Form Codes AEFE, BWFE, CFFE
The SATe
SAT·
Using Your Ouestion-and-Answer Service (OAS) Report
This booklet contains the SAT"" you took in October 2009, starting with all the essay prompts given in
October, including the one you answered . It also includes scoring infonnation. If the SAT you look
included an unscored "equaling" section, this booklet will not include that section.
Reviewing Your SAT Results
To make the best lise of your personalized QAS report, we suggest that you:
• Read each q uestion in tbe booklei, then check the rep0l1 for the type of question, the correct answer,
how you answered it, and the difficulty level.
• Analyze lest questions you answered incorrectly to understand why your answer was incorrect. Check to
see whether you might have misread the question or mismarked the answer.
• Keep track of how you did on the different types of questions (as labeled on your QAS report), ei ther by
using the table below or by printing your online score report at www.collegeboard.com/mysat.This can
help you understand your academic strengths and identify areas for improvement.
Number
Correct
Section
Type of Question
Critical Reading
C Sentence completion
R Passage-based reading
N Number and operations
A Algebra and fu nction s
G Geometry and measurement
D Data analysis, statist ics, and probability
S Improving sentences
E Identify ing sentence errors
P Improving paragraphs
Mathematics
Writing Multiple-Choice
Number
Incorrect
Number
Omitted
I
Reviewing Your Essay
View a copy of your essay online at www.collegeboard.com/viewessay. On the practice sheets in the back of
this booklet, you can try writing your essay aga in or practice writing an essay for one of the other prompts in
this booklet.
Scoring Your Test
Use the Scoring Worksheet, SAT Essay Scoring Guide, and score convers ion tables at the back of Ihis booklet
to verify the score on your test. Use the "Foml Code" shown at the top of your personalized QAS report to
locate your particular score conversion tables. The Scoring Worksheet and score conversion tables are s pec ifi c
to the test you took. Do 110t try to score any other tests using them.
Practicing to Take the SAT Again
The best way to prepare for the SAT is to take challengin g hi gh school cl asses, read extensively, and practice
wri ting as often as possible. Also check ou t the Coll ege Board's free and low-cost practice tools for the SAT,
such as The Official Question of the Day''', and be sure to visit SAT Skills tnsighe M at www. co llegeboard.co m/
satskillsinsight. it provides you w ith the types of skills tha l are tested on the SAT, suggestions for improvement,
and samp le SAT quest ions and answers to help you do better in the classroom, on the test and in college . When
you are ready, you can register to take the SAT aga in at www.collegeboard.com/mysat.
Now that you're fami liar w ith the test, you're more prepared fo r the kinds of questions on the SAT. You' re al so
likely to be more comfortable with the test-taking process, incl ud ing the time li mits. On average. snldenrs who
take the SAT a second timc increase their combined cri tical reading, mathematics, and w riting scores by about
40 points.
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1
ESSAY
Uro.wlhOrt~ed COPYing 01' fCUSoEl 01
any pilr! ot IIlIS page IS Illegal .
ESSAY
ESSAY
Time -
25 minutes
The essay gives you an opportunity to .. hl)w how effectively you can dl!vciop and e1i.prc~s ideas. You should, lbercforc. take
care to develop yo ur point of view, present your ideas logIcally and clearly. and use lo.ll1gunge precise ly.
Your essay must be wriuell on the lines prO\ ided (In your an~wer sheet-you will rcceive no other paper on which to wrile.
You will have enough splice if you wrile on every line. avoid wide margins. and keep )'our handwriting to a reasonable ~ ile.
Remember that people who are not familiar \.\ 1111 your handwriting \\ ill read what yOu write. Try to write or print so that what
you ilre wri ti ng is legible to [hose readen;,
Important Reminders:
• A pencil is required rOT the essny. An closay writlen in ink \\ III recei\-e :l. score of aro.
• Do 1I0! write your essay in lour le!.t book. You .... ill rccei\c credit only for whut you writc on your
answer sheet.
• An off.topic essay will receive a SC<ire of zero.
• If your essay does not renee! your ori~inal and illdi,·idual \lork. )'our lest scores may be clHlce_lcd.
You have twenty-fhe minutes 10 v.-ritc an
c~~ay
on the topic assigncd below.
Think carefully about the issue pre.:,cnted III the folio .... ing excerpt and the ru.signmcnt helow.
Both in socicty nnd in our o ..... n lives. loday's problems are sedom; and require serious solutions.
Increasingly, howcver. people nre I:\U!!hIIO laugh nl things that aren·t usually funny and to cope
with difficult ~i lu,lIion" by using humor They 3re even ar.hi~ed to <;;ulTOund themselve" with
funny people. There is strong i!\idem.:c Ihal laughtcr can aClUally impro\<e health and help fight
disease.
Adapted from M(lrshuJl Brain. "lIow Laughter Work.s··
Assignment:
Is using hUmor the beSI way to approach difficult ~ihJ(lliom and problems? Plan and write an essay III which
you develop your point of view on this imlt:. Suppon your position with re:tsoning and example.. taken from
your reading. ~wdies. expcrien.:e. or (lbsi!r... ation~,
BEGIN WRITING YOUR ESSAY ON PAGE 2 OFTHl::: ANSWER SHEET.
I
l
If you finish before time is called, you may check your work on this section only.
00 not turn to any other section In the test.
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1
ESSAY
Un;auIOOrIZlHI CO\I)',ng Of reuse 01
any patio' thi8 page is ,lIegaL
ESSAY
®1
ESSAY
Time I he
~~,Iy
25 minut es
gives you an opport unity \0 show how effectively you can develop and express ideas. You :;hould. the refore. tab.c
care to develop your point of view. present your ide:ls logically <Ind cJt:nrly. and usc language precisely.
Your es.,ay must be written o n the li nes provided on your answer sheet- you wi ll receive no other paper nn which to "rile
Ynu will have enough space if you write o n every line. avoid wide margins, and keep your h:l11dwriting to a reasonable ~i/.c.
l{cmcmbcr lhal people who are not familiar with your handwriting will read what you write. Try 10 write Of prinl so Lua l \\ 1M
) .)1I arc \\ riling is legible to those readers.
Important Remimlers:
• A pencil is required fOl' the essay. An essay written in ink will recei\'c a score of zero.
• Do 1I0t write your essay in your leSl book. You will receive credit on ly fo r whm you write on your
answer sheet.
• An off-topi c essay will receive a Sl:ore of 1e.-o.
• If your essay does not refl eet ~' our original a nd indh'id ual wo rk. yo ur test scores may he ca nceled.
You have twenty-five minutc:. lo write an essay on the topic assigned below,
Think carefully aboulthe
i s~ue
presented in the following cxcerpl and the assignment below.
Call it a clan. call it. a ne\work. call it a family, Whatever you call it. whoe ... er you are, you need
one. Vou nced one because you are human. Vou didn't come from nowhere. Before you, around
you. and. presumably. after you , there are OIhcrs. Even if you lhe alone and even if your
solilUdc is by your own choice, you !.till cannot do without a network or a family.
Adapted from Jane Hov.ard, "All Happy Clan!<. Are Alil..e: In Search of Lhe Gooc.l Family"
A~si l!n lllen t :
Does everyone. even people who choo~e 10 liVe alone, need a nctwork or fOlmily? Plan and \\ rile an <;!~";I r
in which you develop your poim of view on this issue, Support your position wilh reasoning and eumple"
taken from your reading. :.wdics. experience, or observation:.,
BEG IN WRITI NG VOUR ESSA Y ON PAGE 2 OF THE ANSWER SHEET
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.
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1
ESSAY
UnalllheJl'rzed eopymg 01 _
of
any pan 01 Ihos page is ~~I
ESSAY
~1
ESSAY
Time -
25 minutes
The essay gives you an opportunity to show how effectively you can develop and e~press ideas. You should. therefore. take
care 10 develop your poim of view. present your ideas logically and clearly. and u<;c language precisely.
Your essay must be wri tten on the lines provided on your answer sheel-you will receive no other paper on which to wrile,
You will have enough space jf you wri te on every line. avoid wide margins. and keep your hanuwriting 10 a re:lsonablc siLeo
Remember Ibul people who are nOI familiar wilh your handw riti ng wil! read what yo u wrilc. Try to wrile or print so that what
you are writing i~ legible \0 those readers.
Important Remi nders:
• A pt.'l1cil is requi red for the essay. An essay wriuen in ink will receive a score of zero.
• Do not wr ite your essay in your lest book. You will receive credi t only for what you write on your
answer sheet.
• A n off-topic essay will rcceh 'e a score of zero.
• If your essay does not reOeel your original and individual work. your test scon'S may be canceled.
You ha"c twenty-five minutes to write an essay on the topic assigned below.
Think carefully abou t the issue presen ted in the fo llowing excerpt and the assignment below.
Good news is. for the mOSt pan, no news. It is nOl sufficiently compelling or imponant 10 make
leading stories and fronl pages in the media. cenainly not as often as bad new!). Bad news sells.
or sO it seems from the books, newspapers. and lelevision repon<; that fil l our lives. BUI in this
endless focus on the bad. the media present a dislon ed view o f the wo rld.
Adapted from Richard B. McKenz.ie. The Paradox oj PmgreCl's: CUll Americalls Regain Their
COItji,Jellce in a Prosperous Futllre'!
Assignment :
Do books. newspapers. and other media focus tOO much on bad news? Plan and write an essay in which you
develop you r point of view on Ihis issue. Suppon your position with reasoning and eX:llnples taken from yo ur
reading. studies. experience. or observations.
BEGIN WR ITING YOUR ESSA Y ON PAGE 2 OF TH E ANSWER SHEET.
If you finish before time Is called, you may check your work on this section o nly.
Do not turn to any other section in the test.
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1
ESSAY
Unauttlorile{l copyIOg or lOUse 01
any parI o! thIs page l~ ,lIegal
ESSAY ~
1
ESSAY
Time -
25 minules
The ~.';S:Ly gives you an opponunity to s.how how erfectively you can deve lop and cxprc!>s ideas. You should. therefore. lake
care to develop your point o f view, present your ideas logically and clearly. and u~e language precisely.
Your cs~ay must be wriHcn on the lines provided on your answer .. heet -you will receive no other paper on which \0 write.
You will have enough splice if you write on eve!)' linc, avoid w ide mari!in~. and !"cep your handwliring 10 a reasonable <;izc.
Remember lila! people who are not fami liar with your hand .... riling ..... ill read what you write. Try to write or print so that what
you are writ ing is leg ible 10 those readers.
Important Rcmillders:
• A pencil is rcquil'cd for the essay. An essay written in ink will rc(';cive a score of zcro.
110 1 wri le your essay in your test book. You will receive credit only for what you write on your
ans\\ er l.hect.
• An olT-lopic essay will receive a scol'e of zero.
• If )our essay does nol renccl your original and illdh'idual \\ork, )our test scores may be canceled.
• Do
You havc twcnty-five minutes 10 write an
t:~say 0 11
the topic a;;<;iglleJ below.
Think carefu lly about the issue presented in the following excerpt and the assignment below.
People d istinguish between knowledge and action and pursue thern separately, believing that one
rnust know everything about a problem before one can talo.e any actIon on it. This idea that
people shou ld put knowledge first and save action for luter is not new. There have always been
people who waste precious hours of their li ves in this manner. saying that they wi ll wait until
they truly know all there is 10 know before pUlling their knowledge into practice.
Adnpted from Wang Yllng-ming. cited in A Source Boo/;,
Assignment:
ill
Chilies/! Philosophy
Is it beller for people to know everything they can about someth ing before taking action. or should they act first
and get more information later? Plan and write an essay in which you develop )our point of view on this issue.
Support your position with reasoning and examples taken rrom your reading. studies. experience. or
observatiOn!>.
BEGIN WRITING YOUR ESSAY ON PAG E 2 OFTI IE ANSWER SHEET.
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.
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2 D D D
uoaUlhonlCd COPYl!lg or reuse 01
any pari 01 this PiI9'lle IMlI9al
D D D 2
SECTION 2
Time - 2S minutes
18 Queslions
Turn to Section 2 (page 4) of your answer sheet to answer the questions in this section.
Din'ctions: This section contains two types of questions. You have 25 minutes to complete bolh type~ . For questions 1-8. solve
each problem and decide which is the best orthe choices given. Fill in the corresponding circle on the ans\\er sheet. You may
use any availahle ~p3ce for .\>cratch work.
I The the uf a ..:alculator IS p.!rmillt.!d.
2. All number"> u,>cd Or\' real nUlIlbtrs .
.l Fi,gun: .. Ihm aCCOFnpaU} prohlems In ,hi, [e,' arc intruded to provide infnnnal1cl11 lI ~crul in .,01\ ing the prnhtcms.
They ,Ire dr:'l\\ n as accur..ucly u,., possihle bXCEPT when it 1<; "Ialed in a specific problem thai the figure is not
dr.lwn to -.call!. Allligurl!~ lie in a plan.: unk~~ 1I111e.nl i~ inJil;atcJ"
..L Unlc~~ olne,"", i-.c 'I>cclficd.. Ih.: domain 01 any function I i~ :l..\\UIllCJ In he the ,el uf all real numhc ...... x for which
/(,\") i~ il rcaillumber.
~
5
z
1
; G 0" LL LJ)." E} ,,~
b r a
,--\-=;rr~
c-= 2;rr
"'"
'j
he \um 1)llhl:
I"
Illc;.t.~url:~
If" /,rh
2~"hz
~
I'V.
45
s
Special Right Triangle\
in tkgrcc\ of the :lHglc., I~f a triangk
i~
I SO"
I. Which 01 the follo\\.ing il, equiva lent to (y +::h "/
IA)
IB)
ICI
ID)
IE)
t".\".::
xy +::
\}' + x::
2. In the figure above, ABeD i!' a rectangle" What is the
value of x'!
"' + y.::
x+y+.::
(A)
fB)
(C)
2.5
5
7.5
(D) 15
(E) 25
I
GO ONTOTHE NEXT PAGE)
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2 D D D
Unaut/lon/OO copy"'g O. ("'use 0'
allV part 01 IhIS pagEl IS mega!
5. In a sequence. each tem, arter the first is fou nd hy
add ing the constant k to the preceding teml. The
I Dlh tc nn in the <;c(lucnec is 23. and the 16th lenn
is 4 1. What is the 7th [Cfm in the sequence?
3. Jf 2x + 1 0= 1. what is the value of ..\,2 + 2x- 1 '!
(A) -2
(8 ) - 1
(e) 0
(D)
2
( E)
7
D D D 2
(A) -23
( S ) - 22
(e) - 18
14
(D )
(E)
18
4. A bookcase contains a total of 30 books. each of
which
is either;} hardcover book or a paperback
hook. If the number o f hardcover books is
t
the
num ber o f paperback books. how many hardcover
boo k ~
are in the bookcase?
Q,rr-_ _----,"'R
(A) 5
(B) 10
(e) 15
(D) 20
(E) 25
p
s
Note: Hgure not drawn \0 :.c:.lle.
6. In the figure above, PQ .LQR and PR .L RS. If the
lengths of PQ, QR. ;md RS arc each I. what is U1C
length of PS ?
(A)
(B)
2
(e)
fi
(0 )
JJ
2
IE)
JJ
I GO ONTOTHE NEXT PAGE)
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\IlI$
page ~ Illegal
7. The average (arithmetic mean) weight ors rocks in
11 pile is 15 pounds. Another rock is addcJ. and the
average weight o f the rocks in the pile illcrea... e~ 10
16 pounds. What i~ the weight. in pound~. of the
added rock?
8. A twi n prime pair is defined as two prime numbers that
differ by 2. For example. 17 and 19 are a Iwin prime
pair because 19 - 17 = 2. Which of the fol lowing
<;tatcmcnts must be true about any twin prime pair?
1. The sum of the two numbers is a prime number.
II . The product orthe two numbers is a prime
(A) 16
(8)
(C)
(D)
(E)
D D D 2
Ul'IiIoulllof'ldO copying at .euse 01
any patt 01
number.
20
24
28
31
Ill . The :.quarcs or the two numbers are a twin prime
pair.
(A)
(8 )
(C)
(0 )
(E)
None
I only
II only
III on ly
I :md 11
I GO ONTO THE NEXT PAGE)
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/
UOal,llhor'iloo COP)llrlg or reuse 01
any palt 01 this pago is Illogal
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Directions: For Student-Produced Response questions 9· 18, usc the grids at the bottom of the an.~wcr
sheet page on which you have a nswered quest inn." 1-8.
'\
Each of the remaining 10 questions requires you to solve the problem and enler youI' answer by marking the ci rcles
in the special grid, as shown in the examples below. You may u~e any available "pace for scratch work.
7
Answer: -,,,
Write answer in boxes.
I'
7 /
I 2
-If-'-+'i.-t",,+,,"-i
I W ,/
2.5
0---
f''''''''t'~r..,",,,,,.'fIjiG.,"
I~
0
Fraction
line
I~
1(.) °l'f
"':"'1 .
®®® .
2 0 I
0 -Decimal
o I~ ~
0000
00 . 0
IG
:£.<11"r. IG
0000
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@000
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0000
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2 0 1
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point
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0000
0000
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Grid ill - .
result.
Amwcr: 201
Either position is correct.
Answer: 2.5
.l.
. ®@@
L2~
rll
~
Note: You may sIan youran:.w<!r.
in any ~:olumn, space penmtlin.g,
Columns nOI needed should be len
hlank .
,I
• Dccim:li Answers: If you obwin decun.. l an,wcr
with more digits than the grid can accollumxJate.
it may be either rounded or cnmcuted. but it mu,t
fill thc entire grid. For example, if you ~lb(alO
an answel' such a~ 0 .6666 ... , you should record
your re~ult as .666 or .667. A less accurnl.e \ aluc
such as .66 or .61 will be scored. ns intorr('ct.
• Mark no more than one circle in an) column.
• BccllIJse the answer sheet will be ma..:hincscored, you will Teee.in cr(odit only if the circles
nre. filled in correctly.
• Although not required. it is :>tlggested thaI yotl
write your answer in the boxc~ at the top of the
columns 10 help you fill in the cirde~ accurately.
Acceptable w:lys to grid
*
are:
• Some prohlems mny have more th<'ln one correct
answer. In such ca,cs, grid onl y (lIlC answer.
b b 7
• No question has a nei!<lli ve answ('r.
• Mixed numbers snch
as)~
3.5 (II' 7/2. (If
\4M'lil
.
31
,
IntCrpICIC( ,IS "2' nOl
mUSI he gridded as
is gridded,
J[
will be
., I
-'"2.)
]0. On a number line, the number 1 b halfway between
2 and 3. What is the value of 11 ?
9. The cost of a case of 12 computer adaplers is $75.
When purchased separately. each adapter CO~IS. $8 .
How many dollars would be saved by purchasing a
case of adapters, rmher than purchasing 12 adapters
separate ly'? (Disregard the $ sign when griddi ng your
answer.)
xl
IGO ONTOTHE NEXT PAGE;
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2 D D D
unaulholllCO <;OWIng Dr '$U$8 01
any part 01 lhis Pilgu Is
~I
ANIMALS TREATED BY
DR DYSON LAST YEAR
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2
13. In dry air, the speed of sound V. in meters per second,
h modeled by the function " (I) =- 33 1A + 0.61. where
r i" the temperature ill dcgrec~ Ccl~ius. According to
the model. for what \'3lue o f I i ~ the speed of sound
in dry air 343.7 meters per second?
RnbbilS
10<:1
11. Dr. D\"on. II veterinarian. treated:l lOla! of2QO()
ani rna l ~ last year, as :.hown ill the circle gmph a"ove,
How Illany of thc!>c animals were nru bird.~?
12. A cennin number
UHIt is 3 less than
II
/I
is multiplied by 12 . The number
is also multiplied by 12. How
Illuch greater is the fiN product than the second?
l~.
Any segment whose endpoints are two nonadjacent
vertices of a polygon is called a diagonal of thai
polygon. What is the greatest number of diagonals
thaI could be drawn in the hexagon shown above?
>
IGO ONTOTHENEXT PAGEl
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15. For all positive imcgers a, leI
0
UnauU'lOn.. cd COIlYII'Ig 01 ";vse
iUlV Pdf' 01 ''''5 page It. iI:tlg.tl
be defined a!. the
[I] :: 1 + 3 + 5 + 7 = 16.
of I, oo l -~
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17. How lI1:1ny positi ve integers less than 1O00 ureIlQ!
divisible by 3 ?
sum of lhe odd imcgers frol1l 0 to a. inclushe. For
example.
oj
What is the value
?
8
18. In the xy-plane. the points with
A L-2:;--;D~---:6:----lf~
. -;-',
coordin;t t~ ...
(0. II and
(4,() lie on line f.lfthcsiopeof f i'- grcall!Tlhan
c
and less lhan I. wh;lt is one po!.sibJe \ alue 01
16. In 6A BC above, points D IInll F lie on :;ide AC.
Side AB is parallel to side DE. and side Be is
parallel to side EF. What is the length of side AB "
STOP
If you finish before time is called, you may check your work on this section only.
00 not turn to any other section In the test.
·12·
/?
~
3
3
3
Undutho!1~c<I topywlg Of
reuse 01
any pasl 01 1M page Is illegal
3
3
3
SECTION 3
Time - 25 min utes
25 Questions
Turn to Section 3 (page 4) of your answer sheet to answer the questions in this section.
I)irectiolls: ]'or e:lch qUC~ljOJ1 in
cirdc on the an\\\cr shec!.
I hi~ ~cc[iotl .
se lect the best answer from among the choices given and fill in the corresponding
4. Civil rights acti vist Fannie Lou Hamer's SlalCm cn l
" I' m sick and tired of being sick and tired" was an
imcntional ···-··that illustrated Hamer' s •.••••. about
the plight of African Americans in the 1960s.
Each sentence below ha..'i one or two bla n~s. each blank
indicating that something has been ontilled. Beneath
the ~nte n ce arc five word:; or seb of word'i labeled A
through E. Choose the word or 'ict of words that. when
inserted in the sentence. b('st fi ts Iht: meani ng of thc
scntence as a whole_
(A) redundancy . . fru stration
(8 ) euphemism . . despair
(C) irony .. exultation
(D) aspersion . . despondency
(E) paradox .. optimism
Exa mple:
Hoping \0 - - - - the di.\lputc. negotiawT') proposcd
compromi\c that they felt would be ------- to both
labor and management.
;t
s.
CA) enforce .. usefu l
(B) end .. dl\-i\ivc
(Al compromised .. coalesced
sYlllhesizcd .. crystallized
verified .. dcgene rated
commandeered .. amal gamated
rc pudiuted .. regressed
(C) overcome .. unaltr.lcti\e
(01 extend , ...u isfdctory
(E) resoh e
acceptable
,
\
It was nOi until Dr. Annu Reins tein _.--o- Ihe result.'; of
her severnl different research projects that the fi n din g~
----. into a single. defin itive pmtem.
(8 )
(C)
(D)
(E)
~urvives in
rcgion'<; harsh cl imate
I. Although the hardy emperor penguin
Antarctica in great numbcr~,
is ---- to many species,
t hc
(B) necc:)sary
(AI uCJIlt:Jning
(O) sustain ing
6. Benjamin Franklin was renowned for being a ------,
having delved deeply into fie lds as di verse as politicS,
business. diplomacy. statecraft . S('ience, and
publishing.
Ie) inho<;pit;lble
(E) predictable
(A) sycophant
(D) nemesis
2. The defendant' .. ------- de mc:'lllor on the witneSf> stand
tended to - - - the JUry ' ~ impression that be had linle
r~.. pect (llr the law,
7. Readers who delighl in rarefied words cannot he lp
but be ---- by the esoteric ------ Annie Dillard
ex penly wields in her novel The M aYII'ees.
IA) remor.ctul , hoi'ilcr
(B)
U1\otenl
.... t:.. l..en
(C) del i:1Il1 . reinforce
(A) cnthralled, , ponent
(B) incensed .. dictio n
(C) extolled ,. syllogism
(D) entranced .. lex icon
(E) embroiled .. entropy
defcrcl1li~1
confirm
(E) lackad:li.\,ical., dispel
(0)
(B) pedant
(C) pundit
(E) polymath
J . r-.lew" the innermost ---- of Jupllcr. completes a full
revolution around this giant planet c\ery seven hours.
(AI 3lmo:.phcrc
(B) con:)lelltltion
(D) satellite
(E) meteor
8. Media reports alleged that the candidate's campaign
strategy was designed 10 ------- her opponent' s chances
for election by defamin g his repUlalion.
(C) care
(8 ) decode
(C) expedite
(A) hobble
(D) disseminate
(E) augment
-13-
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any pari of this page 15 illegal.
E...1ch passage below is followed by questions based on
it.~ COnlent.
3
3
3
Answer the questions on The basis of whO! is.s!..!lli:..d or implied
in each passage and in :my introductory mutcriallhat may be provided.
Questions 9-10 are. based on the rollowing passage.
Questions 11-12 are hased on the following passage.
Through a fri end 's falher, Elizabeth found ajob al
publishing company. Her parents were puzzled by lhis.
The d;\ughters of their friends were announcing their
U'Ii' engngements in the Timl's, and those who joined lhe Peace
j
Corps or had gone [0 graduate school were filed under the
heading of "Userul Service," as if they had entered
convents or dedicated themselves 10 the poor. Elizabeth
further puzzled her parents by refusing to take a cent of
their money. although her mother knew the truth: what you
/0 dole out to the young binds them to you. To have Elizabeth
owing nothing was disconcerting. to say the least.
Somc critics believe that thc frecluent u~e of repetition
in Native American ceremonial texts was a re~ult of their
oral nature and helped make the works easy to remember.
Unt' Native Americ:.n scholar PauJ:1 Gunn Allen argues Ihat
5 this factor must be peripheral. however. bel'au~e people
in societies without writing lmditionally have had more
finel y developed memories than do people who u:.e w riting .
Native. Americ:.n children learned earl) to f1!member
complicated instruclions :.snd iong stories by heart. For
10 a person who couldn't run to a bookshelf to 100" up
information. reliance on memory became \ery important
in everyday life. Such a highly developed I!\cryday
memory is not likely to fail on ceremonial occasions.
::1
9. The narrator mentions the dHughtcrs of Elizabeth·s
parents' fri ends in line 3 primarily to
11. The primary purpose of the passage is to
(A) criticize a behavior
(8) praise an activity
(C) explain a renctio'n
(D ) note:\ transfonnation
(E) advocate an action
(A) refute a claim
(B) describe a process
(C) analyze a discovery
(D) advocate a practice
(E) rem] a pmblem
10. The passage !>uggests that Elizabcth's parentS found
which quality to be "disconcening" (line II) in their
daughter?
12. In context. what does lhe final ~emence
Native Ame.rican ceremonial texts?
~uggest
about
(A) Understanding them requires ;\ highl~ Jeveloped
memory.
(B) Their inclu~ion of complicated and det..'liled
materi'li is traditional.
(C) They are not always oral ill nature. nor arc they
always repetitive.
(D) They are important in the everyday lives of many
Native Americans.
(E) Their use of repetilion cannot be expl:Lined as an
aid to memorization.
(A) Magnanimity
(8) Independence
(C) Frugality
(D) Lack of ambition
(E) Unwillingness to take risks
·14·
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3
~
\W 3
3
Unal,llflOfized copying or louse ot
any part of this p&gll 15 Illegal.
Questions 13·25 are based on the rollowing passage.
This ,)lISsage is adopted/rom (J 2003 nOl'el abO/II a
character tWilled Gogol Gongllli. the American-born
SOli of Ind;(11/ imm igranu. Just be/ore fem'illg home
for college, Gogo/ changed /lis flallle to Nikhil.
"',.
5
~.
!/)
'5
~o
!.~
IJ
n
'(
~
When he is alone in his dorm room, he types out
a written request. notifyi ng the registrar's office of his
name change. provid ing examples of his fonner and
current signatures side by side. He gives these documents
10 a secretary. along with a copy of the Change-or-name
foml. He tells his frcs hm:m counselor about his name
change; he tells the person in charge of processing his
student ID and his library card. He corrects the name in
stealth. not bothering 10 explain to Jonathan and Brandon.
his new roommates, what he's so busy doing aB day, and
then sudden ly it is over. Arter so much work it is no work
at all. By the time the upperclassmen anive and classes
begin, he's paved the way for a whole university to cal l him
Nikhil : students and professor!> and teaching assistants and
g irls at panics. Nikhi l registers for his first four classes:
Introduction to the l listory of Art, Medieval History. a
semester of Spanish. ASlronomy to fulfill his hard science
requirement. At the last minute he registers for a drawing
class in the evenings. He doe~n'ttell his parents about the
drawing class, something they would consider fri volous
at this stage of his life. in spite of the fact that his own
grandfather was an anist. They are already diSlressed th:u
he hasn't settled on a major and a profession. His parents
expect him to be, if not an eng ineer. then a doctor, a
lawyer, an economist at the very least. These were the
fields that brought them to America, his father repeatedly
reminds him, the professions that have earned them
security and re."pect.
But now that he's Nikh il it' s easier to ignore his
parents, {Q tune o ut their concerns and pleas. With relief,
he types his name at the tOpS of his freshma n papers. He
reuds the telephone mes~ages his roommates leave for
Nikhil on assoned scraps in their room. He opens up a
checking account , writes his new name into course books.
"Me 1101110 Nikhif:'o he says in his Spanish class. It is
as Nikhil . that fi rs t semester, that he grows u goatee and
discovers musicians like Brian Eno and Elvis Costello
and Charlie Parke r. It is as Nikhilthat hc takes the train
into Manhattan with Jonathan. It is as Nikhil that he
introduces himself to people he meels.
There is only onc complication: he doesn't fee l like
Nikhil. Not yet. Pan of the problem is that the people who
know him as Nikhil have no idea that he used to be Gogo!.
They know him only in the present, nOt at all in the past.
But after eighteen years of Oogol. two months of Nikhil
fee l scant. inconsequential. At times he feels as if he's cast
himself in a play, acting the part of twins. indistinguishable
$0
jj
60
65
70
7$
3
3
3
to the naked eye yet funda mentally different. At times
he S1ill feels his o ld name, painfully and without warning.
Ihe way his from tOOlh had unbearably throbbed in recent
weeks after a fitl ing. He fears being discovered. having
the whole charade somehow unravel, and in nightmares
his fil es are exposed. his original name printed on the
front page of the student newspaper. Once. he signs his
old name by mistake on a credit card sli p at the college
bookstore. Occasionally he has to hear "Nikhil" three
times before he answers.
Even more startling is when those who nonnalJy called
him Gogol refer to him as Nikhil. For example, when hi s
paren ts call on Saturday mornings. if Brandon or Jonathan
happens 10 pick up the phone, they ask if Nikhil is there.
Though he has asked his parent" to do precisely this, the
fact of it tro ubles him, making him feel in that instant that
he is nOt related to them, not their child. "Please come
10 our home with Nikhil o ne weekend," his mother,
Ashima, says to his roommates when she and his fnther
visit eampu~ during parents weekend in October. The
substitution sounds wrong to Gogol. correct but o ff-key.
the way it "ounds whe n his parents speak English to him
instead of Bengali. Stranger still is when one o f his parents
addresses him. in from of his new friends, as Nikhil
directly: ·'Nikhi l. show us the buildings where you have
your classes." his father suggests. Later thaI evening, out
to dinner with Jonathan, Ashima slips, asking, ';Oogol,
have you decided yet what your major will beT' Though
Jonathan. listening to something his father is sayi ng,
doesn't hear. Gogol feels helpless and annoyed yet unable
to bl:lmc his mother. caught in the mess he ' s made,
13. Taken as a whole, the passage is best described
as a ponrayal of
(A) two parents' acceptance of their son's
leaving home
(B) an immigrant family's adjustment to new
surroundings
(C) the stimulating possibilities open 10 a college
student
(0) a young man·s struggle to define himself
(E) a yo ung man's success at achieving
independence
-1 5-
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3 ~
".
"
'h
3
,i-'
3
Unat,llholllod COPYing Of fewe 01
any pasl oIlhIs pag8 is illegal.
14. Lines 1-8 ("When ... card") serve primarily to
Nikhil followed to accomplish
a goal
(D) reveal Nikhil"s lack of experience in navigating
bureaucratic procedures
(E) provide infonn:nion about Nikhil's activities
before arriving al college
20. The description in lines 48-51 ("AI times ... filling")
suggesL" that Ni khil' s response is
(A) incense and involuntary
(8) committed and inlellec\Ual
15. The statement in lines 11 · 12 CAfter ... all')
suggests primarily thaI Nikhil is
(A)
(8)
(C)
(0)
(E)
(C) vi rtuous ;tnd self-effacing
(D) skeptical and resistant
(E) intcmlittenl and nonsensical
saddened that the work is over
surprised that his lask is achieved
uneasy about his new situation
puzzled at his lack of success
irritated althe amount of work involved
21. Lines 51-54 ("lie ... newspaper") chieny re\ eal
Nikhil's feelings of
(A) an.~iely
(8)
16. Lines 18·22 (",At the ... anisl" ) SUllgest which of the
following about Nikhil?
SOITOW
(C) anger
(0) defiance
(E) excitement
(A) He enjoys provoking his parents.
(B) He has inherited his grandrather's talent.
(C) He orten prefers childish activities.
22. It is "startling" (line 58) to Nikhil to be called "Nikhil"
by his parents because he
(D) He feels compelled to take additional courses.
(E) He has allowed an impulse to guide him.
(A) has notlold them that he has changed hIS name
(B) has asked them not to address him in this \\a~
(C) knows that they wallled him 10 adopt a different
new name
(D) is nOf used to heari ng his name spoken aloud
by Ofher people
(E) feels that it is unn:lIural ror them to use his
new name
17. Ln context, lines 23-25 ("His ... Icast") suggest that
Nikh il' s parents believe that
(A) Nikhil would not enjoy being an economist
(8) Nikhil secretly plans to become :lfl artist
(C) Nikhil should pursue multiple professions
(D) certain professions arc more prestigious than
others
(E) their own career opportu nities had been too
limited
23. In line 74. "slips" mo<;t nearly means
(A) moves stealthily
( 8 ) slides involuntarily
(C) rorgets momentarily
(D) addresse .. a\\kwardly
(E) escapes easily
18. Lines 35-40 ("It is ... meets") are notable chiefly
for their use of
(A)
(8 )
(C)
(D)
(E)
3
(A) introduce a shift in the narrative
(8 ) make an unusual compllrison
(C) present a ne\~ char:lcter
(D) provide a temporary digression
(E) reinforce the previo us observatio ns
motives
step~
3
19. The sentence in lines 4 1-42 ("'1l1cre is . .. Nikhi''')
serves primarily to
(A) describe the care Nikhil100k to develop studiuus
habits
(B) characterize Nikhil as having somewhat sinister
(C) dctailthe
3
metaphor
paraphrase
exaggeration
parallel structure
appeal to emotion
-16-
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3
t<BJ\
\iJY 3
3
2-'. In the la.!.t paragraph. Nikhirs parents are pre!>enlw a<,
3
25. TIle fin al sentence of the passage ind icates thaI Nikhil
is primarily
(A) amused by Nikhir~ indcl>endcncc
~ B ) compliant with Nikhir ~ deci"ion
(el confused about how 10 behave
(A)
(D) suspicious of Nikhirs mothes
( B)
(E) resentful toward NikhiJ's roommates
(e )
(D)
(E)
embarr.ls~ed
that his roommate 113s lcamcd lhal
he changed his name
angry:lt his mother for using his original name
in front of other people
surprised thm his parents are unable 10 keep his
names straight
fee ling guilty thai he has once again brought
shame to his parents
frustrated with the complexities of the situation
he has created
STOP
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.
>
-17-
5
5
5
Unlluthoriz(!(l copying Qf feLise 01
an.,. part 01 this page is dleoal
5
SECTION 5
T illie - 25 minutes
20 Questions
Turn to Section 5 (page 5) of your answer sheet to answer the questions in this section Dil'ections : For this: section, solve each problem and decide which is the best of the choices given. Fill in the corresponding
circle on the answer sheet. You may use any available space for scratch work.
I. The U'>C "f a calcululHr is permitted.
,
~
2. All numbers \bed arc real numbcl'~.
3. Figure.;; [hal m.:company pruhlcm~ in Ihi .. tC:,,1 arc intended \(l provide infonnalion u...crul in ...oh ing the pmhlcm....
They nre drawn ns nccur:llcly a:, possible E,'I(CEPT when ;1 is ~l:Ited in a specific problem that Ihe figure j" nOl
Z
dr.IWII to "l:illc. All figure:-- lie iu .. plane ulllc:.s othem be indicat(·d.
4.
Unle~:.
fix)
.2
G
'"
"•
E
0
"c
0
"
''""""
A = Ifr!
c= 2/rr
otherwise specified. the domain of :my function
a real number.
r
i~ a~"umed
10 be the
~e(
of till real numhers.\' tor which
L~
LUI>
~
".
0'"
I
b
II = (II'
I
A ,." ibh
I
E} f'~ ~, 'C>:
\/ = 111'11
Jfr
a
\/ =
Ifr"""
x..f3
C 2 =02+h 1
~5'
,
Spcciul Right I riangle,
The number of degrees of nrc in " circle is 360.
The ... um of the measure ... in degrees of Ihe angle .. of a triang le b 180.
I. Sally's class has a reading lisl that consists of 5 novels
and 2 biographies. Sally will select one novel and
one biography from the reading list to complete an
assignment. How many differem selections o f
a novel and a biography are possible?
2. If J:r:-5:::: 10. then:r: =
(A) 75
(B) 95
(C) 105
(0) 125
(E) 225
(A) Three
(8) Five
(C) Seven
( 0 ) Ten
(E) Twenty
IGO ONTOTHE NEXT PAGE>
-18-
5
5
5
5
OvODvD
Unaulhonuo copyi ng or reuse 01
any part o[ In.S page IIIHegal
SAl ri!> OF COMPACT i) IS('S
]
Disc
Number Sulll
TypcA
000000000
0000000
000
000000
Type 8
]
Type C
'Iype /)
Each
5. One of the 6 objects above will be chosen at random.
Wllat i~ the probability thai the object chosen will
be a shaded triant;le?
(A)
I
6
(8)
8 : : 10.000 dIscs
3. Based on the piclOgram above, how many morc type 8
compact discs were sold than ty pe C com pact discs?
(A)
4
(8 )
40
(e)
400
(D ) 4,000
(E) 40,000
I
5
(e)
4
(D )
3
( E)
2
I
•
4. The function
f
is defined b) j(x) = xl
6. In C ASe. the measure of angle A is half the
measure of angle B. and the measure of angle C
is three limes the measure of angle A. What i .~
the measure of angle C?
+ c.
where c is a constant. What is [(7) in tenns of c ?
(AJ 30°
(A) 49 + ('
(8) 49
(e)
7
(8) 45°
(e) 60°
(D) 75°
+ 7c
+ ('2
(El 90°
(D) 49 + ('2
,
(E) (7 +c)"
>
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-19-
5
5
5
Unaull'IOlized copying Of reuse o!
env pari 01Ihis pago 1$ Weoal
5
A SCIIOOL'S TOTAL
PARTIC IPAT ION IN SPORTS
~
••••
1997
~===:JI
1(1)5
~====
_I
0
1 994~=_ __
1993
50
75
D
Girls
•
Boys
9. When line ( above is translated vertically 3 units
down. what is an equation of lhe rc!oulling line?
I()()
(A) Y "" x+ 1
Number Pa.l1idpaling.
(8)
),""1:
(e) Y = t - I
7. In the gr.lph above, for which year were there more
girls than boys pal1 icip'lling in sports?
(A) 1997
(B) 1996
(C) 1995
(0) 199.
(E) 1993
(D)
y=x - tl
(E)
y -=x - 7
10. There are 100 pieces of candy in a bag. 20 per~'enl
of which are wrapped. If a 10lal of 70 percenl of lht!
pieces of candy in the bag are chocolate. \\ hat h the
smallest nurnocr of wrapped chocolate l)tcn~' 'h",
could be in Ihe bag?
(AJ
0
(8) 10
(e) 20
8. In Ihe figure above, wh:1I is the
di.~tancc
(0) 50
(E) 70
from point T
101inc f?
(A) 3
(8) 4
(C) 5
(0) 6
(E) 7
IGO ON TO THE NEXT PAGE;
-20-
5
5
•
"
(8)
•
-.1
(e)
(01
•
"•
"
"
Point~ A
and y is equ:lI to the squa~ of ::. which of the
following I!> equivalent to : ?
"
",
(E)
12.
•
-.1
(8)
•2
5
13. If :c. y. and .::: are positive numbers and the sum of x
1 J. Which of the following graphs represents the set of all
x value~ for which -2 !f .f - 5 !f I ?
rA)
5
Unauthorized COPYIng Of 'GUY of
any oart of ttns page IS ~I&ga!
,Ix + .\'
W) J,/' ... ,2
•
0
•
•
3
..•
"
•
CD)
x· +,v-0
rE)
(.r +I't
•7
0
lind B lie on a circle whose center
is O. If the length of arc
AB
is JIg of the
circumference of the circle. what is the measure
of LAOB?
(A)
1..t The iigure above ~hows Ihe gmph of the function f
Based 011 the gruph. which of the following could be
true about the function over the entire interval
20°
(8) lO'
(C) 40'
(/<.\</1')
tD) 50'
(El 60°
(A)
f is decreasing.
(B)
(C)
f
i~
(0)
f
has IwO x-intercepts.
increasing.
rh,l<; one minimum point.
tll fha, tWl) y-imercepls.
IGO ONTOTHE NEXT PAGE)
-21-
5
5
15. A container is
5
Unalilhollze<! <;Of'ylog 01 ,!:usa ot
pal! oIl11i$ paoe IS Illegal
8fl~
5
'3 fu ll of waler. if 5 gallons of the \\ alcol
?
were rcmo\cd from the container. it would be
~
full_
How many gallons of waler does this container hold
I----- 10----1
when il is completely [ull?
17. The volume ofa lriangu):.r prism is equal to the area
of its ba.~e times its height. What is the volume of the
prism in (he fi gure above. if its height is 8 find ils base
is un equilatcrallrirmglc with ..ide of length 10 ?
(A) 10
( 8) 15
(C) 20
(0 ) 25
(E) )0
(A)
40J3 (approximately 69.28)
(0) 200J3 (approximately 346A 11
(C)
400
(DJ 400.J3 (approximately 692.82)
(E) 800
16. For any real number r, which of the following must be
greater than r?
(A) ",
(B)
,2
(e)
2r
18. When Ihe positive integer s i~ divided b~ 11. the
remainder i~ 4. Whclllhc POSili\'e inle~er , is divided
by 12, the remainder is 5. Wh:u is Ihe remainder whe n
lhe product s/ is di"ided by 6 "!
IA) I
(0) ,2 +1
(E)
,3
(B) 2
(e) 3
+I
(0) 4
(E) 5
IGOONTOTHENEXTPAGE)
-22-
5
5
5
UnaUlhoflH'd <:Opyong Of .oose 01
any pall 0( LhI$ ~ IS illegal
,
19. On a hike, Ian w;llked downhill
and uphill
~
rate wa!; 4
mile~
"5
5
00
of the time
of the time. His downhill walking
II
per hour. and his uphill walking
0
'"
Note: Figure not drawn to scale.
rate was 2 miles per hour. The d istance that [an
20. The sum of the areas of the 3 circles above is
walked downhill was what fraction of the total
rddius of ci rcle II is
distance thai he walked?
(A)
(B)
(C)
radius of ci rcle 111 is
4
7
3
7
(A)
2
5
(8)
7
(C)
I
5
(0)
(E)
±
the radi us of circle I. What is
6
"
4
7
6
7
7
6
9
4
Q
>
STOP
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.
-23-
The
the radius of circle I. and the
the radius of circle I '!
(0) 2
(E)
~
If.
6
6
UnnuthQ'tzEld copyIng or reusa of
any par' 01 tillS page is iUegal
6
6
SECTION 6
Time - 25 minute.~
35 Questions
Turn to Section 6 (page 6) of your answer sheet to answer the questions in this section.
Din.'Clions: For each q uestion in this section, se lect the best an .. wcr from among the choices given and fill in the corresponding
circle on the answer sheet.
2. Unlike apples lind ncars, orang.c~ do nOI continue
to riIXn after they have been picked.
The followin g sentences test correctness and effectiveness
o f expression. Part of each sentence or the entire sentence
is underlined; beneath each semence aTe five ways of
phr.lsing the underlined material. Choice A repeats the
original phrasing; the olher four c hoices are different. If
yOLl think the original phrasing proouces a better sentence
tJKlIl any of the alternati ves. select choice A; if not, select
one of the other choices.
(A) UnliJ.,e apples and pears. oranges do not continue
(H) Unli ke :,pples :U1d pears. orange!>. \\hk h do not
.;ominue
(C) Unlike apples and pears. il is orange~ not
continuing
(0) Oranges. unlike apples a.nd pears. they Jo l10t
conl1l1ue
(E) Oranges. unlike :tpple~ and pears. nOl continuing
In making your selection. follow the requirements o f
standard wrinen English: that is, pay atlention to gr:mlln:lr.
choice of words. sentence constructio n, and punctlwtion.
Your selection should resu ll in the most effective
sentencc··...·d ear and precise. wilhout awkwardness or
ambiguity.
3. A!!o part of a five· year forest restoration program <II
~c\'ernl of tlte !o!ate's parks, teenager-> ar~ rebuilding
path,. clean n!; underbrus h. and yine:. are bejng cut
b;lck.
EXAMPLE:
(AI clearing underbrush. and
Laura Ingalls Wilder published her first book
;lIld she Wit S sixty-five yean; o ld then.
(A)
(8)
(C)
(0 )
(E)
are being cut back
(C) they arc dearing unde rbru~h. and CUlling back
vines
(0) underbrush is being cleared. and \lne .. are being
CUI back
(E) undl!rbrush cleared. :lnd \lIle' cut bad,
and she was sixty-five years old then
when she was sixty-five
at age s ixty-five years old
upon the reaching of sixty-five years
atlhe time when she was sixty-five
4. Not (illin!: oullbe form~ carefulh.lhere wa~
lllwo·wcek dcJ,LY in processing hi' pa~ched.
0 . @l@®
Not li lling out the fonns carerull~
The rOfll1S. nO! filled out carefully
Not cnrcrully filling out the lonns
Be<:ause he had not filled OUlthe fomls
carefull y
(E) By him not beinf! .;areful \\ hile ftlling oul the
(A)
(8)
(C)
(D)
I. Astronaut Carlos Norieiu, beijnnjng his career as
a Marine Corps pi10t but then became .. computer
scientist :md helped \0 assemble the lnlenmlional
Space Station.
(A)
(8 )
(C)
(0 )
(E)
\'ine~
(8) clearing undcrbru~h. :lnd cuning bad, \ ines
Noriega, beginning his eareer
Noriega began his career
Noriega. who began his career
Noriega. his career began
Noriega. his career had begun
forrn~
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5. Our team htl.'> worked for several months Oil a robot
rob{)(jcs div isiQn.
~
(A) months on a robot for the sl;icnce fair that we
plan on enlt:ling in the robolic~ division
(8 ) mo nths 011 a robot thaI we plulllO enter in Ihe
(A) dllnger. swimmi ng
( B) danger. their swimming
(C) danger: if they sw im
(D) danger: swimming
(E) danger: when it swi ms
robotics divisioTl of the ..c:;icncc fair
(C) months on a robo t that we planned entering in
the science fa ir. robolic.,; divisiun
(D) mont hs. we plan to enter a IObol for [he 'iCience
r.. if in the robotics division
(E) months, we are pl:uUling 10 COler a robot in the
robot i c~ divisinn of the science fai f
10. Disapl}()imed by lile res ults of last year' s pla!llings
,IUd determined to do better Ihis year. Aunt M arian
prepared her carden with unus ual care .
(A) plantings lind de tennined to do beller this
year. Aunt Marian prepared her garden with
un usua l care
(B) plantings and detemlincd to do beller this year,
Aunt Marian's garden was preparet.l w ith
un usuul care
(C) plantings and, her being dt! terlllined to do better
this year. Aunt Marian prepared her garde n with
unusual care
(D) pl antings. Au nt M arian prepared her garden w ith
unusual care, she was detemlillcd to do bellcr
th is year
6. Frustrated w ith the lack offashionablc clothing at
decent p ri ce~
was opened
desillllcr.
l
i lllllU~1
00
retail s\lJre<;, a new discount store
Main Street by a local c1Qlhini:
(A) stores. 11 new dj<,couul .. to re was opened on Main
Street by a 10c:11 clothing de,ig ner
(B) ~t o re s, it w a~ on Main Street tll,ll:t local cloth ing
designer opened a new discount store
(C) Slores, " local clothing dC$igner opened a new
discounl store on Main Street
(D ) ~t ores: on Main Street a local clothing de"igner
opened a ne\\ dis~'oUlll "lore
(E) Slo res led a local clothing designer 10 open a ne\\
discount store on Main Stn..oct
IE) pl,,,,;ugs, A,u' M",;",. dc>em,;uw '0 do be .."
th is year, and her garden was pre part!d with
unus ual care
7, The theory that the tna~" extinctions of 250 million
years ago were caused by im.:re:J~d ,'olc:Jnic activity
and :J wanni ng cl imale :lrc ba"ed arnund newly
discovered evide nce.
1.1. Just by un pl u ~~ing your cell phone charger when yo u
are not using it rcd u ce ~ carbon diox ide pollution.
fA) Just by unpl ugging your
(8 ) Just unplugging o ne's
(C) Just unplugging your
(D) By just unplugging your
(E) If you just unplug your
(A) cli mate arc based :lround
(B)
(C)
(D)
(E)
6
9. Small fi sh living amo ng coral rcefs face co nstant
danger. swimming in open water makes them prey
to larger fi sh. but hiding in creviccs exposes them
to eel auacks.
[or the science fair Ib,\{ we plap on eOleri"!!. in the
]
6
climate were b:lsed around
cl imate i .~ based on
cli mate. uley based this on
cl imate, this is based on
8, Gothic arc hitecture is a style of archilcclUrc. associated
particularl y wi th cathedrals and other churchc\. lilat
nourished in Europe duri ng the Middle Ages.
CA) ;Irchitecture, a.,socimed particularly
(B)
(C)
(D)
(E)
)
arc hitecture, it was associmed particularly
architecture, in p:lrticular a~~ociating
arc hitecture that, being partit;ularly :ts~<x: i ated
architectu re in tha t it W;1\ part icularly OIs!tOCi:lled
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14. In~ribed on the wall i" the THune" or those
TIle following sentences test your ability to recogn Lo:c
grammar and usage errors. Each ~entence conl<lins either
A
a single error or no error at all. Nu ~ntence contains more
than one error. The crror, if there is OIlC, is unJcrlined
who left their homes in the village
B
C
and lettered. If the sentence conl:lin:; an crror. select the
one underlined part lh:ll must be changed to make the
sentence correct. If the -.entenee is correct. select choice E.
In choosing answers. follow the requirements of standard
wriltcn English.
\0
u<l\'d to the
D
United States. No error
E
IS. Although Duke Ellington did not collaborate wilh
A
EXAMPLE:
B
othcr composers on many of hi') jazz composition'>.
The other delegates and him immediately
ABC
accepted the resolution dntftcd by the
he works closely with pianist and composer
C
D
neumll statCl>. No error
E
Billy Strayhorn on a number of succe".. ful wnrl. ..
D
OWf
12. The book, which was published only yesterday, is
A
the years. No error
E
16. Him}..o was siuing mlhe breakfasltablc. engro\~cd
A
sure to challenge serioul> the ordinary pcr'«Jn '5
-8-
-C-
in
iI
novel. when the tc!ephonl' rang and at>ruptly
---c-
13
definition of s<tfc driving. No error
D
E
recalling her to the prc<>enllllomcn\ .\0 error
D
E
13. Profcs""r Brown started yesterday's lecture
-A17. Jason is the only olle of the three peopk I I.ncw well
by suggesting that if Benjamin Franklin were alive
B
A
C
B
in middle school who still 'Hite to me regularl)
D
c:
today. he probably worked for an advcnising agency.
D
No error
No error
E
E
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18. Arguing thut every chemic:l! element is composcdo(
A
.
®
6
UnauthooZed cOPY"'9 or rouse 01
ally PIlrl 01 lhis JUlQe ;5 ~le9a!
6
, .
:','
22. Since ilopened in 1956.lhe Zelins.ki restaurant
A
B
become famous for their unusual fare and
B
C
fundamental particles of a weight unique 10 thm
C
ha.~
clement. the English meteorologist John Dllton
its eluborately decorated dining room. No CITor
o
E
presented Ihe first modem atomic theory in I R03.
o
23. Though I am acquainted with Mr. 8anholomew
A
No error
E
and have long known of his interest in the painting.,
B
[h31 he has gone 10 such lengths to obtain it
19. There is, in spite of the large bay window and
13
A
the new floors. many reasons, such
a~
C
the poor locm ion
astoni shes me . No error
o
tlnd the small basement. for Nancy not
C
\0
E
buy the
24. A signijicanl factor to include in the budget when
D
A
house. No error
buying a car are the costs of fuel and maintenance
B
C
E
20. Last month a committee created in response to
-AB
and the insurance payments. No error
o
employees' demands for safer working condition ..
C
ha... sponsored a workshop on
indu~trial
E
25. The habitat in which SC(luoia trees grow. ex tends
-
A
..Mety.
o
B-
rrom southern Oregon 10 nonhem Califomia. is kept
C
No error
damp year-fOund by heavy
D
E
~eason al
rains. cool coasta l
air, and fog. Nocrror
21. Set in South Carolina in 1964. the novel The Secrn
-A-
E
Life of Bet'S is not about bees but about Lily, a
jj
C
fourteen year old who runs away from home.
D
No error
E
>
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26. My mOlher always gave my sister and I the same
Read the pas!\age and select the best ans" ers for the
quest ions that follow. Some questions are abOut particu lar
senlences or parts of sentences and ask you to impmve
senlence structure or word choice. Olher queqjons a~ k )'Oll
to consider organization and devclopmcn l. In chuo.. ing
answers. fo llow the requirements of standard \\riHen
English.
treal\, when we were little so that neither of us
B
would be Jealous of the other. No error
e
D
E
27. Throughout the season the cooch would oflen remind
A
Questions 30-35 refer to the fo llowing passage.
us that the beSllcammales are not those who strive to
(1) For !llore: thlln a century automobiles ha\c given
us gre.·l1 freedom of mobility, bUlthis freedom h;ti come
with enonnous costs. (2) Our reliance on ga_~olinc-powered
\'chicles resulted in the pollution of our en' ironment.
(3) The world's nonrenewable fossil fuel~ are being
depleted.
(4) In rccent years various effom ha\c been made
to address the<;e problems. (5) Many juri'idict.ion~ have
enacted laws limiting automobile emis,ion!' and requiri ng
greater fuel efficiency. (6) Another appr~h ha." been to
develop altcmmives to the traditional automobile. 17) They
have cars that nm on hydrogen. which prOdu.;c no pollution
al all, and those that nm entirely on elccLricit~ 18\ There
are eve·n cars thai run on used h'gctabk oil
(9) Although none of Ihese alternali,c" has caught
o n commercially, one Iha! has is the hybrid \chiclc.
which runs on a combination of ga~oline and el~clrici t y.
(10) H} brids require less gasoline Ihan comemional
cars, pruduce less pollution.lmd run relat.i\dy quietly.
(ll) Though more expensive than mo~t Cllo\.:nth,mal cars.
Ihey have become increasingly popular .. ioo:e- the)
first appeared on the market se\ e-ral year~ agl).
(12) Still. hybrids are far from ideal. (13) l' nlike
hydrogen vehicles, hybrids require- p ...oline. ~Cl th~) do u~e
up fossil fuels and produce pollution. 11-'1 SlllllC c"\pens
contend that the main reason the hybnd ~eh :>uch good
mileage is its aerodynamic dC<iign and nm it" mechanical
engineering. ( 15) If a conventional car were "imilarly
streamlined, however, it would gel equall) good mileage.
sel individual record., but those who fit in as
---c-
a member o f a cohesive unit. Noerror
D
E
28. The acoustics of the ancient Greek (helLIer at
Epidaunl.s are so good thaI an 3(;\0('5 words.
A
even when whispered. arc auditory \0 those silting
B
e
o
in the last row. Nocrror
E
29. In TI!(' Big Sea, Lang:slon Hughes recounts his
A
childhood and early udulthood in language thai is
B
as simple :lIld dirccl as another Missouri-born writer.
e
one much admired by Hughe<;, Mark Twain . No error
o
6
Directions: The fo llowi ng passage is;In early draft of an
essay. Some parts of the passage need to be rewritten.
A
If
6
E
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UnautllOn~
\11. In conlc-.:I. which is the beSt W:ly In revi~c and combine
'> l'ntenr.:cs 2 and 1 (reproduced below) 31 the
underlined portion '?
Seill, hrbritls Me far from ideal,
rt'JllfI{'{/ in the /lOllI/lion o[o/(r el!l'jrelllllet!1.
VIe \l'orld's IWIICflleW(lh/p fOl'sil fllefs (Ire beillr:
(A) (As it is now)
(8) After all. hybrids arc
(C) Thus. hybrids are
depleted.
(8)
(e)
(DJ
(El
rc~ ulted
in the pollution of our en,irol1l11cnt.
(0)
(E)
and !.he world's nonrenewable fossil fuels
are being depicted
resulted in the pollution of our environment.
;lnd we ;I(C depleting the world's nonrenewable
fossil fuels
ha,~ rc~ultcd in the pollution of our environment.
bUllhc world's nonrenewable fossil fuels arc
nl!.o being depicted
has resulted not only in me pollution of our
en, ironment bul also in the depiction of
Ihe world's nonrenew:tble I"os\il fuels
resulb in the pollUlion of our environment
as weil :ls the world's nonrenewable fossil
fucl .. being depIcted
fB I
Ie )
t DJ
IE)
Hybrids. by contrast. arc
Hybrids are likewise
34. In context. which of the followi ng rel'isiollS would
most improve sentence 15 (reproduced below) '?
If a CO/1l'el1liOlial car lI'ere similarly slreallllilleti.
itll'ould gel equally good mileage,
"OII'III't![,
(A)
(B)
(C)
(0)
(E)
Chnnging '·a conventional car" to "convcntional
cars" and "it" to "they"
Changi ng ··were" to " is- and ··would" to "will"
Changing "however" to "thcy argue"
Insel1ing "still" immediately be fore "get"
Deleti ng "equally"
35. Where is the best place to insen the fo llowi ng
sentence?
11. In context. which oflhe following sentences would
be ~t be inserted immediately before renlence 5 '1
( A)
/I1(I/'('OI'er. the car'sIlIe' efficiem:y /IIay hW'e
liltle 10 dQ willi iu hybrid Ill/lu r e,
Thc solulion is 'iimple.
One approach i~ legi:;lalive.
There. arc some who disltgree.
Progre.ss has proved difficult 10 measure.
Other; <;lre<;~ the need for reform.
(A) Immediately before sentence 8
(8) Immediately berore sentence 10
(C) Immed iately before SCnlence I l
(0) Immediately before sentence 11
(E) Immediately before sentence 14
l ::! . In context. which is the best ver;ion of the underlined
pOl1ion of scntence 7 (reproou('ed below) ?
T/!/;' \, (,m'e cM .I· /ful/ /"1m 011 lIyt/rogell, which
prodlla 110 POlflllioli af all. (md those fllal
1"1/11
6
33. In context. which of the fo llowing is the best
ver;ion of the underlined ponion of senten~e
12 (reproduced below)?
O/lr relian('e 011 g(lso/ilie-polI'ere(J I'e/llcle,\'
I A)
6
coPYIOII Of feu5e 01
8f1Y part 01 1M page is .lIegal
elltirdy Oil eleclricity.
IA) (As it is now)
IB) They de\'eloped
Ie) These include
IV) 111is means
IE) For example.
STOP
If you finish before time is called, you may check your work on this section only.
00 not turn to any other section In the test.
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pM 01 Ihis page'
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111'111'11
SECTION 7
Time -25 minutes
24 Questions
Turn to Section 7 (page 6) of your answer sheet to answer the questions in this section.
Directio ns: For each question
111
thi:. <;celion. select the be~{ answer from among the choices given and fill in the cOlTc\ponding
circle on the answer ~hecl.
2. E.<;<;enlially a blul!s :trtist. Robert eray pl:t} ~
mu<;ic influenced by progressive rock. yel he
remains - --- the blues tradition.
Each sentence below has one or two blanks. each blank
indicating that somethlllg has been omitted. B!!ncath
the :;entcl1ce are five word .. or sel<, of won.ls labeled A
through E. C hoose tile word or sel of words lhat, when
inserted in the sentence. b.e.hl filS the meaning of the
sentence as a whole.
(A ) superior to
(B) hampered b}
(el distlllCI from
(D) grounded in
tEl ambivalent towilrd
Example:
3. The new composite material exhibits an e ... traordinary
degree of --'-"-, v. hich enables it 10 be molded into
almo~1 any ~hape.
Hoping 10 4 '~'_' the dispute, negmiators proposed
a compromise that they felt would he •••• _- to bUlh
labor and management.
(A)
plasticity
(0 ) buoyancy
(A) enforce .. useful
(B) end . . divisive
(C) overcome . . unattractive
(0) extend .. satisfactory
(EI resohe .. :tcceptable
(B) resonance
10 inertness
(E) impenllcabilit)
4. The fore st r:mgcr caulioncd the hiker<; that their
proposed route might prove dangerou~. Dut they
ignored her --.---.
vacillation
(B) indi ..cretion
(C) lIdmonition
(D) tran~ gre .. ~ion
(E) prOhibit ion
(A)
I. The widely documented ----- between these
two di~eases has prompted scientil>ls to undertake
stud il!s to dctenmne if treating. one can ------- the o ther
S. Euger to improve upon their journalistic ~ lJlls, Ines and
Juanita were disappoimed in their editor for criticisms
that were often more - - - than ------.
disconnect .. cure
(B) correlation .. ward off
(0 linkage .. duplicate
(D) disparity .. bring about
(E) incoherency .. ehmin:lle
(A)
(A ) didactic .. cx(emporaneou~
(B) captiou!o( .. edifying"
(C) perceptive. incisive
(0) quibbling .. inapt
(E) comtructhe . diplom.atil:
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The passilgcs below are followed by q uestio ns based on their content: q ue~ li on s following a pair of related passages may also
be based on the re lationship between the paired passages. Answer the questions o n the basi~ of what is stated or.i.m.ill.kJ. in the
passages and in any introductory materi a] that may be provided.
6, The "Sleep researchers" (li ne 12. Passage 2)
would most li kely characterize the "grogginess"
(line I . Passage I ) as a
Q uestions 6-9 are based on the following pasSlJgcs.
Passage t
~
(A)
(B)
(C)
(D)
(E)
I love 10 nap. When after·lullch groggi ness hilS and
my eyelids Sia n to droop. nothing makes me happier
Ihan fi nding a comfortable spot and drining off 10 sleep.
But to my family. my napping is the sign of a basic
character naw.
potentially dangerous pro blem
sympto m of stress
normal human pattern
response 10 an excess of caffeine
personal failure
" You' re napping again? You' re so lazy!"
7. Passage 2 indicates lhalthe view expressed in the final
sentence of Passage I ("Healthy . . . nilp") has been
They' re not the o nly ones who fccl this way. To be an
enthusialotic napper in Iwenty- fi rst-ccnlury Nonh America
is to be out of step with your time and place. A nap is seen
helpful for those who act on it
evident in every human culture
supported by sleep researchers
opposed by many labor unions
(E) rejected by some employers
(A)
(B)
(C)
(0)
as a sign of weakness. either physical or moral. Healthy.
productive adults do not nap.
Passage 2
,"d
In'
Sleep resenrchers have shoWIl that the human body
is programmed to become sleepy in the early aftcmoon.
In some cultures people doze after the midday meal. But
in many ind ustrialized nation", the usual response is to try
to j ump-stan the syMcm wilh caffeine. a tactic that sleep
expens say creates only the illusion o f effi ciency and
alenness.
"Napping ~ h o ul d not be frowned upon," writes one
researcher. " It should h:lVe the MalUS of daily exercise."
And in fact restorative naps may be making II comeback.
Recognizi ng that many employees are chronically ~leep
deprived , some companies have SCi up nap rooms. If labor
unions are imeresled in worker welfa re, they ~hou l d make
such accommodations a standard item in COlllr.lCt
negot iations.
8. The author o f Passage 2 would most likely :.Igrce with
which statement about the "tactic" (line 16)?
(A)
(B)
(C)
(D)
(E)
It is not understood by sleep expens.
It is not encouraged by e mployers.
It is less effective than il appears to be,
It is o ften difficul t 10 imple ment.
It is , doprod o"' y fo r mre emerg,,,, ies.
9. The sleep expert quoted in Passage 2 (lines 19-20)
would most likely consider the positiolllakcn by
the ;'family" (line 4. Passage I) to be
(A )
(B)
(C)
(D)
(E)
~ 31 ~
self-contradictory
misguided
idiosyncratic
Ilmbiguous
sympathetic
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UnauthottZed copying Of leUSC! 01
any pari of INS page IS ille9a1
Questions 10·15 lire based
011
tlu.' fo llowing l)as.-.ages,
Passage I if ji'rJlIl Ihe mrrodllclloll lOll L'II Blldtfhi\1
manllal on Ihe arlo/ "milld/uinen . ., Ihe prlIClill'
a/paying close (llIentioll t(llhe i)res(!1it 1II0mel/t.
Passage 2 is from WI eS$lIr by II Ullitetf Swtes llllt/wr.
4$
to, The author of Passage I would mo\t likely view the
author of Pass:lge 2 as
Passage I
(A) attaching too much
Jj
40
\() the
vicw~
(B) advocating illl action wlthoul cun .. idering lhe
consequences
(C) paying attention exclu!.i\'el) to Ihe rno.,1 d ifficult
aspects of life
(D) squandering a preciou~ opportullIl) on a daily
basis
(E) failing to respect the feeling: .. of other people
II. In line 2,
··pre~.'ious"
most nearl}
me.1n~
(AI affecled
(B) adorable
Ie) elcgalll
(D) meticulous
(EI valuable
12, In line 16. the list (··ajob ., huu ......·" pr6ents things
Ihal most people
(A) assume they will e\cmualh ot-Lain
(B) eventually realize 'Ire m'e~teJ
(C) are un will ing to make ~crifice, for
(D) believe th:tt everyone i~ entilled to
(E) see as .... orth much effon 10 3Cquire
Passage 2
JO
irnportan c~
of others
Every morning. when we wake up. we ha\'e 24 bmndnew hour .. to live. Wh:1I a precious gifl! We have the
capacity to live in a way thm Ihe..e 2-' hour.\ will bring
Lme peace. joy. and happmess to ourselves and to othen>.
$
Peace is rig hi here and now, in ourselves and in
everything we do and see. The question is whcther or nOi
we arc in touch with il. We don't have to travel far away
\0 enjoy Ihe blue sky. We don't have 10 leave our cily or
even our neighborhood to enjoy the eyes of a beautiful
to child. Even the air we breathe call be a !.Duree of joy.
We can smile, breathe, walk. and em our me.tls in
a way thaI allow!> us to be in touch with the abundance of
happiness thm is avai lable. We are very good al preparing
how to live, bUI not very good at Ih'ing. We know how
Jj
to sacrifice tcn year .. fo r a diplom'l, and we arc willing
10 work very hard to get a job, a car. a house, and ~o on.
But we ha .. e difficulty remembering thaI .... e are alive
in the present moment. the only moment there is for u~
(Q be alive. Every breath we la"~, ~very step \\c make,
20 can be filled w ith joy. peace. and serenity, We need only
to be awake, alive in tllC present mOlllent.
2$
attention to it. notc for nOle. I bclic\'t: I take such imru~ions
gruceful1y. TI,C present i~ not al .... ays an unwdcornc guest,
loU long as It doesn't st.1)' 100 lon~ anJ cut into Illy
remembering or brooding lime.
The argument of both the hedonist and the guru
is that if we were but to open ('Iurselve~ to the richness
of the moment. to concentrate on the feast before u!.,
we would be filled with bliss. I have lived in the present
from lime to time and call tell you ,ha\ it is much overrated.
Occasionally, as a holiday from stroking onc's memories
or brooding about fmu re worrie.. , I grant you, it can be a
nice change of pace. But (Q "be here now," hour after hour.
wou ld nc\'cr work. I don', even appro\'e of s(Qries .... nllen
in the present tense, As for poets who never use a past
participle, they deserve the eternity they are striving for.
Besides, the present has :I way of intrudi ng ""hether you
like il or nOt. Why should I go OUI of my way to meet i:?
leI it ~p l ash on me from lim~ to time, like a car going
through a puddk-. and I. on the sideWalk of my soli tude,
will salute it grimly like any other modern inconvenience,
If J allcnd a concert, obviously not to listen to the mu.,ic
bUI 10 lind a brief breathing sp,tce in which to meditate
on the past and future, I realize thm there may be Ill{)ment.~
when Ihe music invades my earl' :lnd I am forced 10 pay
13, 111e author of Passage 1 .... oulJ m(l~1 likely respond
to the ·'argument'· Cline ~~, Pa-,:.af'~::!i with
(A) complel!! agreement
(B) partial acceptance
(e) absolute nCutralil~
(D) studied di\inlere~t
(E) surprised disbelid
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anv 1)311 ollhlS page II !legal.
14. In lines 33-37.lhl: "prc~cn(' is characterized !IS
(A) a dangcrou~ threat
(13)
,
IS. Which of the follow ing phrases from Passage 2 would
the author of Pass.age , most likely choose a~ a lille
for Passnge 1 ?
JIl
elusi\'e
con~ep[
(e) an unsolvable pUZl)C
(A) "the hedonist and the guru" (line 22)
(D) an unavoidable imposition
(El a burdensome obligation
(8 ) "the fcast before us" (linc 24)
(C) "Ihe sidewalk of my solitude" (line 36)
(D) "a brief breathing space" (line 39)
(E) "an unwelcome guesf' (line 43)
ult
d
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Questions 16·24 arc based on the following passage.
This pas.vagt' lI'as
Il'riUCII
by a geologist alld fJllblished
50
ill ZOO/.
NOl long ago. while browsing in a bookstore. I came
Th~ New Ar/as ofrhe U"h'erst'.
The title of Ihis handsome work. I admit. took me aback.
Could it be true that the entire cosmos had fenlly been
probed, explored. mapped. and updated? But the book
turned out to be far less than this. and therefore. in many
ways, far more interesting. It was. in fact. an alia!'> of
our solar system (3 somewhat provincial version of "the
universe''), consisting mainly of detailed images and maps
of the planets and their moons. along with respective lisls
of surface features recently identified by various spacecraft.
This might sound rather humdrum. Yet another view of
Jupiter's giant red spot? One more close-up of Saturn's
auroral rings? Mars. as we know it so well. still a rusty.
windswept. and boulder-strewn surface? Such was the
visual chorus I expected to find. a coda of images tantamount to photographic cliches. BU! I was in for a number
of striking surprises. Leafing through the pages of this
book. I found myself entering a "universe" I had no idea
existed.
As a geologist, I had been generally aware of the visual
riches culled (!'Om the two Voyager space probes launched
by the United States in Ihe late I970s. 'nlese robot eyes
sent out to wander among Ihe worlds and satellites of
Jupiter. Saturn. Umnus. and Neptune had reponedly
brought back tales and wonders of these geographical
new worlds. This I had known: but here was the overwhelming c\ idence. of which I had been ignorant. Here
were images lhat revealed worlds of unaccountable
feature and lIction. Here were the violently eruptive
sulfur volcanoes on Jupiter' s moon 10. spewing gases
and ions far into space. Here were the eerie. spidery
lines of Jupiter's moon Europa, stretching for hundreds
of miles just beneath a glazed skin of frozen methane.
Here. too, were the gigantic. broken ice cliffs on Uranus'
moon Mimnda. rising to heights Ihat dwarfed even the
Himalayas. and the rnultifonn terrain of Ncptune's
moon Triton, whose patchwork landscapes seemed
grafled onto each other without reason or order. as
ifby collision.
To geologiI'iL~. the Earth is hugc and visually infinite.
This is a conceptual necessity. With its innumerable subfields and levels of scale, the geological Terra is a universe
all its own. The famous portrai t of our planet as a single
ball. swirling with c loud. taken by Apollo astronauts on
their way to the Moon. is in no way a geological view.
It is too dist.mt, too complete. too unified - indeed. too
across a volume entitled
Lint'
.5
10
15
2Q
25
30
35
40
45
J5
60
6.5
R!J!\7
IW
much like the Moon itself. It is therefore somethi ng else:
an aesthetic vision that ha., le ft the gravity of science
behind.
Habituated by my own geologic.d lr.lining and know]edge. I was not quile prepared upon openi ng this Nell' AI/as
of tile UlliI'erJI! to encounter the faces of so many worlds.
dangling in the black of space, their features available to
the eye for instant interpretat ion. Wi thi n this book, each
planet and moon had its accompanying map. composed
of a computer-genemted image that nattened its subject
out on a single rcctangulnT strip- the so-called Mercator
projection. This, too, secmed interesting: a tcchnique
literally 400 yellrs old invented at the height of the early
colonial era. the Age of Exploration. now being employed
to make visible the most advanced geographies in a new
age of discovery. Indeed. what might Merc.llor have
thought were it suggested to him that his scheme would
one day be used to plotlandscapcs so far from terrestrial
in aspect as to renect b:lck. in their magnificelll alienness,
the very idea of an old nnd exhausted Earth?
16, In lines 1-20. the author introduces Till' Nell' Atlll.f
oJtlle UII;I·er.ve primarily by
(A) inviting comparisons of maps in the book
with maps of Eanh
(8) reviewing traditional ideus about Earth's
geology
(C) provoking curiosity about his personal
achievemelllS
tD) hypothesizing in advance about \\h:1t
the book might contain
(E) establishing his extensive knowledge
of the field of astronomy
17. TIle author'S response to the anticipated images of
Jupiter, Sutum. and Mars (lines 12-15) can best be
likened to that o f
(A) a singer looking over yet another arrangement
of a familiar song
(B) :l c her tasting an herb for the first time
(C) an art hislQrian discovering the in nuence of one
ani~t on another
(D) a child finding a favorite 10)' that had been lost
(E) an inventor testing a variety of specialized designs
-34-
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18. III lines 30-40 (" Here ... collision"), lhe author lists
geographical details primarily in order 10
(A) emphasize the novelty nnd
djver~i l Y
21. The author indicmes thal lhc atlas por1rays
"faces" (line 53) in !.uch a way that their
"features" (line 54) are
of the
(A) gros~ly distorted
(B) partially obscured
(C) artificially enhanced
(D) mysteriouslyallmctive
(E) immediately understandable
photogmphs
(B) describe the alarming appearance o f thc
satellites
(C) provide (actual data about dis tant places
(D) praise the accomplishments of the Voyager
progr.tm
22 . The author find~ which allpcct of the "Merc3tor
projection" (lines 58-59) most remarkable?
(E) explain a personal fascina tion with new
place~ and sights
(A) Its original role in the coloni;O;:.ItiOI1 of partioo
of the world
(B) Its usefulness in modem technological
applications
(C) Its application of I:mdscape de.~ig n technique:.
10 mapmak ing
(D) Its ability to render three-dimensional objects
as
(E) Its anticipation of scientific pursuits of the
distant futu re
19. In lines 43-44 ("the geological ... own"), the author
conveys II sense of the
(A) astounding ability scientists have to look beyond
Earth
(B) satisfaction thai geological study brings [0 those
who pur.-;ue i.
(C) vastness or the array of Earth's features that
geologists study
nat
(D) surface features that Earth has in common
with other planets
(E) need 10 persuade the reader thm geology
is a worthy endeavor
23. In line 65, "plot" most nearly means
(A)
(B)
(C)
(0)
(E)
20. TIle photograph of Earth taken fro m space is "in no
way a geological view" (line 46) becau:;e
(A) a cloud cover ob~curel> much of the Earth's
plan
chal1
conspire
conceive
narrate
outline
24. Which best describes the function of the qucstion
(B) the picture was not taken by (mined photographers
(C) the
image lacks the level of detail that is at the
in lines 63-67 ("Indeed ... Eanh") ?
heart of what interests geologists
(D) Earth appears to exist outside the taw of gravity
(E)
geologis~
(A) II challenges an age-old assumption.
It engages in historical speculation.
It introduces a novel hypothesis.
[ t pro\'oke~ a scientific controversy.
It creates a sen<:.e of forebOOing .
( B)
(e)
(0)
(E)
hm a difl"',nl a",h,," view of Ih,
Earth's surface
STOP
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.
>
·35·
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Unalllllorized copy~ Of rlllJsa 01
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0008
SECTIONS
Time - 20 minutes
16 Questions
Turn to Section 8 (page 7) 01 your answer sheet to answer the questions in this section
Direttions: For this section. sohe each problem and decide which is the best of the choices given. Fill in the corresponding
circle on Ihe answer ~hecL YOti may u~e any :tvailablc space for scratch work.
I. The usc of a calcu lator i<. pcnlliHcd.
2. All numOCI1> u'>Cd arc real lIumu.en..
Figure .. Ihal accompany prohlems 1tI Ihi .. lc"i lire intended LO pmvide informatiollll~crlll in "DIving the problem:>..
Tht"y are dr;Lwn <Ii> :lccul~lIc l y :L'i po ...... ible EXCEPT \\ hen it i~ ~Ialcd in 11 ~pecific probklTllhat the figure j" n(lt
drawn 10 ,cale. All figure ... lie ill a plane unh:s<; othcf\... j ...c indicated .
..I , t lllle ... , otherwise 'ipeeil"icd, the o01\1:lIn 01 any fllm;linll ri~ ;J",umcd In ilL' the "cl of all rCOlI numhcr, t" I'm- \\ hiL'h
fix) j... ,I n-al number.
,.
,
'-
C
Z
•
"~
--=•
A=- ru:
C=2rrr
,I =
A = / 11'
~h"
" The numl'ler nf dcgreL" llf ,Ire in a circle
0
''""
I
I>
-'"c
G D" ~ BY E} I>~ d::J' ,~"
I
.£
' I'he ~un'
'"
V =( ,rh
j,>
,
'0
\' = lfr ' "
"
('1=a 1 +hl
\\ .l
SpL'ciill l~i~ht
Tri:mgb
160.
or the 1I1C;I:.un:;., ill degrees or thL' lingle;., \)1 iI triangle ... I gO.
I. At Paulie's PizL[1 Parlor. it costs $ltOO forn plain
cheese pizza. plus $0.50 for each topping. If the
fu nction C(II) represents the east. in dollars. of
a cheese pi7J.a with
/I
toppings, which of the
m
----''''-*.---x"
following is true?
(A) C(n) = 8.00 + 0.50
(B) C(II) = 8.00 + 0.50n
(C) C(Il) = 8.0011
(0)
11
(E)
11
2. In the fi gure above. lines f and
What is the value of x?
+ 0.50
= 8.00 + O.~OC(II)
= 8.00C(II) + 0.50
11/
intersect as shown.
(A) IDO
(8) 110
120
(D) 130
(El 140
(e)
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0008
J. S. T. and U are digits such that 0 < S < T < U.
Which of the following J·digit numbers is gre::lIcst?
(A) STU
(8)
(e)
(0 )
(E)
B
SUT
TSU
TUS
UTS
( 2. 6)
!-- -4",.---+ (10. 6)
(6.2)
'O~---------- '
5. In the xy-plilnc above. point A is the center of the
circle. The two diameters shown are perpendicular
to each other. What are the coordinates of poin! B?
(A) (6. 8)
NEW JERSEY i\J'\;'Nl'AL PREClPlTATION
(8 )
J970-:!OOO
(e)
6 5 , - - - - - - - - " " - -60
---,
(6. 10)
(6. (2)
(8.6)
(E) (8.8)
(0)
t
- 40
"
<:
35
O~~~~~~~~~~~
1970
1975
19XO \t)!\5
Yt'ar
Il)YO
ItJ95 2000
..t. The line gmph above show, the annual precipitation
ill New Jersey from 1970 to 2000. For which of the
following periods did the annual precipilalion
continually increase'!
fA) 1970---1973
, S ) 1976-1979
Ie ) 1980-1983
,0,
,E,
1989- 1992
1991 - 1994
I
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I
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UnaulholiZittl copymg
,
11!US8 01
0008
8. In a (erWi n election, 60 percent of those who VOll!d
were females. If 8,000 males voted. what was the
(x+6t = 0
100ai number of people who vOIcd in the election'!
6. How many different values of x s:ltisfy the equation
above?
(A) 12.800
(8) 14.000
(A) None
(8)
Of
any pal! 01111'5 page 1& Illegal.
Ic) 18.600
One
(D) 20.000
(C) Two
(E) 21.000
(0) Four
(E) More than four
k
J(k)
2
1
4
3
6
5
8
7
10
9
7. The functi on f is defined by the table above. For what
value of k does f(k} =: 2k - 7 '?
IA) 2
(B) 4
(C) 6
(D) 8
(E) 10
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0008
9. A triangle has sides of length~ ).'. )'. and ;:. Which of
Ihl! following. relationsh ips alllong r. \. and ::
CANNOT be true?
(A)
I <::'-Y
\" <;:+y
(e) y <\' +;:
(S)
II. In the figure above. a ci rcle with ccnter 0 is inscribed
in a :.quare of area 49 '>quare centimeters. What is the
ci rcumfe rence of the circle. in centimetcr-;?
101 .:;<\"+x
(EI ~>y-x
(A) 28
(8 )
3.5.11'
(C)
7lf
(D)
14Jt
(E)
49lf2
10. If 6.93 x loa- I is an inlc~cr between 600,000 and
700,000 and u is. an imcgt!r. what is the value of (/ ?
fA) 2
(SI -'
te) "
to)
5
(Ei 6
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)
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--..--------------
8 0 00
12. The ex pression
ff.
Unal,lthonLed oopy.og Of rouse 01
any ~r1 of !hi, page is R1ega1
14. If x < ." and r < s. which orlh.:- following
where x> O. can also be
I. x+r<y+\'
II. x - r < )' - ~
,-2
Ill.
I
(BI x 2
< J.f
(B) II on ly
x2
(C) III on ly
(OJ I and 11 only
(E) L II, :lIId III
I
(0) _x 2
I
(E)
XI'
(A) I o nly
I
(el
ll1U<;[
be tnlC?
represented as which of the followi ng?
(AI
0 0 0 8
(-x)1
v
x=k
:,s
--:--:4-+--+:-:::-t;~-x
(b. 0) 0
13. The figure above shows a parabola wilh x-intercepts
«(I, 0)
and (b. 0) and line of symmetry x = k.
What is. b in teml!; of (I and k?
tA)
{j -
2/':
a-k
2
(l + k
(el
2
(B)
(DJ k-fl
(EI
2k - (/
•
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Unauthorized COI/)"fIY or reus. 01
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DIAMFTER AND AGE OF TREES
IN T il E P,\R K
160
140
110
t 100
~
M(1
~Ij 6{1
"
~O
2(1
()
. · • ..
.• ·
. •
.
•
. ·•. • • . • .
· •·
. ' ....
•
o
16. The edges of a rectangular solid have lengths 2r. 3.1',
and 5x. What is the 100ai sulface area o f the sol id?
•
(A) 30x
(8 )
'
10
20
30x 2
(C) 60.\'2
(0 ) 62x 2
(E)
•
,
0008
25
30x3
,0
Diameter (inchc~)
15. The c:.clIucrplOI above shows the d iameter x. in inches.
iUld the [lge y. III years, of more than 40 trees in a
ccnain park . Which of the following best describes the
trend line of the ~c:ltterplol?
(A)
( 8)
(e)
(0)
(E)
\':: 2;(+20
y = 5.\'"+20
y= lOl +20
)' = 4x
y = 12x
STOP
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.
·41 ·
9
"®-
UIl3UlhOl'lzcd copytn<;l or rcu$C of
any pari 01 rh,s page Is Hleijlli.
,
-
9
SECTION 9
Time -
20 minutes
18 Questions
Turn to Section 9 (page 7) of your answer sheet to answer the questions in this section.
Directions: For each question in this section. selecl lhe best answe r from among the choices given :lI1d fi ll in the cOITc<;ponding
circle on the answer sheet.
3 . In winning the Man Bookel Prite, noveli .., Kiran Desai
-.---- all honor that had ----. her mnther...\nita
Desai, who was a runner-up thn.:c timc, but nCH'r won.
E..'lch sentence below has one or two blanks. each blank
indicating that someth ing has been omitted. Beneath
the sentence :Ire Ii ve words or sels of words lubeled A
through E. Choose the word or set of words Ihu[, when
inserted in the sentence, ~ fits the meaning of the
sentence as :1whole.
Example:
Hoping 10 ----- the dispute, negotiators proposed
a compromise thaI lhey felt would be ------- 10 both
labor and m:m3gcrnCtll
(A)
(8)
(C)
(D)
received .. dislingui'ihcd
achieved . . eluded
avoided .. motivated
cO\·eted .. overwhelmed
(E)
~'''ped,
_"aded
4 . In the zany comedy series I Lim' uJ('\' . L»,:ille Ball's
exaggerated. clumsy antics dbpJayed the c{lmcJian's
famous talent for ---.
CAJ enforce .. useful
(B) end .. divisive
(C) overcome .. unattr,lctive
(D) extend. _satisfactory
eE) rcsohe . acceptable
(A) slapstick
(D) misery
(8, celebration
(E) tact
5. What had begun as good-natured tea.. ing quid,I)'
gave way 10 ....... as the lost luker.. bl.1Jl1ed one
another for their predicament.
1. Zoologists hope 10 leam whether minor variations in
the migration routes of certain animals are intentional
or merely - - ,
(A) supplications
(B) recrimin:uion ...
(C) musings
(D) permutation;.
(E) s.llutations
(AI willful
(8) legendary
(C) accidental
(D) unbelievable
(E) accomplished
6. AHhough some critics maim'lin that hi,
latest book can be :.ituatcd III a -----. genre.
it draws libemlly on se, eral Jillcrent gt'nrc)
and so can rightly be terml!i.l -. ---
2. The country'1. -_ ••• political freedom had been long
and arduous. Iml eventually the --••••• govemment
was replaced by a true democracy.
(A)
(B)
(C)
(D)
(E)
(A) quest for .. e.g'llitarian
(B) :'lnlggle for .. tyrannical
(C) demand for .. j udiciou s
(D) rejection of .. mict
(E) depletion of .. dI sposable
-42-
particular . iconocla .. tic
venerable .. 'lI1achroni~lic
dominal11 .. dClivali\i!
discre te .. articulate
specific .. eclectic
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9 ~
;!
,.
! ~,,*:
~
~
l..Ini!uthoflzlKl copying 01 leuse of
an)' part CIt ItIIs paou ks illegal.
~
~
@ 9
I· -::
~!.>
;;·1
The p.lssagc below is followed by qucMions based on its conten,: Answer the questions on the basis of what is ~ or ~
in the passage and in any introductory rnaleria11hat may be provided.
Questions 7-18 are based on the following passage.
Thi.f /XISSlIg t was written in 197 J by a woman who is a
projnsor of art history.
The question "Why have there been no grear women
anisls?" is simply the lip of ,In iceberg of misinterpretation
and misconception: beneath lies a vasl dark bulk of shaky
nr ideas about the nature of art and the situations of its m:.lkJ ing. about the nature of human abilities in general lind of
human excellence in panicular, and about the role thallhe
social order plays in alJ o f this. Basic to the question are
many na"ive, distorted assumptions aboUithe making of
art in general. as well as the m;\king of great art. These
assumptions. conscious or unconscious, link together such
male superstars as Michelangelo and van Gogh, Raphael
and Pollock under the rubric or "Great:' and the Great
Artist is conceived of as one who has ·'Genius." Genius.
in tum, is thought of as a mysterious power somehow
embedded in the person or the Great Artist.
The magical aura surrounding ;ut and its creators has.
o r course, given birth to myth'i since the earliest times. The
fairy talc of the discovery by an older anisl or discerning
palrOn of the Boy Wonder. usually in the guise of a lowly
shepherd boy, has been a stock-in-(mde of artistic mythol ogy ever ~i nce the sixteenth-century biogr.!pher Vasati
wrote thaI the young Giollo was discovered by the great
Cimabue while the lad was guarding his necks. drawing
~ heep on a Slone. Cimabue, overcome with admiration for
the realism of the dnlwing. immediately invited the humble youth to be his pupi l. Through some mysterious coincidence. later artists were all discovered in simi lar pastoral
circu mstances . Even when the young Great Artist was not
fort unate enough to come equipped with <I nock of sheep.
h i ~ talent always seems to have manifested itself very early
and independent of any external encouragement. So pro-nouneed was the great Michelangelo's talent. reports
Vasari. that when his master absented himself momentari ly and the young art studenllook the opportunity 10
draw "scaffolding. trestles, potS of paint. brushes and
the apprenfices at their tasks:' he did it so Skillfully
that upon his return the master exclaimed: "This boy
knows more thun r do."
Even when based on fact, these myths about the early
manifestations of genius are misleading. It is no doubt
true, for example, that the young Picasso passed all the
e~ aminations for entrance to the Barcelona. and later to
the Madrid, Academy of Art at the age of fifteen in but
., single day. a feal of such difficulty that most candidates
required a month of preparation. But one wou ld l!ke to.
study in greater detail the role played by Pablo Picasso s
50
55
60
6's
70
7,S
8Q
art·professor father. What if Picasso had been born a girl?
Would hi s father have paid as much attention or stimulated
as much ambition for achievement in a little Pablita? What
is stressed in all these stories is the apparently miraculous.
nondetermined. and asocial nature of artlstic achievement.
Yet as soon as one leaves behind the world of fairy tale
and. instead. casts a dispassionate eye on the aClUal silU'
alions in which important an production has ex isted, one
finds that the very questions wh ich are fruitful or relevant
shape up rather differently. One would like 10 ask, for
instance, from what social classes artists were more likely
to come at different periods of history. Or what proportion
or painters and scu lptors came from families in which their
fathers or close relatives were painters and sculptors or
engaged in related professions?
As f3I as the relationship of artistic occupation and
social class is concerned. an intercsting paradigm for the
question "Why have there been no great women artists?""
might well be provided by trying to answer the question
"Why have there been no great artists from the ariSIOCr(lcy?" While lhe aristocracy hilS always provided the
lion's share of the patronage and the audience for artas the aristocracy of wealth does even in our more democratic days-it ha..~ contributed lillie beyond amateurish
efforts to the creation of art itself, despite the fact that
aristocrats (like many women) have had more than their
share of educational advantages. plenty of leisure and.
like women, were often encouraged to dabble in the arts,
Could it be Ihat the little golden nugget-genius-is miss·
ing from the aristocratic makeup in the same way that il is
from the feminine psyche? Or rather, is it not that the kinds
of demands alld expectations placed before both aristocrats
and women-the amount oftime necessarily devoted to
social functions. the very kinds of activities demanded simply made total devotion to professional art production
out of Ihe question, indeed unthinkable, both for upper·
class males and for women generally, rather than jls being
a question or genius and talent?
7. In the first paragraph, the author addresses the question
referred to in the first sentence by
(A)
(B)
(C)
(D)
(E)
celebrating the gift of true genius
offering examples of great women artists
challe nging assumptions about greal11es~
criticizing great artists for their naivete
dating readers to submit to the power of great an
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9
9
UnaUlhClrtlCKl ~il'\g or fOU'ltI o!
..Iny parI oIlhis page it; Ulegid
8. In the fir~1 semence. the O1Claphorof the icd'Crg
refers to the
13. The ma.~ler's remark ahoul Michelangelo (lines 37-38)
is most analogous to which element in the story aboul
Ciotto?
(A) rigidity of sod .. 1 systems
(B) myslI!riou~ origin of geniu~
(C) cold reception given \0 women arti\l<;
(A) Giollo's humililY
(B) GiallO's anislrY
(C) Cimabue'') di!>Covery ofOiotlo
(D) unchancd realms of the mind
(E) mass of rccein=d id~:LS about art
(D) C imabuc ' s admir...ttion for Oiollo
eEl Cimabue's invitation to Giouo
9. Which of the fol!owlI1g best de~,,;ribes!he aUthor' ,
chllracleriz.uion of Vtt<,:u;'", biography of' Giollo in
lines 17·26 ('The fairy tale ... puplr', ?
14. The author enticizes stories about the "early manifes·
tations of genius" (lines 39-40) because the)
(A) ignore gi rls' achievements
(B) contr.Jdict cliIlIblished facl s
(C) fail to consider the artist's social eonte,-a
(01 emphasize insignificant events
lEI d;sp""g' late-bloom;ng rut;S!;
(A) A disingenuous tale designed to educate
(8) A creative fabriculion intended as cntertainmenl
(e) A hiog.raphical sketch hru.ed 011 fond reminiscence
(0) An idealized narnujV( with many stereotypical
details
(E) A factualllccoum that was confirmed by
re~earch
15. The question,> in lines 47-49 are meant to imply that
10. Which of the following is rarl orthe ""ock-in-Irade"
memioned in line 20 'l
(A)
parenL~
often help their children prepare for the
future
(A) The ani~t grew up in ruslie circumsl•.mce.s.
(B) The artist refused the .mention (If a Icacher.
(C) The artist was nOt appreCiated until It was tOu I:.tc.
(B I parental encouragement may depend upon the
child's gender
(C) gi rls aspire to the same achievement ...
3$ boys do
(D) ambitious children undertake challeng ing projects
(E) falhers playa grealer roil: In education than
mothers
(D) The al1i~t was humble at tif'it butltller became
conceited,
(E) The [1I1isl scomed the work of hi~ or hc::r peers.
16. It can be inferreu from thl;! final paragraph (line<; 62+84)
that the author considers the milking of great art to be a
II. T he authur's lOne in lines 26-28 ("Through some"
circumstances") could beq be dc~cribed as
(AJ
(B)
(C)
(D)
IAl puzzled
rare luxury
decadent nemity
democratic ideal
fuJI-time endeavor
IE) poorly paid profession
(B) inquisLtive
(e) nostalgic
(D) accmatory
(E) wry
12. The amhor u-.es the phrase "equippi'd with a Ilod, Ill'
sheep" (linc 29) to
(A) smi ri7.e the conditlon~ or nlrall;fe
(B) downplay the Imporlance artistic insuuction
(C) cvoke the plea!>ures of II bygone agc
(D) jeer lit Cimabuc's dL:-.co\ery
(E) mock conventional hiogriLphie, uf artlSb
or
-44-
I GO ONTOTHE NEXT PAGE;
9
Un:lI,lUlOliled cOPYing or rO\lSO of
11.11)'
parI ot th.s page is ilIeg:Il
HI. Which of the following best cxpre~s the main idea
of the passage?
TIle (urnpari-.ol1 bl!twccn the "aristocratic makeup"
!line 76) and the 'feminin~ rhychc" (line 77) i ~ u<,cd
to .sug.l!e~t (hal
'A) \V.)men and arislocr.lIS
9
(A) An hb lOrians have failed to acknowledge the
~ h are
cenmn WlilS that
achievements o f wOlllcn art ists.
(B) By defi ning great art in temlS of the productions
of male artists. art historians have misinterpreted
the history of an.
(C) A total devotion to artistic production is the defin ing characteristic o f great women artist,..
( D ) Co mlllon myths about art have obscured the soc ial
inn ucnces o n artistic genius.
(E) The '·Oreal Arti st"· myth has discouraged m any
aspiring women artists.
make Ulcm '«!nsilive 10 an
IB) genius is a rare and \'alllable quality that needs
\0 be cultivated if it is \(l manifest itself
Ie) on ly those who are sensitive to leclings and emolion\ wi ll he ;lble 10 erc:,!c great work!; o f an
(D) both aristocr.tts and women lack the financial
incentive 10 PU~U!! artistic careers
IE) the qUllJity that delcmlincs \ uccess in artistic
endeavors j" not something inherent in a spe-
cific group of indi\iduab
ST OP
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.
-45-
~1 0
Unauthonzlld CO\3')'IIlg Of reuse 01
any par! of this page ~ Illegal
SECTION 10
Time - 10 minutes
1-' QUl'Stions
Turn to Section 10 (page 7) of your answer sheet to answer the questions in this section.
Directio ns: For each question in this section. select the be .. t 31ls\\.>cr from among the choices given 3nd fill in the corresponding
circle on tbe 3nswer sheet.
The following sentena=s test correctness and erfectl\encs~
of expression. Pan of each !>cntence Of the entire scn\ence
is underlined; beneath each sentence are five ways of
phrasing the underlined material. Choice A repeats the
original phrasing: the Olher fOUf choice~ are different. If
you think the original phrasing produces a beller ,entence
than any of the altemalh·es. select choice A; if nOI. select
one of the olher choice'>.
2. The National Film Registry e~labli;.hs:d t"I~ Congress
in 1988 in an effort to proleCt the ani..,tic integri ty
of motion pictures.
(A) cstabli .. hed
(B) havmg been established
(e, was established
(I)) that was eslab1i'>hed
(E, whose e~labli<;hment
In making your selection. follow the requirement.. of
standard written English; Ihat is. pay 311cntion to grammar.
choice of words. sentence construction, and punctuation.
Your selection should result in Ihe most effecllve
sentence-clear and precise. without 3\\. kwardne .... or
ambigu ity.
3. An agricultural innovator. Gel1rge W;J.... hington Carver
aide(] the economy of the late nineteenth-century
SQulh. developed hundred .. of u'l!~ i.'f I.'rop~ such as
the peanut and sweet potalO.
(A) Soulh, developed
(8) South: hi<; developing
EXAMPLE:
(C) South. which he develuped
(D) South by develupin£
(E) Soulh. he developed
LaUr.:l Ingalls Wilder published her tirst book
and she was sixty-fi ....e years old then.
(A) and she was sixty-five year<; old then
(B) when she was sixty-five
(C) at 3ge sixty-five years old
(0) upon the reaching of!>L\ty-five ) Cal'S
(E) at the time when she was sixty-five
4. Disturbed hy a <;udden !loi ...e. a clwey of shrilling.
fluttering quail roore from the plain. fie .... for a shon
di<;!ance. and then thc\' dWlXd b.ld; to the ground.
(A l dislllnce. and then the~ dropped
(8) distance, and then dropped
(C) f.li~tance to then drop
(D) di~tance: then Ll drop ..
(E) distance; il wa, then that II dropped
0 e @@@
1. In the article. it focused on the potential hcal!h henenls
Qr chocQl;ue.
(A) In the anicle, it focused on the rotential health
benefits of chocolate.
(8 ) In the anicJe. its focus wa.':> the potenliul he3hh
benefits of chocolate.
(C) The article focused on the potential health benelib
of chocolate.
(D) The focus of the ;lrtide was. on the potential heahh
benefits of chocolate. Jnd Whilt they might be.
(E) Chocolate's potential health benefits was .... hat Ihe
focu s of the article was.
-46-
I
GO ON TO THE NEXT PAGE>
re..-
Unautho<'led eopyong Of
01
any pari 01 this pagels Hlegal.
5. In order to ~ave money and offer competitive ticket
prices. meals are nQ longer being served on many
airline!'. even on long nights.
]
~
8. By the end of 1945, Alice,thiny years old but already
an expert in the field or family dynamics. had begun
~
(A) meals arc no longer being '\crved on many
airlines, even on long flights
(B) meals Ih;ll are no longer being served by many
airlines. even 011 long flights
(C) even on long flights. meals are not served any
longer by many airlines
(D) many :lirlines. even on long fligh ts. no longer
serving meals
(E) many airlines arc 110 longer serving meals.
even oll\oog nights
(A) an expert in the fi eld o f family dynamics. had
begun writing
(B) being lin expert in Ihe field of family dynamics,
she began writing
(C) as an expert in the field of family dynamics,
began to write
(D) because she was an expert in the field of f:lmily
dynamics she had begun 10 wrile
(E) she was an expert in the field o f family dynamics.
began writing
9. Hi s research has little value: if you review any ofbis
6. Guslave Eiffel is famous not only for bujlding the
Ei(fel Tower but also for de>ilming the internal
structure of the Statue of Liberty.
,
(A) building the
(8) building the
designed
(CJ building the
(D) having built
designing
(E) baving buil!
her memoirs.
studies, you will find its documcntation inadequate.
their conclusions unsupported.
EiITe! Tower but also for designing
Eiffc1 To\\er but also that he
(A) inadequatc. their conclusions
(B) inadequate and that their conclusions are
(C) inadequate and its conclusions
(D) is inadequate and its conclusions to be
(E) \0 be inadequate. its conclusions arc
Eiffel Tower. he also desig ned
the Eiffel Tower and also for
the Eiffel Tower and also designed
10. While for some people work is pure dmdgery, 10 be
endured only because it produces income . .I:!!!L[Qr
Q1hm a daily wurce of personal satisfaclion.
Throughout the hislol)' of ~cience there have been
periods where revolutionarv l!linkers Questioned
rraditional assumptions and outdated theories.
(A) but for OThers
(B)
(C)
(D)
(E)
tAl where re\'olulionary thinkers questioned
(8) wilh revolutionary thinken questioning
I e) whcn rcvolutionary thinkers questioned
cD) when questioning by re\olutionary thinkers
was of
I E)
of when revolutionary thin"ers questioned
-47-
bUI for others il is
and for oUlers is
for othcrs it is
for others
I GO ONTO THE NEXT PAGE)
Unauthon:red COP'{lllO or reuse 01
any pari 01 Ih,s page Is Illegal
13. Chimpanlccs in Wc~!em Arrica'!> T:l"f forest cruel-..
nut" by placlIlg thcm on [rce rOOts lmu ~triking them
\\ ilh S tone~. n learncd behavior p-rvbabJ)' uniQue 10
chimp:ulI.ces in that areu.
II. Ancient Greek and Roman Illernture is rich with
folklore and popu lar beliefs. many elements of
them have coun!erpans in modem legends.
(A) elements of them have counterpans in
fB) elements of which have counterparts in
(C) elements that have counterparts for
fD) of their elements have counterparts wilh
(E) of ils elements had counterparts in
(A) probably unique \0
(B) probably unique aboul
(C) probably il i . . unique to
(0) [h,lI is probably unique with
(E) having probably been unique 10
12. The hummingbird may appear 10 be a delicate creature.
but its body is proportionately mQre muscu lar than
an)' bird.
14. The in\'e~tig:llor asked my brother ;md I did either of
us notice (\ \\ hite van pilrked in front of the house
that moming.
(A) more muscular than any bird
(A) I did either of U~ notice
(B ) I have either of us noticed
(C) I whether either of us nOliceu
(8) more muscular than the other birds
(C) more muscular than Ihat of any other bird
(0) the most muscular compared to that of other birds
(El the most muscu lar of any other bird
(0 ) me whether either of us had nOllccd
me did either of us nolice
(E)
STOP
If you finish before time is called, you may check your work on this section only.
Do nollurn to any other section in the test.
-48-
Correct Answers and Difficulty Levels
Form Codes AEFE, BWFE, CFFE
Cntlcal Rcalilllg
Section 7
Section 3
,
I.
C OR. DlH.
ANS. U:V.
e
e
,
.,
0
A
8
D
•
S.
A
5
9.
10
11
12 .
13.
E
e
8
A
•
0
14.
15.
16.
17.
3
3.
4.
5.
6.
7.
COR. 011'1'.
COR. DIFt .
!INS. LEV.
3
l'
4
1'.
20
21
21.
l.l.
5
4
2
4
5
1
24.
,-
-'
C
B
E
D
D
A
A
A
E
e
B
E
1
2
3
1
3
1
3
1
2
2
3
ANS. i.E\'.
I. B
2
2.
0
14.
0
3
3.
4.
5.
6
7.
A
3
3
15.
5
16.
17.
B
D
A
3
3
3
A
3
S
•
10.
11.
12 .
,
Section 9
COR .DIH.
/INS. LEV.
13 A
3
e
B
e
E
e
8
D
E
•
S
1
l'
19.
4
1
2
3
1
20
e
e
lJ.
B
24.
B
4
21
2~
J
E
B
!INS.
I.
2.
e
3.
B
A
4.
5
6.
7.
S.
9.
3
3
4
4
3
COR . iliFF.
ANS . LEV.
10. A
3
COM. iliFF.
B
B
E
e
E
D
"V.
1
I
2
3
3
3
2
4
4
11.
n.
13.
I.
15.
16.
17.
18.
Numncr tOffee!
Num~cr correCI
Numoer correct
Number iocumc!
Numher IJlcorrCCI
Number Incorrect
E
E
D
e
B
D
E
0
5
5
,•
4
4
4
4
Mathematics
Section 5
Seclion :!
\tuluple.ChOlcl'
QuestioDS
CO R. DIFf.
ANS. LEV.
11
C
C
.1
1
B
B
,
1
2
2
,
0
•
,
C
S.
A
6
2
4
3
4
Student. Produced
Response Questions
,.
CO,
DIFF.
Ar>;\
UV.
21
10. .111,1.';
11 1'00
12.
13. .20'>,.112
14
15 190
16. 15,2.1.5
17.
18. 4~x<"
1
2
2
2
3
"
,
4
4
4
"'"
mhtT coneel
Section 8
COR. Dl FP.
!INS. LEV.
1
2.
.l.
4.
5.
6
7.
0
e
E
A
A
, •
C
B
9.
10.
A
A
1
1
1
1
2
2
1
3
,
3
COR. iliFF.
ANS. LEV.
11
12.
13.
14 .
15.
16.
17.
18.
1'.
20.
0
A
B
,
3
e
3
3
3
0
J
B
5
A
4
5
•
, •
C
COR. DlFF.
ANS. LEV.
I.
B
1
0
3.
•
4
e
5.
6.
7.
B
B
8.
C
0
1
1
1
2
1
3
2
3
C OR . 011'1'.
/INS. LfV.
9.
10
1 112
13.
14
15.
16.
A
e•
B
,•
A
0
3
3
3
3
4
5
4
5
5
4
NumbCrcoITe(:1
19-1!S,
m6l!l mtorn:t:t
NumbCi coueel
Number correct
Number meorrect
Number Incorrect
Wnung Multiple-ChOIce
Section 6
COR.OIFF.
!\NS. LEV.
I
1
1
B
A
, ,
,,
"
B
0
2
1
1
C
.\
r
I
10.
11
12.
11.
14
15.
16
17
lB.
A
C
C
0
A
C
D
C
•
4
•
1
1
1
1
1
3
2
SeCiion 10
COR. DlFF.
ANS . LEV.
A
1'.
20.
21
0
l2
C
~,
£
,.24_:> .
"
27
.,
3
•
, ,,
J
A
4
4
3
A
0
28
2'.
30.
C
C
31.
B
32.
C
33
0
A
,l4.
:lS.
C
£
,
,,
5
4
3
5
1
2
,
3.
5
C
C
0
B
•
1
1
1
1
2
3
5
Numbercorrcci
Number mcorreel
"neel
uhcultv
{)uucu!t,·
COII. I) IFF.
AN S. LIlV.
CO R. DlFF.
ANS. LEV.
t"Hcct
LL
'E
COR. DlfF.
ANS. LEV.
le\'cl~ 31't
kvcl~
estimate, of question wfiu;uhy fur a n:ferencc gmup of cullcge-bound seniors,
lange from 1 tc.asiesllw' IhJlrd~"Su.
-49-
COR . DlFF.
ANS. LEV.
6.
7.
A
C
8.
A
9.
10.
C
0
,
2
3
3
3
COR. DlFF.
ANS. LEV.
II.
12
13.
14.
B
3
C
A
3
3
0
4
The Scoring Process
1.
Scanning. Your answer sheet is scanned electronically, and the ci rcle you filled in for each question
is recorded in a computer file.
2.
Scor ing. The computer compares the circle filled in for each question with the correct response.
• Each correct answer receives one point.
•
Omitted questions do not count toward your score.
•
One-fourth of a point is subtracted for each wrong answer to multiple-choice questions. No
points are subtracted for wrong answers to the student-produced response mathematics questions.
Example:
The critical reading section, for example, has 67 questions. If you have 37 right, 28 wrong, and
2 omitted, the resulting raw score of 30 is determined as follows:
37 - 28 (1 /4)
•
~
37 - 7 ~ 30
If the raw score is a fractional number, it is rounded to the nearest whole number, For example.
a raw score of 36,25 is rounded to 36, the nearest whole number. A raw score of 36.50 is rounded
upward to 37.
3.
Essay scoring. Using the scoring guide shown all page 51, speciall y trained high school and college
teachers score the essay. Each essay is read independently by two readers who rate it on a scale of
1 to 6. (If the two scores differ by more than one point, a third reader scores the essay.) The t\.vo
readers' scores are added together, and the essay subscore is rep0l1ed on a scale of2 to 12. The essay
section is worth approximatel y 30 percent of the raw score, and the muhiple-choice writing section
COlUltS for approximately 70 percent.
4.
Converting raw scores to scaled scores. Raw scores are then placed on the scale of 200--800
through a process that adjusts scores to account for minor differences in diffi culty among different
editions of the test. This process, known as equating, is perfonned so that a student's reported
score is not affected by the edition of the test taken or by the abilities of the group with whom !.he
student takes the test. As a result of placing SAT scores on the College Board sca le, scores earned by
students at different times can be compared. For example, an SAT mathematics score of 400 on a test
taken at one administration indicates the same level of developed mathematics ability as a 400 score
obtained on a different edition of the test taken a! another time.
-50-
SAT Essay Scoring Guide
S CORE OF 6
SCORE OF 5
SCORE OF 4
An essay in this category demonstrates
mll'f]lIate mastery. although it will
have lapses in quality. A typical essay
An essay in this category demonstrates
An essay in this category demonstrates
dear and consistetlt masrery, although
it may have a few minor errors. A
typical essay
rellSo/whly COlIsi~te"l /1UlSIer)'.
although il will have occasional errors
or lapses in quality. A Iypi.:al essay
effectively and insightfuUy develops
a point of view on the issue and
demonstrates outstanding critical
thinking, using clearly appropriate
examples, reasons, and olher
e-.·idencc to support its position
effectively develops a point of view
on the issue and demonstrates
strong critical thinking. generally
using appropriate eX.1l1lples,
reasons. and (lthel evidence to
suppOrt its position
is well organ ized and clearly
focused, d ('mon~trating clear
coherence and smooth progression
of ideas
is well organized and focused,
d..:monstrating coherence and
progression of iu..:as
exhibits skillful usc of language,
using a varied. accurate, and apt
vocabulary
demonstrates meaningful variety in
sentence structure
is free of most errors in grammar,
usage, and mechanics
SCORE OF 3
An essay in this category demonstrate_~
,j..~·t'loping mastery, and is marked by
OSE O R MORE of the following
,.-nknesses:
develops a point of view on the
l.;sue, demonstrating some critical
thinking, but may do so
inconsistently or lise inadequate
(Dmples, reasons, or other
evidence to support ils position
I.S limited in its organizalion or
focus, or Illay demonstrate some
la~ in coherence or progression
oJ ideas
• displays developing facil ity in the
~ of la nguage, but sometimes uses
.....eak vocabulary or inappropriate
~"Ord ~hoic('
• Lt.:b variety or demonstrates
problem) in sentence structure
• contains .1n accumulation of errors
in grammar. usage, and mechanics
exhibits facility in the use of
language, llsing appr(lpria le
vocabulary
demonstrate!' variety in
structure
~nte n ce
is generally organized and focused,
demonstrating some coherence and
progression of ideas
exhibits adequate but inconsistent
facility in the use of language, using
generally appropriate vocabulary
demonstrates some variety in
!\entcncc struClure
has some-errors in grammar, usage,
and mechanics
is generally free of most error~ in
grammar, usage. and mechanics
SCORE OF 2
An es.~y in this CAtegory demonstrates
little mastery. and is flawed by ONE
OR MORE of the following
weaknesses:
develops a point o f vicw on the
issue that is vague o r seriously
limited. and demonstrates weJk
critical thinking, providing
inappropriate or insufficient
examples, reasons, 0 1 other
evidence to support its positioll
is poorly organi7(~d J-nd/or focused.
or demonstrates scriou~ problems
with cohl'rence or progression of
SCORE OF 1
An essay in this category demonstrates
I'ery IJlile or 110 mastery, and is
severely flawed by ONE OR MORE of
lhe follow ing weaknesses:
de\·elops no viable poim of view o n
the issue, or provides little or 1]0
evidence to support its position
is disorganized or unfocused,
resulting in a disjointed or
Incoherent essay
displays fundamental errors in
vocabulary
idea~
demonstrates severe fl aws in
:;entence structure
displays very litt le facility ill the use
of language. using very limited
vocabulary or incorrect word choice
contams pervasive errors in
grammar, usage, or mechanics that
persistently interfere with m eaning
demonstrates frequent problems in
sentence structure
contains errors in grammar, usage.
and mechanics so serious that
meaning is somewhat obscured
Essays not wrilten on the essay assignment will receive a score of zero.
-51-
r
develops a point of view o n the
issue and demonstrates competent
critical thinking, using adequate
examples, reasons, and other
evidence to support its position
Scoring Worksheet for
Form Codes AEFE, BWFE,
CFFE
I-low many m ultiple-choice IlIJtht'matics qUt'~tions did YOIl get wrong 1
Section 2: Que~tlons 1-8
Section 5: Qutstions 1- 20 +
Scdion 8:
Qucstton~
I 16
Total
I rnm },lur r~puLls;:s on your Qi\S report. fill in the blanks below
and do the calculations to get your criti cal reading. mathematics. and
x 0_25 :
"'riling ra,,' S(ores. Use the tables on the follo"i ng pages to fin d rour
lo<:alffi S(OIl'~.
A B =
(8)
.... Iathf'matics Ra\, S..ore
Get Your Critical Reading Score
Roun d the matht'rIIatLc5
rolW ~coI"('
to th.-
ncare~t I, hok
numb!.'I'
1-101'1 many nltkal reading que§llons did you gel right?
Section 3: QuestIons 1-25
~('Cllon
7:
Qucslion~
Use the table on page 53 III find
~'Our
mathematics scaled score
1-14 ...
Section 9: Quest ions 1- 18 ...
'"' _ _ _(A)
Total
Get Your Writing Score
HOI,' many Uilic;!l rending ques tions did r ou gel wrong?
I-Iow Il\nny multiple-choice wTllmg quc5tion5 did you gC'1 right
:)ccllvn J: Questions 1-25
Section 7:
Que~l ions
Section 6: QuC'stions 1-35
1-24 ... _ _ _ __
Section 10: QuestIons 1- 14 +
Seellon 9: Questio ns 1- 18 ...
1'01301
(A)
Total
:z _ _ _ __
How many multiple-.:lioll:e writmgqut'!>tlon~ dId you gd \\ rong '
x 0.25 ;; _ _ _ _ _ (B)
Section 6: Questions 1 ·35
A
Section
B::
Critical Read ing
Raw Score
\O:Que ~tions
\- 14+
Total
'""
x 0.25
'"
(B)
Ruund the critical readmg fa,,, score LO the nearest whole number.
A
B :
\\fntmg Multiple-Ch.->i.;c
R3W Score
l\e the "lblc nn PJgt" 53 to lind yOll r critical reading scaled score.
Round tht' writing IIlUlllplc ·dmice t,IW ~lore to Ihe n,'Jre
number.
_ _ _ _ _ ,(C)
Get Your Mathematics Score
(-low UlJII}
Use the table on page 53 to hnd your wnllng multlpl
mJlhcmatic$ questions did you get right?
Secllon 2:
~ection
Que~\l(lO$
,II
~core.
1- 18
5; Quesllons 1- 20 +
SeclLon 8; QucsllOm \ - 16 +
Total ..
Copy }our essay score (rom
_ _ _ (A )
rOUT
QAS rcp<:on.
_ _ _ _ _ ,(0 )
Usc the appropriate 1'-film8 composlt( 100b..: p
:-e'i
5-i 3-t
t.lr ~our
fo rm code and look up ~'our writing mulllplc:·dlo!.;-c ra'" ...:orc Ie)
and }'Our essay score (O) 10 find }our wOMg. .:r<mp<"ac: ~.::aled score,
·52·
SAT Score Conversion Table
Form Codes AEFE, BWFE, CFFE
Critical
Raw
Score
67
66
65
64
(>3
62
61
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
Reading
Math
Scaled
Score
Scaled
Score
Writing
MultipleChoice
Scaled
Score
800
BOO
BOO
780
760
740
730
720
700
690
680
670
660
650
640
640
630
620
610
610
600
590
580
5BO
570
560
560
550
540
540
530
530
520
510
510
BOO
770
750
730
710
700
690
680
670
660
650
640
630
620
610
610
600
590
580
570
570
560
550
Raw
Score
31
]0
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
800
80
78
75
73
71
69
68
66
65
63
62
61
60
59
58
57
56
55
Writing
Multiple-
Critical
II
10
9
8
7
6
5
4
3
2
I
0
-I
-2
-3
Reading
Scaled
Score
500
-190
Math
Scaled
Score
540
530
490
530
480
480
470
460
460
450
450
440
430
430
420
520
4'1.0
430
420
420
410
400
390
380
,]70
410
400
400
390
380
380
370
360
350
340
340
330
320
300
290
280
260
240
220
200
510
500
500
490
4BO
47Q
460
460
450
440
360
350
340
330
310
300
280
270
250
230
210
200
200
and
below
Thi s table is for use only with the test in this booklet.
-53-
Choice
Scaled
Score
54
53
52
51
51
50
49
48
47
46
45
44
43
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
27
25
2J
21
20
20
20
SAT Writing Composite Score Conversion Table
Form Code AEFE
Wri tin&MC
Raw Score
49
48
47
12
11
10
800
800
800
800
800
800
38
37
36
790
770
7SO
740
730
720
710
700
690
680
670
35
660
34
650
640
640
630
620
610
46
45
44
43
42
41
40
39
"
32
31
30
2.
28
27
600
600
26
590
25
SSO
24
23
570
570
560
22
21
20
I'
18
17
I'
IS
14
13
12
11
,
10
8
7
6
5
4
3
2
1
0
-1
-2
SSO
540
540
530
520
510
510
500
490
480
480
470
460
450
440
430
420
410
400
380
370
350
330
310
800
790
770
7SO
740
730
710
700
690
680
670
660
650
640
640
630
620
610
600
600
590
770
750
730
720
700
690
680
670
660
650
640
1>30
620
610
610
9
800
780
750
730
710
700
690
670
650
660
640
650
640
630
620
610
610
630
620
'10
600
600
570
560
560
5SO
540
530
520
520
510
590
600
SSO
590
580
570
560
560
SSO
SSO
570
560
570
570
540
560
540
5SO
540
540
530
520
510
510
500
490
480
480
470
460
450
450
440
530
540
530
530
520
510
510
sao
510
510
500
490
480
480
500
430
420
410
390
380
370
350
330
310
300
SSO
470
460
450
450
440
430
420
410
410
400
390
370
360
350
330
310
290
280
8
790
750
730
710
690
670
550
490
480
470
470
460
450
440
440
430
420
410
410
400
660
590
SSO
sao
490
490
480
470
460
460
450
440
430
430
420
410
400
400
390
380
370
390
380
370
360
340
330
320
330
300
310
290
270
260
290
270
250
230
360
350
340
El8a Raw Score
7
6
770
750
730
710
700
690
680
670
670
650
650
640
640
620
1>30
610
620
600
600
590
590
SSO
590
570
SSO
560
570
550
560
540
SSO
530
540
530
530
520
530
510
520
500
490
510
500
490
490
480
490
470
480
460
470
460
460
450
460
440
4SO
430
440
430
430
420
430
410
420
400
410
400
.390
400
400
380
390
370
380
370
,160
370
370
350
360
340
3SO
330
340
320
330
310
320
300
310
190
300
280
280
260
260
250
240
230
220
210
210
200
SSO
570
560
SSO
550
540
530
520
520
510
500
490
480
480
470
460
4SO
450
440
430
420
420
410
400
390
390
380
370
360
360
350
720
690
660
640
620
610
590
650
620
0
680
';;0
620
600
SSO
';80
SSO
560
SSO
570
550
530
560
540
530
520
5 10
520
510
540
530
520
510
500
490
480
470
470
460
450
440
540
530
520
510
500
500
490
480
470
460
460
450
440
4.30
430
420
410
400
400
390
380
370
370
360
350
340
340
330
320
320
310
320
310
300
290
270
260
2:;0
This table is for use only with the tCSt in Ihis booklet.
2
690
600
,UO
290
270
260
250
230
210
200
200
3
710
670
640
620
610
590
590
570
560
.'\40
and below
-54-
4
5
730
700
670
';;0
1>30
620
610
590
300
300
230
220
SOO
500
490
480
470
460
460
4SO
440
430
430
420
410
400
390
390
380
370
370
360
350
340
340
330
320
310
300
300
290
280
270
260
250
230
220
200
200
200
100
200
200
200
500
490
490
480
470
460
450
440
440
430
420
410
410
400
390
380
380
370
360
350
350
340
330
320
320
310
300
290
290
280
270
570
SSO
430
430
420
410
400
390
390
380
370
360
360
350
340
340
" 0
310
310
310
300
190
lli;j
!-J
'"'
16"
""
2SO
:!50
2'"
~ !J
130
210
"'"
l ID
100
100
100
100
200
2""
' 00
100
100
200
I
SAT Writing Composite Score Conversion Table
Form Code BWFE
Writing Me
Raw Score
49
48
41
'6
ESla Raw Score
12
800
800
800
780
770
750
740
730
710
700
690
6,0
680
670
11
800
800
790
770
"
660
34
6SO
640
630
l3
31
640
630
630
630
620
610
30
29
620
610
28
600
590
590
580
570
""
'"
"
41
40
39
38
37
36
32
27
26
15
"
1-3
22
21
560
560
20
:'40
,.
'is(]
:;JO
18
S:ro
17
16
15
520
14
\.1
12
11
10
.,
,
,
6
,
4
,
l
1
,
5 10
500
500
"'0
'"0
470
410
160
450
440
430
420
410
390
'"0
360
.140
320
.110
750
740
720
710
700
690
680
670
660
650
600
590
590
580
570
560
5('0
10
800
790
770
750
730
no
800
770
750
730
710
700
700
690
670
680
.70
660
650
640
630
620
610
600
600
590
580
570
560
560
550
540
530
550
530
540
5:\0
520
""
,,10
500
500
.90
480
470
470
460
450
440
.:'i20
,00
,00
490
480
170
4 70
460
450
140
430
420
41 0
400
390
380
360
350
9
5 10
440
430
420
410
400
.tlO
390
380
370
360
340
330
310
310
290
290
270
680
660
650
640
630
620
610
8
790
750
720
700
690
670
660
650
630
620
610
600
600
590
590
580
590
590
570
560
580
550
540
540
570
560
550
550
540
530
520
510
530
SlO
520
520
510
500
490
490
480
470
460
500
490
480
4W
470
",(I
450
440
430
430
'20
410
400
390
390
380
360
350
340
320
310
290
270
260
7
770
730
700
680
660
6
750
710
680
660
650
650
630
640
620
610
620
610
600
590
580
570
560
560
5SO
540
530
520
5W
510
500
490
480
480
470
460
450
450
460
440
450
450
440
430
420
420
410
400
390
380
380
370
360
"l(1
350
340
3.10
310
300
280
260
240
230
420
420
410
400
••90
390
380
370
360
360
350
340
530
320
310
290
280
260
240
220
210
600
580
570
560
560
550
540
530
520
510
5ID
500
490
480
470
470
460
450
440
440
<.30
420
410
410
400
390
380
380
370
360
350
350
340
330
320
310
300
290
270
260
240
5
730
690
670
650
6.'i0
630
630
620
620
600
600
590
580
570
550
590
580
570
560
5SO
540
540
540
530
3
700
660
640
620
600
590
570
560
5SO
540
530
520
510
530
5W
520
SIlO
510
510
500
500
490
480
470
460
460
450
440
430
430
420
410
400
400
390
380
370
370
360
350
500
490
480
480
470
460
4SO
440
440
4.10
420
410
410
400
390
380
380
370
360
350
350
490
480
480
470
460
4SO
340
.140
330
340
330
320
310
300
290
280
270
260
240
320
320
310
.100
290
280
270
260
250
230
2..0
210
200
200
200
220
210
200
200
200
200
.m ol k . tlW
T ins table is for use only with t he test in Ihis booklet.
·55·
4
720
680
440
440
430
420
410
410
400
390
380
380
370
360
350
350
340
330
320
320
310
300
290
280
270
260
250
240
230
210
200
200
200
200
2
690
650
620
600
" 0
570
560
540
0
680
650
0'; 20
600
580
570
550
540
"'"
"'"
SID
520
500
490
480
480
470
460
' SO
440
440
<.30
420
41 0
41 0
400
390
380
370
370
360
.1SO
340
.140
530
320
320
310
300
190
280
280
270
260
250
240
230
21 0
200
200
100
200
200
520
510
500
490
4110
470
460
460
4SO
440
".0
430
420
4 \0
400
390
390
380
370
.160
J60
350
.140
3.10
.1:\0
320
310
310
300
290
28()
270
260
260
250
240
220
2 10
200
200
200
200
200
SAT Writing Composite Score Conversion Table
Form Code CFFE
ESS3 Raw Score
Writing Me
Raw Score
49
48
47
46
45
44
43
42
41
40
39
38
-"36
35
34
33
32
31
30
29
28
27
26
25
24
12
800
800
79<)
770
750
740
730
710
700
690
680
670
670
660
650
640
630
620
620
610
600
590
590
580
570
560
23
560
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
·1
·2
540
530
530
520
510
510
500
490
480
"0
470
460
450
450
440
430
420
400
390
380
360
340
320
310
550
11
800
800
770
750
740
720
710
700
690
680
670
660
650
640
&10
620
620
610
600
590
590
580
570
560
560
550
540
530
530
520
510
500
500
490
480
480
470
460
450
450
440
430
420
410
400
390
380
360
340
330
310
290
10
800
780
760
740
720
710
700
680
670
660
650
640
630
620
620
610
9
800
770
740
720
710
690
680
670
660
650
640
630
620
610
8
780
750
720
700
680
670
660
650
630
620
610
600
580
590
600
580
580
570
560
550
550
540
530
520
520
510
500
490
490
480
470
460
460
450
440
440
430
420
410
410
400
390
380
370
360
340
330
310
290
270
260
570
560
550
550
540
530
520
520
510
500
490
490
480
470
460
460
450
440
440
430
420
410
410
400
390
380
380
370
360
590
580
580
570
560
550
550
540
530
520
520
510
500
500
490
480
470
470
460
450
440
440
430
420
410
400
390
380
370
360
350
330
3 10
290
280
600
600
590
350
330
320
310
290
270
250
240
7
760
7.10
700
680
670
650
640
630
620
600
590
590
SSO
570
560
6
750
710
690
670
650
640
620
610
600
590
580
570
560
550
540
550
540
540
540
530
520
510
500
500
490
480
480
470
460
450
450
440
430
420
420
410
400
400
390
380
370
360
360
350
340
330
530
520
510
500
500
490
480
470
470
460
450
440
440
430
420
420
410
400
390
390
380
370
360
360
350
340
330
320
320
300
300
290
270
250
230
220
290
310
270
260
240
220
200
5
730
700
670
650
630
620
610
590
580
570
560
550
540
540
530
520
510
500
500
490
480
470
470
460
450
440
440
430
420
410
410
400
390
390
380
370
360
360
350
340
330
320
320
310
300
280
270
260
240
220
200
200
and below
This table is for usc unly with the test in this bookle t.
-56-
4
720
680
660
640
620
610
590
580
570
560
550
540
530
520
510
510
500
490
480
480
470
460
450
450
440
430
420
420
410
400
390
390
380
370
370
360
350
340
340
330
320
310
300
290
280
270
260
240
230
210
200
200
3
700
670
640
620
610
590
580
570
560
540
540
530
520
510
500
490
480
480
470
460
450
450
440
430
420
420
410
400
390
390
380
370
360
360
350
340
340
330
320
310
300
300
290
280
270
260
240
230
210
200
200
200
2
690
650
630
610
590
580
S60
550
540
530
520
510
500
490
480
470
470
460
450
440
440
430
420
410
410
400
390
380
380
370
360
360
350
340
330
330
320
310
300
300
290
280
270
260
250
240
230
210
200
200
200
200
0
61\0
640
620
600
580
570
550
540
530
520
510
500
490
480
480
470
460
450
440
440
430
420
410
410
400
390
380
380
370
360
350
350
340
330
3.10
320
3 10
300
300
290
280
270
260
250
240
230
220
200
200
200
200
200
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