25. In the figUre above, whicb of the following line

segments (not shown) has a slope of 2 ?
(A)

PA

(B)

PB

(C) . PC
(0)

PD

(E)

PE

24. If an integec is divisible by 9, then the sum of its digits

. is divisible by 9. If di.e 7-digi( integer 1.22X,333
is divisible. by 9, what digit does X ~t7 (A)
(B)
.(C)
(0)
(E)

0
I

U. \\'hen the three Adams children went to school one

morning, theY ,each took one of the others' lunches.

In how many ways could tbe lhree children have been
paired with thC lunches so that no one took his or
her own?

4
9

(A)
(B)
(C)
(0)
(E)

-24-

One
Two
Three
Six
Eight

',\,

. . ' ,,,.1..

" 23 . U -=uan
8
da = 8, then!==
.
:( "
2
.

(B)

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-"4"' EJ..o . [] 0 4

27. If x and y are positi ve, which of the following

represenLS x percent of y ?
(A)
(8)
(C)

O.OlAy
O. IX)I

(0)
(E)

10xy

(0. 3)

xy

---+---4----~

__ X

IOOx},

28. In lhe xy-pl~e above. the circle has cenrer O. Which

of (he following lines will divide the circle into two
semicircles?

I. The line with equation y

=x

II. 'Ille lino with equation y

= 4x

III. The line with equation y = I

(A) (only
(B) III only
(C)

I and D only

(D ) I and DI only

(E) I. IT and ill

......

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-25-

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TO THE NEXT PAGE'\
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Directionsfor Student-Produced, Re$ponse Question')

.....:ach of (he remaining 10 questions requires you to solve the prohlelll and enler your answer by marking the ovals
in the special grid. as shown in the ex'amples 5elow. ;'ou may usc any available space for scratchwork.
7
Answer: -1
'2
Write answer
in boxes.

-+

Fraction
line

@@

-+

0<D<DCD

CD CD CD CD

<DCDCDCD

CD<D<D<D

<D<D

<D<D<De

<D<D

@<!)<D

e<D<DCD

(J)(J)(J)(J)

<D<DCD<D

<!>CVCD
CD

Mark no more lhan one oval in any cOlumn ,

B~caust= lhe <tnswer sheel will b~ machillescored. you will receive credit only if the ovals
are filled in correctly.

Although not required. it is sugges(ed (hal you

wri(e your answer in the boxes at the lOp of (he
columns (0 help you fill in the ovaJs accuralely.

--Decimal
puinl

<D<DCDCD
<D.<D<D

<D<De<D

<D<D<De
Grid in
result.

Answer: 20 I
Either position is correct

Answer: 2.5

Note: You may stan your answers

in any column , space permiuing.
Columns nor needed should be left
blank .

Oecim.al Answers; Jf you ob(ain a decimal answer

wi(h more digits (han the grid can accommodate,
.1 may h~ either rounded or truncaled. but it muSI
r.1I Ihe enllre grid . For example. if you ob(ain
an answer such as 0.6666 .. " you should record
your r~~u" as 666 or .667. A less accurate value
such as .66 or .67 will be scored as incorrecL
Acceptable ways

(0

grid

J?

arc~ :

Some problems may have more (han one COrTeCI

answer. In such cases. grid only one an sw e r.
No ques[ion has a nega[ive answer.

Mixed numbers such as 3 ~ must be gridded as

3.5 or 7/2. (If ~ is gridded, it will be

I nterpret

29. If

(x 4)5 = x

of a?

ed

as

31
3 I
T'
not 2" .)

for all values of

x,

what is lhe value

x - 4

30. If the function f is de,fined by f(x)

for what vaJue of x does j(x) = 30?

I
.

GO ON TO THE NEXT
.. -. - . ..

..

- . . - - ..

..

_...

PAG{)
---

_-_.-- -

...

. . .

- . .._.-4

0: .0'4' 0'

of

31. Each
the ~ students in a chemistry class needs to
have exactly 120 milliliters of solution in a beaker.
. If
teacher uses. a bottle containing 3 lif.,ers of the
e'solution to fiJI 'each bCaker without spilling. how
many milliliters of solution will the teacher have
left in the bottle after filling the beakers?
(J liter.= J.OOO milliliters)

33. In a study of 17 companies. each company reported

the 'number of employees on its payroll. Es:ch of the
compani~ reported.a.different numbdr of employeeS.
~d the median Dumber of employ~ for aU the
companies was 82. How many of the 17 companies
ijad-feweMhan-i2 employees on the payroll?

the

34. In a straight line; the distance between RockfieJd

and Nearburg is J8 mlles; between Nearburg and
Carbonville the distance in a straight line is 13.4 miles.
What is the least possible diSlance. in miles. from
Roclcfield to CarbonviUe?
'

32. The lengths of the 'sides of a rectangle are intege

and its area is 24. What is one possible vaJue of the
perimeter of the rectangle 7

_')7_'

O '(]
'.

. ". .

r-=

of

by

. .. . .
~

.:-.. --,---~. .- ' - - '----C-oh:ltnf1~s--------

x'l5.
x:Y-:= (x + y)
for aU~sitive'integecs ~ and y. What is the value

35~ Let x l5. y 'be defined

.4.

".

123

(4 62) ll. 3 7
en

37. In the figure above. each of the 16 small squares is

to be colo~ed red, blue, or greeo .
All squares in row I will be the same color.
. All squares in column I wiU be red.
There will be an even number of blue squares,
There will be an even number of green squares.
No green square will share a common side or
vertex with a rca.d sqllarr:
What is the grea'test possible number of squares that

could be colored green?

36. The figure above 'shows some cird~. each meas~g

2 iocbes in diameter, placed.a.t one.end ofa 50-inch
linesegment. If there are I-inch spaces between
consecutive circles and tbe center of each circle ,iSOD
the ~gmen~ what is the maximum number of su~h
circl~ that can be pla~ on the 50-inch segment?

27
5

9
5

3
5

38. In the sequen$=e above, each tenn after ~e first is

equal to

of the tenn immediately before it. What

is the value' of the first J,enn in the sequence that is

1
less than - ?
20

STOP

.f you finish before time Is called. you may check your work on this section only.
Do 'not tum tQ any other section In the test.
. ._-.!_
. ______

.~_

____

._~.

__._____ ._ ._ . ____... ____ '- - --.----- .

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. _ _ _ _ __.. . _ _ ___

0_ ' _ 0 - -. --

-28-

SECTJON 5
Time - J(J minutes
39 Questions
Di~tJODS: For each question in this section. select the best answer n:om among the choices given and fill in the corresponding
oval on the answer sheet
"
. "

The following sentences test correctness and effectiveness

of.expression: Part of each sentence or the entire sentence
is underlined; beneath each sentence are five ways of
phrasing the underlined ~aterial. Choice A reeealS me
original phrasing; the other four" choices aI differenl. If
you think ~e original phrasing produces a better sentence
than any of the alternatives. select choice A: if not, select
one of the other choices.

In making your selection. foUow the requirements of

standard written English; that is. pay attention to grammar.
choi~ of words. sentence constructlon. and punctuation.
Your selection should result in the most effective
senten~lear and precise. without awkwardness or
ambiguity.
EXAMPLE:
Laura Ingalls Wilder published her flf'St book
and she was six~-fiye years old then.
(A) and she was sixty-five years old then
when ~he was sixty-five
at age sixty-five years old
upon "the reaching of sixty-five years
at the time when she was sixty-five

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

"cv-

. -,: Since their readers often asst.ime that jownalists are

objecti ve and truthful. do journalists have a
responsibility that other writers do not7
(A) that other writers do not
(B) that writers lack who are not journalists
(C) lacking in others who are writing
(D) Dot had by those who Write differently
(E) wl:len other writers have: not

2. The yo~g composer. turning out countless jingles for

,hort-lived television commercials and tormented by
her sense of isolation from serious music"
(A)
(B)
(C)
(0)
(E)

commercials. and tormented by

commercials. tormented by
commercials. was tonnented by
commercials; she found torment in
commercials: she was tonnented by

3. in 1922 African American educator Annn Julia Cooper

earned a doctorate at sixty-six. and this is when most
people consider retirement.
A) and this is when most people consider retirement
(B) an

age at which mosr"peopJe consider retirement

(e) and by then most people consider retirement

(0) considered by most people for being 8I1 age for
(E)

retirement
which is considered retirement by most people

4. The earliest known encyclopedia still in existence

bein~ the work oron'e person" Pliny the Elder. a
Roman who lived almost two thousand years ago.
(A) being the work of one person. Pliny the Elder. a
Roman who
(B) being the wor1c. of one person, Pliny the Elder, a

Roman alia he
(e) is the work of Pliny the Elder, the one person who
(D) is the wotk of one pecsOD. Pliny the Elder. a
Roman who
(E) is the wor1c. of one person. Pliny me Elder. a
Roman and that
'

'5,' '. .. .r - -."...-~.,..

I
5. As a pediatrician with m~y years of experience,
- a~Yocating petter uutrition for children. the doctor,
belie~es, should be the primm focus of physicians,

8. If you desire something badly enough, a person will

probably attempt with au their mil:Jjt to acquire it.

, (A) adVoCating better nutrition for children. the doctor

believes, should be the primary focus of
. physicians
(B) the primary focus of physicians, the doctor
believes', should be advocating better nutrition
Jor,childreu
(C) the doctor believes that advocating better nutrition
for $=hildren should be the primary focus of
physicians
'
(D) a~vocating better nutrition for children. which the
.doctor believes should be the primary focus of
physicians
(Ej the doctor bas believed, advoc~ting berter
nutrition for children should be the primary
focus of physicians
6. I( yau cannot "lay Mozart yOU- cannot pJa'y Spanish
music or 'any music this is the ovinion of
Alicia de larrocha
'
(A) If you cannot play Mozart, you cannot play
Spanish music or any music, this is the opinion
of Alicia de Larrocha.
(B) Alicia de Larrocha's opinion is if you cannol play
Mozart. one cannot play Spanish music or any
music.
(C) According to Alicia de Larrocha, nor to be abJe (Q
pJay Mozart means you cannot play Spanish o r
any other music.
(0) According to Alicia de Larrocha. if you annol
, play Mozart. you CanDot play Spanish music or
any other music.
(E) If a person cannot play Mo~ in
Alicia de Larrocha's opinion, you cannot play
Spanish music or any other music,

9. Some witnesses testified as \0 its being hypocritical for

8 state sUppdrting its oW,n state lottery while seelcing to
stamp out other fonns of gambling.
(A) is to its being hypocritical ' for a state supporting
(B) about the hypocrisy there is for a state thAt
supports
(C) that it is bypocritical for a state to support
(D) as regacdingtbe hypocrisy of a state supporting
(E) about a state's hypOcrisy when they support
. People today would be heaJtbief if they baye eaten the
Jean meal, grains, nuts, and fruits that formed the diet
of Stone Age bunters and .gatherers.
(A)
(B)
(C)
(D)
(E)

'would be healthier if they ~ave eaten

would have been bealthier if they ate
would have been healthier if they were to eat
would be healthier if they wouJd have eaten
would be healthier if they ate

II. The soles of the feet of most bear species are bare the
~ of polar bears have bair, which helps provide '
traction as they 'Valk on ice.

are

bare,
(A) The soles of the feet of most bear species
the soles
(B) The soles of the feet of most species of bear are
bare, but the soles ,
'
(C) Whereas the soles of !he feet of most species of
bear are bare, but the soles
. (D) Most species of bear have bare soles on their feet..
and the soles
(E) Although the soles of the feet of most speciesof
bear are bare, but the soles

7. OppoSite to what has always been taught to us,

a,tourniquet should be applied only when heavy
bleeding cannot be controlled.
(A) ' Opposite to what has always ooen taught to us
(B) " Against that which has always been taught to us,
- (C) Contrary to that which has always been taught us
(O)' Against what we have always
taught
(E) Contrary to what we have always been taught

been

"

(A) a person will probably attempt with aU their might

to acquire it
(B) 8 determined attempt will probably be made (0
acquire it
(C) one will probabiy have attempted (0 acquire it
with all his or her might
(0) you will probably attempt with all your might to
acquire it
(E) ypu will probably have attempted with aJ..I your
might to have acquired it

~,1 ..

i.t
.J
!

l~. N~ec~tJie bPPdsitiOD.o'f somt key Republiclll1s IlQC

riskUi~ $e<:s'sjOQ bythe soUthern Stares ;Were sufficient

15. Robert Koch pecfonned his first significant research

. anthrax bacteria. Dot becoming weD known until his
isolatiog. of the bacterium that causes tuberculosis.

to stop Lincoln from campaigning aD die platform thaI

slavery' ~ou1d not be expanded.
. ..:

(A) not becoming well known until his isolation or

(A) nor ris~g secessioo by the southern states were

(B) ,
die.riSk Of~OD by the sOuthern

not

sta.tes :was

(B) but did not become weU known until his

isolating of
(C) but he did not become weU known ~ntil he had
isolated
(D) and he did not become weD known until his
isolation of
(B) and he did not become well known until isolatir;,.j

(C) nor risking that the southern states would

seCede was

(D)' or the risk duit the southern states would be

seceding
(E) or the risk of secession by the ~outhem states were

was

16. The f11m was made by astronauts who were on a

mission that took them 200 miles above the Earth's
surface. so durine it. th~y photographed one of the
most spectacular adventures ever recorded.

13. Although S3D1B,Ibn4 had been saCked by Alexander

the Great.. cooquCRXI by Arabs and TurIcs. and
devastated by Geog~ Khan, Iamedane too. cbose
the ruined oasis city for .ms capital and it Was rebuilt.

(A ) astronauts who were on a mission that look ther',

200 miles above the Earth's surface. so during
it. they
(B) astrooauts who, as their mission took them
200 miles above the sUrface of the Earth,
(e) astronauts; during their mission as i[ look lhem
200 miles above the surface of the Earth. they
(0) astronauts; with their mission thaI look them
200 miles above the Earth s surface. they
(E) astronauts, when taken by their mission
200 miles above the Earth's surface. they

(A) Tamerlane. too. chose the ruined oasis city for his
capital. and it was rebuilt
(B) the ruined oasis city was chosen by Iamerlane for
his capital, whereupon he rebuilt it
(e) the ruined oasis city was chosen for his capitaJ
and rebuilt by Tameclane
(D) the ruined oasis city waS chosen by Tamerlane for
his capital and rebuilt by him
(E) Tamerlane chose the ruined oasis city for his
-capital and had it rebuilt

17. Without consistent records we cannot determine ~

chMees in the unemployment rate are attributable to
seasonal business fluctuations.

14. Tilda especially liked to work with flake white which

Was used by her as the base PUnt for developing the
sparlding gray. tones she favored in her seascapes.
(A)' to work with flake white, which was Sed by ber
. as the base paint for developing
(B) worlcing with flake white, and it was used as the
base pai~t to devel~p:
(e) to work with flake white, she used it as the base
paint in developing
(D) to work with flake white, also using that as the
base paint for development of
(E) to work: with flake white, which she used as the
base paint in deveioping

(A) which changes in the unemployment rate are

-attributable to seasonal
(B) where cbange occurring in the unemployment
rate is an effect from ~DaJ
(e) about what changes in the unemployment rate
were a result from seasonal
(0) the changes in the un~loymeDt rate that are
accountable by seasonal
(E) about certain changes occurring in the unemployment rate because of seasonal

..
-----.'-"---.- . .-----.. .

-.~~T----.-~~ ~--::;.~

-32-

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. ....

- I

~ .. ._, GO ON TO THE NEXT PAGE

---_ , 5'

.....

......

l~.

One of the familt~ ~f North American languages,

. Na-Dene, .was on~e thought to be reJ~te9 with language
I
families of the Eastern Hemisphere. including
.
Sumerian.
Sino-Tibetan, Basque,

and

(A) to be r~lated with language families of the

Eas'tem Hemisphere. including
:(}3) to .be related with the language f~lies of the
eastern HemiSphere. they include
(C) to be. in its re~adC1DShip. incl~ding the language
families of the Eastern Hemisptlere
(D) relatod l~ language ~amilies .o f
Eastern
Hemisphere .and include
(E) to ~ related t9 langu~e familieS ofthe
Eastern Hemisphere that include

the

5
20. According to 1974 censtis "?ports. die PQPuJ8Cioo of
Tokyo Was hu-gei than that of any other city in the
world except New

(A) the population of Tokyo waS larger'dian that of

any oth~. city in the world ex~pt. N~w York
(B) the poP'ulatioo o.f Tokyo was larger f:han th~t of
other citios in the-world except that of
New York .

(e) lhe pop~latioD of Tokyo w~ ~ger.than the

population of any city in the world excq>t. for

New York's
(D) Tokyo'had the largest population of any of the
world's other cities except New York
(E) Tokyo.hadthe.largest:populanon of any city in
the worldexcept .that of New.YOJ'k's

19. Neither Frances nor her sister appears like they are
extroverts
. (A)
(B)
(C)
(D)
(E)

York.

like they are extroverts

to be extroverts
to be an extrovert
like extroverts
like an eXt1'9vert

.i~~~~:""?fh; ;" . ~:-~:"~~~;~-:~=~:~-- ..----:==- -~~- ." ~ . "". - ----,'.. ...

;. ~ :..

_.

. '

The following se'!tenccs test yo~ abil\ty to J;'CCOgWze

grammar and usage errors. Each sentence cohtains either
a single error or DO error at aU. No sentence eonta.i.Ds more
than one error. The error, if tb~e is one, is underlined
and lettered. If the sentence containS an error, select .the
one underlined part that must be changed to make the
sentence correcl If the sentence is CQrrect, ~Icct choice B.
In choosing answers. follow the cequitements of standard
written English.

24. Each time a significant advance is made in. com-

'-B

puter technology, some pundit declares that it

will have altered

the course of l1uman bistory.

No error
E

EXAMPLE:
25. Neither the president or the secretary thinks that
A
8

The other delegates.and him immedJlltely

ABC
accepted the re.solution drafted by the

the corporation has sufficient infonnatioo on which

o
neutral stales. No error

to base a conclusion. No error

E

26. Didactic literature. a genre reflecting the author's

A

..

21. A poet should portray life with sueh clarity ~ readers

A
wiU have no difficulty interpreting

desire to instruct readers, are viewed with ~Dtempt .

C
B

what the poet

BCD

by many scholars. No'error

has experienced. No error

E
27. Whittling was once a popular country pastime, but

22. In big underground mines. mining machines

A'

it began to recline

nose up to the coaJ. vein. rip out die coal, and

B-

.!! people had less and less

0

free time. No error

'wiD sweep it onto conveyor belts. No error .

E
28. In his writings, James Joyce described the Dublin

23. The newscaster reported that this winter

q:>RSumer:s

he knew and the life he experienced ~.

BCD

can expect the price of fresh produc:e will incr~e

No error

more rapidly than the price of meat. . No error

-34-

. . ....

~"~! ' (J)'

.~ .. ~

.---.

29. 11:Je Russian coun(~ like his British and Span.ish

counterparts, prided themselves on being part of

the offfciaJ delegation that w'ouJd negotiate the

r----.'

".(1)".; . 5:.
,.

.:_

32. The Teutonic Knights took GdAnsk in 1308

'A
and renamed it Danzig; by 1466, however, Polish .

B
kings were sovereign there once again and ha4

restored the city's originaJ name., No error

tteaty with France, No error

30. The decision about which emergency rOtJtes to

33. He was somewhat uncertain about how to use

B

use should be made quick and judiciouS by me

the new machine and asked for more specific

goveinment if the refugees are to leave the city

lnslJ uctions be seeL No error

E
in time, No error

34. AeriaJ pbolography is thought to be

31. Despite the claims of its devotees, sunbathing

is not aJways heaJchfuJ; prolonged exposure [0 it

C

the'most efficient technique to gatheraccwate

B
C
information aboUI the use of the land. No error

can sometimes cause skin cancer, No error

D
E

'-'._.-

.~;-~-.=-=~---~~-==-==~.- ;~:'~~~-~~-:--.-

I~O O.NTOTHE:NEXT p~
.

...... ~'. '

1':"

. '.

:.;!.

.. .

..

.....

D'rectJons: The foUowing passage is an early draft of an

essay. Some parts of the passage need-to be rewritten.
.Read the passage and solect the best 8DSweQ for the
questions that follow. Some questioDs ace about particular.
sentences or parts of sentences and'ask'You to improve
sentence s~cture or word ch!lico. Other questions ask you
to consider organization and developm~l In choosing
answers, follow the- requirements of standard written
English.
-

QuestJons 3539 are based on the folloWing passage.

time of great tochnologica1
progress. (2) Life is more convenient. comfortable. and
efficient today than ever before. (3) Yet this has created
new concerns.
(4) In today's world. medicine is much more advanced
than it was a hundred years ago. (5) While there was no
cure before, many illnesses can now be treated. (6) Once,
few people lived past middle age. (7) Your life expectancy
is -now longer. (8) We now have to consider how best to
plan our years beyond retirement and how best to ensure
our quality of life.
(9) Another exampJe is in th~ home. (10) In the past.
people had to do manual labor to carty out even' everyday
household tasks. (11) B~fore the invention of the modem
- stove, they had to go outside and get wood before they cOuld
have ~ked dinner. (12) Before the'electric 'washing
machine and dryer, doing the laundry took all day.
(13) Today ,we simply lUCD a knob or push a button.
(14) Still,less manual work does not always mean more
leisure. (15) Tirne-consuming chores have been replaced
by" tYne-con~UJl1.ing jobs, conuituting, and other activities
outside the home.
.
(1), The last century was

35. Which of the following versions of sentence 3

(reproduced below) is most effective?

Yet this has creaud new concerns.

c

.'

(A) , Although this has created new concerns.

(B) _Yet this progress has created new COl1cems.
(C) Yet these ha ve created new concerns.
(0) 'Yet this has created new concerns to worrY about
(8), New concerns have been created..

36. Of the following, which is the best VOCSiOD of the

underlined portion of sentence 5 (reproduced Iiolow) ?
While there was no cure b,loc,t
now be treated.

niany IlIness can

(A) (As it is now)

(B ) Unlike the past. many historically incurable

, illnesses
( ) Prior to now they could not cure many illnesseS,
but these
ql) 'Previously incurable. thece are many illnesses
/'
which
(E) Many illnesses thal used to be incurable
37. Which of the following is the best way to revise and
combine sentences 6 and 7 (reproduced below) ?
Once. few people lived past middle age. Your life
expectancy is now longer.
(AY" Pew people used to live past middle age, but now

/
longec lives can be lived.
I
/(B) Once. few people lived past middle age, and now
living longer.
(C) Once, few people lived past middle age; QOW most
can expect to live considerably long~.
(D) Ponnerl y. most people did Dot live past middl~
/ age, they are now expected to live longer.
..JE) Although once possibly dying by iiUddle age, you
now have a longer life eXpectancy.

38. In context, which is +fte best

(reproduced below)? .

WHy

to phrase sentence 9

39. Which of the following concluding sentences, if added

after sentence 15. would be most consistent with the
passago?

Another e.xamp'e is in the home.

(A) Basically. tltis is oDe more indication Chat our

society is in ttouble.
(B) Apparently, technological pcogre88 alone cannot
.
guarantee quality of Ufo.
.
(C) Thorofore, we are healthier today. but has greater
bappinofs been achieved?
.
.
(0) TIlls is wby tho advantages of technology ~
insignificant compared to the drawbacks.
(E) As has been shown in the previous e~amples,
tho dangers of technology are very great

(A) (As it is now)

(B) . More 'examples of this would be found in the

home..
(C) .Technological progress also affects life in our
bomes,
(0) Home lifei~ another w~y this modem trend
would be manifested.
(E) In addition, home life is an example of this
~hnological problem.

STOP
If you finish before time Is called, you may check your work on this section only.
Do not tum to any other se<?tlon In the test.
.

-- -.

.-....-:.;.,.~~-

...

-:~.~Tof.h:~:'-~
'.". "

...

..-

.~-

-- -.' -":-'-' .

--------- --------- ------- .

. . - -~ : -- - .. - - .- .. .-.- .... -:---.

- ~- ----

-.-

--- - ~ .- .

.__ ... _.. -.-- ---- - ---:----..-- - -- - '1'-. ---

--~.

---- .

CRITICAL
READING
SECTION 1

CRITICAL
READING
SECTION 3

1.C
2. E
3. C
4. A
5. B
6. C
7. D
8. C
9. D
10.E
l1.C
12.A
13.B
14.A
15.D
16.B
17.E
18.D
19.E
20.B
21.E
22 .C
23 .E
24.C

25.A
26.C
27.C
28.B
29.B
30 .B
31.D
32 .C
33.B
34 .B
35 .D
36 .E
37.E
38 .B
39 .A
40.D
41.A
42.E
43.B
44.A
45.D
46.D
47.D
48.C

MATHEMATICS
SECTION 2
1.C
2.A
3. E
4. B
5. A
6. B
7.A
8. B
9. E
10.D
l1.C
12.B
13.C
14.E
15.C
16.B
17.A
18.A
19.D
20.E

MATHEMATICS
SECTION 4
21.D
22.D
23.A
24.D
25.E
26.B
27.A
28.C
29.20
30 .64
31.120
32 .20,22,28 or
50
33.8
8 4.4 .6 or 23/8
3 5.987
36 . 17
37 .2.00
38.1/45 or .022

WRITING
SECTION 5
LA
2. C
3. B
4. D
5. C
6. E
7. E
8. D
9. C
10.E
1l.B
12.B
13.E
14.E
15.C
16.B
17.A
18.E
19.C
20 .A
21.A
22 .C
23.C
24 .C
25 .A
26 .C
27.C
28 .E
29 .A
30 .C
31.C
32.E
33.C
34 .C
35 .B
36 .E
37.C
38.C
39.B

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