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SAT
®

Practice Test

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is not affiliated with the College Board or Princeton University.
Copyright © 2015 by TPR Education IP Holdings, LLC. All Rights Reserved.
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1
Reading Test
65 MINUTES, 52 QUESTIONS

Turn to Section 1 of your answer sheet to answer the questions in this section.

  DIRECTIONS

Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).

Questions 1-10 are based on the following passage.
This passage is adapted from Jane Austen’s Persuasion,
originally published in 1818.
Sir Walter Elliot, of Kellynch Hall, in Somersetshire,
was a man who, for his own amusement, never took up
any book but the Baronetage; there he found occupation
Line for an idle hour, and consolation in a distressed one;
5 there his faculties were roused into admiration and
respect, by contemplating the limited remnant of the
earliest patents; there any unwelcome sensations, arising
from domestic affairs changed naturally into pity and
contempt as he turned over the almost endless creations
10 of the last century; and there, if every other leaf were
powerless, he could read his own history with an
interest which never failed. This was the page at which
the favorite volume always opened:
ELLIOT OF KELLYNCH HALL.
15 “Walter Elliot, born March 1, 1760, married, July
15, 1784, Elizabeth, daughter of James Stevenson,
Esq. of South Park, in the county of Gloucester, by
which lady (who died 1800) he has issue Elizabeth,
born June 1, 1785; Anne, born August 9, 1787;
20 a still-born son, November 5, 1789; Mary, born
November 20, 1791.”
Precisely such had the paragraph originally stood
from the printer’s hands; but Sir Walter had improved
it by adding, for the information of himself and his
25 family, these words, after the date of Mary’s birth—
“Married, December 16, 1810, Charles, son and heir of
Charles Musgrove, Esq. of Uppercross, in the county of
Somerset,” and by inserting most accurately the day of
the month on which he had lost his wife.
30 Then followed the history and rise of the ancient and
respectable family, in the usual terms; how it had been
first settled in Cheshire; how mentioned in Dugdale,
serving the office of high sheriff, representing a borough
in three successive parliaments, exertions of loyalty,
35 and dignity of baronet, in the first year of Charles II,
with all the Marys and Elizabeths they had married;
forming altogether two handsome duodecimo pages,
and concluding with the arms and motto:
“Principal seat, Kellynch Hall, in the county
40 of Somerset,” and Sir Walter’s handwriting again
in this finale:
—“Heir presumptive, William Walter Elliot,
Esq., great grandson of the second Sir Walter.”
Vanity was the beginning and the end of Sir Walter
45 Elliot’s character; vanity of person and of situation.
He had been remarkably handsome in his youth; and,
at fifty-four, was still a very fine man. Few women
could think more of their personal appearance than
he did, nor could the valet of any new made lord be
50 more delighted with the place he held in society. He
considered the blessing of beauty as inferior only to
the blessing of a baronetcy; and the Sir Walter Elliot,
who united these gifts, was the constant object of his
warmest respect and devotion.
55 His good looks and his rank had one fair claim on
his attachment; since to them he must have owed a
wife of very superior character to anything deserved
by his own. Lady Elliot had been an excellent woman,
sensible and amiable; whose judgment and conduct, if
60 they might be pardoned the youthful infatuation which
made her Lady Elliot, had never required indulgence
afterwards. She had humored, or softened, or concealed

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1
his failings, and promoted his real respectability for 3
seventeen years; and though not the very happiest being The author most likely includes the phrase “with
65 in the world herself, had found enough in her duties, all the Marys and Elizabeths they had married” in
her friends, and her children, to attach her to life, and the description of the family history in the fourth
make it no matter of indifference to her when she paragraph (lines 30-38) in order to
was called on to quit them. Three girls, the two eldest
A) indicate that such family histories often read very
sixteen and fourteen, was an awful legacy for a mother
repetitively.
70 to bequeath, an awful charge rather, to confide to the
authority and guidance of a conceited, silly father. B) establish the type of woman most commonly
She had, however, one very intimate friend, a married by the elite.
sensible, deserving woman, who had been brought, C) inform the reader of the most common British
by strong attachment to herself, to settle close by her, names for women.
75 in the village of Kellynch; and on her kindness and D) provide the reader with as much detailed
advice, Lady Elliot mainly relied for the best help and information as possible.
maintenance of the good principles and instruction
which she had been anxiously giving her daughters.
This friend, and Sir Walter, did not marry, whatever
4
80 might have been anticipated on that head by their
acquaintance. Thirteen years had passed away since Sir Walter can best be described as
Lady Elliot’s death, and they were still near neighbors A) the head of one of the most foremost families in
and intimate friends, and one remained a widower, the England.
other a widow. B) a man known to be a voracious reader.
C) one who values personal beauty second only to
1 title.
The main purpose of the passage is to D) someone who takes great pride in the vanity of his
family.
A) describe a main character and his personal and
family history.
B) provide an overview of a family and a nearby 5
neighbor.
Which choice provides the best evidence for the
C) discuss some unfortunate traits in a main
answer to the previous question?
character’s nature.
A) Lines 1-3 (“Sir Walter . . . Baronetage”)
D) explain the relationship between a main character
and his deceased wife’s friend. B) Lines 22-29 (“Precisely such . . . wife.”)
C) Lines 30-31 (“Then followed . . . terms.”)
D) Lines 50-54 (“He considered . . . devotion.”)
2
Which choice best summarizes the first two
paragraphs of the passage (lines 1-21)? 6
A) A prominent and important family has had its As used in line 47, “fine” most nearly means
history recorded for posterity’s sake. A) adequate.
B) A long-established family is celebrated in one of the B) attractive.
most popular books in England.
C) reasonable.
C) Published family lineages were historically brief
accounts, with many details omitted. D) light.
D) A widower takes a great deal of pleasure in reading
an account of his own family history.

3
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1
7 9
It can most reasonably be inferred that Lady Elliot Which of the following can be inferred from the last
A) had a positive effect on Sir Walter. paragraph (lines 79-84)?
B) died after a long illness. A) The idea that Sir Walter and Lady Russell might
wed occurred to those who knew them.
C) suffered from unhappiness most of her life.
B) Sir Walter and Lady Russell are likely to wed in the
D) was surrounded by friends who supported and future due to deaths of their respective spouses.
guided her.
C) Lady Russell was prevented by her close
relationship with Lady Elliot from accepting the
hand of Sir Elliot.
8
D) Lady Russell’s beauty was not equal to that of Sir
Which choice provides the best evidence for the Walter’s, which prevented the likelihood of their
answer to the previous question? marriage.
A) Lines 58-62 (“Lady Elliot . . . afterwards”)
B) Lines 62-64 (“She had . . . years”)
C) Lines 64-68 (“And though . . . them”) 10

D) Lines 72-75 (“She had . . . Kellynch”) As used in line 80, “head” most nearly means
A) face.
B) countenance.
C) possibility.
D) inevitably.

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Questions 11-21 are based on the following passage.
The following is an excerpt from Elliott A. Medrich’s Young
Adolescents and Discretionary Time Use: The Nature of Life
Outside School.
Time use is one way of viewing important
commonalties and differences in the experience of
growing up.
Line Studies of time use typically focus on one of two
5 issues: how much time adolescents commit to particular
activities; or what adolescents do, often without regard
to the amount of time spent on each activity. Both
styles of research enhance our understanding of the
relationship between what adolescents do with their
10 discretionary time and the circumstances—family
background, gender, neighborhood environment—
which serve as a backdrop to time use decision making.
Five domains of out-of-school time use are described
below, including activities alone or with friends, activities
15 with parents, in-home or out-of-home chores, jobs
and responsibilities, organized activities including
participation in recreational and cultural programs
supervised by adults, and television viewing and use
of other media. Patterns of time use across each of the
20 domains are summarized as follows.
Time Alone and with Friends
Young adolescence marks the emergence of peers as
crucial actors in time use decision making. In contrast
to younger children, time use research with adolescents
25 documents the increasing import of peer relations, and in
parallel fashion, increasing divergence in the activity sets
of boys and girls. Among boys, there is still an interest in
“active” forms of leisure (like sports), while among girls
an increasing amount of time is spent socializing, talking
30 and engaging in more passive pursuits.
Activities with Parents and Family
Early adolescents spend little time with their parents
and families. Eating and television viewing tend to be
the most frequent activities, although girls seem to
35 spend somewhat more time interacting with family
members than boys. This seems to reflect changes in
parent-child relationships—parents do not determine
how young adolescents spend their time as they do with
younger children.
40 Chores, Jobs, Responsibilities and Earned Income
This domain reveals several important
characteristics of young adolescence—changing views
of the capabilities of boys and girls; reinforcement of
role stereotypes; and the desire among young people to
45 earn money and, thereby, gain increased control of their
6
1
time use options. Boys and girls are typically assigned
different kinds of chores at home—boys do things
like yard work, while girls are more likely to shop and
babysit. These activities also come to characterize the
50 kinds of jobs held among young adolescents employed
for the first time (estimates indicate that as many as
20 percent of fourteen- and fifteen-year-olds work
regularly for money outside the home). Young
adolescents are more interested in jobs for the sake of
55 income rather than for the “skill building” or “character
building” aspects of early work experience.
Television and Other Media
Television viewing peaks in early adolescence and
begins to decline through the middle school years.
60 Interestingly, it is sometimes the only activity young
adolescents do with their parents or siblings. Other
media are beginning to play a significant role in their
lives. Many young adolescents spend as much as four
to six hours a day listening to music (usually radio),
65 and it begins to emerge as a significant backdrop to
other activities, to a degree defining a cornerstone of
adolescent peer culture.
Organized Activities
There is tremendous diversity within the domain
70 of organized activities, with regard to the substance,
structure, and management styles of the available
services. Programs are provided by both public and
non-profit sectors, and most young adolescents
participate in at least one group, lesson, class, or
75 club during the course of the school year (studies
report that between sixty and eighty percent of young
adolescents become involved). Levels of participation
in particular activities are different for boys and girls,
and for children from different income groups. Factors
80 contributing to participation include: involvement of
friends, interest in the activity, and whether or not the
program or activity offers some measure of autonomy.
Community facilities, as distinct from organized
activities, represent a somewhat different type of
85 time use. Physical access is important to decisions
young adolescents make about using facilities like
libraries, recreation centers and parks. Since they
are still minimally mobile, they need services close
to home. Providers must be sensitive to the growing
90 independence of the age group and to differences in
needs across and within communities, across gender
and across age groups.
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Average Minutes Spent in Major Activities 12
Twelve to Seventeen Year Olds by Sex: Weekdays As used in line 5, “commit” most nearly means
Activity Boys Girls A) entrust.
Market work 0:23 0:21 B) institutionalize.
Household work 0:16 0:40 C) pledge.
Personal care 0:48 1:11 D) give.
Eating 1:13 1:05
Sleeping 8:24 7:58
School 5:14 5:42 13
Studying 0:29 0:37 The references to “family background, gender,
Church 0:03 0:07 neighborhood environment” in lines 10-11 primarily
Visiting 0:17 0:25 serve to
Sports 0:52 0:37 A) provide an example of the factors that may
influence how adolescents use their time.
Outdoors 0:10 0:10
B) demonstrate all the differences that determine
Hobbies 0:07 0:04
adolescent use of time.
Art activities 0:12 0:06
C) illustrate what activities rank as the most popular
Playing 0:37 0:13 amongst adolescents.
TV 2:23 1:48
D) call attention to what determines use of time when
Reading 0:10 0:13 comparing adolescents to adults.
Household conversations 0:21 0:30
Other passive leisure 0:21 0:14
NA 0:14 0:17 14
Percent of time accounted for 93.1% 91.9% The discussion in lines 22-30 of how boys and girls
by above activities choose to spend their time primarily serves to
A) explain societal roles.
B) highlight a variance.
C) warn of a disturbing trend.
11 D) emphasize biological differences.
The position that the author takes in this passage can
best be described as
A) a social scientist presenting his findings based on 15
adolescent research. As used in line 36, “reflect” most nearly means
B) a parent concerned with how his children are A) return.
spending their time. B) redirect.
C) an adult reflecting on the various ways he spent C) reveal.
time as an adolescent.
D) imitate.
D) an educator seeking more clarity on how to make
school time engaging.