Turn to Section 2 of your answer sheet to answer the questions in this section.
Time—25 Minutes 24 Questions
Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding oval on the answer sheet.
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Eliza felt ______ when her boss asked her to work seven weekends in a row but ______ when her work earned her a promotion.
(A) enervated .. weakened
(B) depressed .. intellectual
(C) advantageous .. salacious
(D) angry .. shopworn
(E) irate .. elated A B C D
1. Sara’s client instructed that none of the wedding colors should be too _______, so Sara made sure to include only pastels and other soft tones.
2. The architectural team was _______ to learn that their plans were rejected by the zoning commission, since they had made painstaking efforts to adhere to every regulation.
3. Viewed by many as the most comprehensive to date on the subject of the ocean floor, the professor’s articles are _______ assigned as _______ reading for all marine biology students in the department.
(A) fastidiously .. elective 美国高考SAT备考全注意事项 100
(B) rarely .. required
(C) frequently .. optional
(D) routinely .. compulsory
(E) rigorously .. alternative
4. Although Ricardo performed his back care exercises only _______, after three months he noticed an _______ of his back pain.
(A) sporadically .. amelioration
(B) perfunctorily .. extrication
(C) intermittently .. irritation
(D) diligently .. exacerbation
(E) precisely .. improvement
5. It is human nature for individuals to crave consistency and _______ in their lives; this explains how employees can maintain positions with the same companies for years in work environments that are _______ to their health.
(A) stability .. beneficial
(B) predictability .. deleterious
(C) excitement .. obdurate
(D) adventure .. calamitous
(E) discord .. disruptive
6. Chandler’s speech lasted only minutes but made a _______ impression that was sure to be _______ for his career.
(A) repugnant .. edifying
(B) glowing .. regretful
(C) significant .. derogatory
(D) positive .. salutary
(E) fleeting .. conciliatory
7. After reviewing the defendant’s history of repeated offenses, the judge determined that the defendant’s… warranted a harsh sentence with no possibility of parole.
8. Darrin’s overly idealistic nature led him to espouse _______ plans built only by dreams, with no foundation for real-world success.
Directions: 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 9-10 are based on the following passage.
Swiss linguist Ferdinand de Saussure is known as “the father of modern linguistics.” According to professor G. Ziegler, however, understanding Saussure’s system of linguistics can often feel like “the mother of all battles.” Saussure believed that all language was made up of what he referred to as linguistic signs. A linguistic sign, in Saussure’s view, consists of two parts. The first part is the actual word or sound that we use to communicate an idea. This word or sound is known as a signifier. The second part of a linguistic sign is the concept, or mental idea, that comes to mind to when we read or hear a word. This mental concept is known as the signified. As an example, the sound made by the word “train” would be considered a signifier. The concept or idea of a train that we have in our minds would be the signified.
9. Lines 1-2 (“According to ... battles”) suggest that the author
(A) regards Saussure’s system of linguistics as antiquated
(B) considers Saussure to be a valiant warrior as well as an accomplished scholar
(C) believes that Saussure’s system of linguistics is difficult to understand
(D) is confident that Saussure’s writings will be easily understood by students of his work
(E) rejects Saussure’s arguments in favor of the views of other linguists
10. In line 7, the author mentions the word“ train” in order to
(A) illustrate the ease with which multiple concepts can be held in a person’s mind
(B) demonstrate the relevance of Saussure’s system for understanding language
(C) provide an example of the two parts of a linguistic sign
(D) describe in detail the process through which a signifier evokes a signified
(E) critique Saussure’s argument that all language is made up of linguistic signs
Questions 11-12 are based on the following passage.
In his work, Neill presents a comparison of urban development and city planning in two Russian cities: Tomsk, in western Siberia, and Vladivostok, in the Russian Far East. Neill views both cities as having experienced similar processes of development. He traces this development through three periods: before the Soviet Revolution, through the Soviet era, and after the Soviet decline. In the pre-Soviet era, Neill contends, both cities had a unique urban form. Tomsk possessed buildings made primarily of wood, while Vladivostok contained mostly brick structures. These building styles were part of the distinct heritage of each city and were largely neglected during the Soviet era which focused primarily on developing infrastructure and housing to
support rapid urban growth.
11. Which of the following would most likely be found at the beginning of Neill’s study?
(A) A comparison of infrastructure development in Tomsk and Vladivostok after the Soviet decline
(B) A discussion of the distinctive building styles in Tomsk and Vladivostokbefore the Soviet Revolution
(C) A description of road and highway building undertaken in Russian cities during peak population surges
(D) An analysis of the brick-laying industry in Tomsk and the lumber industry in Vladivostok during the Soviet era
(E) An account of the urban development in non-Russian cities that took place during the Soviet era
12. The primary purpose of the passage is to
(A) analyze an historical document
(B) justify a policy decision
(C) refute a scientific argument
(D) describe a research study
(E) critique a theoretical approach
Directions: The passages below are followed by questions based on their content; questions following a pair of related passages may also be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided.
discharge. He seemed a galvanizing apparatus, too, charged with a grim mechanical substitute for the tender young imaginations that were to be stormed away.
“Girl number twenty,” said Mr. Gradgrind, squarely pointing with his square forefinger, “I don’t know that girl. Who is that girl?”
“Sissy Jupe, sir,” explained number twenty, blushing, standing up, and curtseying.
“Sissy is not a name,” said Mr. Gradgrind. “Don’t call yourself Sissy. Call yourself Cecilia.”
“It’s father as calls me Sissy, sir,” returned the young girl in a trembling voice, and with another curtsey.
“Then he has no business to do it,” said Mr. Gradgrind. “Tell him he mustn’t. Cecilia Jupe. Let me see. What is your father?”
“He belongs to the horse-riding, if you please, sir.”
Mr. Gradgrind frowned, and waved off the objectionable calling with his hand.
“We don’t want to know anything about that, here. You mustn’t tell us about that, here. Your father breaks horses, don’t he?”
“If you please, sir, when they can get any to break, they do break horses in the ring, sir.”
“You mustn’t tell us about the ring, here. Very well, then. Describe your father as a horsebreaker. He doctors sick horses, I dare say?”
“Oh yes, sir.”
“Very well, then. He is a veterinary surgeon, a farrier, and horsebreaker.”
“That boy,” Muriel said to her friend Sally, who was sitting across the table from her, diligently working on her needlepoint. “The stories he tells! Why, he has such a fanciful imagination—I don’t know where he comes up with his tales.”
Muriel recounted to Sally her experiencing of watching her son William perform as one of the actors in the Plantation Halloween Festival at Harrison Manor. William was part of the acting troupe that put on an annual multipart Halloween show for visitors to the manor in late October. He and twelve other actors created a series of storytelling stations at different points on the manor’s grounds. Visitors would pay their admission fees and then be led by a guide to the various stations, each of which was set up as a different scene. William and his fellow actors put on a show for them at each station, telling frightening Halloween tales that had supposedly taken place at the manor long ago.
Muriel had been so proud of William as she stood there watching him speak. He took part in one of the barn scenes, at a station behind the manor. He grimaced and howled as he explained to cautious visitors how a werewolf had once haunted the fields nearby. William loved to entertain and had begun inventing wild tales when he was just a child. Muriel felt happy to see him now using his gifts professionally, in a part-time job that he loved.
“I bet you have a terrible time getting him to tell the truth when it really matters,” Sally mused, listening to Muriel’s story. “With an imagination like that, it must be hard to get straight facts out of the boy!”
“You would think,” nodded Muriel, understanding how Sally might suspect such a thing. “But William really keeps his stories for entertainment. He can be very fanciful, but he also has a strong code of honor.”
She remembered a scene from William’s childhood, when he’d broken a neighbor’s window playing baseball with a group of friends. The neighbor had returned home to find the damage and combed the neighborhood, furious, knocking on doors to determine which children had been responsible. The other boys involved stayed mum, afraid to admit they had participated. William, on the other hand, came forward without even being asked. He heard Mr. Taylor knock on the door and ask in a grumbling voice about the accident. William came out of his room and told the truth on the spot, without Muriel having to say a word.
“I hit the ball through the window, Mr. Taylor,” William said, his nine-year-old voice wavering. “I apologize. I’ll do work around the yard to make it up to you,” William offered. “Whatever it takes.”
William never would divulge the names of the other boys he had been playing with that day. He simply took his punishment and made it up to Mr. Taylor, mowing the Taylors’ lawn each week for the rest of the summer. He said that it didn’t matter who the other boys were, as long as the damage was paid for. Muriel admired William’s truthfulness and courage in the face of their neighbor’s anger. She was proud of her son’s sense of honor, which invariably led him to do the right thing.
13. The first three sentences of Passage 1 imply that Thomas Gradgrind
(A) is a straightforward individual who sticks to the facts
(B) comes from a background of British nobility
(C) is a specialist in mathematics
(D) is prone to stretching the truth to maintain appearances
(E) is an excellent storyteller
14. In line 24,“ calling” most nearly means
15. In lines 19-22 (“Sissy ... your father”), Mr. Gradgrind instructs Sissy to refer to herself as Cecilia because
(A) Sissy reminds him of another acquaintance who is called Cecilia
(B) he prefers to refer to his students by name and not by number
(C) Sissy’s father calls her by the more traditional name Cecilia
(D) he finds Cecilia to be an easier name to remember
(E) he believes that the nickname“ Sissy” is not an acceptable name
16. The statement in lines 10-11 (“Thomas Gradgrind…facts”)suggests that Mr. Gradgrind
(A) found it frustrating that his students tended to forget what they learned in class
(B) believed it was important for him to impart facts and knowledge to his students
(C) viewed his students as unknowledgeable and unconcerned with learning
(D) saw his students as capable athletes who needed training in order to succeed
(E) was concerned that his students would rely too heavily on scientific facts
17. In Passage 2, Muriel’s attitude toward her son William can best be described as
18. In line 44,“ wild” most nearly means
19. In lines 51-63 (“She remembered … right thing”), Muriel describes William’s boyhood incident with the broken windows to illustrate that
(A) William’s acting abilities have come in handy for helping him to escape trouble
(B) even though William is imaginative, he has a strong code of honor about telling the truth
(C) as a young boy, William was truthful to a fault, taking on responsibility for others’ actions
(D) as a child, William’s sense of honor about telling the truth was stronger than that of most boys
(E) William cannot be relied upon to respond truthfully in challenging situations
20. which of the following best characterizes Mr. Taylor’s reaction to the accident involving his window in Passage 2?
21. In lines 53-55 (“The other boys ... the accident”), the phrase“ without even being asked” implies that
(A) William told the truth not because of outside pressure but because of his own moral code
(B) Mr. Taylor’s facial expressions conveyed his questions even without words
(C) William’s mother knew how to obtain answers from her son at asking him directly
(D) William anticipated Mr. Taylor’s suspicion and chose to confess before he was accused
(E) Muriel could not find a comfortable way to ask her son about his role in the accident
22. William in Passage 2 differs most from Thomas Gradgrind in Passage 1 in that
(A) William lets his imagination run wild and lacks the ability to tell the truth, whereas Thomas Gradgrind focuses on facts and always emphasizes the reality of a situation
(B) William has an active imagination but, at heart, is truly honest, whereas Thomas Gradgrind thinks ofhimself as focusing on facts but actually stretches the truth to promote appearances
(C) William believes that it is important for him to share his knowledge with those around him, whereas Thomas Gradgrind prefers to entertain others by inventing fanciful stories
(D) William is prepared to take responsibility for his wrongdoings, but Thomas Gradgrind tends to blame others to make excuses in order to escape punishment for his actions
(E) William spends most of his time in activities that take him away from reality, such as acting, whereas Thomas Gradgrind spends his efforts teaching his students how to cope with reality
23. Passage 1 and Passage 2 are similar in that
(A) both describe how their characters struggle to resolve challenging personal issues
(B) both involve central characters who turn out to be different from how they are initially presented
(C) both involve minor characters who ask questions that help to move the storyline forward
(D) both center around the themes of coming of age and learning to question authority
(E) both show how their characters come to terms with moral dilemmas by exercising certain virtues
24. William in Passage 2 would most likely advise Sissy in Passage 1 to
(A) take Mr. Gradgrind’s suggestions seriously because he is more learned and clearly knows the facts
(B) behave as politely as possible in Mr. Gradgrind’s class so as to avoid making him angry with her
(C) ignore the advice given to her by Mr. Gradgrind and tell the truth about her father’s profession
(D) tell her father about Mr. Gradgrind’s suggestion that he become a veterinary surgeon
(E) answer Mr. Gradgrind’s questions with imaginative and untruthful responses