Practice EOG 1 [191086]
Student
Class
Date
Read the following and answer the questions below:
The Cremation of Sam McGee
The Cremation of Sam McGee
by Robert Service
1
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
5
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.
Now Sam McGee was from Tennessee, where the cotton blooms and blows.
10
Why he left his home in the South to roam 'round the Pole, God only knows.
He was always cold, but the land of gold seemed to hold him like a spell;
Though he'd often say in his homely way that he'd "sooner live in hell."
On a Christmas Day we were mushing our way over the Dawson trail.
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Talk of your cold! through the parka's fold it stabbed like a driven nail.
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If our eyes we'd close, then the lashes froze till sometimes we couldn't see;
It wasn't much fun, but the only one to whimper was Sam McGee.
And that very night, as we lay packed tight in our robes beneath the snow,
And the dogs were fed, and the stars o'erhead were dancing heel and toe,
He turned to me, and "Cap," says he, "I'll cash in this trip, I guess;
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And if I do, I'm asking that you won't refuse my last request."
Well, he seemed so low that I couldn't say no; then he says with a sort of moan:
"It's the cursed cold, and it's got right hold till I'm chilled clean through to the bone.
Yet 'tain't being dead — it's my awful dread of the icy grave that pains;
So I want you to swear that, foul or fair, you'll cremate my last remains."
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A pal's last need is a thing to heed, so I swore I would not fail;
And we started on at the streak of dawn; but God! he looked ghastly pale.
He crouched on the sleigh, and he raved all day of his home in Tennessee;
And before nightfall a corpse was all that was left of Sam McGee.
There wasn't a breath in that land of death, and I hurried, horror-driven,
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With a corpse half hid that I couldn't get rid, because of a promise given;
It was lashed to the sleigh, and it seemed to say: "You may tax your brawn and brains,
But you promised true, and it's up to you to cremate those last remains."
Now a promise made is a debt unpaid, and the trail has its own stern code.
In the days to come, though my lips were dumb, in my heart how I cursed that load.
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In the long, long night, by the lone firelight, while the huskies, round in a ring,
Howled out their woes to the homeless snows — O God! how I loathed the thing.
And every day that quiet clay seemed to heavy and heavier grow;
And on I went, though the dogs were spent and the grub was getting low;
The trail was bad, and I felt half mad, but I swore I would not give in;
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And I'd often sing to the hateful thing, and it hearkened with a grin.
Till I came to the marge of Lake Lebarge, and a derelict there lay;
It was jammed in the ice, but I saw in a trice it was called the "Alice May".
And I looked at it, and I thought a bit, and I looked at my frozen chum;
Then "Here," said I, with a sudden cry, "is my cre-ma-tor-eum."
45
Some planks I tore from the cabin floor, and I lit the boiler fire;
Some coal I found that was lying around, and I heaped the fuel higher;
The flames just soared, and the furnace roared — such a blaze you seldom see;
And I burrowed a hole in the glowing coal, and I stuffed in Sam McGee.
Then I made a hike, for I didn't like to hear him sizzle so;
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And the heavens scowled, and the huskies howled, and the wind began to blow.
It was icy cold, but the hot sweat rolled down my cheeks, and I don't know why;
And the greasy smoke in an inky cloak went streaking down the sky.
I do not know how long in the snow I wrestled with grisly fear;
But the stars came out and they danced about ere again I ventured near;
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I was sick with dread, but I bravely said: "I'll just take a peep inside.
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I guess he's cooked, and it's time I looked";... then the door I opened wide.
And there sat Sam, looking cool and calm, in the heart of the furnace roar;
And he wore a smile you could see a mile, and he said: "Please close that door.
It's fine in here, but I greatly fear you'll let in the cold and storm —
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Since I left Plumtree, down in Tennessee, it's the first time I've been warm."
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
65
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.
1 Read line 14 from the poem.
.
Talk of your cold! through the parka’s fold it stabbed like a driven nail.
What does the phrase stabbed like a driven nail mean here?
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A. The parka had sharp edges that poked at the skin of the speaker of the poem.
B. The parka had been ripped when it was stuck on a nail.
C. The cold temperature made ice form in the shape of nails.
D. The cold temperature hurt the speaker of the poem when it got through his clothes.
2. Read line 27 from the poem.
He crouched on the sleigh, and he raved all day of his home in
Tennessee;
What does the word raved mean?
A. thought quietly
B. dreamed frequently
C. spoke enthusiastically
D. asked uncertainly
Read the following and answer the questions below:
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Perils of the Trip
The passage below is about a time when people travelled from all over the country to search for gold
in the Alaska gold rush.
Perils of the Trip: Encounters with the Ice and Snow in the Passes to the Upper Yukon
by J. Armoy Knox and J. G. Pratt
1. A letter, written to the San Francisco Examiner by Edgar A. Mizner, gives a graphic picture of life
in the Klondyke region and the hardships and perils that the miner may expect to meet and
undergo. He is at present the agent of the Alaska Commercial Company there. He set out from
Seattle for the Yukon in March last. He had had mining experience before, having been frozen in
one Winter on the Pend d'Oreille. Mizner Mountain, over against the Kootenai country, is named
for him, his prospecting pick being the first to find pay ore there.
...
2. "But the summit of Chilcoot Pass—that's the place that puts the yellow fear into many a man's
heart. Some took one look at it, sold their outfits for what they would bring and turned back. This
pass is over the ridge which skirts the coast. It is only about 1,200 feet from base to top, but it is
almost straight up and down—a sheer steep of snow and ice. There is a blizzard blowing there
most of the time, and when it is at its height, no man may cross. For days at a time the summit is
impassable. An enterprising man named Burns has rigged a windlass and cable there, and with
this he hoists up some freight at a cent a pound. The rest is carried over on the backs of Indians.
We were detained ten days waiting our turn to have our outfits carried over and for favoring
weather.
3. "After going about three miles up a dark canon a whirling snow storm struck us. But having risen
at such an unconscionable hour we would not turn back. Our pride was near the end of us. I
hope I may never experience such another day. The air was so filled with snow that at times it
was impossible to see ten feet. It was all we could do to keep our feet against the wind which
howled down the mountain. My beard became a mass of ice.
4. "The trail was soon obliterated and we were lost. But we stumbled on and by a rare chance we
came upon the handle of a shovel which marked our cache. There was nothing to do but fight
our way back to camp. The storm did not abate in the slightest. In fact, it raged for four long
days. It was nearly dark when with knocking knees we got back to camp, more dead than alive.
5. "The next day ten men made up a party to go on the same trip back for their outfits. The day
after that they were found huddled in a hole dug in a drift eating raw bacon. After another day of
rest we put masts on our sleds, rigged sails and came across Lake Linderman and over
Linderman Portage. We are now camped on the head of Lake Bennet."
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6. Another letter written by Mr. Mizner from Forty Mile City, as late as June 12th, is quite as
interesting. He says:
7. "The trip was an interesting one, but very dangerous. Many men lost their boats and everything
they had, and there are rumors of men having been drowned. Shortly after leaving Lake Laborge
we came upon a party who had just rescued two young fellows from rocks in the middle of the
rapids. They could not save their outfit or their demolished boat, and all they had went down the
river with the rushing flood. One of the young men had everything but his shirt stripped from him
by the swirl. We took him in charge and landed him at Klondyke.
8. "The big canyon between Mud Lake and Lake Laborge is a grand and impressive place. The
river above is a quarter of a mile wide, but in the canyon it narrows to fifty feet. The walls rise on
either side, sheer and smooth, full seventy-five feet. Down rushes the water with a frightful roar,
rolling the waves at least ten feet high. Like everybody else, we went down ahead to take a look
before shooting these rapids. From the cliff view the task seems impossible, but there is no other
way, and shoot you must. So, with Wilson at the oars to hold her straight, I took the steering
paddle, and we made for the mouth of the gorge.
9. "It was all over in about thirty seconds. We were through in safety, but it was the most hairraising thirty seconds I ever experienced. There was quite enough thrill in it for a lifetime. Over
the terrifying roar of the water we could faintly hear the cheer put up by the undecided hundred
or more men who lined the cliffs above us. Up came the ice-cold water against us in tubfuls. We
were wet through. So was everything else in the boat, and the boat itself half full of water. But
we were soon bailed and dried—and safe.”
3. Read this sentence from paragraph 2.
Some took one look at it, sold their outfits for what they would bring and turned back.
What does the word outfits mean as it is used here?
A. clothing arrangements
B. sets of equipment
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C. mental resources
D. groups of people
4. Read the sentences from paragraph 4.
The storm did not abate in the slightest. In fact, it raged for four long days.
What does the word abate mean?
A. decrease in strength
B. turn direction
C. become visible
D. remain in one place
5. Read the sentence from paragraph 8.
Like everybody else, we went down ahead to take a look before shooting these
rapids.
What does shooting mean as it is used here?
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A. aiming in the direction of
B. firing to cause harm
C. discussing casually
D. moving quickly
6. What did the man named Burns do in response to the difficult conditions of Chilcoot Pass?
A. He found a way to make money by helping people up the mountain.
B. He sold his belongings and turned back to go home.
C. He traveled a long route in a new direction to avoid the trouble.
D. He used a shovel handle to mark the location of his belongings.
7. Which statement accurately tells the effect that the idea of finding gold had on the miners in the
Yukon?
A. They solved problems less effectively due to their focus on finding gold.
B. They ignored the needs of others to increase their chances of finding gold.
C. They became overly selfish because they were sure to find gold.
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D. They were willing to risk their lives for the chance to find gold.
8. What effect did Mizner and Wilson making it through the rapids near Mud Lake and Lake Laborge
most likely have on the men watching from the cliffs above?
A. It made the men watching enjoy the natural surroundings more.
B. It made the men watching more confident about making a similar trip.
C. It made the men watching angry at the others for taking such a risk.
D. It made the men watching more careful when traveling near water.
9. What was the effect of a blizzard blowing at Chilcoot Pass?
A. It caused observers to shout cheers.
B. It forced miners to search for gold in new areas.
C. It helped freight move upward better.
D. It prevented anyone from crossing the summit.
Read the following and answer the questions below:
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Abraham Lincoln Denies a Loan
Abraham Lincoln Denies a Loan
Abraham Lincoln wrote this letter to his stepbrother, John D. Johnston, who had written Lincoln that
he was “broke” and “hard-pressed” on the family farm in Coles County, Illinois, and needed a loan.
1. Dear Johnston:
2. Your request for eighty dollars, I do not think it best to comply with now. At the various times
when I have helped you a little, you have said to me, “We can get along very well now,” but in a
very short time I find you in the same difficulty again. Now this can only happen by some defect
in your conduct. What that defect is, I think I know. You are not lazy, and still you are an idler. I
doubt whether since I saw you, you have done a good whole day’s work, in any one day. You do
not very much dislike to work, and still you do not work much, merely because it does not seem
to you that you could get much for it.
3. This habit of uselessly wasting time, is the whole difficulty; it is vastly important to you, and still
more so to your children, that you should break this habit. It is more important to them, because
they have longer to live, and can keep out of an idle habit before they are in it, easier than they
can get out after they are in.
4. You are now in need of some ready money; and what I propose is, that you shall go to work,
“tooth and nail,” for somebody who will give you money for it.
5. Let father and your boys take charge of your things at home—prepare for a crop, and make the
crop, and you go to work for the best money wages, or in discharge of any debt you owe, that
you can get. And to secure you a fair reward for your labor, I now promise you that for every
dollar you will, between this and the first of May, get for your own labor either in money or in your
own indebtedness, I will then give you one other dollar.
6. By this, if you hire yourself at ten dollars a month, from me you will get ten more, making twenty
dollars a month for your work. In this, I do not mean you shall go off to St. Louis, or the lead
mines, or the gold mines, in California, but I mean for you to go at it for the best wages you can
get close to home—in Coles County.
7. Now if you will do this, you will soon be out of debt, and what is better, you will have a habit that
will keep you from getting in debt again. But if I should now clear you out, next year you will be
just as deep in as ever. You say you would almost give your place in Heaven for $70 or $80.
Then you value your place in Heaven very cheaply, for I am sure you can with the offer I make
you get the seventy or eighty dollars for four or five months’ work. You say if I furnish you the
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money you will deed me the land, and if you don’t pay the money back, you will deliver
possession—
8. Nonsense! If you can’t now live with the land, how will you then live without it? You have always
been kind to me, and I do not now mean to be unkind to you. On the contrary, if you will but
follow my advice, you will find it worth more than eight times eighty dollars to you.
9. Affectionately
10. Your brother
A. Lincoln
10. Read this sentence from paragraph 6.
And to secure you a fair reward for your labor, I now promise you that for every
dollar you will, between this and the first of May, get for your own labor either in
money or in your own indebtedness, I will then give you one other dollar.
When determining the meaning of indebtedness, which part of the word as it is
written makes it a noun?
A.
in
B. debt
C. ed
D. ness
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Read the following and answer the questions below:
James Agee
James Agee
1. One of the all-time most successful journalistic American books is James Agee's Let Us Now
Praise Famous Men. The title is misleading. The book is not about a big movie star, sports
figure, or political leader. In fact, it describes the lives of three families of poor farmers. They
lived through the rough time in our history called "The Great Depression."
2. The story was written for Fortune Magazine. However, the piece was rejected. Its tone and
content were much stronger than the magazine had expected. As a result, Agee and his
photographer, Walker Evans, expanded the article and published it as a book in 1941. The two
men felt that the lives of plain people were important and interesting. The mix of Evans'
photographs and Agee's strong text produced a powerful work.
3. Today, newspaper and magazine articles often tell the lives of real people who are in tough
situations. Books of this kind often expose an injustice and take a strong point of view. There
was a time, however, when this form of writing was not popular.
4. Agee's other famous work is the novel A Death in the Family. Although it is fiction, it is based on
the death of Agee's father and the effect that had on his family. Published in 1957, the book won
America's highest literary honor, the Pulitzer Prize.
5. Although the award came after his own death, James Agee was well known among writers in his
lifetime. Born in Knoxville, Tennessee, on November 27, 1909, Agee moved with his mother
after his father died when the boy was only six years old. They moved the family to a more rural
part of the state. Agee received a first-rate education at a small private school. Later he went to
boarding school and then to college at Harvard.
6. Soon after finishing college, he was hired by Fortune. Agee wrote for Fortune and for other wellknown magazines for many years. He also reviewed books, plays, and movies and wrote about
issues of current interest. John Trotwood Moore and Charles Egbert Craddock are two other
writers known for books about the state of Tennessee.
7. Agee spent most of his post-college life in New York City. He passed away there in 1955. Today
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James Agee is remembered as one of the greatest writers to come from Tennessee.
11. Read these sentences from paragraph1.
The title is misleading. The book is not about a big
movie star, sports figure, or political leader.
Which synonym from a thesaurus best replaces the word misleading in this
sentence?
A. suspicious
B. deceptive
C. bizarre
D. rude
Read the following and answer the questions below:
The Greatest of Telescope Makers
The Greatest of Telescope Makers
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by Edgar Eggleston
Alvan Clark was the son of a farmer. When he was eighteen years
old, he set to work to learn engraving and drawing, although he had
no teacher. He went to Boston and found regular work as an
engraver.
While Mr. Clark’s son was at boarding school, he became interested
in telescopes. He learned that there were two kinds of these
instruments. One brought the stars near by showing them in a
curved mirror, and the other magnified by means of glasses that the
light shone through. He had read that it was very hard to grind
these glasses or lenses, as they are called, so that they would be
correct. The telescope that used the mirror was not so good, but it
was easier to make. So George Clark made up his mind that he
would make a reflecting telescope; that is, one with a mirror in it.
The mirror in such a telescope is made of polished metal. One day
somebody broke the dinner bell at the boarding school. George
Clark picked up the pieces of brass and took them home.These
pieces of brass he put into a retort, a vessel that will bear great
heat and that is used for melting metals and other substances.
Young Clark put some tin into the retort with the brass. When the
two metals were melted together, he poured the liquid into a mold.
When it became cold, it was a round flat piece called a disc.
When Mr. Clark found his son trying to make a telescope out of the
pieces of a bell, he became interested in telescopes. He studied all
about them in order to help the boy with his work. He helped his
son grind the metal disc into a concave mirror; that is, a mirror that
is a little dish-shaped. With this, they made a telescope with which
they could see the rings of Saturn and the little moons that revolve
around Jupiter.
After Mr. Clark had made this little telescope, he made larger
reflecting telescopes that were very powerful. But he found that no
telescope with a mirror in it could be very good.
He now said to his son that they would make a refracting telescope;
that is, one in which no mirror is used, but which brings the distant
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stars to the sight by the light shining through lenses. Lenses are
large glasses that are regularly thicker in one part than in another.
The glasses you see in spectacles are small lenses.
George Clark, the son, told his father that the books said that the
grinding of such glasses was very difficult. Mr. Clark would not give
it up because it was hard because he liked to do difficult things. He
had already spent a great part of his money trying to make good
reflecting telescopes; but he made up his mind to give them up, and
try to make a better kind. He first looked through the great
telescope just put up for Harvard College. The large lens in this
telescope was not perfect, and Mr. Clark’s eye was so good that he
could see what the small fault was. When he heard that twelve
thousand dollars had been paid for this glass, he was encouraged to
try to make such lenses, but there was nobody in this country who
could show him how to do it.
He first got some poor lenses out of old telescopes. Then he got
some discs of glass and made some new lenses which were the best
ever made in this country. But he was not satisfied. He kept on
making better and larger lenses. With one of these, he discovered
two double stars, as they are called.
But nobody in America would believe that some of the best
telescopes in the world were made in this country, for even the
English astronomers had to get their telescopes in Germany.
With one of his telescopes, larger than any he had made before,
Mr. Clark now made a new discovery. He wrote about this to an
English astronomer named Dawes. Mr. Dawes thought that a
telescope that could make such a discovery would be worth having,
so he bought the large lens out of this new telescope. Then he
bought other glasses from Mr. Clark and sold them again to other
astronomers. In this way, Mr. Clark became famous in England.
Mr. Clark put his whole heart into making the best telescopes in the
world. He went to England and saw the great astronomers and
looked through their telescopes. They were glad to see the man who
made the best lenses in the world because his telescopes had
helped them to find out many new things never seen before. By this
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time, Mr. Clark was coming to be known in his own country. He got
an order to make the largest glass ever made for a telescope in the
whole world which was to be put up in America. Nobody had ever
dreamed of making so large and powerful a telescope.
After a long time, the great glass for this telescope was ground. Mr.
Clark set it up to try it. His younger son, Alvan, who was helping
him, turned the telescope so as to look at the bright star Sirius. As
soon as he looked, he cried out in surprise, “Why, father, the star
has a companion!” Sirius is a sun. It has a satellite, a dark star like
our world revolving round it. Nobody had ever been able to see this
dark star before, but this telescope was stronger than any that had
ever been pointed at the sky.
Mr. Clark looked through the tube himself, and sure enough, there
was the companion of Sirius, never seen before by anybody on the
earth. The large glass which had been a year in making had won its
first victory. But Mr. Clark made much larger glasses even than that
one even though he had nobody to show him how. But by patient
thought and hard work, he made the greatest telescopes in the
world. Medals and other honors were sent to him from many
countries.
Project Gutenberg, 2005.
http://www.gutenberg.org/files/15597/15597-h/15597-h.htm
(03/26/2013).
12. Which sentence is evidence of Mr. Clark’s success as a telescope
maker?
A. “When he heard that twelve thousand dollars had been paid
for this glass, he was encouraged to try to make such
lenses.”
B. “Mr. Dawes . . . bought the large lens out of this new
telescope.”
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C. “He put his whole heart into making the best telescopes in
the world.”
D. “He got an order to make the largest glass ever made for a
telescope in the whole world.”
13. Based on paragraph 7, why did Mr. Clark decide to begin making
refracting telescopes?
A. He was hired by Harvard College to repair their new
telescope.
B. He wanted to be the first in America to build a refracting
telescope.
C. He hoped to make telescopes that were better than his
previous work.
D. He realized he could make great amounts of money by selling
such telescopes.
14. Which is implied by the sentence below?
“But nobody in America would believe that some of the best
telescopes in the world were made in this country, for even the
English astronomers had to get their telescopes in Germany.”
A. German telescopes were considered the best in the world.
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B. English astronomers had no interest in creating their own
telescopes.
C. The telescopes made in America had been copied from
German ones.
D. No one thought an American could make something better
than an Englishman.
15. Which sentence from the selection shows Mr. Clark’s initial
motivation for building a refracting telescope?
A. “When Mr. Clark found his son trying to make a telescope out
of the pieces of a bell, he became interested in telescopes.”
B. “But he found that no telescope with a mirror in it could be
very good.”
C. “When he heard that twelve thousand dollars had been paid
for this glass, he was encouraged to try to make such
lenses.”
D. “But nobody in America would believe that some of the best
telescopes in the world were made in this country, for even
the English astronomers had to get their telescopes in
Germany.”
16. Which statement from the selection explains Mr. Clark’s eventual
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success in making telescopes?
A. “The telescope that used the mirror was not so good, but it
was easier to make.”
B. “He studied all about them in order to help the boy with his
work.”
C. “Mr. Clark would not give it up because it was hard.”
D. “Mr. Clark’s eye was so good that he could see what the small
fault was.”
17. Based on the first paragraph, which inference can be made about
Alvan Clark?
A. He was a talented learner.
B. He did not attend school.
C. He hoped to see the world.
D. He could not afford schooling.
Read the following and answer the questions below:
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Excerpt from On the Weather in Idle Thoughts of an Idle Fellow
Excerpt from “On the Weather” in Idle Thoughts of an Idle
Fellow
by Jerome K. Jerome
1 I do hate wet weather in town. At least, it is not so much the wet as the mud that I object to.
Somehow or other I seem to possess an irresistible alluring power over mud. I have only to
show myself in the street on a muddy day to be half-smothered by it. It all comes of being so
attractive, as the old lady said when she was struck by lightning. Other people can go out on
dirty days and walk about for hours without getting a speck upon themselves; while if I go
across the road I come back a perfect disgrace to be seen (as in my boyish days my poor dear
mother tried often to tell me). If there were only one dab of mud to be found in the whole of
London, I am convinced I should carry it off from all competitors.
2 I wish I could return the affection, but I fear I never shall be able to. I have a horror of what they
call the “London particular.” I feel miserable and muggy all through a dirty day, and it is quite a
relief to pull one’s clothes off and get into bed, out of the way of it all. Everything goes wrong in
wet weather. I don’t know how it is, but there always seem to me to be more people, and dogs,
and perambulators1, and cabs, and carts about in wet weather than at any other time, and they
all get in your way more, and everybody is so disagreeable—except myself—and it does make
me so wild. And then, too, somehow I always find myself carrying more things in wet weather
than in dry; and when you have a bag, and three parcels, and a newspaper, and it suddenly
comes on to rain, you can’t open your umbrella.
3 Which reminds me of another phase of the weather that I can’t bear, and that is April weather
(so called because it always comes in May). Poets think it very nice. As it does not know its own
mind five minutes together, they liken it to a woman; and it is supposed to be very charming on
that account. I don’t appreciate it, myself. Such lightning-change business may be all very
agreeable in a girl. It is no doubt highly delightful to have to do with a person who grins one
moment about nothing at all, and snivels the next for precisely the same cause, and who then
giggles, and then sulks, and who is rude, and affectionate, and bad-tempered, and jolly, and
boisterous, and silent, and passionate, and cold, and stand-offish, and flopping, all in one
minute (mind, I don’t say this. It is those poets. And they are supposed to be connoisseurs of
this sort of thing); but in the weather the disadvantages of the system are more apparent. . . . I
can prepare for and put up with a regularly bad day, but these kind of days do not suit me. It
aggravates me to see a bright blue sky above me when I am walking along wet through, and
there is something so exasperating about the way the sun comes out smiling after a drenching
shower, and seems to say: “Lord love you, you don’t mean to say you’re wet? Well, I am
surprised. Why, it was only my fun.”
4 They don’t give you time to open or shut your umbrella in an English April, especially if it is an
“automaton” one—the umbrella, I mean, not the April.
5 I bought an “automaton” once in April, and I did have a time with it! I wanted an umbrella, and I
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went into a shop in the Strand and told them so, and they said:
6 “Yes, sir. What sort of an umbrella would you like?”
7 I said I should like one that would keep the rain off, and that would not allow itself to be left
behind in a railway carriage.
8 “Try an ‘automaton,’” said the shopman.
9 “What’s an ‘automaton’?” said I.
10 “Oh, it’s a beautiful arrangement,” replied the man, with a touch of enthusiasm. “It opens and
shuts itself.”
11 I bought one and found that he was quite correct. It did open and shut itself. I had no control
over it whatever. When it began to rain, which it did that season every alternate five minutes, I
used to try and get the machine to open, but it would not budge; and then I used to stand and
struggle with the wretched thing, and shake it, and swear at it, while the rain poured down in
torrents. Then the moment the rain ceased the absurd thing would go up suddenly with a jerk
and would not come down again; and I had to walk about under a bright blue sky, with an
umbrella over my head, wishing that it would come on to rain again, so that it might not seem
that I was insane.
1 perambulators: baby strollers
18. Which detail in “On the Weather” most calls into question the author’s claim that the automaton
does not work properly?
A. the author’s use of exaggeration
B. the author’s description of the device
C. the author’s conversation with the shopkeeper
D. the author’s description of the shopkeeper’s enthusiasm
19. Which claim from “On the Weather” is not supported by evidence in the text?
A. “I wish I could return the affection, but I fear I never shall be able to.”
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B. “…they all get in your way more, and everybody is so disagreeable—except myself—and it
does make me so wild.”
C. “They don’t give you time to open or shut your umbrella in an English April, especially if it is
an ‘automaton’ one—the umbrella, I mean, not the April.”
D. “…I had to walk about under a bright blue sky, with an umbrella over my head, wishing that
it would come on to rain again, so that it might not seem that I was insane.”
Read the following and answer the questions below:
Excerpt from A Word for Autumn in Modern Essays
Excerpt from “A Word for Autumn” in Modern Essays
by A. A. Milne
1 Alan Alexander Milne was born in 1882 and attended Trinity College, Cambridge, where he was
editor of The Granta and plunged into the great whirlpool of London journalism. Before he
became famous as the creator of Winnie-the-Pooh, Milne was an accomplished novelist, poet,
and playwright. “A Word for Autumn” is from his volume of essays Not That It Matters, published
in 1920.
2 Last night the waiter put the celery on with the cheese, and I knew that summer was indeed
dead. Other signs of autumn there may be—the reddening leaf, the chill in the early-morning air,
the misty evenings—but none of these comes home to me so truly. There may be cool mornings
in July; in a year of drought the leaves may change before their time; it is only with the first celery
that summer is over.
3 I knew all along that it would not last. Even in April I was saying that winter would soon be here.
Yet somehow it had begun to seem possible lately that a miracle might happen, that summer
might drift on and on through the months—a final upheaval to crown a wonderful year. The celery
settled that. Last night with the celery autumn came into its own.
4 There is a crispness about celery that is of the essence of October. It is as fresh and clean as a
rainy day after a spell of heat. It crackles pleasantly in the mouth. Moreover it is excellent, I am
told, for the complexion. One is always hearing of things which are good for the complexion, but
there is no doubt that celery stands high on the list. After the burns and freckles of summer one is
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in need of something. How good that celery should be there at one’s elbow.
5 . . . A week ago I grieved for the dying summer. I wondered how I could possibly bear the
waiting—the eight long months till May. In vain to comfort myself with the thought that I could get
through more work in the winter undistracted by thoughts of cricket1 grounds and country houses.
In vain, equally, to tell myself that I could stay in bed later in the mornings. Even the thought of
after-breakfast pipes in front of the fire left me cold. But now, suddenly, I am reconciled to
autumn. I see quite clearly that all good things must come to an end. The summer has been
splendid, but it has lasted long enough. This morning I welcomed the chill in the air; this morning I
viewed the falling leaves with cheerfulness; and this morning I said to myself, “Why, of course, I’ll
have celery for lunch.”
1 cricket: A team sport similar to baseball that is popular in Great Britain
20. How does each author’s presentation of information differ from the other’s?
A. The author of “A Word for Autumn” arrives at a conclusion that is different from how he felt
at the beginning of the passage; the author of “On the Weather” remains steadfast in his
opinions.
B. The author of “A Word for Autumn” introduces his argument by providing his generalized
thoughts on weather; the author of “On the Weather” introduces his argument by telling a
story.
C. The author of “A Word for Autumn” uses humor to convey his thoughts and feelings; the
author of “On the Weather” relies on straightforward facts and information.
D. The author of “A Word for Autumn” uses a story to help illustrate his ideas; the author of
“On the Weather” uses a story to contrast a differing point of view.
21. In “On the Weather,” how does the author distinguish his experiences from that of others?
A. by telling the story of trying to use an automaton
B. by suggesting that he is more strongly affected by weather
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C. by stating that only he becomes disagreeable in wet weather
D. by explaining that poets are always wrong in describing weather
22. In “On the Weather,” how does wet weather impact the author?
A. It reminds him of a woman’s charm.
B. It allows his to show his more agreeable side.
C. It tends to bring on mishaps and a sullen mood.
D. It forces him to stay indoors until the weather clears.
23. Which statement best conveys each author’s perspective on the weather?
A. The author of “A Word for Autumn” is disappointed about the weather growing colder,
whereas the author of “On the Weather” does not mind the changing seasons.
B. The author of “A Word for Autumn” openly welcomes any change the weather brings,
whereas the author of “On the Weather” is resistant to any weather.
C. The author of “A Word for Autumn” has come to accept the changing weather as
necessary, whereas the author of “On the Weather” only grudgingly accepts this idea.
D. The author of “A Word for Autumn” seeks to protect himself from the changing weather,
whereas the author of “On the Weather” chooses to expose himself to these changes.
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Read the following and answer the questions below:
Clean School Bus USA Grant
The Clean School Bus USA Grant
Every school day, around 480,000 school buses safely transport our
nation’s 25 million school children to and from school, sporting
events, and school functions.
Those buses travel more than four billion miles each year. For all of
you future astronomers out there, that equals 8,000 trips to the
moon and back. That’s a lot of driving, and unfortunately, a lot of
air pollutants too.
Each year, America’s school buses emit up to 50,000 pounds of air
emissions that cause soot and smog and induce asthma episodes.
Adding to that total are the older buses that pollute as much as six
times more than the newer buses.
Breathing diesel exhaust is not good for anyone, especially for
children with asthma—the cause of 14 million missed school days
each year.
That’s why two years ago, the Environmental Protection Agency
(EPA) launched Clean School Bus USA to take school buses out of
the air pollution equation.
In school, we all learned the three “R’s”: reading, writing, and
arithmetic. The goals of Clean School Bus USA are also three “R’s”:
reducing, retrofitting, and replacing.
The first “R” refers to reducing the unnecessary school bus idling.
Letting a bus run for a long time in a parking lot not only wastes
money and fuel, it also pollutes our air and harms our health.
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Fortunately, it’s easy to implement practices that reduce idling.
Here in Tucson, your buses are equipped with white roofs, tinted
windows, and separate air conditioning units to keep your buses
cool without the need for unnecessary idling.
The second “R” is retrofitting the current school bus fleet with
advanced emissions controls.
While the EPA is requiring new diesel engines to meet tougher
emissions standards, buses already on the road can be in operation
for the next 20 or 30 years—well after these school children have
graduated.
The good news is that today’s buses can be equipped with the latest
technologies to reduce pollution by 90 percent or more. The EPA’s
Clean School USA is helping school districts across the country
upgrade their school bus fleets with clean technologies and fuels in
order to protect today’s school children.
Finally, the third “R,” and the reason why we are here today, refers
to replacing the oldest, most polluting buses with new ones that
meet the EPA’s stringent pollution control measures.
Today, I am pleased to announce that the EPA is awarding $7.5
million to 37 cities nationwide to help communities meet the goals
of the three “R’s.”
Speech given by Administrator Johnson of the Environmental
Protection Agency, Tucson, AZ, 2006.
24. Which argument is central to the text and the author’s claim?
A. School buses contribute to air pollution.
B. Students learn the three “R’s” in school.
C. Many children of school age suffer from asthma.
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D. School buses provide safe transportation for children.
25. Which of the three “R’s” related to school buses could be better
explained by providing more evidence in the text?
A. running
B. reducing
C. replacing
D. retrofitting
26. Which argument from the text has sufficient evidence to support
it?
A. Soot and smog are dangerous for the environment.
B. Replacing older buses may increase air emissions.
C. School buses emit a lot of air emissions.
D. Idling buses will waste money and fuel.
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27. Which additional evidence would strengthen the author’s
argument?
A. information on the EPA’s strict pollution control measures
B. information describing how many students each bus holds
C. information on how many school buses are older than three
years
D. information on how many pounds of air emissions buses emit
each year
28. Which evidence is relevant to support the author’s claim that
there is a need to launch the Clean School Bus USA program?
A. The EPA has grant money to replace older buses with newer
ones.
B. The EPA wants to eliminate environmental pollution caused
by school buses.
C. School buses travel over four billion miles each year on the
nation’s highways.
D. New diesel-fueled engine technology will eliminate the
pollutants in school bus emissions.
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29. Which is the author’s purpose in detailing the number of school
buses in operation daily?
A. to emphasize the number of school children riding buses
B. to emphasize the hazards school buses present on the
nation’s highways
C. to indicate the amount of money necessary to replace older
buses with newer buses
D. to indicate the miles traveled by school buses and the
quantity of pollutants emitted
Read the following and answer the questions below:
Bringing Back the Moon in Mali
Bringing Back the Moon in Mali
by Shawn Davis
Shawn Davis (or “Ambasagou” as his friends in Mali know him)
served as a Peace Corps Volunteer in Mali from 1996-1999. He lived
among the Dogon people in the cliff-side village of Dologou. This is
his account.
It was a Thursday night and Katibougou was bathed in that eerie
blue light of the full moon that casts midnight shadows and
illuminates the town’s many pools of stagnant1 water. I had turned
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in early that night after a full morning of language class, a long
afternoon field trip, and a seeming endless dinner.
After dreaming contentedly about lasagna back home, I bolted
awake. What was that? An African drummer was going strong.
I pulled open my mosquito net, slipped into my muddy flip-flops and
stepped outside to investigate. The family compound next to ours
was going crazy, banging everything in their reach that was
bangable and singing their lungs to a premature death.
Suddenly there was a lull in their concert and I realized, in that
brief moment of silence, that the whole village was pulsating with
hundreds of different irregular rhythms. Had the village chief died? I
ran in to check my alarm clock, 3:30 a.m. What was going on?
Whatever it was, it concerned the sun and moon and it was bad. I
looked up at the overcast sky and, as the clouds parted, the dusty
pink penumbra2 of the moon revealed itself to us. It was a total
lunar eclipse.
With a pained expression on his face, my host father Namorey
said, “Bad moon. Tomorrow no sun, no moon.” The women and
children continued to dent all of the pots and pans in the wailings of
the faithful.
As I turned to go back to my hut, the whole village entered into a
chaotic uproar unbelievably surpassing, with what seemed like an
electrical surge, their already highly energetic state.
Their prayers had been answered, their sympathy heard. The moon
was slowly beginning to reveal itself again, sliver by sliver. With this
confirmation of their efforts they continued in full earnest, now
accompanied by crowing roosters and braying donkeys confused by
the sudden new source of light.
By 4:45 a.m. their celestial3 job was complete. The long-held
tradition had worked again. They had brought back the moon.
stagnant: still
penumbra: area of hazy light around a shadow
1
2
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celestial: of the heavens
3
Peace Corps.
http://wws.peacecorps.gov/wws/stories/stories.cfm?psid=99
(03/26/2013).
30. In the first paragraph, how does the phrase “eerie blue light”
impact the setting?
A. It establishes that the setting was in Africa.
B. It makes the setting seem spooky and unnatural.
C. It establishes that the setting was during the night.
D. It makes the setting appear frightening and dangerous.
31. How does the author’s use of imagery impact the reader?
A. The reader is better able to understand the people’s religion.
B. The reader is able to understand the people’s excitement.
C. The reader is better able to imagine the setting.
D. The reader is able to imagine the event.
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32. What is the impact on the reader of the description of the village
in paragraph 7?
A. It emphasizes the confusion and disorder the people
exhibited at the appearance of the moon.
B. It explains the excitement the people felt when they saw a
lunar eclipse for the first time.
C. It emphasizes the extreme noise and the high energy the
people were exhibiting.
D. It explains the custom of the people when they saw a lunar
eclipse.
33. What does the use of the word bolted in paragraph 2
communicate to the reader?
A. The author was frightened by his dream.
B. The author was surprised to wake up.
C. The author awoke very suddenly.
D. The author sat up in bed.
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Read the following and answer the questions below:
Excerpt from The Story of George Washington: “The First President”
Excerpt from The Story of George
Washington: “The First President”
by James Baldwin
Washington was now fifty-two years old.
The country was still in an unsettled condition. True, it was free
from English control. But there was no strong government to hold
the states together.
Each state was a little country of itself, making its own laws, and
having its own selfish aims without much regard for its sister states.
People did not think of the United States as one great undivided
nation.
Wise men saw that unless something should be done to bring about
a closer union of the states, they would soon be in no better
condition that when ruled by the English king.
And so a great convention was held in Philadelphia to determine
what could be done to save the country from ruin. George
Washington was chosen to preside1 over this convention, and no
man’s words had greater weight than his.
He said, “Let us raise a standard2 to which the wise and honest can
repair.3 The event is in the hand of God.”
That convention did great and wonderful work, for it framed the
Constitution by which our country has ever since been governed.
And soon afterward, in accordance with that Constitution, the
people of the country were called upon to elect a President. Who
should it be? Who could it be but Washington?
When the electoral votes were counted, every vote was for George
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Washington of Virginia.
And so, on the 16th of April, 1789, the great man again bade adieu4
to Mount Vernon and to private life and set out for New York. For
the city of Washington had not yet been built, and New York was
the first capital of our country.
There were no railroads at that time, and so the journey was made
in a coach. All along the road the people gathered to see their heropresident and show him their love.
On the 30th of April, he was inaugurated at the old Federal Hall in
New York.
“Long live George Washington, President of the United States!”
shouted the people. Then the cannon roared, the bells rang, and the
new government of the United States, the government which we
have today, began its existence.
Washington was fifty-seven years old at the time of his
inauguration.
Perhaps no man was ever called to the doing of more difficult
things. The entire government must be built up from the beginning,
and all its machinery put into order.
But so well did he meet the expectations of the people, that when
his first term was near its close he was again elected President,
receiving every electoral vote.
In your histories, you will learn of the many difficult tasks that he
performed during those years of the nation’s infancy. There were
new troubles with England, troubles with the Indians, jealousies and
disagreements among the law-makers of the country. But amid all
these trials, Washington stood steadfast, wise, cool, conscious that
he was right, and strong enough to prevail.
Before the end of his second term, people began to talk about
electing him for the third time. They could not think of any other
man holding the highest office in the country. They feared that no
other man could be safely entrusted with the great responsibilities
which he had borne so nobly.
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But Washington declared that he would not accept office again. The
government was now on a firm footing. There were others who
could manage its affairs wisely and well.
And so, in September, 1796, he published his Farewell Address. It
was full of wise and wholesome advice.
“Beware of attacks upon the Constitution. Beware of those who
think more of their party than of their country. Promote education.
Observe justice. Treat with good faith all nations. Adhere to the
right. Be united be united. Love your country.” These were some of
the things that he said.
John Adams, who had been vice-president eight years, was chosen
to be the new President, and Washington again retired to Mount
Vernon.
preside: to be in charge
2
standard: banner symbolizing a goal and/or place to come
together
3
repair: return
4
bade adieu: said goodbye (French)
1
Project Gutenberg, 2004.
http://www.gutenberg.org/cache/epub/11174/pg11174.html
(03/26/2013).
34. What is the author’s purpose for including the sentence, “No
man’s words had greater weight than his”?
A. to show that Washington had a big vocabulary
B. to show that Washington had great influence
C. to show that Washington was a deep thinker
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D. to show that Washington enjoyed talking
35. How does the reader know that the author is in support of
President George Washington?
A. Since the selection is meant for information, it gives only
facts that support Washington’s presidency.
B. Although the selection is informative, the author also gives
opinions that support President Washington.
C. Although the selection is meant for entertainment, it also
gives a few facts that outline Washington’s presidency.
D. Since the selection is persuasive, the author strives to
convince the reader to support President Washington’s ideals.
36. Which line shows that the author was not in favor of a “divided”
United States?
A. “Each state was a little country of itself, making its own laws,
and having its own selfish aims without much regard for its
sister states.”
B. “And so a great convention was held in Philadelphia to
determine what could be done to save the country from ruin.”
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C. “That convention did great and wonderful work, for it framed
the Constitution by which our country has ever since been
governed.”
D. “There were new troubles with England, troubles with the
Indians, jealousies and disagreements among the law-makers
of the country.”
37. Which statement identifies the two central ideas in the selection?
A. Because the states were uncooperative, George Washington
declined being elected a fourth time.
B. George Washington was elected and reelected, receiving
every electoral vote both times.
C. The country faced challenges before and after George
Washington became President.
D. George Washington lived in New York and Mount Vernon.
38. Which sentence from the selection shows that the author’s
purpose is to inform the reader?
A. “Each state was a little country of itself, making its own laws,
and having its own selfish aims without much regard for its
sister states.”
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B. “That convention did great and wonderful work, for it framed
the Constitution by which our country has ever since been
governed.”
C. “When the electoral votes were counted, every vote was for
George Washington of Virginia.”
D. “But amid all these trials, Washington stood steadfast, wise,
cool, conscious that he was right, and strong enough to
prevail.”
39. In the selection, how does the author distinguish his point of
view from that of the states’?
A. The author believes English control of the states was good,
while the states fought to be free and independent.
B. The author supports Washington’s efforts to unite the states,
while the states believed that they could remain independent.
C. The author believes Washington deserves much praise, while
the states believed he caused them to make too many
changes.
D. The author believes the states should have a common law,
while the states believed that they should each have their
own laws.
40. What is the author’s purpose for telling the reader what George
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Washington says?
A. to show Washington’s anger
B. to show Washington’s humor
C. to show Washington’s wisdom
D. to show Washington’s sadness
Read the following and answer the questions below:
Marco Polo’s Influence
Excerpt from Famous Men of the Middle Ages:
“Marco Polo”
by John Haaren
Eight hundred years before Marco Polo’s birth, some of the people
of North Italy had fled before Attila1 to the muddy islands of the
Adriatic and founded Venice upon them. Since then the little
settlement had become the most wealthy and powerful city of
Europe. Venice was the queen of the Adriatic and her merchants
were princes. They had vessels to bring the costly wares of the East
to their wharves;2 they had warships to protect their rich cargoes
from the pirates of the Mediterranean; they carried on wars.
At the time when Marco Polo returned from Cathay3 they were at
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war with Genoa. The two cities were fighting for the trade of the
world. In a great naval battle the Venetians were completely
defeated. Marco Polo was in the battle and with many of his
countrymen when captured by the enemy. For a year he was
confined in a Genoese prison. One of his fellow-prisoners was a
skillful penman and Marco dictated to him an account of his
experiences in China, Japan, and other Eastern countries.
This account was carefully written out. Copies of the manuscript
exist to this day. One of these is in a library in Paris. It was carried
into France in the year 1307. Another copy is preserved in the city
of Berne. It is said that the book was translated into many
languages, so that people in all parts of Europe learned about
Marco’s adventures.
About a hundred and seventy-five years after the book was
written, the famous Genoese, Christopher Columbus, planned his
voyage across the Atlantic. It is believed that he had read Marco’s
description of Java, Sumatra and other East India Islands, which he
thought he had reached when he discovered Haiti and Cuba. So
Marco Polo may have suggested to Columbus the voyage which led
to the discovery of America.
Attila: Usually called “Attila the Hun,” ruler of the Hun empire
(later Hungary) from 434–453, who led vicious and devastating
attacks on Eastern and Central Europe, including the Roman
Empire.
2
wharves: a place for ships to load and unload passengers or cargo
3
Cathay: China
1
Project Gutenberg, 2003.
http://www.gutenberg.org/files/3725/3725-h/3725-h.htm
(03/26/2013).
41. Why does the author use paragraph 3 to list places where the
manuscript can be found?
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A. to specify the many countries interested in learning about
Venice
B. to explain how well-known Marco Polo’s adventures became
C. to demonstrate how difficult it was to copy manuscripts
D. to emphasize how many languages Marco Polo spoke
42. How does paragraph 4 contribute to the main idea?
A. It shows that Marco Polo’s influence continued after his
death.
B. It connects the island of Venice with the islands of Java and
Cuba.
C. It connects Venice and Genoa in a positive way instead of
through war.
D. It shows that Marco Polo was the reason Columbus
discovered America.
43. Why does the author choose to start the selection with events
“eight hundred years before Marco Polo’s birth,” rather than
during the time when Polo was alive?
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A. to emphasize the growth of Venice into a rich city
B. to emphasize the war-torn setting of Marco Polo’s life
C. to show how history influences people and future events
D. to show how important history was to the people of that time
44. How does paragraph 2 contribute to the selection?
A. It shows how violent the world was during Marco Polo’s
lifetime.
B. It explains how Marco Polo’s experiences came to be
recorded.
C. It explains how Marco Polo came to be a world traveler.
D. It shows the many hardships Marco Polo suffered.
45. What structure does the author use to organize the selection?
A. most to least important
B. compare and contrast
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C. chronological order
D. cause and effect
Read the following and answer the questions below:
Excerpt from Letters To His Children: “A Visit to Washington’s Birthplace”
Theodore Roosevelt was the twenty-sixth president of the United
States (1901-1909); he wrote regularly to his six children
throughout his life.
Excerpt from Letters To His Children: “A Visit
to Washington’s Birthplace”
By Theodore Roosevelt
White House, April 30, 1906.
DEAR KERMIT:
On Saturday afternoon, Mother and I started off on the Sylph,
Mother having made up her mind I needed thirty-six hours’ rest,
and we had a delightful time together, and she was just as cunning
as she could be. On Sunday, Mother and I spent about four hours
ashore, taking our lunch and walking up to the monument which
marks where the house stood in which Washington was born. It is a
simple shaft. Every vestige of the house is destroyed, but a curious
and rather pathetic thing is that, although it must be a hundred
years since the place was deserted, there are still multitudes of
flowers which must have come from those in the old garden. There
are iris and narcissus and a little blue flower, with a neat, prim,
clean smell that makes one feel as if it ought to be put with
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lavender into chests of fresh old linen. The narcissus in particular
was growing around everywhere, together with real wild flowers like
the painted columbine and star of Bethlehem. It was a lovely spot
on a headland1 overlooking a broad inlet from the Potomac. There
was also the old graveyard or grave plot in which were the
gravestones of Washington’s father and mother and grandmother,
all pretty nearly ruined. It was lovely warm weather and Mother and
I enjoyed our walk through the funny lonely old country. Mockingbirds, meadow-larks, Carolina wrens, cardinals, and field sparrows
were singing cheerfully. We came up the river in time to get home
last evening. This morning Mother and I walked around the White
House grounds as usual. I think I get more fond of flowers every
year. The grounds are now at that high stage of beauty in which
they will stay for the next two months. The buckeyes are in bloom,
the pink dogwood, and the fragrant lilacs, which are almost the
loveliest of the bushes; and then the flowers, including the lily-ofthe-valley.
I am dictating in the office. Archie is out by the sandbox playing
with the hose. The playing consists in brandishing it around his head
and trying to escape the falling water. He escapes about twice out
of three times and must now be a perfect drowned rat. (I have just
had him in to look at him and he is even more of a drowned rat
than I supposed. He has gone out to complete his shower bath
under strict promise that immediately afterwards he will go in and
change his clothes.)
Quentin is the funniest mite2 you ever saw and certainly a very
original little fellow. He left at Mademoiselle’s plate yesterday a
large bunch of flowers with the inscription that they were from the
fairies to her to reward her for taking care of “two good, good
boys.” Ethel is a dear.
headland: point of high land
2
mite: affectionate term for child, meaning small
1
Project Gutenberg, 2006.
http://infomotions.com/etexts/gutenberg/dirs/6/4/6/6467/6467.ht
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m (03/26/2013).
46 Which detail is used to develop the central idea of finding joy in
. nature?
A. He describes the way Archie plays.
B. He explains who is in the cemetery.
C. He describes the variety of flowers and birds.
D. He explains why he needs thirty–six hours’ rest.
47. How does Roosevelt develop his central idea regarding his love of
flowers?
A. by describing the walks he and Mrs. Roosevelt take at two
different locations
B. by relating how Archie plays with the hose and Quentin
leaves the flowers for Mademoiselle
C. by naming or describing the blooming flowers from both
Washington’s birthplace and the White House
D. by explaining that the house does not exist, but that the
flowers are still in bloom at Washington’s birthplace
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48. Which detail from the selection supports both central ideas?
A. “On Sunday, Mother and I spent about four hours ashore,
taking our lunch and walking up to the monument which
marks where the house stood in which Washington was
born.”
B. “The narcissus in particular was growing around everywhere,
together with real wild flowers like the painted columbine and
star of Bethlehem.”
C. “It was lovely warm weather and Mother and I enjoyed our
walk through the funny lonely old country.”
D. “This morning Mother and I walked around the White House
grounds as usual. I think I grow more fond of flowers every
year.”
49. Which is a summary of the text?
A. Roosevelt found that most of Washington’s birthplace had
been destroyed.
B. Roosevelt enjoyed watching Archie play and found that each
year he enjoyed flowers more and more.
C. Roosevelt described the birthplace of the nation’s first
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president and reported on his children’s activities.
D. Roosevelt described an enjoyable visit with his wife to
Washington’s birthplace and described three of his children.
50. Which detail from the text contributes to the development of the
idea of President Roosevelt’s love of nature?
A. “There are still multitudes of flowers which must have come
from those in the old garden.”
B. “There are iris and narcissus and a little blue flower, with a
neat, prim, clean smell that makes one feel as if it ought to
be put with lavender into clean chests of fresh old linen.”
C. “I think I get more fond of flowers every year.”
D. “He left at Mademoiselle’s plate yesterday a large bunch of
flowers with the inscription that they were from the fairies to
her to reward her for taking care of ‘two good, good boys.’ ”
51. How does Roosevelt’s description of the graves of Washington’s
family fit into the central theme?
A. It shows that Roosevelt fears the death of loved ones.
B. It shows that Roosevelt does not like places that are falling
apart.
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C. It shows that Roosevelt pays attention to nature and family
connections.
D. It shows that Roosevelt was disappointed he did not find
Washington’s grave.
Read the following and answer the questions below:
Greenhouse Effect ... Can We Change the Climate?
Greenhouse Effect . . . Can We Change the
Climate?
It may seem hard to believe that people can actually change Earth’s
climate. But scientists think that the things people do that send
greenhouse gases into the air are making our planet warmer.
Once, all climate changes occurred naturally. However, during
the Industrial Revolution, we began altering our climate and
environment through agricultural and industrial practices. The
Industrial Revolution was a time when people began using machines
to make life easier. It started more than 200 years ago and changed
the way humans live. Before the Industrial Revolution, human
activity released very few gases into the atmosphere, but now
through population growth, fossil fuel burning, and deforestation,*
we are affecting the mixture of gases in the atmosphere.
Since the Industrial Revolution, the need for energy to run
machines has steadily increased. Some energy, like the energy you
need to do your homework, comes from the food you eat. But other
energy, like the energy that makes cars run and much of the energy
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used to light and heat our homes, comes from fossil fuels like coal
and oil. Burning these fuels releases greenhouse gases.
When Do You Send Greenhouse Gases into the Air?
Whenever you . . .










Watch TV
Use the air conditioner
Turn on a light
Use a hair dryer
Ride in a car
Play a video game
Listen to a stereo
Wash or dry clothes
Use a dish washer
Microwave a meal
. . . you are helping to send greenhouse gas into the air.
To perform many of these functions, you need to use electricity.
Electricity comes from power plants. Most power plants use coal and
oil to make electricity. Burning coal and oil produces greenhouse
gases.
Other things we do send greenhouse gases into the air, too. The
trash that we send to landfills produces a greenhouse gas called
methane. Methane is also produced by the animals we raise for
dairy and meat products and when we take coal out of the ground.
Whenever we drive or ride in a car, we are adding greenhouse
gases to the atmosphere. And, when factories make the things that
we buy and use every day, they, too, are sending greenhouse gases
into the air.
deforestation: clearing forests of trees
*
From the U.S. Environmental Protection Agency
52. According to paragraph 5, how does the use of electricity
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contribute to climate change?
A. Electricity is generated from methane, which produces
greenhouse gases in the air.
B. Electricity creates greenhouse gases in the air because of the
heat it is able to create.
C. Electricity is generated in factories, which burn fossil fuels
that produce greenhouse gases in the air.
D. Electricity comes from power plants, which burn coal and oil
that produce greenhouse gases in the air.
53. Which strategy does the author use to organize paragraph 5 so
that it contributes to the development of the selection?
A. information moving from general to specific
B. information presented chronologically
C. compare and contrast
D. cause and effect
54. How does the author use the title to contribute to the
development of the selection?
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A. by suggesting that readers can cause climate change
B. by questioning readers’ willingness to change the climate
C. by introducing readers to a new term and explaining its origin
D. by encouraging readers to become involved in changing the
climate
55. Which statement from the text explains the primary cause of
increased greenhouse gases in the last 200 years?
A. “All climate changes occurred naturally.”
B. “People began using machines to make life easier.”
C. “Some energy, like the energy you need to do your
homework, comes from the food you eat.”
D. “Methane is also produced by the animals we raise.”
56. How does the author emphasize the sources of greenhouse gases
in the selection?
A. by using short paragraphs throughout the selection
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B. by giving interesting examples in the last paragraph
C. by giving historical information in the first paragraph
D. by using bullets in the middle section of the selection
57. How is the selection organized to emphasize how people have
contributed to changing the climate?
A. It lists practical causes, discussing the effects of greenhouse
gas emissions, and suggesting decreasing electricity.
B. It provides historical information, listing the practical causes,
and discussing the effects of greenhouse gas emissions.
C. It explains practical causes, discussing effects of greenhouse
gas emissions and giving reasons to ban greenhouse gas
emissions.
D. It gives reasons to ban greenhouse gas emissions, suggesting
decreasing electricity, and encouraging the use of public
transportation.
58. According to the bulleted list, which contributes to climate
change?
A. using appliances to prepare a meal
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B. taking an afternoon walk in the park
C. knitting with needles by hand to make a scarf
D. planning a camping trip with family to the nearby woods
59. Which is the author’s primary purpose for including paragraph 2
in the selection?
A. to provide scientific data
B. to explain natural climate change
C. to provide an historical comparison
D. to show how gases change climate
60. According to the selection, which explains the impact of the
Industrial Revolution on greenhouse gases?
A. “We began altering our climate and environment through
agricultural and industrial practices.”
B. “People began using machines to make life easier.”
C. “We are affecting the mixture of gases in the atmosphere.”
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D. “The need for energy to run machines has steadily
increased.”
61. How does the author’s use of a list contribute to the
development of the selection?
A. The list is in abbreviated form, showing that its importance is
minimal.
B. The list makes the information easier to read than paragraph
format.
C. The list breaks up the article, making it less boring to read.
D. The list gives a lot of information in a compacted form.
Read the following and answer the questions below:
Politician: What is this job like?
Politician: What is This Job like?
Politicians run federal, state, and local governments. They are the
nation’s chief executives and legislators. They get their jobs by
being elected. They make and pass laws that affect all of us.
You know some politicians. The president and vice president of the
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United States are politicians. The governor of your state is also a
politician. So are your senators and representatives in Congress.
The mayor of your town is a politician. So is your elected school
board member or county council member.
Chief executives are responsible for their organizations. They
work with people who make laws. They set goals and then decide
how to reach them. They hire heads of offices and they make
budgets. They also nominate people for other jobs in government.
They get bids from contractors to do public work, like building
roads. They meet with other executives to solve problems. They rely
on many people to help them do this work. In small towns, they do
most of the work themselves.
Legislators pass laws. They bring up bills and vote on others. In
preparing legislation, they work with all parties with an interest in it.
They approve budgets and appointments submitted by the chief
executive. Chief executives and legislators also perform many
ceremonial duties.
Time spent at work can vary a lot. A local council member may
meet only once a month. A U.S. Senator may work 60 hours or
more a week. Many state legislators work full time while in session
(usually for 2 to 6 months a year) and part time the rest of the
year. Most local elected officials work a full-time schedule. The
schedule often includes unpaid duties.
Government chief executives and legislators who do not hold fulltime positions usually keep working in the job they had before
elected.
Some jobs require some out-of-town travel. Others involve long
periods away from home when the legislature is in session. In rural
areas, the drive to work may be very long.
How do you get ready?
Candidates for office usually must be a certain age. They must live
in their area, and be a U.S. citizen.
Some have business, teaching, or legal experience, but many others
have done other kinds of work. Many also have been volunteers
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with all kinds of social, political, religious, and other groups.
Being a good speaker and manager is important. Candidates must
inspire and motivate voters and their staff. They should be sincere
and honest. They also must know how to compromise. In addition,
they must have a lot of energy and be good fundraisers.
It is hard for politicians to “advance” in the usual sense. The voter is
their boss. If politicians are good at their jobs, they may get elected
to the next level of political office. For example, a council member
may run for mayor or for a job in the state government. A state
legislator may run for governor or for Congress. Not all elected
people want to advance and many do not try to. Others do not get
reelected or just leave the occupation. Most politicians serve for
only short periods of time.
Bureau of Labor Statistics. http://www.bls.gov/k12/social03.htm
(03/26/2013).
62. What is the primary function of many politicians?
A. to get elected
B. to create budgets
C. to make and pass laws
D. to help voters understand government
63. How do politicians affect regular citizens’ everyday lives?
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A. They attend meetings and set goals.
B. They run advertisements for elections.
C. They give speeches about important topics.
D. They organize projects such as road construction.
64. Why would the ability to compromise be an important skill for a
politician?
A. to keep voters and taxpayers satisfied
B. to work with others to accomplish goals
C. to ensure that he or she will be re-elected
D. to get voters from different towns to raise money
65. Why is it hard for a politician to “advance”?
A. “Most politicians serve for only short periods of time.”
B. “Not all elected people want to advance and many do not try
to.”
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C. “Many also have been volunteers with all kinds of social,
political, religious, and other groups.”
D. “The voter is their boss. If politicians are good at their jobs,
they may get elected to the next level.”
66. Which most affects how many hours a week a politician spends
working?
A. the level of government at which he or she works
B. the number of people who work for him or her
C. the amount of energy he or she has
D. his or her personal dedication
67. Which explains why politicians should be good speakers?
A. “They should be sincere and honest.”
B. “They also must know how to compromise.”
C. “Candidates must inspire and motivate voters and their
staff.”
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D. “If politicians are good at their jobs, they may get elected to
the next level of political office.”
Read the following and answer the questions below:
Disease Detectives
Disease Detectives
This disease detective knows a lot about his case.
Dr. Redd is the Chief of the Air Pollution and Respiratory Health
Branch in the National Center for Environmental Health at the
Centers for Disease Control and Prevention (CDC)—Whew! That’s a
title! He used to study other diseases, but became “Dr. Asthma”
about four years ago when he realized that our nation’s lungs
needed his help!
Dr. Redd spends lots of time on the phone and traveling around
the country to work with other CDC groups, as well as outside
organizations, on the topic of asthma. Dr. Redd’s team closely
tracks the asthma cases that occur in the U.S. Their goal is to learn
more about what’s going on with asthma, so that they can stop the
disease in its tracks. Dr. Redd also oversees national programs to
help people get their asthma under control.
Asthma: The basics
Asthma is a breathing condition that leads to coughing, wheezing
(whistling sound while breathing), trouble catching your breath, and
a chest that feels tight. Even chest pains, dizziness, and always
having to clear your throat can be signs of asthma, and should be
checked out by a doctor.
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For people with asthma, things like cold or dry air, dust, pollen,
pollution, cigarette smoke, or stress can be “triggers,” which cause
the body to pump out chemicals that make the airways shrink,
stopping air from getting through to the lungs—and causing an
asthma attack. An asthma attack can feel like trying to suck air in
and push it out through a straw!
Physical activity can cause asthma attacks too. Although experts
aren’t entirely sure why physical activity sometimes brings one on,
a likely explanation is that fast breathing through the mouth (like
what happens when you get winded) can irritate the airways. Dr.
Asthma advises, “When smog levels are high, it’s always a good
idea to participate in physical activity in the morning instead of in
the afternoon—smog levels rise later in the day.”
Is asthma a big problem for kids today?
“About five million young people in our country have asthma,”
says Dr. Redd, “When your parents were young (about 30 years
ago), asthma was an uncommon disease seen in only about 3% of
people. Now, it’s up to at least 7%, and rising. As young kids, more
boys have asthma. But some people ‘grow out’ of asthma (their
lungs get bigger and they no longer have symptoms) and the tables
turn. So, as teenagers, slightly more girls have the disease.”
How can kids help their friends who have asthma?
If their condition is under control, people with asthma can do the
same things that you can. So, your job is to help them know that
it’s okay to use their inhalers or take their medicines. Also, don’t
worry about catching asthma because it isn’t contagious.
If your friend or relative is having an asthma attack, it can be scary
to watch. But according to Dr. Redd, the first thing to do is stay
calm. Encourage the person to use an inhaler (if it’s on hand) and
get help.
What causes asthma, anyway?
No one knows for sure yet. Dr. Redd reports that people’s genes
help decide whether they develop asthma. Some researchers think
that since today’s young people are exposed to germs that are
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different than the ones that kids faced 20 or 30 years ago, their
immune systems might not develop in the same way, leading to
more asthma and allergies. The fact that more people than ever are
overweight also might be related to increased asthma cases. (This
does not mean that you should lose weight if you have asthma,
though if you’re overweight, it could help. Talk to your parents or
your doctor to find out.) Perhaps something in the environment
causes asthma. One thing is for sure—the disease detectives have
leads* and they’re on the case!
leads: important information leading to a solution
*
From the Centers for Disease Control and Prevention
68. Why does the author use questions as headings for the last three
sections of the selection?
A. to show the questions addressed to Dr. Redd during an
interview
B. to recognize the fact that many people have questions about
asthma
C. to indicate that experts still have questions about the causes
of asthma
D. to address the kinds of questions most young people would
have about asthma
69. How does paragraph 5 continue to develop the central idea
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introduced in paragraph 4?
A. It provides expert opinion to prove the central idea.
B. It provides another example to support the central idea.
C. It provides evidence that contrasts with the central idea.
D. It provides background information to explain the central
idea.
70. Which is the central idea of the final paragraph?
A. Asthma is a genetic disease.
B. Environmental factors cause asthma.
C. The causes of asthma are not certain.
D. There are many known causes of asthma.
71. How does the author’s inclusion of paragraph 6 contribute to the
selection?
A. It warns young boys about the dangers of asthma.
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B. It shows young readers the seriousness of asthma.
C. It convinces adults to screen their children for asthma.
D. It shows readers that asthma is still a growing concern.
72. How do the statistics in paragraph 7 develop the central idea?
A. They show that asthma is still a rare disease.
B. They show that mostly adults suffer from asthma.
C. They show that mostly females suffer from asthma.
D. They show that asthma is becoming more common.
73. Which does the author emphasize by ending the selection with
information on the uncertainty about the causes of asthma?
A. Active research into asthma will continue.
B. Only a few asthma treatment options are available.
C. Current asthma research techniques are insufficient.
D. Knowledge about asthma has not seen seen gains in recent
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years.
74. How does the author’s inclusion of paragraphs 3-5 contribute to
the overall development of the selection?
A. They provide background information about the disease.
B. They identify the reasons why people have the disease.
C. They detail Dr. Redd’s research findings about the disease.
D. They describe the physical sensations related to the disease.
75. Which statement summarizes this selection?
A. Dr. Redd from the CDC explains that asthma is a serious
disease that can make it difficult for a person to breathe.
B. Dr. Redd from the CDC helps people cope with asthma and
works toward being able to eliminate the disease.
C. There are many hypotheses about the causes of asthma, but
none have been proven.
D. Asthma can be a problem for many kids, but it does not have
to hinder their lifestyle.
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76. How does the section titled “Asthma: The basics” develop the
central idea of the text?
A. It describes the sensations people experience during an
asthma attack.
B. It provides a definition of asthma and explains causes of
asthma attacks.
C. It identifies symptoms of asthma that should be investigated
by a doctor.
D. It gives Dr. Redd's research findings and recommendations
about asthma.
77. How does the author’s inclusion of paragraph 2 contribute to the
overall development of the selection?
A. It establishes Dr. Redd’s credibility.
B. It explains Dr. Redd’s work on asthma.
C. It identifies Dr. Redd’s accomplishments.
D. It shows the importance of Dr. Redd’s title.
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Read the following and answer the questions below:
Adapted from “The Science of Electricity”
Adapted from “The Science of Electricity”
In order to understand how electric charge moves from one atom to
another, we need to know something about atoms. Everything in
the universe is made of atoms—every star, every tree, every
animal. The human body is made of atoms. Air and water are, too.
Atoms are the building blocks of the universe. Atoms are so small
that millions of them would fit on the head of a pin.
Atoms are made of even smaller particles. The center of an atom is
called the nucleus. It is made of particles called protons and
neutrons. The protons and neutrons are very small, but electrons
are much, much smaller. Electrons spin around the nucleus in shells
a great distance from the nucleus. If the nucleus were the size of a
tennis ball, the atom would be the size of the Empire State Building.
Atoms are mostly empty space.
If you could see an atom, it would look a little like a tiny center of
balls surrounded by giant invisible bubbles (or shells). The electrons
would be on the surface of the bubbles, constantly spinning and
moving to stay as far away from each other as possible. Electrons
are held in their shells by an electrical force.
The protons and electrons of an atom are attracted to each other.
They both carry an electrical charge. An electrical charge is a force
within the particle. Protons have a positive charge (+) and electrons
have a negative charge (-). The positive charge of the protons is
equal to the negative charge of the electrons. Opposite charges
attract each other. When an atom is in balance, it has an equal
number of protons and electrons. The neutrons carry no charge and
their number can vary.
The number of protons in an atom determines the kind of atom, or
element, it is. An element is a substance in which all of the atoms
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are identical. Every atom of hydrogen, for example, has one proton
and one electron, with no neutrons. Every atom of carbon has six
protons, six electrons, and six neutrons. The number of protons
determines which element it is. You may have heard of the Periodic
Table, a chart that shows all the known elements.
Electrons usually remain a constant distance from the nucleus in
precise shells. The shell closest to the nucleus can hold two
electrons. The next shell can hold up to eight. The outer shells can
hold even more. Some atoms with many protons can have as many
as seven shells with electrons in them.
The electrons in the shells closest to the nucleus have a strong force
of attraction to the protons. Sometimes, the electrons in the
outermost shells do not. These electrons can be pushed out of their
orbits. Applying a force can make them move from one atom to
another. These moving electrons are electricity.
U.S. Energy Information Administration.
http://www.eia.gov/kids/energy.cfm?page=electricity_sciencebasics (03/26/2013).
78. Which statement identifies a central idea of the selection?
A. Electrons carry an electrical charge that is negative.
B. Electrons spin around the nucleus, producing electricity.
C. Electricity is produced by a force applied to an atom’s
nucleus.
D. Electricity results when electrons move from one atom to
another.
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79. Which is a summary of the selection?
A. The universe is made of atoms, which have three parts. They
are neutrons, protons, and electrons. These are opposite
each other but also attract each other. The electrons are the
most important. When they are pushed, they make
electricity.
B. All things are made of atoms, which consist of electrons,
protons, and neutrons. Electrons and protons carry opposite
charges and are attracted to one another. Electricity is
formed when electrons move from one atom to another.
C. Protons and electrons are what make up atoms, and atoms
make up everything. Sometimes they also have neutrons.
When the electrons and protons move around the nucleus,
they make electricity.
D. Atoms are very important and are made up of electrons,
protons, and neutrons. Their number determines what
element they make up. When electrons move to another
atom, they make electricity.
80. Which sentence supports a central idea of the selection?
A. “An element is a substance in which all of the atoms are
identical.”
B. “Every atom of carbon has six protons, six electrons, and six
neutrons.”
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C. “You may have heard of the Periodic Table, a chart that
shows all the known elements.”
D. “The electrons in the shells closest to the nucleus have a
strong force of attraction to the protons.”
81. How are the central ideas about atoms explained in the
selection?
A. by giving reasons why they are useful
B. by providing examples from scientific theory
C. by showing how they are used to make electricity
D. by using examples that make them easy to visualize
82. How does the author organize the text to support the central
ideas?
A. Creative ideas are presented as proof of a theory.
B. A true story is used to explain why a natural process occurs.
C. A simple concept is explained and supporting details are
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elaborated upon.
D. Background information is presented and then connected to
another developing idea.
83. Which sentence from “A Word for Autumn” best supports the author’s claim that change should
not be feared?
A. “Last night the waiter put the celery on with the cheese, and I knew that summer was
indeed dead.”
B. “Yet somehow it had begun to seem possible lately that a miracle might happen, that
summer might drift on and on through the months—a final upheaval to crown a wonderful
year.”
C. “In vain to comfort myself with the thought that I could get through more work in the winter
undistracted by thoughts of cricket grounds and country houses.”
D. “This morning I welcomed the chill in the air; this morning I viewed the falling leaves with
cheerfulness; and this morning I said to myself, ‘Why, of course, I’ll have celery for lunch.’”
84. In “A Word for Autumn,” how does the author reveal his purpose?
A. The author describes an experience in a restaurant as a way to express his feelings about
a season.
B. The author describes an experience in a restaurant to entertain the reader with an
interesting story.
C. The author provides factual information about a vegetable to explain a change in season.
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D. The author argues that more people should eat a vegetable by explaining its health
benefits.
85. In “A Word for Autumn,” how does the author’s description of celery relate to his opinion of fall?
A. He equates his craving for celery with an acceptance of autumn’s arrival.
B. He states that celery is enjoyable all year, but especially in autumn.
C. He suggests that celery reminds him of summer throughout the autumn months.
D. He explains that his love of celery is somewhat diminished by the coming autumn.
86. How does the author of “A Word for Autumn” support the idea that celery most accurately
signals the end of the summer?
A. by describing the crisp, fresh taste of new celery
B. by describing the waiter’s presentation of the vegetable
C. by explaining how other signs of autumn are less dependable
D. by explaining that celery is only served during cold weather
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Read the following and answer the questions below:
Should a Teenager Have a Job?
Should a Teenager Have a Job?
It is not unusual for a teen to want to earn money. Some are able
to do this when parents give them an allowance. Many times this
money is tied to doing chores around the house. The chores might
include such things as washing dishes, mowing grass, or taking out
the garbage.
But for some teens, an allowance is not enough. They may want, or
need, additional money to spend improving their wardrobe, saving
for a car, or school-related expenses. The reality of the situation is
that things cost money. Just the price for a high school yearbook or
a school trip can be expensive. It sometimes seems that every
second of the day includes needing more money.
So, why are some parents opposed to their teens working? It seems
they would welcome having them help with their own expenses.
First, it could require that a parent has to provide transportation for
the teen to get back and forth to the job. This could be difficult
depending on work and home schedules. For example, it is difficult
to get a teenager to work at a certain time if another child has to be
at ball practice at the same time. Another reason parents might be
opposed to a teen taking on this type of responsibility is because
the teen is already too busy with other activities. Some teens are
involved in after-school activities, church activities, and civic
organizations. An example of a civic organization would be the Boy
Scouts. In addition, some parents think that if teens work, they will
not be able to maintain their grades. Grades are important when it
comes to what may happen after graduation from school.
On the other hand, having a job can have several benefits. I think it
creates a more responsible person because you have to concentrate
on meeting the needs and desires of other people. You are
responsible for something else. Also, having a job can help ease the
stress of having to ask parents for money. Some parents might not
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be able to always provide the money. It is all right for teens to help
pay for their car insurance or cell phone bill.
87. How does the author answer the question, “Should a teenager
have a job?”
A. by telling how expensive it is to be a student
B. by showing a student’s perspective and a parent’s
perspective
C. by listing the challenges for parents when their child starts
working
D. by arguing that all students should have a job to help pay
their expenses, like cell phone bills
88. How does the author support the claim that having a job is
positive for teens?
A. by examining the many stresses in a teenager’s life
B. by describing several working teens and grateful parents
C. by listing multiple examples of a teenager’s expensive needs
D. by making a connection between work and building character
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89. Which statement supports the idea that an allowance is not
always enough money?
A. “It is not unusual for a teen to want to earn money.”
B. “Many times this money is tied to doing chores around the
house.”
C. “They may want, or need, additional money to spend
improving their wardrobe, saving for a car, or school-related
expenses.”
D. 'It seems [parents] would welcome having [teens] help with
their own expenses.”
90. How does the author connect out–of–school activities to the
overall argument?
A. by persuading the reader that activities are more important
for a student’s future than a job
B. by showing that some teens may already be too busy with
activities to have a job as well
C. by telling how teens could get paid for the activities they are
already doing
D. by explaining to the reader that Boy Scouts is a civic activity
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91. How does the author establish the argument for jobs for
teenagers?
A. with an introduction about money
B. with background information about families
C. with a list of common forms of summer employment
D. with a description of how teens earn money from chores
92. How does the author support the claim that there are benefits
from a teenager having a job?
A. “It is not unusual for a teen to want to earn money.”
B. “It sometimes seems that every second of the day includes
needing more money.”
C. “Grades are important when it comes to what may happen
after graduation from school.”
D. “You are responsible for something else.”
93. Which statement is not needed to support the claim that some
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parents are against teenagers working?
A. “This could be difficult depending on work and home
schedules.”
B. “Some teens are involved in after-school activities.”
C. “An example of a civic organization would be the Boy Scouts.”
D. “Grades are important when it comes to what may happen
after graduation from school.”
94. How does the author support the claim that a teenager’s
allowance may not be enough?
A. with an emotional plea
B. with examples of required school needs
C. with examples of everyday teen expenses
D. with an emotional request for extra money from parents
95. Which of the author’s claims about teenagers and jobs is related
to family?
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A. a job could interfere with grades
B. a job may affect other activities like clubs
C. a job may require help with transportation
D. a job can affect a teenager’s academic future
Read the following and answer the questions below:
Excerpt from The Story of the Greeks: “The Tyrant Pisistratus”
Excerpt from The Story of the Greeks: “The
Tyrant Pisistratus”
by H.A. Guerber
Not very long after Solon had given the new laws to the Athenians,
the two political parties of the city again began to quarrel. One of
these parties was composed wholly of rich men and nobles, or
aristoi, from which Greek word is formed our English word
“aristocrat;” the other party included the farmers and poor people,
or demos, the Greek term which has given rise to the word
“democrat.”
Among the aristocrats, or nobles, there was a nephew of Solon
called Pisistratus. He was very rich; but, instead of upholding his
own party, he seemed to scorn the rich, and always sided with the
poor. To make friends with the democrats, he pretended to obey the
laws with the greatest care, and addressed every man with the
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utmost politeness.
Once, having killed a man by accident, Pisistratus came of his own
free will before the judges of the Areopagus, confessed his crime,
and was so humble that he quite disarmed the anger of the people.
As soon as he felt quite sure that he had won many friends among
the poor, Pisistratus appeared one day in the market place, covered
with blood, which flowed from slight wounds which he had made
upon his own body.
His polite manners and kindly words had been only a pretense,1
however; and he was not only a hypocrite,2 but also a liar. So he
now said that the aristocrats had tried to kill him because he was
the friend of the people.
In proof of these words, he pointed to his wounds. The poorer
Athenians, who believed him, were very indignant, and began to
talk angrily about the wicked nobles, who had hurt Pisistratus only
because he was ready to help them.
When Pisistratus cried out that his life was no longer safe, all the
democrats exclaimed that they would protect him; and, as they had
the right of voting, they then and there said that he should have a
bodyguard of fifty armed men to protect him.
Pisistratus pretended to be very grateful for this favor, and, under
pretext3 of choosing his bodyguard, engaged a great number of
soldiers. When his plans were all ready, he took possession of the
Acropolis by force.
The people now found out, but too late, that Pisistratus had
deceived them only to get more power; and that, thanks to the
guard they had voted him, he had become master of the town, and
held the reins of the government.
The Athenians did not long remain angry with their former favorite,
however; for he did all he could to make them happy, and ruled
them very wisely. He improved the city by building magnificent
temples and other public buildings, and made a great aqueduct, so
that the people could have plenty of pure water to drink.
Pisistratus also laid out a public park, the Lyceum, just outside the
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city walls, so that the Athenians could go there, and enjoy the cool
shade of the groves he had planted.
Then he began to collect all the poems of Homer, had them
carefully written down, and placed them in a public library, so that
the Greeks could read them whenever they pleased. Until then
these poems had only been recited, and no written copy existed.
Pisistratus, therefore, did a very good work in thus keeping for our
enjoyment the greatest epic poems ever composed.
As Pisistratus ruled just as he pleased, without consulting the
Tribunal or people, he has been called a tyrant. This word in those
days meant “supreme ruler;” but as many of those who followed
him made a bad use of their power, and were cruel and grasping, its
meaning soon changed, and the word now means “a selfish and
unkind ruler.”
pretense: false show to hide real intent
hypocrite: one who claims to believe one way but acts against
those beliefs
3
pretext: false claim to hide real intent
4
epic: long narrative poem about a hero's adventures
1
2
Project Gutenberg, 2007.
http://www.gutenberg.org/files/23495/23495-h/23495-h.htm
(03/26/2013).
96. In the text, which reflects the relationship Pisistratus had with
the democrats?
A. He felt sorry for them.
B. He felt that they believed in him.
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C. He was able to lead them into war.
D. He deceived them to gain greater power.
97. How did the reign of Pisistratus impact modern society?
A. His reign created a layout for future parks.
B. His reign resulted in the current meaning of hypocrite.
C. His reign resulted in a written record of Homer’s epic poems.
D. His reign gave a reason to be suspicious of people in power.
98. How does Pisistratus turn the Athenians’ anger to happiness?
A. He hires only democrats to work under his rule.
B. He turns Athens into a pleasant place to live.
C. He rules the people with absolute power.
D. He makes promises that he will be fair.
99. How did Pisistratus manage to calm the people after accidentally
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killing a man?
A. He promised to build temples and aqueducts.
B. He claimed that aristocrats tried to harm him.
C. He pretended to be kind and polite.
D. He admitted his crime on his own.
100. According to the text, which effect did being an aristocrat have
on Pisistratus?
A. It helped him to become a better ruler.
B. It made it easier for him to help people.
C. It made it harder for people to trust him.
D. It helped him see the differences in the parties.
101. Which is an outcome of the Athenians providing Pisistratus with
bodyguards?
A. Pisistratus was wounded by the aristocrats.
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B. Pisistratus took over as ruler of the Tribunal.
C. Pisistratus used the bodyguards against the people.
D. Pisistratus ordered the Athenians to improve the city.
102. How did Pisistratus’ admission of guilt in the accident influence
his relationship with the democrats?
A. It helped to show he was a hypocrite.
B. It helped him gain their sympathy and trust.
C. It helped to show that he was a powerful person.
D. It helped him prove he was different from the aristocrats.
103. How did Pisistratus’ ruling of the democrats affect their lives?
A. They were angry at him for tricking them.
B. They were happy not to be ruled by one of their own.
C. They were happy to be ruled by someone with money.
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D. They were given better opportunities and living conditions.
Read the following and answer the questions below:
Excerpt from Famous Men of the Middle Ages: “Rollo the Viking” The Siege of Paris
Excerpt from Famous Men of the Middle Ages:
“Rollo the Viking”
The Siege of Paris
By John Haaren
The Vikings had many able chieftains. One of the most famous was
Rollo the Walker, so called because he was such a giant that no
horse strong enough to carry him could be found, and therefore he
always had to walk. However, he did on foot what few could do on
horseback.
In 885 seven hundred ships, commanded by Rollo and other Viking
chiefs, left the harbors of Norway, sailed to the mouth of the Seine,
and started up the river to capture the city of Paris.
Rollo and his men stopped on the way at Rouen, which also was on
the Seine, but nearer its mouth. The citizens had heard of the giant,
and when they saw the river covered by his fleet they were
dismayed. However, the bishop of Rouen told them that Rollo could
be as noble and generous as he was fierce; and he advised them to
open their gates and trust to the mercy of the Viking chief. This was
done, and Rollo marched into Rouen and took possession of it. The
bishop had given good advice, for Rollo treated the people very
kindly.
Soon after capturing Rouen he left the place, sailed up the river to
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Paris, and joined the other Viking chiefs. And now for six long miles
the beautiful Seine was covered with Viking vessels, which carried
an army of thirty thousand men.
A noted warrior named Eudes was Count of Paris, and he had
advised the Parisians to fortify the city. So not long before the
arrival of Rollo and his companions, two walls with strong gates had
been built round Paris.
It was no easy task for even Vikings to capture a strongly walled
city. We are told that Rollo and his men built a high tower and rolled
it on wheels up to the walls. At its top was a floor well manned with
soldiers. But the people within the city shot hundreds of arrows at
the besiegers,1 and threw down rocks, or poured boiling oil and
pitch upon them.
The Vikings thought to starve the Parisians, and for thirteen months
they encamped round the city. At length food became very scarce,
and Count Eudes determined to go for help. He went out through
one of the gates on a dark, stormy night, and rode post-haste3 to
the king. He told him that something must be done to save the
people of Paris.
So the king gathered an army and marched to the city. No battle
was fought—the Vikings seemed to have been afraid to risk one.
They gave up the siege, and Paris was relieved.
besiegers: attackers
pitch: black, sticky material left over after making tar
3
post-haste: quickly
1
2
Project Gutenberg, 2003.
http://www.gutenberg.org/files/3725/3725-h/3725-h.htm
(02/28/2013).
104. Which statement expresses two different ideas about war
developed in the story?
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A. The king and Rollo had armies that were different sizes.
B. The Parisians wanted to talk, but the Vikings wanted to
fight.
C. The bishop of Rouen and the Count of Paris reacted
differently to Rollo.
D. The citizens of Rouen fought back, while the citizens of Paris
surrendered.
105. Which two central ideas about war are expressed by Rollo and
Eudes?
A. Rollo attacks, while Eudes defends.
B. Rollo raids, while Eudes sails away.
C. Eudes surrenders, while Rollo conquers.
D. Eudes opens the gates, while Rollo gathers forces.
106. Which helps in the development of the central ideas?
A. stating exact days and years
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B. describing offensive and defensive strategies
C. describing the soldiers in the armies of each side
D. locating geographic landmarks near the battle sites
107. How does the author develop the central ideas?
A. by explaining battle techniques
B. by providing battle statistics
C. by describing ancient armies
D. by relating historical stories
108. What effect did Rollo’s size have on his enemies?
A. They were immediately afraid.
B. They saw him as a giant and a bully.
C. They knew he would be easy to defeat.
D. They thought he was kind and generous.
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109. In addition to Rollo’s size and reputation, what threat did the
Vikings hold over the citizens of Rouen?
A. knowledgeable chieftains
B. advanced weapons and structures
C. a massive army and hundreds of ships
D. fierce leaders who would brutally conquer
110. What effect did the King’s army have upon the Vikings?
A. It forced the Vikings to retreat.
B. It created much tension and fear in France.
C. It lengthened the time of the Viking invasion.
D. It caused the Vikings to attack only from the ships.
111. Which detail supports the central idea of the Parisian and Viking
standoff?
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A. No battle was fought.
B. Eventually, food became scarce.
C. Rollo and his men built a high tower.
D. Count Eudes left Paris on a dark, rainy night.
112. Which caused the Vikings to enter Rouen peacefully?
A. The Rouens trusted Rollo and agreed to help him in Paris.
B. The Rouens were willing to surrender in order to survive.
C. Rollo saw that the bishop of Rouens was someone he knew.
D. Rollo wanted to recruit the Rouens to help him defeat Paris.
113. Which are the central ideas in the selection?
A. Rollo was successful in Rouen; he failed in Paris.
B. The Vikings had a massive army; they captured many cities.
C. The citizens of Rouen were afraid; the Parisians acted
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courageously.
D. Rollo was an honorable chief; the Viking attack of Paris
ended in a standoff.
114. How did chief Rollo’s reputation affect the Rouen citizens?
A. They became upset and felt hopeless.
B. They became frightened and begged for mercy.
C. They trusted the bishop’s advice and were spared.
D. They saw the giant’s army and knew they were doomed.
Read the following and answer the questions below:
Ferdinand Magellan The Voyage Around the World
Ferdinand Magellan: The Voyage Around the World
By Jerome Wiechers
In search of a shorter trade route to Asia, Christopher Columbus and other explorers proved that
undiscovered continents existed to the west of Europe. But they had not discovered a shorter route
around North and South America. Ferdinand Magellan sailed out in search of that shorter route. His
long and dangerous journey took nearly three years.
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1 Ferdinand Magellan was born in 1480, in Sabrosa, Portugal. He served as a captain in the
Portuguese army.
2 Believing it possible to sail west and reach the Spice Islands by sailing around what is now
known as South America, he presented his project to King Charles the Fifth, of Spain.
3 In 1519, with about three hundred men, he set sail, and first landed at Cape Verde Islands
[between Africa and South America].
4 They followed the [South American] coast south and explored the mouths of many rivers. Boats
were sent inland to see how far the rivers extended. Magellan believed that a passage through
the continent might be found and he was fearful they would overlook such passage.
5 It was at this time that a mutinous plot1 was discovered among a number of the officers and some
of the crew. Magellan, learning of this, put the offenders in chains and called a council of the
captains. This court-martial2 condemned an officer, Mendoza, to death, and exiled the rest,
decreeing that they should remain among the natives in South America, be their fate what it may.
6 The expedition again put to sea but the sea had become so rough that it was unsafe to proceed.
Magellan was forced to spend the winter [in South America].
7 [Moving] on, they finally rounded a point and looking ahead they saw a broad expanse of water
lying before them. Magellan named this water the Pacific. He now realized that his great purpose
had been accomplished and he raised his voice to God in thanks.
8 Only thirty-one men returned [to Portugal]. The first voyage had been made around the world.
9 Ferdinand Magellan [and] his voyage definitely established the fact that the world was round and
gave later explorers information that was of countless value.
1 court-martial: a military trial
2 mutinous plot: an attempt to take control of the ship
115. Which paragraph best reveals the author’s point of view on Magellan’s voyage?
A. paragraph 6
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B. paragraph 7
C. paragraph 8
D. paragraph 9
116. What key concept is developed in paragraphs 3 and 8?
A. Magellan was a strong leader.
B. Many men did not survive the trip.
C. New lands were found on the trip.
D. Results were worth the difficulties.
117. What do Magellan’s actions in paragraph 5 reveal about him?
A. He was driven to succeed on his voyage.
B. He put the best interest of his crew first.
C. He considered leadership advice from the king.
D. He doubted the loyalty of his men from the beginning.
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118. How does the structure of the article support the development of events in the passage?
A. Events are presented in order of historical importance.
B. The events of the voyage are presented chronologically.
C. Events involving Magellan are compared with those of other explorers.
D. Flashback is used to reveal events leading to the situation in the introduction.
Read the following and answer the questions below:
Theodor Seuss Geisel
Theodor Seuss Geisel
Born in Springfield, Massachusetts, Theodor Seuss Geisel had a
passion for writing. His love for books led him to attend Dartmouth
College in New Hampshire and Oxford University in England in
hopes of becoming an English professor. While attending Oxford,
Theodor met and married Helen Palmer, and the two returned to the
United States. Instead of becoming an English professor who would
teach students about great writers, Theodor began to develop his
own writing and drawing abilities. He spent the 1920s and 1930s
writing humorous articles and drawing cartoons for magazines such
as Judge, Vanity Fair, and Life. He also drew insects for
advertisements for a popular bug spray called Flit. Through his work
as a cartoonist, Theodor developed his ability to draw zany
characters. He shared his humor and love of language with others
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through his cartoons and writings.
While returning to the United States on a cruise ship from Europe
in 1936, Theodor wrote a nonsense poem set to the rhythm of the
ship’s engine. The story, And to Think That I Saw It on Mulberry
Street, told the tale of a boy whose imagination transformed a
simple horse-drawn wagon into a parade of strange creatures and
vehicles. Theodor added illustrations to the poem and took the book
to more than 25 publishers, who said his work was “too different.”
Theodor, however, was persistent, and through a college friend
working for a publisher, Theodor was able to publish And to Think
That I Saw It on Mulberry Street. He used the name Dr. Seuss.
Theodor soon wrote, illustrated, and published several more books,
such as Thidwick, The Big-Hearted Moose, and Horton Hatches the
Egg. However, the outbreak of World War II forced him to put aside
his writing career for a while. Instead of writing books, Theodor
worked for the U.S. Army and made educational films for American
soldiers. He won Academy Awards for his work on these films.
After World War II, Life magazine published an article suggesting
that children were having trouble learning to read because many
children’s books were too boring. This article inspired Theodor’s
publisher to challenge him to write a book using a list of 250 words
known to first-graders. Theodor set these simple words to rhyme
and created the now-famous The Cat in the Hat. Theodor’s ability to
combine simple words into amusing patterns made learning to read
exciting and fun. Through his books, Theodor shared his love of
language with children. The success following The Cat in the Hat
allowed Theodor to create a publishing company called Beginner
Books. Random House bought the publishing company in 1960 and
made Theodor president of the new division. Theodor’s work was so
popular that a man challenged him to write a story using less than
50 words, and the result was Theodor’s popular book, Green Eggs
and Ham.
A number of Theodor’s stories were made into animated television
shows and full-length movies. Perhaps the most famous of these is
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the holiday special How The Grinch Stole Christmas. Later in his
career, Theodor wrote a few stories that contained strong political
messages, the most notable being The Lorax, which dealt with
environmental preservation. Theodor’s mastery of the English
language and his ability to make reading fun for children made him
one of the most beloved children’s authors of the 20th Century.
White House. http://georgewbushwhitehouse.archives.gov/kids/dreamteam/theodorgeisel.html
(03/26/2013).
119. How does the use of words like zany, strange and “too different”
impact the reader?
A. It emphasizes how confusing Dr. Seuss’s early work could be
for children.
B. It explains why children could not read until Dr. Seuss
published books.
C. It explains why so many people instantly loved Dr. Seuss’s
work.
D. It emphasizes how unique Dr. Seuss’s books were.
120. How does the repetition of the word challenge in paragraph 4
impact the author’s meaning?
A. It shows that Geisel was hesitant to try new things.
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B. It shows that other people doubted in Geisel’s skill.
C. It shows that writing was very difficult for Geisel.
D. It shows that Geisel was willing to take risks.
121. How does the use of the words persistent, mastery, and beloved
impact the selection?
A. It stresses Theodor’s popularity as a writer.
B. It reveals Theodor’s strong personality traits.
C. It emphasizes that Theodor’s career was outstanding and
creative.
D. It shows how Theodor’s hard work helped him get a book
published.
122. Why is Flit an appropriate name for an insect spray?
A. It reminds the reader of the way insects move.
B. It is a short word which is easily remembered.
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C. It reminds the reader that insects are small.
D. It creates alliteration with the word fly.
123. In paragraph 2, how does the use of the word creatures rather
than a word like animals impact the reader?
A. It shows that Dr. Seuss did not know how to draw real
animals.
B. It helps the reader understand their cartoon-like nature.
C. It emphasizes the scary nature of Dr. Seuss’s drawings.
D. It makes the reader want to read the story.
Read the following and answer the questions below:
The Cape Hatteras Light Station
The Cape Hatteras Light Station
Lighthouses have a long and colorful history. The earliest recorded
date of a regularly maintained light that guided mariners1 is 600
B.C. Even the ancient Egyptians built light towers; priests tended
the beacon2 fires. By the 18th century, open fires on platforms at or
near dangerous points protected the coasts of Europe. Today the
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typical lighthouse is a steel or brick structure whose electrically
timed and operated light probes more than 20 miles out to sea, still
warning of hidden reefs and treacherous shoals3 that menace the
navigator.
Cape Hatteras Lighthouse stands on a spot of eastern North
America dreaded by sailors since the 16th century when European
ships regularly began sailing, or “coasting,” the Atlantic seaboard. A
warm offshore current, the Gulf Stream, flows north at about 4
knots and veers eastward north of Cape Hatteras. Spanish treasure
fleets returning from the mines of Mexico and Central America made
good use of this northbound current on their voyages to Spain.
Southbound vessels followed an inshore counter-current of colder
water, the Virginia Coastal Drift. These might have been two very
efficient marine highways, except that at Cape Hatteras the Gulf
Stream pinches down on the inshore current and forces southbound
ships into a narrow passage around Diamond Shoals, the
submerged fingers of shifting sand that jut more than 10 miles out
from the Cape. More than 500 ships of many nations, trying to find
their way around the shoals, have foundered4 at or near Cape
Hatteras, earning for the area its sinister reputation as the
“Graveyard of the Atlantic.” The absence of natural landmarks along
the Carolina Coast added to the navigator’s risk, as he was drawn
dangerously close to shore to get a bearing.
Recognizing the very real danger to Atlantic shipping, Congress, in
1794, authorized the construction of a permanent lighthouse at
Cape Hatteras. It took almost ten years before a “light was raised”
in October, 1803. Built of sandstone, 90 feet high, the tower was a
start, but only a start, in providing the protection needed in these
hazardous waters. A major problem through the years was
illumination; the small lamp fueled by sperm whale oil did not
penetrate the darkness beyond the shoals. Storms shattered the
windows and broke the lamps, putting the light out for days at a
time.
Complaints were numerous and vocal. In 1837, the Captain of a
coasting vessel reported that, “. . .as usual no light is to be seen
from the lighthouse.” In 1851, Lieutenant H. K. Davenport, Skipper
of the mail steamer Cherokee, complained, “Cape Hatteras light,
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upon the most dangerous point on our whole coast, is a very poor
concern. . . .” Creation of the Lighthouse Board in 1852 made a
decided improvement in the conduct of all United States lighthouse
operations. Composed of men familiar with the problems involved,
the Board answered directly to the Secretary of the Treasury and
soon acted to correct the deficiencies at Cape Hatteras. Among the
first corrections was to raise the tower to more than 150 feet and to
install a new lighting device—a first-order Fresnel lens. Developed in
France by Augustin Fresnel, the lens utilized prisms and magnifying
glasses to intensify a small oil wick flame into a powerful beacon of
many thousands of candlepower. The improvements made the Cape
Hatteras light one of the most dependable on the coast.
mariners: sailors
beacon: signal
3
shoals: sandbars; areas of shallow water
4
foundered: sunk
1
2
Outer Banks Chamber of Commerce. (03/26/2013).
124. How does the author support his opinion that the Fresnel lens
was a big improvement?
A. by using quotes from engineers
B. by telling where it came from
C. by describing how it worked
D. by reporting its successes
125. Which statement supports the claim that the area around Cape
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Hatteras has been dangerous for a very long time?
A. “Today the typical lighthouse is a steel or brick structure
whose electrically timed and operated light probes more
than 20 miles out to sea, still warning of hidden reefs and
treacherous shoals that menace the navigator.”
B. “Cape Hatteras Lighthouse stands on a spot of eastern North
America dreaded by sailors since the 16th century when
European ships regularly began sailing, or “coasting,” the
Atlantic seaboard.”
C. “These might have been two very efficient marine highways,
except that at Cape Hatteras the Gulf Stream pinches down
on the inshore current and forces southbound ships into a
narrow passage around Diamond Shoals.”
D. “In 1837, the Captain of a coasting vessel reported that, ‘. .
.as usual no light is to be seen from the lighthouse.’ ”
126. How does the author support the claim that the Lighthouse
Board in 1852 improved Cape Hatteras?
A. by listing its specific changes
B. by using quotes from ship captains
C. by relating that the members were qualified
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D. by explaining to whom the members reported
127. Which of the author’s claims lacks supporting evidence?
A. The original lighthouse had problems.
B. The rebuilt lighthouse was very reliable.
C. Lighthouses today provide light 20 miles out to sea.
D. The Cape Hatteras area was the “Graveyard of the Atlantic.”
128. How does the author support the claim that the original
lighthouse was problematic?
A. by quoting members of Congress
B. by giving exact dates of construction
C. by stating the process authorizing its construction
D. by offering physical evidence of the light’s weaknesses
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Read the following and answer the questions below:
Marie Curie
Marie Curie
Marie Curie was born in Poland in 1867. As a child, she amazed
people with her great memory. She learned to read when she was
only four years old.
Her father was a professor of science. The instruments that he kept
in a glass case fascinated Marie. She dreamed of becoming a
scientist, but that would not be easy. Her family became very poor,
and at the age of 18, Marie became a governess.* She helped pay
for her sister to study in Paris. Later, her sister helped Marie with
her education.
In those days, there were no universities for girls in Poland. So, in
1891, Marie went to the Sorbonne University in Paris. She was so
poor, she ate only bread and butter, and drank tea. She wore old
clothes she had brought with her from Warsaw.
Every day, she would study in the library until 10:00 p.m., then go
to her cold little room, and read until 2 or 3 o’clock in the morning.
After four years at the Sorbonne, Marie married Pierre Curie, a wellknown physicist. (A physicist is a scientist who studies the physical
nature of the world—what things are made of and why they do what
they do.)
Together the Curies began looking for new elements. They took
uranium ore, ground it up, and boiled it. They treated it with acids
and other chemicals. Finally, after four years of hard work and tons
of ore, they had one-tenth of a gram of pure radium. They had
discovered the first radioactive element!
In 1903, Marie, Pierre, and another scientist, Henry Becquerel, were
awarded the Nobel Prize in Physics for their discovery of radium and
their study of radioactivity. Marie Curie was the first woman to win a
Nobel Prize in Physics. Later, she won a second Nobel Prize in
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Chemistry.
During World War I, Marie worked to develop x-rays. She believed
they could help treat diseases like cancer. She never tried to make
money from her discoveries, because she believed in helping others.
*governess: a woman who is paid to care for and teach a child in
the child’s house
From The Energy Information Administration.
129. What effect did Marie Curie’s father have on her?
A. He helped her solve math puzzles.
B. He encouraged a love for science.
C. He paid for her go to college in Paris.
D. He asked her to become a governess.
130. How did Marie Curie’s interest in science help the world of
medicine?
A. Her discovery of radium led to the development of x-rays.
B. Her work with x-rays led to the successful treatment of
diseases.
C. Her discovery of radium led to the development of many
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medicines.
D. Her work with Pierre and Becquerel led to the discovery of
radioactivity.
131. What is significant about Marie winning the Nobel Prize for
Physics?
A. Marie was the first woman physicist.
B. Marie and her husband both won the prize.
C. Marie wanted to nominate her husband for it.
D. Marie was the first woman to win a prize in this area.
132. How did physics impact Marie Curie’s life?
A. It helped her amaze people with her memory.
B. It helped her learn to read at just four years old.
C. It helped her family escape the poverty of life in Paris.
D. It helped her to discover the first radioactive element.
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133. Which explains why Marie Curie was unique for her time?
A. She won awards for her discoveries.
B. She was educated at a university.
C. She worked to develop the x-ray.
D. She overcame extreme poverty.
Read the following and answer the questions below:
NCDOT Rail Division
NCDOT Rail Division
Railroads were the early backbone of our transportation system. For
over a hundred years, they have helped us to have a good quality of
life by bringing good jobs and industries to our cities and towns.
Many of North Carolina’s biggest cities were built along the major
railroads.
The first railroad in North Carolina was known as the Experimental
Railroad. It was built in 1833 to carry rock used to build the state
capitol in Raleigh and was less than two miles long. Horses pulled
the cars instead of a locomotive. The first railroad to use
locomotives was built from Gaston to Raleigh in 1840. That same
year, the railroad between Wilmington and Weldon was completed,
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becoming the world’s longest railway at that time.
Today North Carolina has 3,684 miles of railroad tracks throughout
the state. (That is more than the distance between Wilmington,
North Carolina and Los Angeles, California) Those tracks still provide
an efficient and environmentally friendly form of transportation.
There are two types of trains that operate in the state: passenger
trains and freight trains.
The North Carolina Department of Transportation sponsors two
passenger trains, the Carolinian and Piedmont. The northbound
Carolinian departs Charlotte every morning and ends its trip in New
York City. The southbound Carolinian train leaves New York City
each morning and arrives in Charlotte in the early evening. The
Piedmont train carries passengers from Raleigh to Charlotte and
back every day. Combined, the Carolinian and Piedmont carry more
than 200,000 passengers each year.
While riding the train, you can see small towns, big cities, farms,
and factories. You may travel over a river or two on bridges high
above the water.
There are two major freight railroad companies that operate in
North Carolina, CSX Transportation and Norfolk Southern
Corporation. Also, there are more than 20 smaller freight railroads,
known as shortlines.
North Carolina Department of Transportation, Rail Division.
http://www.bytrain.org/redbarinfo/kids/history.html (03/26/2013).
134. How does the author show support for passenger train travel?
A. by naming the two passenger trains
B. by writing about passenger travel first
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C. by showcasing the positive experience
D. by stating that passenger trains are efficient
135. Which phrase from the selection shows the author is proud of
the North Carolina railroads?
A. “Many of North Carolina’s biggest cities were built along the
major railroads.”
B. “It was built in 1833 to carry rock used to build the state
capitol in Raleigh.”
C. “The railroad between Wilmington and Weldon was
completed . . .the world’s longest railway at that time.”
D. “The North Carolina Department of Transportation sponsors
two passenger trains, the Carolinian and Piedmont.”
136. Which phrase shows the author has a positive view of the
railroads?
A. “the early backbone”
B. “the Experimental Railroad”
C. “becoming the world’s longest railway”
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D. “The Piedmont train carries passengers”
137. Which phrase reveals the author’s point of view about railroads
in North Carolina?
A. “for over a hundred years”
B. “helped us to have a good quality of life”
C. “known as the Experimental Railroad”
D. “North Carolina has 3,684 miles of railroad tracks”
138. How does the author support his view of railroads using science
trends?
A. “quality of life”
B. “environmentally friendly”
C. “freight trains”
D. “farms and factories”
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Read the following and answer the questions below:
How to Read as a Writer
How to Read as a Writer
Students have to do a lot of writing and many do not like it. It can
be difficult and time-consuming. Erasing, rewriting and correcting
little mistakes seems to take forever. Unfortunately, the only way to
really get better at writing is to practice. That’s why teachers hand
out so many writing assignments.
One silver lining in the writing cloud is that, the more you write, the
better your pieces will be. Writing will get easier (and even more
enjoyable) the more you do it. If you’re going to practice writing all
the time, you may as well have fun with it. One way to do this is to
read as a writer.
Reading as a writer obviously involves a lot of reading. Luckily, most
students don’t mind reading as much as they mind writing. This is
especially true if they are able to choose what they read. Don’t
waste your time reading whatever book happens to be lying around.
Select your reading material carefully. You should read books that
are on your level—not too difficult or too easy. You should read
about topics that interest you. If you find an author you like, read
everything he or she has written. If you get hooked by a series, by
all means, read more of it.
When you find yourself enjoying what you are reading, start
thinking like a writer. You like this book, but why do you like it? Is it
because of its genre?1 Some folks love mysteries and others prefer
realistic fiction. Still others like to read biographies or books full of
facts. Maybe, when you have a choice, you should try writing in
genres you enjoy reading. On the other hand, you may find that you
are not particularly good at writing in those genres. It may take
some time to figure out where your writing talents lie. Creative
people may be better at writing stories, but people who love to
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learn new things may write fantastic factual pieces.
It is also important to determine how and when you do your best
writing. Do you produce your best work late at night, scribbling
madly in a note book? Or do you prefer word processing on a
computer first thing in the morning? Many students use word
processing programs because it makes it so easy to move things
around and correct mistakes.
Another thing strong writers do is keep writing idea journals.
Writing idea journals are not for writing journal entries. They are for
jotting down ideas. Many authors keep a list of topics they would
like to write about. This comes in very handy when you have a
writing assignment. You are supposed to write a biography? Check
your list – you probably wrote down the names of a few people you
find interesting. You have to write a story? Maybe you had an idea
about a character or a conflict you can develop into something.
Many of these ideas come while you are reading. Maybe you would
have done something different than the author did. For example,
what if two characters had a conflict of personalities instead of
forming an instant friendship? What if a character had a different
talent or an interesting weakness?
Your idea journal will have more than just topic ideas. It will
probably contain interesting facts you pick up “along the way.” For
example, did you know elephants drink about forty gallons of water
a day? You can write down sentences or phrases that you notice
while you are reading. You can write down quotations of important
things other people have said. You can make notes about something
an author did that you particularly like and why. Maybe the book
you just read had a surprise ending. You were expecting the
problem to be resolved one way, but something else happened
instead. If you liked the surprise ending, maybe you’ll try to write
one.
Another thing you will certainly notice while you read is words. You
will encounter words that are new to you. You can use the context
(the surrounding words and sentences) to try to figure out their
pronunciations and meanings. Or you can open a good old
dictionary. You will definitely want to use some of these new words
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in your writing. Do be careful to use them correctly, though. Make
sure you understand what they mean before you try to use them in
your work.
All writers should keep a list of words they like and plan to use them
in their writing. I have recently come across some words I just love:
aviatrix (a female pilot), burrow, kinesthetic (having to do with
movement), and drizzle. Whatever you do, try not to use “tired”
words in your work. “Tired” words have been used so much that
they are worn out. For example, avoid using the word “good.”
Brainstorm some other possibilities instead, like delicious, pleasant,
pleasing, and delightful. Expanding your vocabulary allows your
writing to be more specific and mature.
Reading as a writer will help you develop your skills. It will help you
discover your strengths and it will influence your style. If you notice
words and ideas while you are reading (and living), you are sure to
have more information to draw from when it is time for you to write.
Remember, practice makes writing easier and more satisfying. You
have to write a lot, so you may as well become the best writer you
can be.
genre: type-such as fiction,informational, etc.
1
139. Which does the author suggest is the impact of students
choosing their own reading material?
A. Students will read more when they are able to choose what
they read.
B. Students will not choose text appropriate to their own
reading level.
C. Students will not read anything that does not interest them.
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D. Students will read only if they are forced to read.
Read the following and answer the questions below:
Franklin’s Lesson on Time Value
Franklin’s Lesson on Time Value
by Orison Swett Marden
Dost thou love life? Then, do not squander time, for that is the stuff
life is made of! — Benjamin Franklin
Franklin not only understood the value of time, but he put a price
upon it that made others appreciate its worth.
A customer who came one day to his little bookstore in Philadelphia,
not being satisfied with the price demanded by the clerk for the
book he wished to purchase, asked for the proprietor.1 “Mr. Franklin
is very busy just now in the press room,” replied the clerk. The
man, however, who had already spent an hour aimlessly turning
over books, insisted on seeing him. In answer to the clerk’s
summons, Mr. Franklin hurried out from the newspaper
establishment at the back of the store.
“What is the lowest price you can take for this book, sir?” asked the
leisurely customer, holding up the volume.
“One dollar and a quarter,” was the prompt reply.
“A dollar and a quarter! Why, your clerk asked me only a dollar just
now.”
“True,” said Franklin, “and I could have better afforded to take a
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dollar than to leave my work.”
The man, who seemed to be in doubt as to whether Mr. Franklin
was in earnest, said jokingly, “Well, come now, tell me your lowest
price for this book.”
“One dollar and a half,” was the grave reply.
“A dollar and a half! Why, you just offered it for a dollar and a
quarter.”
“Yes, and I could have better taken that price then than a dollar and
a half now.”
Without another word, the crestfallen2 purchaser laid the money on
the counter and left the store. He had learned not only that he who
squanders his own time is foolish, but that he who wastes the time
of others is a thief.
proprietor: owner
crestfallen: very disappointed
1
2
Project Gutenberg, 2003.
http://www.gutenberg.org/files/4597/4597-h/4597-h.htm
(03/26/2013).
140. Which summarizes the selection?
A. A customer insisted on arguing about the price of a book
with the owner, caring little for the interruption he caused.
B. A customer spent a great deal of time browsing in a
bookstore and then insisted on seeing Franklin.
C. A customer thought the owner of the bookstore would give
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him a better price than the clerk.
D. A customer learned that Franklin valued his time more than
he valued customer satisfaction.
141. How does the fact that Franklin kept raising the price of the
book support the central idea of the selection?
A. It emphasizes that the customer’s argument over price was
also using up valuable time.
B. It shows Franklin realized the book was worth more money
than he first thought.
C. It emphasizes the stinginess of the customer in arguing over
the price of a book.
D. It shows that Franklin was impatient to get back to his
printing shop.
142. Which statement supports the theme of the selection?
A. A fool and his money are soon parted.
B. Time and money are very different concepts.
C. Others’ time should be respected as if it were money.
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D. Others’ views on time and money should be respected.
143. What is a central idea of the selection?
A. Books take time to select.
B. Time is extremely valuable.
C. Clerks are not always right.
D. Everything costs too much money.
Read the following and answer the questions below:
Excerpt from The South Pole
Excerpt from The South Pole: An Account of the Norwegian Antarctic Expedition in the
“Fram,” 1910-1912
by Roald Amundsen
In December 1911, Norwegian explorer Roald Amundsen and four other men became the first to
reach the geographic South Pole. Preparation for the expedition began several years before
Amundsen and his team set out. Amundsen supervised every aspect of the preparation, including
the clothing which had to protect the explorers against temperatures down to nearly -70 degrees
C (-94 degrees F).
1 Our mits were for the most part such as one can buy in any shop; we wanted nothing else in and
around winter quarters. Outside the mits we wore an outer covering of windproof material, so as
not to wear them out too quickly. These mits are not very strong, though they are good and
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warm. Besides these, we had ten pairs of ordinary kid mits, which were bought at a glove-shop
in Christiania, and were practically impossible to wear out. I wore mine from Framheim to the
Pole and back again, and afterwards on the voyage to Tasmania. The lining, of course, was torn
in places, but the seams of the mits were just as perfect as the day I bought them. Taking into
consideration the fact that I went on ski the whole way and used two poles, it will be understood
that the mits were strongly made. We also had a number of woolen gloves, which, curiously
enough, the others greatly prized. For myself, I was never able to wear such things; they simply
freeze the fingers off me.
2 But most important of all is the covering of the feet, for the feet are the most exposed members
and the most difficult to protect. One can look after the hands; if they grow cold it is easy to beat
them into warmth again. Not so with the feet; they are covered up in the morning, and this is a
sufficiently troublesome piece of work to make one disinclined to undo it again until one is turning
in. They cannot be seen in the course of the day, and one has to depend entirely on feeling; but
feeling in this case often plays curious tricks. How often has it happened that men have had their
feet frozen off without knowing it! For if they had known it, they could not possibly have let it go
so far. The fact is that in this case sensation is a somewhat doubtful guide, for the feet lose all
sensation. It is true that there is a transitional stage, when one feels the cold smarting in one's
toes, and tries to get rid of it by stamping the feet. As a rule this is successful; the warmth
returns, or the circulation is restored; but it occasionally happens that sensation is lost at the very
moment when these precautions are taken. And then one must be an old hand to know what has
happened. Many men conclude that, as they no longer feel the unpleasant smarting sensation, all
is well; and at the evening inspection a frozen foot of tallow-like appearance presents itself. An
event of this kind may ruin the most elaborately prepared enterprise, and it is therefore advisable
in the matter of feet to carry one's caution to lengths, which may seem ridiculous.
3 Now, it is a fact that if one can wear soft foot-gear exclusively the risk of frost-bite is far less than
if one is compelled to wear stiff boots; in soft foot-gear, of course, the foot can move far more
easily and keep warm. But we were to take ski and to get full use out of them, so that in any case
we had to have a stiff sole for the sake of the bindings. It is of no use to have a good binding
unless you can use it in the right way. In my opinion, on a long journey such as that we had
before us, the ski must be perfectly steady. I do not know anything that tires me more than a bad
fastening—that is, one that allows the foot to shift in the binding. I want the ski to be a part of
oneself, so that one always has full command of them. I have tried many patents, for I have
always been afraid of a stiff fastening in cold temperatures; but all these patents, without
exception, are worthless in the long-run. I decided this time to try a combination of stiff and soft
foot-gear, so that we could use the splendid Huitfeldt-Höyer Ellefsen bindings; but this was no
easy matter. Of our whole outfit nothing caused me more worry or gave us all more work in the
course of the expedition than the stiff outer covering which we had to have; but we solved the
problem at last. I applied to one of the leading makers of ski-boots in Christiania, and explained
the difficulty to him; fortunately, I had found a man who was evidently interested in the question.
We agreed that he should make a sample pair after the pattern of ski-boots. The sole was to be
thick and stiff—for we had to be prepared to use crampons—but the uppers as soft as possible.
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In order to avoid leather, which usually becomes stiff and easily cracked in the cold, he was to
use a combination of leather and thin canvas for the uppers—leather nearest the sole, and
canvas above it.
4 The measurements were taken from my foot, which is not exactly a child's foot, with two pairs of
reindeer-skin stockings on, and ten pairs were made.
144. According to paragraph 2, what evidence does Amundsen use to support his claim that it is
good to feel “cold smarting in one’s toes”?
A. The alternative—feeling nothing—often means that the foot has become “frozen.”
B. It is a reminder that one does not need to worry about keeping the foot warm.
C. It means that the expedition as a whole is not as at risk as one might think.
D. There is no need to take off one’s foot gear and restore circulation.
145. Which word best describes the author’s point of view?
A. afraid
B. detailed
C. arrogant
D. carefree
146. Which question was not answered in the passage?
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A. For what is Amundsen most famous?
B. Why are stiff boots not good gear for cold weather?
C. What is one way to restore circulation to numb hands?
D. How well do the new boots perform during actual use?
147. Which sentence best describes a belief that Amundsen had about traveling in extreme cold?
A. Proper equipment is important to the success of an expedition.
B. Frostbite is preventable if one’s feet are kept dry.
C. Gloves wear out more quickly than mittens.
D. Traveling by skis is safer than walking.
148. Which phrase best describes the organizational structure used by the author in the passage?
A. presenting a problem and providing the solution
B. directly presenting factual information
C. comparing different opinions about a topic
D. presenting events in the order they happened
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Read the following and answer the questions below:
Adapted from Ball of Lightning!
Ball of Lightning!
My name is Enrique (Henry) J. Coll. I have lived in Canada since
1969, but I was born and raised in Uruguay, a small country in
South America.
When I was 10 years old in 1958, two of my cousins and I were
sitting in the living-room of my uncle’s farm house having
something to eat in the afternoon. My aunt was making some toast
for us and before that, she had been ironing some clothes with the
electric iron. It was a nice spring afternoon and we had had some
showers with moderate thunder, but everything was calm and there
was a little bit of sunshine through the clouds.
My cousins and I were just about to get up from the sofa where we
were watching TV and walk to the kitchen to sit down and eat. All of
a sudden, a ball of fire, the size of a soccer ball, and yellowish
orange in color entered through the open kitchen window.
It was hissing very loudly and moved in a zig-zag fashion across
the room until it hit the water faucets in the kitchen. A loud bang
was heard. The plaster from the brick wall shattered in all
directions. About two seconds later, it disappeared under the front
door.
There was a sulfur* smell in the air. The TV was burned, many
outlets in the house were charred, and the electric iron was smoking
and burned.
The wall was open with a big crack. We did not know what had
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happened, but when my uncle commented about this to some
people, he was told that the house had been hit by a centella, which
is the name that they are known by in Spanish.
sulfur: chemical element with strong, unpleasant odor
*
Franklin Institute Science Museum.
http://eo.ucar.edu/webweather/lightnstory.html (03/26/2013).
149. How does the author’s use of chronologically–ordered events
assist the telling of the story?
A. It demonstrates the speaker’s sense of humor.
B. It gives a scientific explanation of the effects of lightning.
C. It allows the reader to experience the events as the speaker
did.
D. It helps describe the emotional impact the events had on the
speaker.
150. How do paragraphs 4 and 5 contribute to the reader’s
understanding of the selection?
A. The writer uses personification to create a description.
B. The writer uses imagery to assist the reader in
understanding.
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C. The writer uses comparisons to show the reader what a
centella is.
D. The writer uses reasons for why centella strikes should be
prevented.
151. How does the last sentence in the selection impact the reader’s
understanding?
A. The author’s uncle likes to gossip.
B. The house was destroyed by the centella.
C. Centellas were a common occurrence in Canada.
D. This was the first time the family had seen a centella.
152. Why does the author include the information in the first
paragraph of the selection?
A. The reader needs to know the author’s name.
B. The reader might be more interested based on where the
author lives.
C. The writer’s background makes the story more exciting for
the reader.
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D. The writer’s background is relevant to information that will
be provided.
153. Which explains why the author includes the aunt’s actions in
paragraph 2?
A. to make a connection with the lightning strike and the time
of day
B. to make a connection with the lightning strike and the aunt’s
actions
C. to make a connection with the lightning strike and the
author’s location
D. to make a connection with the lightening strike and the
effect on appliances
154. What is the purpose of the author’s discussion of the weather in
paragraph 2?
A. to provide a contrast to the centella
B. to show why a centella was likely to occur
C. to communicate the fear of the writer and his family
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D. to help the reader understand why the boys were at home
Read the following and answer the questions below:
All Things Considered
Adapted from All Things Considered
by G.K. Chesterton
There has appeared in our time a particular class of books and
articles that I sincerely and solemnly think may be called the silliest
ever known among men. They are much more wild than the wildest
romances of chivalry1 and much more dull than the dullest religious
tract. Moreover, the romances of chivalry were at least about
chivalry; the religious tracts are about religion. But these things are
about nothing; they are about what is called “Success.”
On every bookstall, in every magazine, you may find works
telling people how to succeed. There are books showing men how to
succeed in everything; they are written by men who cannot even
succeed in writing books. To begin with, of course, there is no such
thing as “Success.” Or, if you like to put it so, there is nothing that
is not successful. That a thing is successful merely means that it is;
a millionaire is successful in being a millionaire and a donkey in
being a donkey. Any live man has succeeded in living.
But, passing over the bad logic and bad philosophy in the phrase,
we may take it, as these writers do, in the ordinary sense of success
in obtaining money or worldly position. These writers profess to tell
the ordinary man how he may succeed in his trade or speculation2—
how, if he is a builder, he may succeed as a builder; how, if he is a
stockbroker, he may succeed as a stockbroker. They profess to
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show him how, if he is a grocer, he may become a sporting
yachtsman; and how, if he is a tenth–rate journalist, he may
become a peer.
This is a definite and business–like proposal, and I really think that
the people who buy these books (if any people do buy them) have a
moral, if not a legal, right to ask for their money back. Nobody
would dare to publish a book about electricity that literally told one
nothing about electricity; no one would dare to publish an article on
botany that showed that the writer did not know which end of a
plant grew in the earth. Yet our modern world is full of books about
“Success” and successful people that literally contain no kind of
idea, and scarcely any kind of verbal sense.
chivalry: system of values (like honor and loyalty) held by knights
during the Middle Ages
2
speculation: ideas or guesses about something
1
Project Gutenberg, 2004.
http://www.gutenberg.org/files/11505/11505-h/11505-h.htm
(03/26/2013).
155. Which collection of evidence is offered as a reason why success
books lack sense?
A. living men, dead men, donkeys, and millionaires
B. the logic and philosophy of obtaining money or fame
C. how botany and electricity affect the growth of plants
D. the wildness of chivalric romance and dullness of religious
tracts
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156. Which statement is supported by paragraph 2?
A. There is no way to achieve true success.
B. A grocer cannot grow to be a yachtsman.
C. Anything that exists is already successful.
D. Only successful authors write about success.
157. Which conclusion is supported by the phrase, “if he is a tenth-
rate journalist, he may become a peer” from paragraph 3?
A. The articles about success are focusing on successful
writers.
B. Authors of success books are not respectable in their own
field.
C. Success authors want people to find success and become
friends.
D. Writers of success books tailor their success books to
individual careers.
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158. Based on the author’s claims, why should someone have “a
legal right to ask for their money back”?
A. A business book should follow business rules.
B. Books about success are worthless nonsense.
C. Books about success can be confusing to read.
D. There are too many books about success already.
159. Which quotation explains the flaw in books about success?
A. “There are books showing men how to succeed in
everything.”
B. “Our modern world is full of books about ‘Success’ and
successful people.”
C. “On every bookstall, in every magazine, you may find works
telling people how to succeed.”
D. “Nobody would dare to publish a book about electricity that
literally told one nothing about electricity.”
160. In paragraph 2, what phrase suggests that many people claim
to be experts at something they are not?
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A. “any live man has succeeded in living”
B. “there is nothing that is not successful”
C. “a millionaire is successful in being a millionaire”
D. “written by men who cannot even succeed in writing books”
161. Which evidence from the selection supports the idea that the
author believes that success is unique to each situation?
A. “To begin with, of course, there is no such thing as
‘Success.’ ”
B. “But these things are about nothing; they are about what is
called ‘Success.’ ”
C. “These writers profess to tell the ordinary man how he may
succeed in his trade.”
D. “A millionaire is successful in being a millionaire and a
donkey in being a donkey.”
162. What is the author suggesting about these books based on the
phrase, “the silliest ever known among men”?
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A. They make him laugh.
B. They have no purpose.
C. They are very fun to read.
D. They are really written for children.
Read the following and answer the questions below:
The Song My Paddle Sings
The Song My Paddle Sings
by E. Pauline Johnson
West wind, blow from your prairie nest!
Blow from the mountains, blow from the west.
The sail is idle, the sailor too;
O! wind of the west, we wait for you.
5
Blow, blow!
I have wooed1 you so,
But never a favor you bestow.
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You rock your cradle the hills between,
But scorn to notice my white lateen.2
I stow the sail, unship the mast:
10
I wooed you long, but my wooing’s past;
My paddle will lull you into rest.
O! drowsy wind of the drowsy west,
Sleep, sleep,
15
By your mountain steep,
Or down where the prairie grasses sweep!
Now fold in slumber your laggard3 wings,
For soft is the song my paddle sings.
August is laughing across the sky,
Laughing while paddle, canoe and I,
Drift, drift,
Where the hills uplift
On either side of the current swift.
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20
The river rolls in its rocky bed;
My paddle is plying its way ahead;
25
Dip, dip,
While the waters flip
In foam as over their breast we slip.
And oh, the river runs swifter now;
The eddies circle about my bow.
30
Swirl, swirl!
How the ripples curl
In many a dangerous pool awhirl!
And forward far the rapids roar,
Fretting their margin for evermore.
Dash, dash,
With a mighty crash,
They seethe, and boil, and bound, and splash.
Be strong, O paddle! be brave, canoe!
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35
The reckless waves you must plunge into.
40
Reel, reel,
On your trembling keel,4
But never a fear my craft will feel.
We’ve raced the rapid, we’re far ahead!
The river slips through its silent bed.
45
Sway, sway,
As the bubbles spray
And fall in tinkling tunes away.
And up on the hills against the sky,
50
A fir tree rocking its lullaby,
Swings, swings,
Its emerald wings,
Swelling the song that my paddle sings.
wooed: tried to persuade
lateen: a sailing rig
3
laggard: dragging, slow
4
keel: boat
1
2
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Project Gutenberg, 2004.
http://www.gutenberg.org/cache/epub/5625/pg5625.html
(02/28/2013).
163. How do the stanzas impact the plot?
A. They build suspense about how the canoe will survive in the
storm.
B. They describe the scenery the speaker sees on his journey
down the river.
C. They build tension as the canoe begins on a calm river that
becomes rapids.
D. They describe the speaker’s conflict in worrying whether
there will be enough wind.
164. How do the repeated words in the center of each stanza impact
the poem?
A. They increase the pace of the poem as the current of the
river increases.
B. They create a rhythm to the poem that enables the poem to
be sung.
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C. They reveal the speaker’s increasing fear at nearing the
ocean.
D. They reflect the feelings of the speaker going down the
river.
165. How does the author’s use of literary devices impact the poem?
A. She uses repetition to show that the boat is rocking in the
water.
B. She uses alliteration to show the many sounds the paddle
makes.
C. She uses rhyme to indicate the progress of the boat through
the water.
D. She uses personification to emphasize the speaker’s
appreciation of nature.
166. How does the poet’s use of narrative impact the meaning of the
poem?
A. It represents the speaker’s deep feelings about the river.
B. It reveals the speaker’s progress through the river.
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C. It shows the speaker’s internal conflict about the river.
D. It explains the speaker’s actions on the river.
167. How does the structure of the first two stanzas impact the
meaning of the poem?
A. The first two stanzas emphasize how dependent the speaker
is on the wind to sail the boat.
B. The first two stanzas explain the internal conflict with which
the speaker is wrestling.
C. The first two stanzas illustrate the speaker’s determination
to begin a journey.
D. The first two stanzas describe the difficulties of sailing the
river alone.
168. What is the impact on the poem created by the contrast
between short and long lines?
A. It increases the sense of calm.
B. It creates of a sense of rocking.
C. It resembles the sound of the river.
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D. It recreates the sound of the paddle.
Read the following and answer the questions below:
Lord Nelson Englands Fighting Admiral
Lord Nelson: England’s Fighting Admiral
By Jerome Wiechers
1 Lord Nelson was a naval genius whose enthusiasm, daring, and patriotism having seldom known
the equal. His life from beginning to end was crowned with heroic service for his country.
2 Horatio Nelson was born on the 29th of September, 1758. Although a weak and sickly child, little
Horatio was bent upon a naval career. When Horatio was but twelve years of age he begged that
he might be allowed to accompany his uncle on a voyage at sea. The uncle was reluctant about
taking a weak little boy with him, but so earnest were his [requests] that finally he yielded.
3 Thereafter, Horatio lived on the sea continually. His delicate health was completely undermined
after an unusually long cruise, and he was forced to go home to rest.
4 The enterprising mariner was not to be hindered by a fever, however, and before many days had
passed, he started on another voyage, this time as lieutenant.
5 He never shrank from difficulties. His strong resolve and self-reliance made him enjoy
overcoming obstacles and dangers. He was determined that his life would be worthy, that in the
end he would come out on top. Often he would exclaim, "I shall live to be envied, and to that
point will I direct my cause."
169. How does the author’s point of view about Lord Nelson affect the article?
A. The article describes the admiral as a hero.
B. The article gives mostly factual details.
C. The article reports the influence of the admiral’s health on his career.
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D. The article explains how the admiral became famous.
170. How does the author present the information in the article?
A. by listing events in order of importance to Horatio
B. by describing Horatio from childhood to adulthood
C. by comparing Horatio’s hope for a naval career to his uncle’s
D. by explaining Horatio’s solutions to problems he encountered
171. How does the description of Horatio’s character in paragraph 5 contribute to the main idea of
the article?
A. It shows Horatio’s skill at being a fast learner.
B. It reveals Horatio’s desire to please his family.
C. It explains a reason for Horatio’s actions in his life.
D. It provides a cause for Horatio’s poor health in childhood.
Read the following and answer the questions below:
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Excerpt from “Meave Leakey, Ph.D.—Interview”
Excerpt from “Meave Leakey, Ph.D.—
Interview”
Interviewer: We’ve read that you were led to Africa and
paleontology because a friend showed you an ad in the newspaper.
Can that be true? Was that a turning point in your life?
Meave Leakey: It really was. It’s amazing. That was when I was
trying to apply for marine zoology jobs. I was getting a bit
depressed about it actually. When you have a dream and it doesn't
seem to be working out, and you are at that age, you think this is
the end of everything. This friend came to me one day and he said,
“There’s this very short advert1 in The Times newspaper. Why don’t
you just phone?” It was just a couple of lines, saying there’s a job in
Kenya to work at a primate research center. It didn’t say any more
than that, and there was a phone number. I decided to phone
straightaway, because I was quite excited with the idea of going to
Africa and it just seemed to have a lot of potential. By that time, I
had realized it was going to be very difficult to get a job in marine
zoology, so I was beginning to think, “Okay. If you can’t do that,
then do something else.” And this seemed exciting. I remember on
the phone call Louis (Leakey) actually answered the call, and I had,
in my excitement, not looked how much change I had in my pocket,
and I had all these very small coins and I was frantically feeding
this machine with my coins while trying to get the information from
Louis. He was basically saying, “Come to London for an interview,”
and telling me where to go. That interview then resulted in me
getting the job and going to Kenya. So yes, it was absolutely the
turning point in my life.
Interviewer: When you met the Leakeys for the first time, how
soon did you get the feeling that this could be your life’s work? Was
it love at first sight or did it take a while?
Meave Leakey: When I first went to work at the Primate Research
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Center, I was helping run the day-to-day work and overseeing
things. At the same time, I was collecting data for my Ph.D. on
modern monkey skeletons. There was a good collection of modern
monkey skeletons that had been made by the person who was
running the research center. Louis Leakey’s idea had been that
everyone always looks at skulls and teeth to do taxonomy, and he
felt that there was as much to learn from the skeleton as there was
from the skull and teeth. So he said, “It would be good to do a
study to look at the postcranium2 of the many monkey species that
there are in Africa, or at least in East Africa, and to use this
collection as a basis to do that.” I was really looking at the forearm
bones to see how much difference there was between different
species, and that was the subject. So I got to know monkey
skeletons really well. After I had written up my Ph.D., I heard from
Louis again.
Louis asked me to go back and look after the center while the
person who was running it left, because she was leaving. She wasn’t
leaving. Well, she was supposed to leave in January and in the end
she didn’t leave until June. So I was running it while she was still
there but not running it. It was a bit of an awkward time. During
that time I met Richard, because when Louis went away he used to
ask Richard to take over his projects and things. The first time I met
Richard, he called me into his office and told me that the primate
center was spending too much money and I’d better take care
because there weren’t that many funds. So he gave me this long
lecture on spending less. I got to know him over the next few
months in that capacity. Then he invited me to go to the field with
him that year, because they were doing the second year’s field work
at Lake Turkana. Because of my interest in modern monkeys, it
made sense to then start looking at fossil monkeys. So he said,
“Why don’t you come up and study the fossil monkeys that we’re
collecting,” because they were collecting a lot of monkeys. But he’d
only worked there one year, and in that one year had discovered
what a fantastic site it was. So that really was the beginning of that
long term project, which has now been going for over 30 years.
Interviewer: You mentioned meeting your husband, Richard
Leakey. How soon before the two of you became a couple?
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Meave Leakey: I met him in early ’69. We got married in 1970.
Interviewer: So there was obviously chemistry from the beginning.
Besides him yelling at you about the center’s expenses.
Meave Leakey: I think so. And he didn’t yell. He told me very
nicely. Richard is quite a controversial person and he’s very
outspoken. Many people don’t think he’s a very nice person, which
is quite wrong actually. He’s an incredibly generous, kind,
interesting person. So I was always told, “You don’t want to meet
him. Meet any of the other Leakeys, but not Richard. You don’t want
to meet him.” I never could understand when I did meet him why
anyone would have told me that. I guess the people telling me
didn’t really know him.
Interviewer: What is it about paleontology that seems to bring
people together? It seems there are a lot of couples in this work.
Does this sort of work form a bond?
Meave Leakey: You do form bonds in the field. I think when one’s
in difficult situations you tend to form bonds. But at the same time,
I think it’s because you’re a long time in the field. People who are
doing different things, it means one person’s away a long time, and
often out of touch. Even with Richard and I, once Richard left to do
other things, keeping in touch with him was quite difficult. Often
what he was doing was a little bit dangerous, so it was always, “I
wonder if everything is okay in Nairobi,” and there was no way of
finding out. I think it’s very nice to be able to work with your
partner in any situation, but I think to be able to do that in the field
is very special. So it was great. Before he went off to Wildlife it was
really fantastic. Twenty years we had actually working together like
that.
advert: British slang for advertisement, or notice
postcranium: area behind the skull
3
controversial: causing much discussion, disagreement, or
argument
1
2
Courtesy of the Academy of Achievement.
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http://www.achievement.org/autodoc/page/lea1int-1
(04/05/2012).
172. What has been the impact of Louis Leakey’s suggestions on
Meave’s research?
A. She took over the job of running the center when the former
manager left.
B. She changed her dissertation to the study of modern
monkey skeletons.
C. She varied her research of monkeys from what had been
done before.
D. She went to Africa to work on a long-term project on fossil
monkeys.
173. Which controversial action did David Trimble take when he
became leader of the Ulster Unionist Party?
A. He was willing to risk the support of his constituents.
B. He agreed to meet with leaders of the Republic of Ireland.
C. He won the support of his party for the Good Friday
Agreement.
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D. He was willing to take unusual chances in order to gain
peace in Ireland.
174. How does the author support his claim that both men were
“Ireland’s Peacemakers”?
A. by showing how they set aside their political differences to
bring about an end to the armed conflict in Ireland
B. by giving examples of how they worked for a settlement in
Ireland by working with opposing political forces
C. by showing how they came together to work for the success
of the 1998 Good Friday Agreement
D. by giving examples of their political successes and the
political offices to which each was elected
175. Which idea about computers influenced Sergey Brin in middle
school?
A. the idea of using computers to create useful software
programs
B. the idea to work with a friend to someday build a large
computer company
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C. the idea to use computers for scientific curiosity and to earn
an advanced degree
D. the idea of using computers to find solutions to advanced
mathematical problems
176. Based on the text, which idea about Ireland did John Hume
seek to influence?
A. He wanted to see all of Ireland united into one country.
B. He wanted to be elected to Parliament to represent Ireland.
C. He wanted to see the Social Democratic and Labor Party
take over Ireland.
D. He wanted to see Ireland become a peaceful country where
all religions are tolerated.
177. How do the questions and responses in the paragraphs about
what the men read contribute to the selection?
A. They reveal how important it is to read.
B. They encourage the reader to read more frequently.
C. They show how reading influenced the men’s interest.
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D. They show how reading influenced the men’s partnership.
178. How does asking Page’s age at the end of his interview and
asking Brin’s age at the beginning of his interview contribute to
the development of the selection?
A. It shows they are the same age.
B. It makes the information more relevant.
C. It emphasizes the similarities between them.
D. It provides a transition during the interview from Page to
Brin.
179. Which of the author’s claims about John Hume is not supported
by evidence in the text?
A. “Over the years, the barriers of the past—the distrust and
prejudices of the past—will be eroded.”
B. 'The young ex-seminarian led a nonviolent civil rights
movement in his home town of Derry.”
C. “These men dared to look past centuries of conflict in their
country.”
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D. “These men dared to . . . imagine a future where people of
all religions can live together in peace and freedom.”
180. How does the author’s inclusion of paragraph 24 contribute to
the overall development of the selection?
A. It shows that Sergey and Page would become two of the
best known inventors of their time.
B. It makes the structure of the two interviews parallel by
showing the similarities in their lives.
C. It provides information about the diversity and variety of
Sergey’s and Page’s early inventions.
D. It shows that Sergey and Page were both innovators who
used technology to solve problems.
181. How did Larry Page’s father contribute to his interest in
electronics when he was growing up?
A. His father spent his resources buying computer equipment.
B. He was the first kid to turn in a word-processed document.
C. His father bought computer magazines for him to read as a
child.
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D. His father encouraged him to start a company at the age of
twelve.
182. What effect did Martin Luther King, Jr. have on John Hume
when he was young?
A. Hume decided to leave religion and go into politics.
B. Hume was influenced to lead a nonviolent movement.
C. Hume learned the benefits of arguing for civil rights for
everyone.
D. Hume decided to devote his life to the movement for peace
and tolerance.
183. How does the author’s inclusion of quotes from the men that
use words such as stuff and things contribute to the
development of the selection?
A. It demonstrates how intelligent the men are.
B. It emphasizes how young the men are.
C. It shows the men are not very smart.
D. It shows the men’s limited interest.
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184. How did Larry Page’s brother influence his interest in
electronics?
A. He encouraged Larry to build an inkjet printer out of Legos.
B. While attending Michigan he encouraged Larry to build
electronics.
C. He created the electronic labs at Michigan and showed them
to Larry.
D. He brought home electronic labs from Michigan and gave
them to Larry.
185. According to the text, how did Page’s and Brin’s invention
impact the use of the world’s information?
A. Google changed the way people maintain information from
day to day.
B. Google made it possible for people to access the world’s
information online.
C. Google became the sole source for researchers to access the
world’s information in real time.
D. Google made it possible for people to access the world’s
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information using computers and books.
186. How do the separate interviews of the two men contribute to
the selection?
A. They contrast their lives as partners.
B. They show how much their lives differ.
C. They present each individual’s story to the reader.
D. They show Page contributed more to Google than Brin.
187. Which statement from the text supports the author’s argument
that Trimble was a peacemaker?
A. “He has worked continuously for peace, tolerance and
international cooperation.”
B. “The Ulster Unionist leader David Trimble . . . awarded the
Nobel Peace Prize in 1998.”
C. “As party leader he was willing to take extraordinary
chances for peace.”
D. “ ‘The goal (of peace) is worth it,’ he said.”
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188. How did the actions of John Hume and David Trimble influence
the political struggles in Northern Ireland?
A. They were political figures on opposing sides of the IRA and
the Union paramilitaries.
B. Both Hume and Trimble became elected political leaders
after the 1998 Good Friday Agreement.
C. John Hume and David Trimble were jointly awarded the
Nobel Prize for Peace for their work on the Good Friday
Agreement.
D. Hume and Trimble took personal risks to meet with all sides
of the arguments in order to bring about a peaceful end to
the conflict.
189. How does paragraph 4 contribute to the selection?
A. It demonstrates Page’s early curiosity and innovation.
B. It shows how Page developed his interest in accessing
information.
C. It shows that Page planned to work with computers from an
early age.
D. It demonstrates how Page’s interests guided his path to
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creating a company.
190. How did the actions of John Hume and David Trimble influence
the decision of the Nobel Peace Prize Committee?
A. The committee believed that the men would be able to lead
Ireland into a future where there would never be armed
trouble again.
B. The committee recognized Trimble as head of the Northern
Ireland government who took steps towards building lasting
peace.
C. The committee recognized the example the men set in
breaking down barriers that existed in Ireland for centuries.
D. The committee saw that the examples that the men set
would change the response to racial differences in Ireland.
191. According to the selection, what effect did reading have on
Larry Page?
A. He developed an interest in technology and how things
worked.
B. He learned how to be neat and orderly when he worked.
C. He learned how to take things apart and rebuild them.
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D. He read about technology all the time.
192. Which statement from the text supports the author’s claim that
John Hume worked for the good of all?
A. “The barriers of the past—the distrust and prejudices of the
past—will be eroded, and a new society will evolve.”
B. “In the last 30 years, political violence in Northern Ireland
has claimed over 3,500 lives.”
C. “He has worked continuously for peace, tolerance and
international cooperation.”
D. He worked “as a founder and head of the Social Democratic
and Labour Party, (and) as a Member of the European
Parliament.”
193. Which event led to the development of Google?
A. Page and Brin met each other at Stanford.
B. Most of the world’s information became available online.
C. Page became interested in having people use things he
invented.
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D. They wanted to test the number of operations a computer
could perform.
194. Which is a central idea of the text?
A. Asthmatic people can do many of the same things as people
who are not inflicted with the disease.
B. Researchers believe that today’s youth are subjected to
bacteria that was not around three decades ago.
C. Dr. Redd and his team have made it a priority to study
asthma for many years to try and help those who have the
disease.
D. Dr. Redd and his team have spent a large amount of time
working with official organizations on important aspects of
the disease.
195. Which statement from the selection is not needed to support
the author’s argument about Trimble?
A. “But as party leader he was willing to take extraordinary
chances for peace.”
B. “Soon after his election as party leader, he angered many
supporters by agreeing to meet leaders of the Republic of
Ireland.”
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C. “Trimble won the support of the Unionist community and
brought his party into the peace process.”
D. “He served as First Minister of a new Northern Ireland
Assembly.”
196. How did Larry Page’s childhood environment contribute to his
success?
A. He had a strong family who loved him.
B. He was exposed to computers at a young age.
C. He read magazines to get unique ideas for inventions.
D. He had parents who were rich and able to give him whatever
he wanted.
197. What does the author mean in paragraph 4 when he says that
“the whole village was pulsating”?
A. The people of the village seemed to all be breathing
together.
B. The village seemed to be moving to the different beats.
C. The people of the village were dancing and swaying.
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D. The village was shaking with a small earthquake.
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