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(C) amplified examine(D) decided direct '(E) aetennined analyze
3 Th e 'Marian Aodecsc;>n Award gaia feted HanyBelafonte, his myriad achievements as anenterta.U;tec and humanitarian.
A) thwarting (B) slighting (C) celebrating. (0) humoring (E) refining
-2-
4. S ~ h o l a r swho consider science a ------- force argue thatscientific ------- benefit society .
(A) progressive breakthtoughs
. '(B) logical . 0 I u n d ~
(C) contentious interactions(D) misguided indicators8) pernicious o a l ~
S. NeucologicaJimpainncnt can present ------. symptoms .such as total paralysis. or more ------- ones, such as~ a r e l yperceptibl e trembli ngs in on e hand .
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.
(A) plaintive languorous(B) staCcato boisterous '(C) contemplative r e n ~ t i c
The p:ssages below are o ~ o w e dby que:stions based on their content; questions foUowing 8 pair of related passages may alsobe based on ~ e relationship betWeen the paired' passages. Answer the qu 'estions on the basis of what is or in thepassages and in any introductory material that- may be provided.
Q u e s t i o ~9·10 r e b ~ 0 0 the o U o ~ gpassage.
In late 1977. I visited Jorge i s Borges; theA,rgentinewriter. He was blind and lonely, and asked me ir wouldread to him He knew ~ x a c t l ywhere .00 the shelf and
me on w&at.page.l w.ould find Kipliog's;uHarp 'Song of5 the Dane Women. As I began reading,:he besteched
me, Long sips, p l ~ m o r eslowly.I had never read the poem wIth ,such ~ t t e o t i O Qbefore,
and had not notiCed until then that it is largely composedof words derived from Anglo-Saxon rather than Latin.
1 I t was a leathery Qld a f i c i ~ o a d oof n g i O - S a x o n ~sitting
in a darkened room in South America, who loVingly drewthis to my attention. '
9. The quoted remarks in line 6 primarily suggest that~ e s ' '
(A) doubts the author's skill as a reader(B) is having trouble understanding a poem(C) is unacc'ustonied to listening to poetry0 ) wants to s3voran experience
(E) wants to extend the speaker's visit
10. The author's generaJattitude toward Borgesis best desc;ribed as
Questions 11-12 are based on the foUowing passage.
It is easiest to see how food choices reflect the eater'sidentity w h ~ nwe focus on culinary conservatism. Humanseli ng tenaciously. o .familiar foOdS'because they ·become
i n ~ associated w i ~nearly every dimension of human social5 and cultural life. Whether in Ne w ,Guinea or New Bedford.
humans share particular foods with family and friends; theypursue good h ~ t hthrough unique diets; they pass on foodlore and create stories and m y t h s ~ b o u tfood's meaning andtaste; they celebrate rites of passage and religious beliefs
0 with distinctive i s h ~ PooddJus entwines ~ t i m a t e l ywith
much that 'makes a culture unique, binding taste and satietyto group l oyal ties.
11. In line 5, the phrase Whether in ' Now Bedford t
se rves to
A) take issue ~ i t ha previous statement(B) celebrate the diversity of a specific culture(C) ,indicate the broad applicability of 8 churnD) point u t t h ~p r e f e r e ~ c e sof different groups
(E) challenge a commonly' held belief
12. The primary argument of the passage is that
(A) food and culture are intricately interconnected(B) people sbould experiment with new.cuisines(C) people rarely alter their diets s adults0 ) food is a reflection of a society's ethical values
eE studying·food ·choices belps us understand ancienrs o c i ~ t i e s
Questions 13-24 arc based on (he followipg passages.
The passages below have b ~ ~ nadapud from disc,usslon.so/parapsyc holo8Y the science that i n v ~ s t i g a t e spsychicphenomena-()r psi The author of Passage I has
written many books on science an d philosophy. Theauthor of assage 2 is a parapsychologist.
Passage 1
Parapsychologists are fond of an r g u m e ~ tthat goeslike this: Orthodox. science is making such colossal strides,putting forth such bizarre theories, that Doone shouldhesitate to ~ c c e p tthe reality of psi. t is a theme that
j .pervades Arthur Koestler's Roots o f Coirtcidence. As
parapsychology becomes more rigorous, more statistical,"Koestler writes on the very first page, theoretical physicsbecomes
10
. - more and more occult, cheerfully breaking
practically every previously sacrosanct COlaw o fnature. Thus to some extenl the accusation couldeven be reversed: parapsychology has laid itselfo p e ~to the charge of scientific pedantry. quantump ~ y s i c sto the charge of leaning toward such
supernatural conceplSas negative mass and timeflowing backwards. One might call this a negativesort of [reconciliationj-negative in the sense thatthe unthinkable phenomena of ESP [extrasensoryperception) appear somewhat less preposterou s
15
20 in the light of the unthinkable propositions o fp h y s i c s ~
But there is a problem with Koestler's rhetoric: the extra
ordinary claims of modem science rest on e xtra ordinaryevidence, and the extraoRlinary claims of parapsychology
25 are not backed by e 'xtraordinary evidence.. For reasons that spiritualists have never been able to
explain, the r ~ tmediUms of the ni,neteentb century couldpedonn their greatest miracles only in darkness. The .equivalent of that darkness today is the darkness of the statistics
30 u sed to verify psi, and why psi phenomena flourish best 'insu .cb darkness is equaUy hard to comprehend. I f a mind canalter the statistical outcome of many tosses of heavy dice,wby is it powerless 0 rotate a tiny arrow under strictlycontrolled laboratory conditions? The failure of such i r e c ~
. J j unequivocal tests is, in my opinion, one of the great scandals o f parapsychology.
No skeptic known to me rules psi forces outside thebounds of the possible. They are merely waiting forevidence strong enough to justify sllch extraordinary
4 claims. Their skepticism is not mollified when they 1j.nd- the raw ~ t of sensational experiments sealed off from
i.Q.spection by outsiders or when failures o(replication byunbelievers are blamed on unConscious negative vibes.
I am convinced that today's skeptics would not have
··1_ . _. _ _,
psi the instant evidence accumulat es that can be reliablyreplicated. Unfortunately, for frfly years parapsychologyhas rolled along the same murky road of statistical tests tIJfI
.. ~ e r e p ~ t ~Witll positive results only by true believe50 Psi forces have a curious habit of fading away When con
trols are tightened or when the experimenter is a .skepticsometimes even when a skeptic is just there 0 observe.
P ~ g c
As a researcher al the Institute for Parapsychology, I amoften asked by a reporter whe ther I believe in ESP. I alw8f1.5
55 reply that I don't believe in it. an answer which usuallystartles my questioner. I then explain dtat I reg8. d beliefas something appropriate in matters of faith, such as inreligious questions. but nol in matters of science. One'sreligious beiiefs might require what a dteologian would call
60 a "Ieap of faith" precisely becaus e there is no evidence tosupport them. As a scientist [ do not take leaps of faith wjthmy subject matter. I sludy the evidence
Occasionally, you will hear some scientific punditproclaim there is no evidence for parapsychological
65 phenomena, ilierefore parap sychology is a pseudosciencew ith no subject matte r to srudy. That is patent nonsense.For over two thousand years people have been reportinga 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 miJlenniaof human experience is a subject matter. Surveys haverepeatedly shown that anywhere from one-half to lhreequarters o f the population have had experiences theybelieve were psychic. That constitutes a subject matter w i t ~
75 a rather large initial d a t a b a s ~There ,is no doubt iliat peop lehave experiences that are p p ~ n t l ypsychic in nature, I
therefore parapsychology does have something to study.The question put to parapsyc hology as a science is: How .
80are we to explain these experiences?
Obviuusly', the very (in;t step in dealing witll experi-ences of this kind is to examine how far ccnonnal" orconventional mechanisms and knowledge can go inexplaining them. Investigators must consider such factorsas malobservation, faulty memory and deceit. I f t proves
85 that aU nonnaJ explana tions fail to explain the experienceadequately, then what do we have? Actually, all we have 'at that point is an anomaly, something that scierice a itspresent stage is unable to explain.
At any particular time science s confronted by a variet'{90 o f anomalies; anomalies are what fuel scientific advances.
Meteors-stones falling from the sky -were long dis-missed as the ravings of lunatics. X rays were thought bymany -scientists to be a hoax. The anomalies encompassedby parapsychology are only ~ small portion of the
95 anomalies that face scienc e t9day. .
45 the slightest diff icul ty- l certainly would not-accepting . I
. . .Aeoordiftg--to K o e s t ~ r s - a r g u m e n t , · t h e - - a d v a n c e s - o f
modem physics make the claims of parapsychologyappear
(A) relevan t to the. experience of everyday life. B) less outlandish than they did originally(C) easier than before to verify scientificaJly0) credible to witrained laypersons
(E) too ordinary to merit much consideration
. 14. The author o f P ;Ssage 1 would most likel ycharacterize the great mediums of thenineteenth century Oine 27) as
A) possessing no ~ i a Jpsychic po&ers .(B) relying on esoteric Scientific knowledgee) believing in the authenticity ~ f their
own feats .
0) being superior to their present-daycounterparts
(E) endorsing some contemporary scientific~ o o r ~ .
. 15. Lines 40-43 (,Their k ~ p t i c i s mvibes ) containaccusations of
(A) arrogance and malice(B) ignorance and incompetence.(C) complacency and obtuseness
D) secrecy a nd deception(E) bias and elitism
16. The word curious in line 50 conveys a sense o f
Directions: For h i s ~ o D ,solve each problem and decide which is the best of the choices given. Pill in the corresponding
oval on the w e rsheel You ~ use any available space for scratchworlc.
rl . 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 .
8oz ·
They are drawn as accurately as IJOssible EXCEPT when it .is stated in a specific problem thaI me figure is not
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
Gl EJ]h E} ~ ~ X ~i Ow 30° h 45°
~ b f a x ~ s
QJ'A = r r
A= l w A= I1P V= fwh = k r 2h c 2 =a 2 b 2 SpeciaJ RighI Tnangles) c= 2Jrr::
QJ
~ The number of degrees of r ~ in a circle is 360.t)
et: . The sum of the measures in degrees of the angles of a lriang le is 1 O
P Q> I I I I
II-3 -2 -I 0 3
1. In the figure above. if the coordinates of points P andQ are added together. the result wlJI be the coordinate
f ~ whIt between which two consecutive integers?
(A) -3 and-2(B) -2 and-I0) 0 and ·1 •
(D) . 2 and 3(E) 3 and 4
2. Erik owned 50 ~ l e s After winning w marbles in
one game and losing k marbles in the next game, heowned 60 marbles. What is the value of w - k ?
3. In the figure a b o ~ elines i m, and k are parallel.If y = J35, what is he value of x + l ?
(A) 7013) 75C) 80
(0 ) 85E) 90
0 .~ o, " , - , . . • • • • • •• -. . ,' , - ..
<~
. _ ...:
_ . A1TBNIlANCh.EUOiJ:Lr----GARDEN CLUB MEMBERS
1 2 - ~ - - - - - - - - - - - - - - ~
10
8j
4
02 3
Week4 5
4. The graph above shows attendance of membersat meetings of a garden club ove r 5 weeks. AU but2 members of the club attended the meeting in the rustw e e ~and DO members jomed or left the club ovec the5-weelc period. What.fi]lction of the members attendedthe meeting in the 4th week?
Directio :LS: For each question in this section, select the best answer from among the choices given and fiJI in the cOrrespondingovaJ 0 0 the answer sheet.
Each sentence below has ooe or two blanks. each blankindicating that something has been omitted. Beneaththe sentence are five words or sets of words labeled At h r o ~ g hE. Choose the word or set of words that. wheninserted in the sentence. fits the m ~ of thesentence. as a whole. .
Example:
Hoping to ------- lhe dispute. negotiators proposeda compromise lhat lhey felt would be .----:- to bothlabor and management
. ':he p ~ s a g e sbelow f ~ U o w e db ~q u e s t i ~ n sb a s ¢ 0 0 their content; questions following a pair of relaled passages may alsobe a ~ e do ~ ~ e r e l a ~ o n s h i pbetween rile p ~ e dpassages. ~ s w e rthe questions on the basis of what is or i m ~in the~ a s s a g e sand In any mtroductory material t hat may be ptovided.
-Q U ~ O D S30 33 are based 0 0 the following passages.
.. Passage 1
~ r i t e r s .those self-consuming solitaries. are fasci-. Dflted by other r i ~ r s .They know ~ o wcurious and,in the sought-for fusion of word and t h i n g ~arduous the
w trick o f their trade is, and yet how commonly available5 th.e tools a r e a JjttJe learning, a little ·imagiaJation. They
eye each other with a vigorous jealousy and suspi cion .They are swift to condemn and dismiss, as a.means ofkeeping the field from getting too crowded.
Passage 2
.. In 1933 Gertrude Stein launched the most massive1 attack on Ernest Hemingway since he came under fue by
Austrian trench mortars in 1918 . Her novel Autobiography0/ lice B Toklas'Stabbed at Hemingway's most vulnerable points and was all the more wounding because of thecOre truth at the heart of each bitter accusatiop. Hemingway
15 ' I;>eiieved 'he had created an original style; she demoted ·himto a dull-witted disciple who does it without u n d ~ r s t a n d i n g
.it. He thought he was sophisticated and cosmopolitari; she: reduced hinl to a country p r o v i n c i ~ .But Hemingway out
lived Stein :by fifteen years and so had the last' word in Ibis20 quarrel. In A Moveable Feast he wrote, 1 cannot reme mber
Gertrude Stein ever speaking weU o f any writer who hadDot written favorably about her work or done somethin gto advance her career except for Ronald Firbank and ,later, Scott Fitzgerald.
.30. In line 23, C I ~ d v a n c emost nearly means
(A) furnish(B) ascend(C) further0) propose
(E) exceed
31. Passage I best supports wllK:h' st1l1em60(..about.Stein' sattack (line 10, Passage 2) ?
(A) It beu-ays her envy of other, more accom-plished writers . .
(B) It ~ atypical of her o ~ c r a J ljudgmentof Hemingway.
e) ft stemmed from an u n p l ~ a n tpersonalexperience with Hemingway. ,
D) It was most likely inspired by professionalrivahy. '
(E) It probably spun cd Hemingway to improvehis writing ,
32. Which Oest describes the relationship between 1hetwo pas sage:s?
(A ) Passage I beLi:nJesa literary theory that isdiscussed in Passage 2. .
(B ) Passage I offers a personal a n ~ d q t ethatexplains the quarrel described in Passage 2.
C) Passage 2 .presents information that supportsa claim made in PasSage 1.
D) Passage 2 introduces a n a r g ~ nthat challenges a theory put forth J P a s s ~ g ~1.
(E) Passage 2 celebrates a literary phenomenonthaI Passage J dismisses.
, 33. Which best characterizes th e cbetoricaJ approachesof Passage I and Passage 2 ?
A) The flfSt presents theories While the seconddiscusses the author's e r s o ~ ~ dexperience
B) •The M t makes generalizatiollS while thesecond draws upon Utenuy history.
C) The first refers to specifi(: literary soUrceswhile the ~ O D dqUOl.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 u n d e r s t a t e ~ e n t
Questions 34-39 are based 011 Ule foUowing·passage.. ' - '. -
This passage is excerpted from a novel. The.narrator is aJapanese national who works in the Uni ed l a l e ~lor aJapa nese company. Here. he describes an e p i s ~ d ellull tookplace when he was transferred from the New York office toChicago. - .
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 highwayLine alone and conquer it I could just as easily have flown to
5 Chicago- I had so few possessions l e f t .but I insistedon driving. I had never really seen th&couotry. Milesand miles of green. cows and cornfields. white fannhouseslit up at dawn. small industrial cities throughout westernPennsylvania and Ohio. I became something of a ronin
1on that trip. a rootless person
inlimbo. Ronin are generallywhat we caJl students who are waiting to get into wliver
sity. but the definition goes much deeper. Ronin used tobe samurai without masters, those who had strayed or beenejected 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 n o w g o n e -and the new life waiting at Point B became more importan fthan the points themselves. I was dressed in a filthy pair ofchinos I had used for yardwork and a striped jersey from
20 . college; I let my beard go. My hair, which badly need ed .cutting. fell in a bang across my eyes, which I had coveredwith d r ~glasses because I was tired of seeing e m andtheir broken blood vessels in the rearview mirror. In no
time, I becanie very fond of me glasses, th e ir potential. as25 they saved me the worry of my facial ex pression, whether Iwas looking attentive or enthused enough. whether I shouldmake eye contact or respectfully look away. I wished Ico:uJd wear them constantly now t o (he office, to staff
meetings; on the StI c:el.3 . For those fifteen or so hours I was no one: I had no
obl igat ions- I was just another car flanked by truckers 0 0
the road. The feeling was Dumbing and pleasurable enoughso that I did Dot need food. I observed the hard grip of myhands on the steering wheel. my pants double patched at
35 the knees. and I admired this new person, I felt I coulddrive 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 andshowered artd shaved, the ronin feeling persisted, ticking
4 in my head like tIle sound of the engine metal once thecar had been turned off. still burning hot after its eight-hundred-mile drive.
3.
; ·· ·
3 3 3 '334 The narrator wOllld most likely characterize his
. . e ~ ~ r i e n edriving from New York to Chicago as
(A) dramatic(B) traosfonnative(C) exhausting(0) treacherous(E) informati ve
35. 11te narra tor' s compulsion (line 3) is bestdescribed 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(B) lament the fate of a lost tradition(C) reflect on his sense of betrayal(D) reconcile contrasting ~ r s p e c t i v e sabout life(E) 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
her experiences s an Africa n Amen·can woman help shapeher work s a professional historian. The aut hor s mother.born in 19/6. lived and attended college in Louisville.Kentucky.
Any African Americflll scholars engaged in the fieldof Black studies must view the work from inside theircommunity rather than frQrn an objective, outside
Line position. Black studies (and to some degree women's5 studies) began from an understanding of Ule necessity of
connecting the people doing the researsh and the peoplewho were the subjects of the inquiry- to have theacademic concepts informed by the individuals whosevery lives spoke to that about which we scholars int.ellec-
1 tualize. However, in the struggle to be seen as legitimateacademic disciplines, many of these programs h a v ~
retreated from the community base that was their initialcore and support.
Students and scholars sometimes question how much15 value we should give to African American women's
personal accounts of their lives. My mother has taught m t
the arrogance of such a question and she regularly combatsany signs of my succumbing to the tendency to assume th atthose of us who have been trained to analyze people's lives
2 are better able to understand them than the people wh oselives they actually are. I have come to have great res pect
. Jor people's abilities to understand their own liv es . And I. have learned to listen, not just to what they tell me about
tbeparticuJarS of their lives but also to the wa ys in which25 they define them for themselves.
Yet. for all my efforts to underslalu..I my nlother'sinfluence on my scholarship. I have only very recenl;ly( .orne to re.alize t h ~real nature of this relationship. Li.uuledby disciplinary and professional biinders, it has taken me
JOyears to be able to see my mother as a historian-that; inf 8 c ~I am a historian because my mother was one beforeme. My mother did not do what historians do, or so it might0 0 the surface appear. She d j ~not write an article or teach aclass. What she did do was record in her mind all the facts
35 about the people and community of Black Louisville andteU those to me on a daily basis...J grew up knowing thenames of all th e .Black teachers an d 'principals from the first
decades of the twentieth century. t knew about Blsckministers, barbers, beauticians, washerwomen, household
4 and factory workecs. librarians, chauffeurs, and postalclerks. I learned the history o f n s t i t u ~ o n s - s c h o o l s
churches, famil ies-and of neighborhoods. When mymother now says to me, You rememl>er Mrs. Dowecy. IaY. Yes. I have never even seen Mrs . Dowecy; she died
45 before I ~ a sborn. but I know how many husbands she had; and the many ways in which she motivated the students , p
her claSses.
. . n I enter ed graduate school and b e g ~to read thehls .toncaJ books on the B lack community, the picture
50 presented there did not merely contradict the lives o fthe people I Im.ow personally, but (what I re8li1ADOW
waS ~ e . b i g ~ e s t p r o b l e mfor me, which has sent D)e on myc o n ~ w n gsearch for new methodologies and theoreticalperspectives) contradicted the historical documents my
55 mother had ·daily laid before me : her record of people's~ p e e C h e s .ideas. and actions. She l8llghl me the importanceof preserving the historical record of the commUnity as thepeople· within it understood it and thus grounded me in a fardifferellt research tradition than the one I encountered in
6 my academic training. The manner in which I p r a c t i ~thehistorical craft is far different from my mother's, but the(act that I do it and the asst2mptions thaI guide me are . .fumly g r o u ~ d e din her historical p r a c t i ~ .She preserved inher mind and iri her conversations with me 8 history and a
65 wa of historical undorstanding thaI I now attempt to preserve in my writing and in my classroom ,
W ith my mother's understanding 0 guide me, I ams lowly becoming 8 historian in spite of my academictnUning;
40. The main pwpose of the passage is 0
(A) provipe a thorough understanding of a vitalresearch methodology
(B) ponder tfie implications of a well-known histor-ical study
(C) focus on the complexities of a mother-daughter·relationship
(D)d e f ~ n ~
a particular approach to scholarship(E) discuss the ramifications of a problematicdecision
43. In lines 36-42 ( I grew neighborhoods ), the author--mentiOfts- ·the-thing&-5he-knows.in.oroer to
(A) imply that books are largeiy irrelevant to schol· -arsrup
(B) support the claim that her mother was a historianC) 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 ofMrs. Dowery (lines 43-47) beStserves to
(A) give an example of the kind, of historical infor·mation available to community members
(B) give an example o f a conununity member whowas concerned about the community's welfare
(C) encourage more commUnity members 0 becomescholars and teachers
D) demonstrate that the author's mother had a goodrelationship with the author
(E) make a value judgement about a particu lar life·style
45. In lines 58 and 63. "grounded" most nearly means
(A) insulated(B) restrictede) justified
(D) rooted(E) stranded
(I). 33 '· - 3- ·- 3--· _... .'_.. . . ~
46. Which o f the following would most likely be O l l ~of
tfle " a s s ~ ~ E ~ ~ r : t.s ~ ~ e ~ c : ~t ~ n ~ i ~ .~ ~?
(A) Different historical-methodologies producesimilar results regardless of their sources .
(B) Many individuals view themselve s as the keepersof their community s history.
(C) Traditional history books do nol contain muchuseful information.
(D) Individuals can provide useful insights abou( (heirworld.
(E) It is not important for historians to publ ish articles.for P lfelyacademic aU{:liences.
47. In their approaches to history. both the author and hermother are motivated by the desire to
_ A) pJoneer a new research methodology(B) gain recognition as competent scholaJs(e ) correct inaccuracies in earlier historical accounts(D) pre ecv e an c c u r ~ t erecord o f lJaei. communilY(E) rec o gnize admirable community members
publicly
48 . The .. heoretical perspectives mentio ned inines 53-54 would be LEAST likely to make
use of the
(A) personal accounts mentioned in line 6
( B ) history of institutions mentio ned in line 41(C) historical books" memioned in line 49D) historical documents" mentioned in line 54
(E) Uhistoricai understa nding mentione d in line 65
S T PIf you finish before t ime s calJed,.you may check your work on this section only.
1 . · 1 b ~use o f a calculator is permitted.2. AU Dumbers uSed are·real Dumbers.
4 0·· ·· 0
SECTION 4Time - 25 minutes
18 (JucstJons(21-38)
o 4
~oz
3. Figures that .accompany problems in.this test are intended to provide information useful in solving the problems.They are drawn as accurately as s s i b l eEXCEPT when il is slated in a specifi c 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 theset of all real numbers x for which
f x) is .a real numbet'.
fa. .2
. CG
@]u A=trr 2
g c= Jrrt
A= lw v= lwh
2 : c / ~ ts ~ s J 2~ ~:c/3 S
Special RighI Triangles
~ The number o f degrees of arc in a c i r c l ~is 360.~ The sum o f the measures in degrees of the angles of a triangl e is 180.
21. f x = I and 2x + 3y = 8, what is the value o f3 ~ + y?
24. I f an integec is divisible by 9, then the sum of its digi ts
. is divisible by 9. I f di.e 7-digi( integer 1.22X 333is divisible .by 9, what digit does X ~ t -
(A) 0(B) I
.(C) 3(0) 4(E) 9
-24-
25. In the figUre above, whicb of the following linesegments (not shown) has a slope of 2 ?
(A) PA
(B) P
(C) . PC
0 ) PD
(E) PE
U \\ hen the three Adams children went to school onemorning, theY ,each took one of the others' lunches.In how many ways could tbe lhree children have beenpaired with thClunches so that no one took his orher own?
Directions ·for Student-Produced , Re ponse Question')
:ach of (he remaining 10 questions requires you to solve the prohlelll and enler your answer by marking the ovalsin the special grid. as shown in the ex'amples ·5elow. ; 'ou may usc any available space for scratchwork .
7 Answer : 20 IAnswer : -12 Answer : 2.5
Write answer -
in boxes.
Grid in -
result.
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Fractionline
• Mark no more lhan one oval in any cOlumn ,
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J ) J ) J ) J )
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- -Decimalpuinl
Either position is correct
Note: You may stan your answersin any column , space permiuing.
Columns nor needed s hould be leftblank .
• B ~ c a u s tlhe <tnswer sheel will b ~ machillescored. you will receive credit only if the ovalsare filled in correctly.
• Oe cim.al Answers; Jf you ob(ain a decimal answerw i(h more digits (han the grid can accommodate,.1 may h ~ either rounded or truncaled. but it muSIr.1IIhe enllre grid . For example. if you ob(ainan answer such as 0.6666 . you should record
• Although not required. it is sugges(ed (hal youwri(e your answer in the boxes at the lOp of hecolumns (0 help you fill in th ovaJs accural ely.
• Some problems may have more (han one C OrTeCI
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 g ridded as
3.5 or 7/2. (If is gridded, it will be
. ed 3 3 I ·I nterpret as T not 2 .)
29. If x4)5 = x
for all values of x, what is lhe value
of a ?
your r ~ ~ u as 666 or .667 . A less accurate valuesuch as .66 or .67 will be scored as incorrecL
. ?Acceptable ways (0 grid J r ~
30. If the function f is de,fined by f x )
for what vaJue of x does j x ) = 30?
x - 42
4
I O ON TO THE NEXT PAG{). . . . - . .. . . - . . - - .. .. _ _-_.-- - -- . - . . .- -
31. Each of the ~ students n a chemistry class needs tohave exactly 120 milliliters of solution in a beaker.
. f he teacher uses. a bottle containing 3 lif.,ers of thee solution to fiJI each bCaker without spilling. how
many milliliters of solution will the teacher haveleft in the bottle after filling the beakers?(J liter.= J OOO milliliters)
32. The lengths of the sides of a rectangle are integ e
and its area is 24. What is one possible vaJue o f theperimeter o f the rectangle 7
_ )7_
0
33. In a study of 17 companies. each company reportethe number of employees on its payroll. Es:ch of thec o m p n i ~reported.a.different numbdr o employeeS.~ the median Dumber of m p l o y ~for aU thecompanies was 82. How many of the 17 companiesijad-feweMhan-i2 employees on the payroll?
34. In a straight line; the distance between RockfieJdand Nearburg is J8 mlles; between Nearburg andCarbonville the distance in a straight line is 13.4 miles.
What is the least possible diSlance. in miles. fromRoclcfield to CarbonviUe?
3 5 ~Let x l5. y 'be defined by x l5. r = x:Y-:= x + y)
for U ~ s i t i v e i n t e g e c s~ and y. What is the value
of 4 6 2 ll. 3 7
36. The figure above shows some i r d ~ .each m e s ~ g2 iocbes in diameter placed.a.t one.end ofa 50- inchline ·segment. f here are I-inch spaces betweenconsecutive circles and tbe center of each c ircl e ,iSOD
the g m e n ~what is the maximum numbe r of u ~ h
c i r c l ~that can be p l ~on the 50-inch segment?
O (]. . -. ~" . . .. • . . 4
.: - - , - - - ~.- - - C o h : l t n f 1 ~ s
1 2 3 4
en 2g~ ]
I
37. In the figure above. each of the 16 small squares isto be c o l o ~ e dred, blue, or greeo
• All squa res in row I will be the same color. • All square s 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 arca.d
sqllarr:Wh at is the grea'test possible number of squares tha tcould be colored green?
27 9 35 5 5
38. In the sequen =e above, each tenn after e first is
equal to of the tenn immediately before it. What3
is the value' of the first J enn in the sequence that is1less than ?
20
S T P.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.. • . _ - . _ ~ ~ _______ ._ ._ · ·___ _ .. ____ - --.- - - - - .
D i ~ t J O D SFor each question in this section. select the best answer n:om among the choices given and fill in the correspondingoval on the answer sheet - .
The following sentences test correctness and effectivenessof.expression: Part of each sentence or the entire sentenceis underlined; bene th each sentence re five ways ofphrasing the underlined ~ a t e r i a l .Choice A reeealS meoriginal phrasing; the other four choices aI£ differenl. f
you think ~ e original phrasing produces a better sentencethan any of the alternatives. select choice A: if not, selectone of the other choices.
In making your selection. foUow the requirements ofstandard written English; that is. pay attention to grammar.
• c h o i ~of words. sentence constructlon. and punctuation.Your selection should result in the most effectives e n t e n ~ l e rand precise. without awkwardness orambiguity.
EXAMPLE:
Laura Ingalls Wilder published her flf'St bookand she was s i x ~ f i y eye rs old then.
A) and she was sixty-five years old thenB) when ~ h ew s sixty-fiveC) at age sixty-five years oldD) upon the reaching of sixty-five yearsE) at the time when she was sixty-five
. cv-®®®
. - : Since their readers often asst.ime that jown lists areobjecti ve and truthful. do journalists have aresponsibility that other writers do not7
A) that other writers do notB) that writers lack who are not journalistsC) lacking in others who are writing
(D) Dot had by those who Write differentlyE) wl:len other writers have: not
2. The o ~ gcomposer. turning out countless jingles for,hort-lived television commercials and tormented byher sense of isolation from serious music
A) commercials. and tormented byB) commercials. tormented byC) commercials. was tonnented by0 ) commercials; she found torment inE) commercials: she was tonnented by
3. in 1922 African American educator Annn Julia Cooperearned a doctorate at sixty-six. and this is when mostpeo ple consider retirement.
A) and this is when most people consider retirementB) an age at which mosr peopJe consider retiremente) and by then most people consider retirement0) considered by most people for being 8I1 age for
retirement·E) which is considered retirement by most people
4. The earliest known encyclopedia still in existenceb e i n ~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 whoB) being the wor1c. of one person, Pliny the Elder, a
Roman li hee) is the work of Pliny the Elder, the one person whoD) is the wotk of one pecsOD. Pliny the Elder. a
Roman whoE) is the wor1c. of one person. Pliny me Elder. a
l ~ .N ~ e c ~ t J i ebPPdsitiOD.o f somt· key Republiclll1s IlQCr i s k U i ~e¢<:s'sjOQ by·the soUthern · tares;Were sufficientto stop Lincoln from campaigning aD die platform thaI
slavery'o u 1 d
not be expanded. . ..(A) nor i s ~ gsecessioo by ·the southern states were(B) , not die.riSk O f ~ Oby the sOuthern
sta tes :was .C) nor risking that the southern states would. seCede was· . .
(D) or the risk duit the southern states would beseceding was
(E) or the risk of secession by the o u t h e mstates were
13. Although S3D1B,Ibn4had· been saCked by Alexanderthe Great.. cooquCRXIby·Arabs and TurIcs. anddevastated by G e o g ~Khan, Iamedane too. cbosethe ruined oasis city for .ms capital and it Was rebuilt.
(A) Tamerlane. too. chose the ·ruined oasis city for hiscapital. and it was rebuilt
(B) the ruined oasis city was chosen by Iamerlane forhis capital, whereupon he rebuilt it
(e) the ruined oasis city was chosen for his capitaJand rebuilt by Tameclane
(D) the ruined oasis city waS chosen by Tamerlane forhis capital and rebuilt by him
(E) Tamerlane chose the ruined oasis city for his-capital and had it rebuilt
14. Tilda especially liked to work with flake white whi chWas used by her as the base PUnt for develo pin g 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 a i ~ tto e v e l ~ p :
(e) to work with flake white, she used it as the basepaint in developing
(D) to work with flake white, also using that as thebase paint for development of
E) to work: with flake white, which she used as thebase paint in deveioping
15. Robert Koch pecfonned his first significant research. anthrax bacteria. Dot becoming weD known until is
isolatiog. of the bacterium that causes tuberculosis.
(A) not becoming well known until his isolation or(B) but did not become weU known until his
isolating of(C) but he did not become weU known ~ n t i lhe 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
16. The f11m was made by astronauts who were on amission that took them 200 miles above the Earth ssurface. so durine it. t h ~ yphotographed one of themost ·spectacular adventur es ever recorded.
(A ) astronauts who were on a mission that look ther',200 miles above the Earth s surface. so duringit. they
(B) astrooauts who, as their mission took them200 miles above the sUrface of the Earth,
(e) astronauts; during their mission as i[ look lhem200 miles above the surface of the Earth. they
( 0 ) astronauts; with their mission thaI look them200 miles above the Earth· s surface. they
(E) astronauts, when taken by their mission200 miles above the Earth s surface. they
17. Without consistent records we cannot determinechMees in the unemployment rate are attributable to
seasonal business fluctuations.(A) which changes in the unemployment rate are
-attributable to seasonal(B) where cbange occurring in the unemployment
rate is an effect from ~ a J(e) about what changes in the unemployment rate
were a ·result from seasonal(0 ) the changes in the u n ~ l o y m e D trate that are
accountable by seasonal(E) about certain changes occurring in the unem
The following se' tenccs test y o ~abil\ty to J; CCOgWzegrammar and usage errors. Each sentence cohtains eithera single error or DO error at aU. No sentence eonta.i.Ds morethan one error. The error, if b ~ eis one, is underlinedand lettered. f he sentence containS an error, select theone underlined part that must be changed to m ke thesentence correcl I f he senten ce is CQrrect, ~ I c c tchoice B.In choosing answers. follow the cequitements of standardwritten English.
EXAMPLE:
The other delegates.and him immedJlltelyB C
accepted the re.solution drafted by the
neutral stales. No errorE
o
. .21. A poet should portray life with sueh clarity readers
A
wiU have no difficulty interpreting what the poetC D
has experienced . No error
E
22. In big underground mines. mining machin es
A
nose up to the coaJ. vein. rip out die coal, and
B-
wiD sweep it onto conveyor belts. No error .
C D E
23. The newscaster reported that this winter q:>RSumer:s
A Bcan expect the price of fresh produc:e will i n c r ~ e
C
more rapidly than the price of meat. . No error
o E
-34-
24. Each time a significant advance is made in. com-
' - Bputer technology, some pundit declares that it
will have altered the course of l1uman bistory.
C DNo error
E
25. Neither the president or the secretary thinks thatA 8
the corporation has sufficient infonnatioo on which
C 0to base a conclusion. No error
E
26 . Didactic literature. a genre refl ecting the author s
· A
desire to instruct readers, are viewed with ~ t e m p t.
B C
by many scholars. No error
o E
27. Whittling was once a popular count ry pastime, butA B
it began to recline . people had less and lessC 0
free time. No errorE
28. In his writings, James Joyce described the Dublin
D rectJons: The foUowing passage is an early draft of anessay. Some parts of the passage need-to be rewritten.
.Read the passage and solect the best 8 D S w e Q for thequestions that follow. Some questioDs ace about particular.sentences or parts of sentences and ask You to improvesentence ~ c t u r eor word ch lico. Other questions ask youto consider organization and d e v e l o p m ~ lIn choosinganswers, follow the- requirements o f standard writtenEnglish. -
QuestJons 35·39 are based on the folloWing passage.
(1), The last century was 8 time of great tochnologica1progress. (2) Life is more convenient. comfortabl e. andefficient today than ever before. 3) Yet this has creatednew concerns.
(4) In today s world. medicine is much more advancedthan it was a hundred years ago. (5) While there was nocure before, many illnesses can now be treated. (6) Once,few people lived past middle age. (7) Your life expectancyis -now longer. (8) We now have to consider how best toplan our years beyond retirement and how best to ensureour quality of life.
(9) Another exampJe is in t h ~home. (10) In the past.people had to do manual labor to carty out even everyda yhousehold tasks. (11) ~ f o r ethe invention of the modem
• - stove, they had to go outside and get wood before they cOuldhave k e dinner. (12) Befor e the electric washingmachine and dryer, doing the laundry took all da y .(13) Today ,we simply lUCD a knob or push a button.(14) Still,less manual work does not always mean moreleisure. (15) Tirne-consuming chores have been replacedby Y n e c o n ~ U J l 1 . i n gjobs, conuituting, and other activitiesoutside the home. .
35. Which of the following versions of sentence3
(reproduced below) is most effective?Yet this has creaud new concerns .'
(A) , Although this has created new concerns.c (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 about8), New concerns have been created
36. Of the following, which is the best VOCSiOD of theunderlined portion of sentence 5 (reproduced Iiolow) ?
While there w s no cure b loc t ni ny IlIness« cannow be treated
(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 andcombine sentences 6 and 7 (reproduced below) ?
Once few people lived past middle age Your lifeexpectancy 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 nowliving longer.
(C) Once, few people lived past middle age; QOW mostcan expect to live considerably l o n g ~
D) Ponnerl y. most people did Dot live past i d d l ~
/ age, they are now expected to live longerJE) Although once possibly dying by iiUddle age, you
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