SSAT reading - The SSAT

Cracking the SSAT & ISEE - The Princeton Review 2019

SSAT reading
The SSAT

AN OPEN BOOK TEST

Keep in mind when you approach the Reading Section of the test that it is an open book test. But you can’t read the passages in advance of the test to prepare, and you have a limited amount of time to get through the passages and questions. So, what does this all mean? You will be much better served to take a strategic approach.

READ WITH A PURPOSE

When you read for school, you have to read everything—carefully. Not only is there no time for such an approach on the SSAT, but reading carefully at the outset does not even make sense. Each passage has only a few questions, and all you need to read and process is the information that will provide answers to those questions. As only questions can generate points, your goal is to get to the questions as quickly as possible.

Even so, it does help to have a high-level overview of the passage before you attack the questions. There are two ways to accomplish this goal.

·  If you are a fairly fast reader, get through the passage quickly, ignoring the nitty-gritty and focusing on the overall point of each paragraph.

·  If you don’t read quickly enough to read the entire passage in a way that will provide you with the overall point of the paragraphs, read the first sentence of each paragraph. For a very short passage, you should read through it quickly, however.

Once you have identified the point of each paragraph, those points will flow into the overall purpose of the passage and also provide a map of where to find detailed information. Once you have established the purpose and map, you should go right to the questions.

Answering Questions

Some questions are about particular parts of a passage, while others are about the passage as a whole. Depending on how well you understood the purpose of the passage, you may be able to answer big picture questions quite easily. Detail questions, on the other hand, will require some work; after all, you didn’t get lost in the details when you got through the passage quickly!

For a particular detail question, you will need to go back to the passage with the question in mind and find the answer in the passage. Let’s repeat that last part: you should find the answer in the passage. If you know what the answer should look like, it is much easier to evaluate the answers. True, some questions cannot be answered in advance, such as “Which one of the following questions is answered in the passage?” But the general rule is find the answer before you go to the choices.

By reading more quickly up front, you have more time to spend on finding the answer to a particular question.

In all cases, you should use effective Process of Elimination. Correct answers are fully supported by the text of the passage. There is no reading between the lines, connecting the dots, or getting inside the author’s head. If you are down to two answers, determine which one is not supported by the text of the passage. It takes only one word to doom an otherwise good answer.

In short, follow this process for detail questions:

·  Read and understand the question.

·  Go to the passage and find the answer (unless the question is too open-ended).

·  Use Process of Elimination, getting rid of any answer that is not consistent with the answer you found and/or is not fully supported by the text of the passage.

We will look at some specific question types shortly, but if you follow the general approach outlined here, you will be able to answer more questions accurately.

Pacing

Let’s amend that last statement: you will be able to answer more questions accurately if you have a sound pacing plan. While reading up front more quickly will generate more time for the questions, getting through all the passages and all the questions in the time allotted is difficult for almost all students.

The number of reading passages varies on the test, some short and some quite long. Some might be fairly quick reads and some might seem more dense. They cover a broad array of topics, from history to science to fiction and even poetry. You may relate to some passages but not to others. On top of that, if you are rushing through the section to make sure you answer every single question, you are likely making a lot of mistakes. Slow down to increase your accuracy.

Doing fewer passages accurately can generate more points than rushing through more passages.

How many passages should you do? That depends on you. You should attack as many passages as you can while still maintaining a high degree of accuracy. If, for example, eliminating one passage allows you to answer all but one or two questions correctly, while rushing through all the passages creates a lot of silly mistakes, skip one passage.

Also, pick your passages wisely. You don’t get extra credit for answering questions on a complicated passage correctly. If you begin a passage and are thinking “Uh, what?” move on to another passage. You might end up coming back to the passage, or you may never look at it again. What is most important is that you nail the easier passages before you hit the harder-seeming ones.

STEP ONE: READING THE PASSAGE

Let’s put the new reading approach into practice.

Label the Paragraphs

After you read each paragraph, ask yourself what you just read. Put it in your own words—just a couple of words—and label the side of the paragraph with your summary. This way you’ll have something to guide you back to the relevant part of the passage when you answer a question. The key to labeling the paragraphs is to practice—you need to do it quickly, coming up with one or two words that accurately remind you of what’s in the paragraph.

If the passage has only one paragraph, come up with a single label. Poems do not need to be labeled.

State the Main Idea

After you have read the entire passage, ask yourself the following two questions:

·  “What?” What is the passage about?

·  “So what?” What’s the author’s point about this topic?

The answers to these questions will show you the main idea of the passage. Scribble down this main idea in just a few words. The answer to “What?” is the thing that was being talked about—“bees” or “weather forecasting.” The answer to “So what?” gives you the rest of the sentence—“Bees do little dances that tell other bees where to go for pollen,” or “Weather forecasting is complicated by many problems.”

Don’t assume you will find the main idea in the first sentence. While often the main idea is in the beginning of the passage, it is not always in the first sentence or even the first paragraph. The beginning may just be a lead-in to the main point.

PRACTICE DRILL 1—GETTING THROUGH THE PASSAGE

As you quickly read each paragraph, label it. When you finish the passage, answer “What?” and “So what?” to get the main idea.

Contrary to popular belief, the first European known to lay eyes on America was not Christopher Columbus or Amerigo Vespucci but a little-known Viking by the name of Bjarni Herjolfsson. In the summer of 986, Bjarni sailed from Norway to Iceland, heading for the Viking settlement where his father Heriulf resided. When he arrived in Iceland, Bjarni discovered that his father had already sold his land and estates and set out for the latest Viking settlement on the subarctic island called Greenland. Discovered by a notorious murderer and criminal named Erik the Red, Greenland lay at the limit of the known world. Dismayed, Bjarni set out for this new colony. Because the Vikings traveled without chart or compass, it was not uncommon for them to lose their way in the unpredictable northern seas. Beset by fog, the crew lost their bearings. When the fog finally cleared, they found themselves before a land that was level and covered with woods. They traveled farther up the coast, finding more flat, wooded country. Farther north, the landscape revealed glaciers and rocky mountains. Though Bjarni realized this was an unknown land, he was no intrepid explorer. Rather, he was a practical man who had simply set out to find his father. Refusing his crew’s request to go ashore, he promptly turned his bow back out to sea. After four days’ sailing, Bjarni landed at Herjolfsnes on the southwestern tip of Greenland, the exact place he had been seeking all along.

“What” is this passage about?

“So what?” What’s the author’s point?

What type of passage is this?

Check your answers in Chapter 9 to be sure you’re on the right track. For detailed explanations, check your Student Tools.

STEP TWO: ANSWERING THE QUESTIONS

Now, we’re getting to the important part of the Reading section. This is where you need to spend time in order to avoid careless errors. After reading a passage, you’ll have a group of questions that are in no particular order. The first thing you need to decide is whether the question you’re answering is general or specific.

General Questions

General questions are about the passage as a whole. They come in a variety of forms but ideally all can be answered based on your initial read.

Main idea

·  Which of the following best expresses the main point?

·  The passage is primarily about

·  The main idea of the passage is

·  The best title for this passage would be

Purpose

·  The purpose of the passage is

·  The author wrote this passage to

Tone/attitude

·  The author’s tone is

·  The attitude of the author is one of

Odd ball

·  Where would you be likely to find this passage?

·  Which is likely to happen next?

·  The author will most likely discuss next

Notice that these questions all require you to know the main idea, but the ones at the beginning of the list don’t require anything else, and the ones toward the end require you to use a bit of common sense.

Answering a General Question

Keep your answers to “What?” and “So what?” in mind. The answer to a general question will concern the main idea. If it helps, you can go back to your paragraph labels. The labels will allow you to look at the passage again without getting bogged down in the details.

·  For a straight main idea question, just ask yourself, “What was the ’What? So what?’ for this passage?”

·  For a general purpose question, ask yourself, “Why did the author write this?”

·  For a tone/attitude question, ask yourself, “How did the author feel about the subject?” Think about tone as you would a text message. Would you say the author feels image or image? These signs can help you with Process of Elimination.

·  For an oddball question, use common sense and sound Process of Elimination.

Answer the question in your own words before looking at the choices. Eliminate answers that are not consistent with your predicted answer, as well as those that are too broad or too narrow. They should be “just right.”

PRACTICE DRILL 2—ANSWERING A GENERAL QUESTION

Use the passage about Vikings that you just read and labeled. Reread your main idea and answer the following questions. Use the questions on the previous page to help you paraphrase your own answer before looking at the choices. When you’re done, check your answers in Chapter 9. For detailed explanations, go to your Student Tools.

1.This passage is primarily about

(A)the Vikings and their civilization

(B)the waves of Viking immigration

(C)sailing techniques of Bjarni Herjolfsson

(D)one Viking’s glimpse of the New World

(E)the hazards of Viking travel

What was the answer to “What?” and “So what?” for this passage?

2.What was the author’s purpose in writing this passage?

(A)To turn the reader against Italian adventurers

(B)To show his disdain for Erik the Red

(C)To demonstrate the Vikings’ nautical skills

(D)To correct a common misconception about the European discovery of America

(E)To prove the Vikings were far more advanced than previously thought

Why did the author write this passage? Think about the main idea.

Specific Questions

Specific questions are about a detail or section of the passage. While the questions can be presented in a number of different ways, they boil down to questions about WHAT the author said, WHY the author said something, and Vocab-in-Context.

What?

·  According to the passage/author

·  The author states that

·  Which of these questions is answered by the passage?

·  The author implies in line X

·  It can be inferred from paragraph X

·  The most likely interpretation of X is

Why?

·  The author uses X to

·  Why does the author say X?

Vocab-in-Context

·  What does the passage mean by X?

·  X probably represents/means

·  Which word best replaces the word X without changing the meaning?

·  As it is used in X, _____ most nearly means

Specific interpretation

·  The author would be most likely to agree with which one of the following?

·  Which one of the following questions is answered in the passage?

Once you have read and understood the question, go to the passage to find the answer. You should be able to find the answer quickly:

·  Use your paragraph labels to go straight to the information you need.

·  Use the line or paragraph reference, if there is one, but be careful. With a line reference (“In line 10…”), be sure to read the whole surrounding paragraph, not just the line. If the question says, “In line 10…,” then you need to read lines 5 through 15 to actually find the answer.

·  Use words that stand out in the question and passage. Names, places, and long words will be easy to find back in the passage. We call these lead words because they lead you back to the right place in the passage.

Once you’re in the right area, answer the question in your own words. Then look at the choices and eliminate any that aren’t like your answer or are not supported by the text of the passage.

For Vocab-in-Context questions, be sure to come up with your own word, based on the surrounding sentences. It does not matter if you do not know the word being tested, as long as you can figure it out from context. Also, even if you do know the word, it may be used in an unusual way. So, always ignore the word and come up with your own before Process of Elimination.

Questions with Special Formats

I, II, III questions The questions that have three Roman numerals are confusing and time-consuming. They look like this:

According to the passage, which of the following is true?

I. The sky is blue.

II. Nothing rhymes with “orange.”

III. Smoking cigarettes increases lung capacity.

(A)I only

(B)II only

(C)III only

(D)I and II only

(E)I, II, and III

On the SSAT, you will need to look up each of the three statements in the passage. This will always be time-consuming, but you can make them less confusing by making sure you look up just one statement at a time.

For instance, in the question above, say you look back at the passage and see that the passage says statement I is true. Write a big “T” next to it. What can you eliminate now? Choices (B) and (C). Now you check out II and you find that sure enough, the passage says that, too. So II gets a big “T” and you cross off (A). Next, looking in the paragraph you labeled “Smoking is bad,” you find that the passage actually says that smoking decreases lung capacity. What can you eliminate? Choice (E).

You may want to skip a I, II, III question because it will be time-consuming, especially if you’re on your last passage and there are other questions you can do instead. If you have time, you can always come back to this question.

EXCEPT/LEAST/NOT questions This is another confusing type of question. The test writers are reversing what you need to look for, asking you which answer is false.

All of the following can be inferred from the passage EXCEPT

Before you go any further, cross out the “EXCEPT.” Now, you have a much more positive question to answer. Of course, as always, you will go through all the choices, but for this type of question you will put a little “T” or “F” next to the answers as you check them out. Let’s say we’ve checked out these answers:

(A)Americans are patriotic.

T

(B)Americans have great ingenuity.

T

(C)Americans love war.

F

(D)Americans do what they can to help one another.

T

(E)Americans are brave in times of war.

T

Which one stands out? The one with the “F.” That’s your answer. You made a confusing question much simpler than the test writers wanted it to be. If you don’t go through all the choices and mark them, you run the risk of accidentally picking one of the choices that you know is true because that’s what you usually look for on reading questions.

You should skip an EXCEPT/LEAST/NOT question if you’re on your last passage and there are other questions you can do instead. If you have time, you can always come back to this question.

PRACTICE DRILL 3—ANSWERING A SPECIFIC QUESTION

Use the passage about Vikings that you just read and labeled. Use your paragraph labels and the lead words in each question to get to the part of the passage you need, and then put the answer in your own words before going back to the choices. When you’re done, check your answers in Chapter 9. For detailed explanations, go to your Student Tools.

1.According to the passage, Bjarni Herjolfsson left Norway to

(A)found a new colony

(B)open trading lanes

(C)visit a relative

(D)map the North Sea

(E)settle in Greenland

What’s the lead word here? Norway. Norway should also be in one of your labels.

2.Bjarni’s reaction upon landing in Iceland can best be described as

(A)disappointed

(B)satisfied

(C)amused

(D)indifferent

(E)fascinated

What’s the lead word here? Iceland. Again, this should be in one of your labels.

3.“The crew lost their bearings,” in the third paragraph, probably means that

(A)the ship was damaged beyond repair

(B)the crew became disoriented

(C)the crew decided to mutiny

(D)the crew went insane

(E)the ship’s compass broke

For a paragraph reference, just go back and read that paragraph. Replace the words they’ve quoted with your own.

4.It can be inferred from the passage that prior to Bjarni Herjolfsson’s voyage, Greenland

(A)was covered in grass and shrubs

(B)was overrun with Vikings

(C)was rich in fish and game

(D)was populated by criminals

(E)was as far west as the Vikings had traveled

What’s the lead word here? Greenland. Is it in one of your labels? What does that part of the passage say about Greenland? Paraphrase before looking at the answers!

5.With which of the following statements about Viking explorers would the author most probably agree?

(A)Greenland and Iceland were the Vikings’ final discoveries.

(B)Viking explorers were cruel and savage.

(C)The Vikings’ most startling discovery was an accidental one.

(D)Bjarni Herjolfsson was the first settler of America

(E)All Viking explorers were fearless.

Which answer is closest to what the author said overall?

When You Are Done

Check your answers in Chapter 9.

STEP THREE: PROCESS OF ELIMINATION

Before you ever look at a choice, you’ve come up with your own answer, in your own words. What do you do next?

Well, you’re looking for the closest answer to yours, but it’s a lot easier to eliminate answers than to try to magically zone in on the best one. Work through the answers using Process of Elimination. As soon as you eliminate an answer, cross off the letter in your test booklet so that you no longer think of that choice as a possibility.

How Do I Eliminate Choices?

On a General Question

Eliminate an answer that is:

·  Too small. The passage may mention it, but it’s only a detail—not a main idea.

·  Not mentioned in the passage.

·  In contradiction to the passage—it says the opposite of what you read.

·  Too big. The answer tries to say that more was discussed than really was.

·  Too extreme. An extreme answer is too negative or too positive, or it uses absolute words like all, every, never, or always. Eliminating extreme answers can make tone/attitude questions especially quick.

·  Against common sense. The passage is not likely to back up answers that just don’t make sense at all.

On a Specific Question

Eliminate an answer that is:

·  too extreme

·  in contradiction to passage details

·  not mentioned in the passage

·  against common sense

If you look back at the questions you did for the Viking passage, you’ll see that many of the wrong choices fit into the categories above.

On a Tone Question

Eliminate an answer that is:

·  too extreme

·  opposite meaning

·  against common sense. These are answers that make the author seem confused or uninterested, which an SSAT author will never be.

What Kinds of Answers Do I Keep?

Best answers are likely to be:

·  paraphrases of the words in the passage

·  traditional and conservative in their outlook

·  moderate, using words like may, can, and often

When You’ve Got It Down to Two

If you’ve eliminated all but two answers, don’t get stuck and waste time. Keep the main idea in the back of your mind and step back.

·  Reread the question.

·  Look at what makes the two answers different.

·  Go back to the passage.

·  Which answer is worse? Eliminate it.

REVIEW—THE READING PLAN

The Passages

After I read each paragraph, I ___________ it.

After I read an entire passage, I ask myself: ___________? ___________?

I am better at doing the following types of passages:

The Questions

The five main types of general questions, and the questions I can ask myself to answer them, are:

image

To find the answer to a specific question, I can use the following three clues:

If the question says, “In line 22,” where do I begin reading for the answer?

The Answers

On a general question, I eliminate answers that are

On a specific question, I eliminate answers that are

When I’ve got it down to two possible answers, I

If you have trouble with any of these questions, be sure to reread this chapter before moving on.

When you’re done, check your answers in Chapter 9. For detailed explanations, go to your Student Tools.

PRACTICE DRILL 4—ALL READING TECHNIQUES—ALL LEVELS

In 2011, the National Aeronautics and Space Administration (NASA) ended the Space Shuttle program, which was the United States’ manned space flight program after the Apollo programs took astronauts to the moon. NASA’s Space Shuttle program used five shuttles in its thirty-year program—Columbia, Challenger, Discovery, Endeavor, and Atlantis all carried astronauts and cargo into space. Shuttles were used to build the International Space Station (known as the ISS) and deploy the Hubble Telescope. The ISS orbits the Earth and is crewed by astronauts from all over the world. Currently, astronauts reach the station on Russian Soyuz spacecraft. Today, NASA is working to design and build spacecraft for exploration further into space so humans can return to the moon, explore Mars, or even visit an asteroid. NASA has sent robotic labs to Mars, the moon, and beyond. NASA is also working in partnership with private companies to develop a commercial space industry to supply the ISS and carry out experiments in low earth orbit. Companies such as Space X, Blue Origin, Boeing, and Lockheed Martin are working to develop rockets that can take satellites, cargo, and eventually humans into outer space. Space X has already successfully launched missions to the ISS and launched satellites and experiments into orbit on a rocket called the Falcon 9. In the same way the Space Shuttle Program made space travel easier and less expensive by reusing the shuttles many times, Space X is able to launch frequently by reusing its rockets and boosters. The commercial space flight industry has many exciting possibilities for scientific discovery both in creating faster travel on earth and traveling beyond our planet to explore the solar system.

1.Which of the following best summarizes the author’s main point?

(A)Space X is a more successful company than NASA.

(B)The United States’ space program is reliant on Russia for space travel.

(C)In order to explore the solar system, the commercial space flight industry will create faster travel.

(D)NASA’s purpose is to supply the ISS and conduct experiments in space.

(E)It is still possible for the United States to make scientific advancements without NASA’s Space Shuttle program.

2.According to the passage, which of the following is NOT true of NASA?

(A)NASA collaborates with private companies such as ISS.

(B)NASA’s Space Shuttle program terminated after thirty years.

(C)NASA has plans for man to return to outer space.

(D)Columbia, Challenger, Discovery, Endeavor, and Atlantis comprised NASA’s shuttle fleet.

(E)Prior to 2011, NASA sent manned missions into space.

3.The author’s attitude when discussing space exploration is best described as

(A)critical

(B)dubious

(C)jubilant

(D)sanguine

(E)tenacious

4.It can most likely be inferred from the passage that when NASA ended the Space Shuttle program,

(A)the United States lost momentum in future space discoveries.

(B)numerous men and women lost their jobs and their dreams of space travel.

(C)NASA also retired their five shuttles from manned space flight.

(D)the United States had more money and resources to allocate toward privately operated space missions.

(E)NASA turned to rockets and boosters for future manned space missions.

5.The word “reach” in line 7 could be replaced by which of the following without changing the author’s meaning?

(A)Attain

(B)Extend

(C)Influence

(D)Arrive at

(E)Get in touch with

PRACTICE DRILL 5—ALL READING TECHNIQUES—ALL LEVELS

Martial arts traditions are practiced all over the world. Some of the most well-known martial arts are the Japanese art of Karate and the Korean art of Taekwondo. One reason for the popularity of these arts in the United States is that many American service members were introduced to them: Karate after World War II in Japan and Taekwondo during the Korean Conflict in the 1950s. During this time, many service members learned these fighting styles and brought them back to the United States when they finished their service in the armed forces. In Japan, Karate is usually called karate do. The word “do” is translated to mean “way.” Traditionally, when the name of a martial art style ends in “do” (e.g., taekwondo, judo, karate do, aikido), it denotes a “way” or philosophically based martial art. In other words, practitioners are learning their particular style as a path to develop this art and to improve their mental focus, physical fitness, self-defense skills, and perhaps spirituality. This is in contrast to martial arts that are practiced for military use or law enforcement. These martial art styles end in “jutsu” (e.g., ninjutsu, Japanese jujutsu). Today, many people practice martial arts as a sport because of the physical benefits and practical applications of the skills they learn. Some styles focus on traditional techniques such as strikes, blocks, and kicks. Others incorporate traditional weapons training such as bo staffs, nunchucks, and swords. While it is tempting to evaluate which style is “best,” each style of martial arts has advantages and disadvantages in terms of effectiveness in combat. However, the benefits to all practitioners of following the “way” of martial arts are increased focused, fitness, and, hopefully, fun.

1.The passage was most likely taken from

(A)a newspaper article

(B)an encyclopedia

(C)an advertisement for Karate lessons

(D)a fitness magazine

(E)a speaking engagement

2.The author suggests which of the following about martial arts?

(A)There are some benefits of martial arts that all practitioners experience.

(B)Karate and Taekwondo are the most well-known martial arts.

(C)Practicing martial arts is now considered a sport and no longer a style of art.

(D)Japanese revere Karate more than other martial arts.

(E)Karate and Taekwondo are the only martial arts American service members have encountered while serving their country.

3.The word “This” mentioned in line 11 most likely refers to

(A)karate

(B)practitioners of martial arts

(C)self-defense skills

(D)philosophy and the arts

(E)martial arts styles ending in do

4.According to the author, a martial arts practice of aikido

(A)is a form of karate do

(B)incorporates traditional weapons training

(C)was created by American service members during World War II

(D)offers physical and mental benefits

(E)is more focused on developing mental focus than on self defense skills

5.The passage provides information that helps answer which of the following questions?

I.How many different types of martial art styles end in the word do?

II.What is the best style of martial arts?

III.What role did American service members play in the popularity of martial arts in the United States?

(A)I only

(B)II only

(C)III only

(D)I and II only

(E)I and III only

6.The tone of the passage is primarily

(A)conceited

(B)heretical

(C)admiring

(D)informative

(E)philosophical

PRACTICE DRILL 6—ALL READING TECHNIQUES— MIDDLE AND UPPER LEVELS

The following speech was given by Samuel Clemens on April 14, 1907, following a children’s performance of The Prince and the Pauper. Nearly one thousand children were in the audience during this speech.

I have not enjoyed a play so much, so heartily, and so thoroughly since I played Miles Hendon twenty-two years ago. I used to play in this piece (The Prince and the Pauper) with my children, who, twenty-two years ago, were little youngsters. One of my daughters was the Prince, and a neighbor’s daughter was the Pauper, and the children of other neighbors played other parts. But we never gave such a performance as we have seen here to-day. It would have been beyond us. My late wife was the dramatist and stage-manager. Our coachman was the stage-manager, second in command. We used to play it in this simple way, and the one who used to bring in the crown on a cushion—he was a little fellow then—is now a clergyman way up high—six or seven feet high—and growing higher all the time. We played it well, but not as well as you see it here, for you see it done by practically trained professionals. I was especially interested in the scene which we have just had, for Miles Hendon was my part. I did it as well as a person could who never remembered his part. The children all knew their parts. They did not mind if I did not know mine. I could thread a needle nearly as well as the player did whom you saw to-day. The words of my part I could supply on the spot. The words of the song that Miles Hendon sang here I did not catch. But I was great in that song….This theatre is a part of the work, and furnishes pure and clean plays. This theatre is an influence. Everything in the world is accomplished by influences which train and educate. When you get to be seventy-one and a half, as I am, you may think that your education is over, but it isn’t. If we had forty theatres of this kind in this city of four millions, how they would educate and elevate! We should have a body of educated theatre-goers. It would make better citizens, honest citizens. One of the best gifts a millionaire could make would be a theatre here and a theatre there. It would make of you a real Republic, and bring about an educational level.

1.The speaker’s primary purpose is to

(A)caution listeners against subpar theater practices

(B)compare previous performances of the play

(C)congratulate the performance of a children’s play

(D)advocate for better arts education

(E)reminisce over his previous theatrical endeavors

2.The passage could be from the viewpoint of which of the following?

(A)a perceptive critic

(B)a devoted patron of the arts

(C)an exuberant stage manager

(D)an enthusiastic producer

(E)an aloof commentator

3.The word “furnishes” in line 17 could be replaced by which of the following without changing the speaker’s meaning?

(A)provides

(B)stocks

(C)equips

(D)reclines

(E)adorns

4.The speaker uses the phrase “If we had forty theatres of this kind in this city of four millions” in the fifth paragraph to show

I.the valuable role theater serves in society

II.building new theaters would guarantee residents of the city would attend productions

III.theater can enrich the education and morals of its attendees

IV.all wealthy patrons should invest in theater construction

(A)I only

(B)I and II only

(C)I and III only

(D)I, III, and IV only

(E)II, III, and IV only

5.The tone of the first three paragraphs is primarily

(A)informative

(B)indifferent

(C)whimsical

(D)nostalgic

(E)indignant

PRACTICE DRILL 7—ALL READING TECHNIQUES— MIDDLE AND UPPER LEVELS

There is no practice which has been more extensively eulogized in all ages than early rising; and this universal impression is an indication that it is founded on true philosophy….Now the mass of any nation must always consist of persons who labor at occupations which demand the light of day. But in aristocratic countries, especially in England, labor is regarded as the mark of the lower classes, and indolence is considered as one mark of a gentleman. This impression has gradually and imperceptibly, to a great extent, regulated their customs, so that, even in their hours of meals and repose, the higher orders aim at being different and distinct from those who, by laborious pursuits, are placed below them. From this circumstance, while the lower orders labor by day and sleep at night, the rich, the noble, and the honored sleep by day, and follow their pursuits and pleasures by night. It will be found that the aristocracy of London breakfast near midday, dine after dark, visit and go to Parliament between ten and twelve at night, and retire to sleep toward morning. In consequence of this, the subordinate classes who aim at gentility gradually fall into the same practice. The influence of this custom extends across the ocean, and here, in this democratic land, we find many who measure their grade of gentility by the late hour at which they arrive at a party. And this aristocratic folly is growing upon us, so that, throughout the nation, the hours for visiting and retiring are constantly becoming later, while the hours for rising correspond in lateness.

1.The passage was most likely taken from a/an

(A)diary entry

(B)history book

(C)article in an academic journal

(D)observation from sleep specialists

(E)fictional novel

2.The author uses the phrase “There is no practice which has been more extensively eulogized in all ages” to show that early rising is

(A)necessary for all ages

(B)no longer useful in modern society

(C)recommended more than any other practice

(D)a highly revered practice

(E)a practice for the working class

3.The word “labor” mentioned in the second paragraph most likely refers to

(A)farming tasks

(B)leisure

(C)distress

(D)computer jobs

(E)physical work

4.What does the author mean when she says “this democratic land” in the third paragraph?

(A)London

(B)France

(C)Europe

(D)England

(E)The United States

5.Which of the following titles best fits the content of the passage?

(A)“The Importance of Early Rising”

(B)“A Caution Against Aristocratic Folly”

(C)“Pursuits and Pleasures by Night: the Story of a Socialite”

(D)“Labor by Day, Sleep at Night: Life of a Laborer”

(E)“Evening Customs of Aristocrats”

6.The author admires people who

(A)conduct their business at night

(B)toil at physical labor

(C)aim at gentility

(D)are early risers

(E)are wealthy and noble

PRACTICE DRILL 8—ALL READING TECHNIQUES— MIDDLE AND UPPER LEVELS

The Children’s Hour Between the dark and the daylight, When the night is beginning to lower, Comes a pause in the day’s occupations, That is known as the Children’s Hour. I hear in the chamber above me The patter of little feet, The sound of a door that is opened, And voices soft and sweet. From my study I see in the lamplight, Descending the broad hall stair, Grave Alice, and laughing Allegra, And Edith with golden hair. A whisper, and then a silence: Yet I know by their merry eyes They are plotting and planning together To take me by surprise. A sudden rush from the stairway, A sudden raid from the hall! By three doors left unguarded They enter my castle wall! They climb up into my turret O’er the arms and back of my chair; If I try to escape, they surround me; They seem to be everywhere. They almost devour me with kisses, Their arms about me entwine, Till I think of the Bishop of Bingen In his Mouse-Tower on the Rhine! Do you think, o blue-eyed banditti, Because you have scaled the wall, Such an old mustache as I am Is not a match for you all! I have you fast in my fortress, And will not let you depart, But put you down into the dungeon In the round-tower of my heart. And there will I keep you forever, Yes, forever and a day, Till the walls shall crumble to ruin, And moulder in dust away!

1.Which of the following best describes actions of the children?

(A)soft and sweet

(B)grave and laughing

(C)Plotting and planning

(D)climbing and surrounding

(E)devouring and entwining

2.In the last two stanzas of the poem, the speaker indicates that

(A)he will lock the children in a dungeon for their shenanigans

(B)his love for the children is everlasting

(C)he will keep the children captive in his fortress

(D)the children will have to tear down the walls if they ever wish to escape

(E)his love is no match for dungeon walls

3.The sensory image most important to this passage is

(A)the sound of the sudden raid from the hall

(B)the sight of the girls descending down the stairs

(C)the sound of pattering little feet

(D)the sensation of kisses and hugs

(E)the sight of blue eyes and moustaches

4.Which of the following words could be substituted for “banditti” (line 29) without changing the meaning of the verse?

(A)bandits

(B)musicians

(C)vines

(D)children

(E)mice

5.Which of the following best describes the main idea of the poem?

(A)The speaker is distracted by the children’s mischievous activities.

(B)The speaker cherishes the time of day when he can break from his work and play with his children.

(C)A poet depicts the games of children who inhabit an imaginary fortress.

(D)The children are scheming of ways to attack their captor and escape the castle.

(E)The children are listening to a story before for their bedtime

PRACTICE DRILL 9—ALL READING TECHNIQUES— MIDDLE AND UPPER LEVELS

It was just then that Miss Minchin entered the room. She was very like her house, Sara felt: tall and dull, and respectable and ugly. She had large, cold, fishy eyes, and a large, cold, fishy smile. It spread itself into a very large smile when she saw Sara and Captain Crewe. She had heard a great many desirable things of the young soldier from the lady who had recommended her school to him. Among other things, she had heard that he was a rich father who was willing to spend a great deal of money on his little daughter. “It will be a great privilege to have charge of such a beautiful and promising child, Captain Crewe,” she said, taking Sara’s hand and stroking it. “Lady Meredith has told me of her unusual cleverness. A clever child is a great treasure in an establishment like mine.” Sara stood quietly, with her eyes fixed upon Miss Minchin’s face. She was thinking something odd, as usual. “Why does she say I am a beautiful child?” she was thinking. “I am not beautiful at all. Colonel Grange’s little girl, Isobel, is beautiful. She has dimples and rose-colored cheeks, and long hair the color of gold. I have short black hair and green eyes; besides which, I am a thin child and not fair in the least. I am one of the ugliest children I ever saw. She is beginning by telling a story.” She was mistaken, however, in thinking she was an ugly child. She was not in the least like Isobel Grange, who had been the beauty of the regiment, but she had an odd charm of her own. She was a slim, supple creature, rather tall for her age, and had an intense, attractive little face. Her hair was heavy and quite black and only curled at the tips; her eyes were greenish gray, it is true, but they were big, wonderful eyes with long, black lashes, and though she herself did not like the color of them, many other people did. Still she was very firm in her belief that she was an ugly little girl, and she was not at all elated by Miss Minchin’s flattery. “I should be telling a story if I said she was beautiful,” she thought; “and I should know I was telling a story. I believe I am as ugly as she is—in my way. What did she say that for?” After she had known Miss Minchin longer she learned why she had said it. She discovered that she said the same thing to each papa and mamma who brought a child to her school.

1.By saying that “She was mistaken, however, in thinking she was an ugly child” in line 17, the author means that

(A)beauty is in the eye of the beholder

(B)Sara has a distorted view of herself

(C)to some people, Sara’s beauty surpasses Isobel’s

(D)Miss Minchin mistook Sara for Isobel

(E)Miss Minchin’s standards of beauty are flawed

2.Which of the following is probably true of Miss Minchin?

(A)She is dishonest to the parents who bring their children to her school.

(B)Her obsequious nature is appreciated by Sara.

(C)She never fails to see the beauty in all of her children.

(D)Her commentary is predictable when welcoming newcomers.

(E)She favors the children of rich fathers when admitting new students.

3.In line 15, “fair” could be replaced by which of the following without changing the author’s meaning?

(A)attractive

(B)corpulent

(C)just

(D)light-colored

(E)pleasant

4.The narrator’s tone in the passage is primarily

(A)critical

(B)disparaging

(C)emotional

(D)objective

(E)partisan

5.In line 1, the phrase “She was very like her house” is an example of a(n)

(A)allegory

(B)metaphor

(C)personification

(D)pun

(E)simile

6.Sara most likely mentions Isobel Grange in order to

(A)clarify a position

(B)set a standard of comparison

(C)pose a new topic of conversation

(D)challenge a belief

(E)reminisce about a dear friend

7.Throughout the passage, “a story” could be replaced by which of the following without changing the author’s meaning?

(A)an account

(B)an anecdote

(C)a fable

(D)a fib

(E)a rumor