2. Morale among the staff scientists ______ when the director dolefully announced that chances of the project's receiving additional funding were ______. A. soared…indeterminate B. revived…overwhelming C. plummeted…infinitesimal D. slumped…unsurpassed E. splintered…calculable
3. The slogan \"\"What goes up must come down\"\" was so universally accepted by economists that it was considered ______. A. a conjecture B. an axiom C. a fad
D. a testimonial E. an argument
4. The corporation's code of ethics is ludicrous; its principles are either ______, offering clichés in lieu of guidance, or so unspecific as to make any behavior ______. A. hackneyed…unlikely B. anonymous…acceptable C. platitudinous…permissible D. portentous…justifiable E. instructive …commonplace
5. Sally, thoroughly convinced of her own importance, often acts without ______: she feels not guilt, for example, about appropriating her brother's possessions. A. compunction B. gratification C. aplomb D. indignation E. inducement
SECTION 7
Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in each passage and in any introductory material that may be provided.
Questions 6-7 are based on the following passage.
I had grown up in the United States virtually without relatives, which, in my intense desire to assimilate, was quite all right with me. But this attitude dissolved when I walked into that apartment in Beijing. I realized then that my extended family is not just a collection of accidental alliances but a living body, an entity that will welcome me for being simply who I am: the daughter of my mother, the niece of my aunts and uncles. We had never before seen each other but, in that moment, we shared a sense of connection and loyalty unlike anything I had previously experienced.
6. When the author talks about being welcomed \"for being simply who I am\" (line 7), she attributes this acceptance to (A) character (B) nationality (C) appearance (D) kinship
(E) accomplishment
7. The primary purpose of the passage is to (A) describe the author's travels to Beijing (B) reveal how lonely the author often felt
(C) provide examples of the author's fondness for her relatives
(D) convey the author's sudden awareness of the ' importance of family
(E) illustrate the closeness that existed among the author's mother, aunts, and uncles
Questions 8-9 are based on the following passage.
Some people like to act like things come easy to them. Take Cynthia Procter, for instance. If there's a test tomorrow, she'll say something like, \"Oh, I guess I'll watch television tonight,\" just to let you know she ain't thinking about the test. Oh, brother. When I pass her house, she is practicing the scales on the piano over and over. Then in music class she always lets herself get bumped around so she falls accidentally on purpose onto the piano stool and is so surprised to find herself sitting there that she decides just for fun to try out the ole keys. And what do you know— Chopin's waltzes just spring out of her fingertips. A regular prodigy.
8. Lines 5-11 (\"When ... fingertips\") serve primarily to (A) highlight a point about friendship
(B) expand on an opinion about artistic interests
(C) respond to a challenge about the narrator's , integrity (D) support an observation about a particular behavior (E) rationalize the narrator's role in a misunderstanding
9. Which best describes the tone of lines 10-12 (\"And ... prodigy\")?
(A) Sardonic- (B) Anxious (C) Nonchalant (D) Reverent (E) Amazed
Questions 10-15 arc based on the following passage.
The following passage is by an Italian writer and chemist. Here he discusses a former college classmate whom he first met in 1939.
I had noticed with amazement and delight that something was happening between Sandro and me. It was not at all a friendship born from affinity; on the contrary, the difference in our origins made us rich in \"exchangeable
5 goods,\" like two merchants who meet after coming from remote and mutually unknown regions. Nor was it the normal, momentous intimacy of twenty-year-olds: with Sandro I never reached this point I soon realized that he was generous, subtle, tenacious, and brave, even with a
10 touch of insolence, but he had an elusive, untamed quality. Although we were at the age when one always had the need, instinct, and immodesty of inflicting on one another everything that swarms in one's head and elsewhere, nothing had gotten through Sandro's shell of reserve, nothing of his inner
15 world, which nevertheless one felt was dense and fertile— nothing save a few occasional, dramatically truncated hints. He had the nature of a cat with whom one can live for decades without ever being permitted to penetrate its sacred pelt. We began studying chemistry together, and Sandro
20 was surprised when I tried to explain to him some of the ideas that at the time I was cultivating. That the nobility of Humankind, acquired in a hundred centuries of trial and error, lay in making ourselves the conqueror of matter, and that I had enrolled in chemistry because I wanted to remain 25 faithful to this nobility. That conquering matter is under- ' standing it, and understanding matter is necessary to understand the universe and ourselves; and that therefore the periodic table of elements, which just during those weeks we were laboriously learning to unravel, was poetry, loftier
30 and more solemn than all the poetry we had swallowed down in high school. That if one looked for the bridge, the missing link between the world of words and the world of things, one did not have to look far: it was there, in our textbook, in our smoke-filled labs, and in our future trade. 35 Sandro listened to me with ironical attention, always ready to deflate me with a couple of civil and terse words when I trespassed into rhetoric. He took an interest in my education and made it clear to me that it had gaps. I might even be right: it might be that Matter is our teacher; but he
40 had another form of matter to lead me to, another teacher: not the powders of the Analytical Lab but the true, authentic, timeless, primary matter: the rocks and ice of the nearby mountains. He proved to me without too much difficulty that I didn't have the proper credentials to talk about matter.
45 What commerce had I had, until then, with Empedocles' four elements? Did I know how to light a stove? Wade
across a torrent? Was I familiar with a storm high up in the mountains? The sprouting of seeds?
No. So he too had something vital to teach me.
* According to Empedocles, an ancient Greek philosopher, statesman, poet, and physiologist, matter was composed of four essential ingredients: fire, air, water, and earth.
10. In the first paragraph (lines 1-18), the author is most concerned with
(A) creating a distinct impression of Sandro's appearance in the reader's mind (B) explaining to the reader why he and Sandro were different (C) describing Sandro and the nature of their relationship (D) convincing readers that Sandro had the nature of a cat (E) outlining the events leading to his friendship with Sandro
11. The author's reference to \"exchangeable goods\" in lines 4-5 suggests that (A) differences between individuals impede the development of friendships (B) individuals with different backgrounds have much to offer one another (C) friends should contribute equally to the success of relationships
(D) the value of a relationship depends on the individual's needs (E) emotional compatibility leads to lasting friendships
12. Which statement best describes the way Sandro reacted to the author's ideas expressed in lines 19-34?
(A) He saw them as a challenge to his own beliefs. (B) He was awed by the author's intelligence.
(C) He thought the author was overly rigid in his beliefs.
(D) He felt the author lacked knowledge of much that was important in life. (E) He shared the author's assumptions and respected his methods.
13. The view of chemistry held by the author at age twenty can best be described as (A) pragmatic (B) iconoclastic (C) uncertain (D) idealized (E) steadfast
14. It can be inferred that Sandro considered \"rhetoric\" (line 37) to be (A) an inadequate way to develop substantive ideas
(B) a questionable method of explanation for a . professor to use (C) an interesting means of describing the world of matter (D) a stimulating form of discourse for debate among peers (E) an enticing but forbidden attraction for students
15. A significant difference between Sandro and the author is that Sandro (A) believed in learning through experience, whereas the author was bookish (B) was not interested in chemistry, whereas the author found it fascinating
(C) was ambitious, whereas the author was modest in his expectations
(D) was a poor student, whereas the author had an excellent academic record
(E) was uncertain of his own opinions, whereas the author was self-assured in his views
Questions 16-24 are based on the following passage.
In this passage, an African American novelist recalls his reading experience as a teenager in California after having spent his first fifteen years in Louisiana.
I read many novels, short stories, and plays about the South—all written by White writers, because there was such a limited number of works by Black writers in a place like Vallejo, California, in 1948.1 found most of the works
5 that I read unreal to my own experience; yet, because I hungered for some kind of connection between myself and the South, I read them anyhow. But I did not care for the language of this writing—I found it too oratorical, and the dialects, especially those of Black people, quite untrue. 10 Despite their depictions of Black people, I often found something in these writers that I could appreciate. Sometimes they accurately captured sounds that I knew well: a dog barking in the heat of hunting, a train moving in the distance, a worker calling to another across the road
15 or field. A Russian novelist once said that Southern writers wrote well about the earth and the sun; in their works, you could see, better than if you were actually there, the red dust in Georgia or the black mud of Mississippi. I read all the Southern writers I could find in the
20 Vallejo library; then I began to read any writer who wrote about nature or about people who worked the land. So I discovered John Steinbeck and his Salinas Valley; and Willa Cather and her Nebraska—anyone who would say something about dirt and trees, clear streams, and open sky. 25 Eventually, I discovered the great European writers. My favorite at this time was the Frenchman Guy de Maupassant—because he wrote so beautifully about the young, and besides that he told good stories, used the simplest language, and most times made the stories quite
30 short. So for a long time it was de Maupassant. Then I must have read somewhere that the Russian Anton Chekhov was as good as or better than de Maupassant, so I went to Chekhov. From Chekhov to Tolstoy, and so on. The nineteenth-century Russian writers became my favorites,
35 and to this day, as a group of writers of any one country, they still are. I felt that they wrote truly about the common people, truer than any other group of writers of any other country. Their characters were not caricatures or clowns. They did not make fun of them. Their characters were 40 people—they were good, they were bad. They could be . as brutal as anyone, they could be as kind. The American writers in general, the Southern writers in particular, never saw the common people, especially those who were Black, in this way; Black people were either caricatures or they 45 were problems. They needed to be saved, or they were saviors. But they were very seldom what the average being was. There were exceptions, of course, but I'm talking about a total body of writers, the conscience of a people.
Though I found the nineteenth-century Russian writers
50 superior, they, too, could not give me the satisfaction that I was looking for. Their four- and five-syllable names were foreign to me. Their greetings were not the same as greetings were at home. Their religious worship was not the same. I had eaten steamed cabbage, boiled cabbage, but not
55 cabbage soup. The Russian steppes sounded interesting, but they were not the swamps of Louisiana. So even those who I thought were nearest to the way I felt still were not close enough. I wanted to smell that Louisiana earth, feel that
60 Louisiana sun, sit under the shade of one of those Louisiana oaks next to one of those Louisiana bayous. I wanted to see on paper those Black parents going to work before the ' sun came up and coming back home to take care of their children after the sun went down. I wanted to read about
65 the true relationship between Whites and Blacks—about the people that I had known.
16. The primary purpose of the passage is to
(A) demonstrate that literature conveys the common elements of human experience (B) suggest that literature helps readers to learn about new worlds
(C) use the author's personal experience to show the influence of geography on character (D) trace the author's efforts to find literature that evokes his childhood experience (E) depict the author's formal education during his adolescent years
17. The author indicates that he \"did not care for the language of this writing\" (lines 7-8) in part because of its (A) inflated style
(B) insincere sentiments
(C) old-fashioned vocabulary (D) inflammatory tone (E) obscure allusions
18. In line 12, \"captured\" most nearly means (A) succeeded in representing (B) gained possession of (C) held the attention of (D) took captive (E) absorbed fully
19. It can be inferred that the author regarded the sounds he refers to in lines 13-15 (\"a dog ... field\") as
(A) nostalgic but ultimately unsatisfying images
(B) brief impressions of an unfamiliar time and place (C) everyday language rejected by Russian writers (D) faithful representations of life in the South
(E) noteworthy examples of prose by Black authors
20. The Russian novelist's comment cited in lines 15-18 chiefly focuses on the (A) persuasiveness of Southern writers' themes (B) comparison of fertile imagination to fertile soil (C) vividness of Southern writers' descriptive prose (D) repudiation of literature not set in rural locales
(E) provincialism of Southern writers' attitudes
21. John Steinbeck and Willa Cather (lines 22-23) serve as examples of writers who were selected by the author because of their (A) colorful and unusual settings (B) intriguing intellectual ideas (C) focus on the natural world (D) portrayal of strong characters (E) literary reputation worldwide
22. Which of the following would be most similar to the creations of the nineteenth-century Russian writers as described in lines 36-41 (\"I felt... kind\")? (A) A mural commemorating historic achievements (B) A photograph of a well-known person (C) An abstract sculpture (D) A political cartoon (E) A realistic painting
23. In lines 49-56 ('Though I... Louisiana\"), the author reveals his dissatisfaction with which feature of nineteenth-century Russian writing? (A) The psychology of the characters (B) The specific details (C) The plot development (D) The role of symbolism (E) The moral values
24. Which of the following rhetorical devices does the author use in the final paragraph of the passage?
(A) Personification (B) Understatement (C) Irony (D) Simile , (E) Repetition
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